Association of Different Forms of Child Maltreatment With Peer Victimization in Mexican Children and Adolescents.

Objective: To examine the relationship between exposure to multiple forms of child abuse and neglect within the family context and peer victimization at school, accounting for the moderator effect of sex and educational level. Methods: Two thousand four hundred fifteen children and adolescents, aged 9 to 15 years, attending public schools in Mexico completed the Childhood Trauma Questionnaire-Short Form and a modified version of the Olweus' Bully/Victim Questionnaire. We used linear regression models to assess the association of five different forms of child abuse (emotional, physical, and sexual abuse, and emotional and physical negligence) with three forms of peer victimization (direct, indirect, and cyberbullying). Results: Direct forms of child abuse within the family (i.e., emotional, physical, and sexual abuse), but not neglect, were significantly and positively associated with a risk for peer victimization. In the fully adjusted models, emotional abuse was significantly associated with the three types of peer victimization: [indirect b = 0.48, t = 6.75, p < 0.001, direct (b = 0.47, t = 4.89, p < 0.001), and cyberbullying (b = 0.85, t = 5.45, p < 0. 001)]; while physical abuse was positive and significantly associated with direct victimization (b = 0.29, t = 3.28, p < 0.001). Boys suffering from sexual abuse within the family context showed higher levels of all subtypes of peer victimization. Students attending secondary school who suffered from sexual abuse showed higher levels of indirect victimization than did students attending primary schools. Conclusion: Child abuse within the family context seems to be associated with the risk of peer victimization. Preventive strategies to address bullying and promote resilience should take family factors into account. Interventions for high-risk families might be useful to prevent child multi-victimization.

Bullying and depression: the moderating effect of social support, rejection and victimization profile / Acoso escolar y depresión: el efecto moderador del apoyo social, el rechazo y el perfil de la victimización

Peer relationships can be shaped as influential factors in the prevalence of bullying episodes. This research aims to analyze the effect of school bullying on the levels of depression of the victims and to what extent it is affected by social support and status in the group and by the profile of victimization. Several hierarchical linear regression analyses were calculated, in a sample of 1063 students aged 10 to 14 (47.8% of girls, M = 11.59 years, SD = 1.21 years), from 10 school of the Region of Madrid. The degree of influence of the studied variables was observed: lack of social support, peer rejection, withdrawal and impulsivity behaviors, and the relationship of all of them with victimization and depression. Findings revealed the influence of the lack of social support on the depression of victimized students. However, peer rejection did not show influence on the levels of depression of the victims. In addition, victimization associated with internalizing characteristics showed a greater association with depression than victimization associated with an externalizing profile

Las relaciones dentro del grupo de iguales pueden conformarse como factores influyentes en la prevalencia de los episodios de acoso escolar. Esta investigación tiene como objetivo analizar el efecto del acoso escolar sobre los niveles de depresión de las víctimas y en qué medida se ve afectado por el apoyo social, el estatus en el grupo y por el perfil de la victimización. Se calcularon varios modelos de regresión jerárquica lineal, en una muestra de 1063 alumnos, entre 10 y 14 años (47.8 % de chicas; M = 11.59 años, DT = 1.21 años), de 10 centros educativos de la Comunidad de Madrid. Se observó el grado de influencia de las variables estudiadas: falta de apoyo social, rechazo de los pares, conductas de retraimiento y de impulsividad, y la relación de todas ellas con la victimización y la depresión. Los resultados revelaron la influencia de la falta de apoyo social en los alumnos victimizados sobre la depresión. Sin embargo, el rechazo de los iguales no mostró influencia sobre los niveles de depresión de las víctimas. Además, las víctimas con características de tipo internalizante mostraron una mayor asociación con la depresión que las víctimas con características externalizantes

Criterios de respuesta cualitativos en la batería de habilidades interpersonales en personas mayores / No disponible

Fundamentos: El objetivo de este estudio consiste en analizarel papel desempeñado por el género y el lugar deresidencia habitual en el nivel de inteligencia (académicae interpersonal) y satisfacción con la vida en la terceraedad.Método: La muestra que ha participado en el estudioconsta de 100 jubilados con edades comprendidas entre60 y 95 años. Del total de la muestra, el 46% habitandiariamente en una residencia para la tercera edad, mientrasque el 54% restante viven en sus hogares y de vez encuando asisten a centros sociales para personas mayores.Los participantes completaron tres cuestionarios: unopara evaluar el índice de satisfacción con la vida, otropara evaluar el nivel de inteligencia académica y un terceropara medir las habilidades interpersonales en personasmayores.Resultados y discusión: En términos generales, el lugarde residencia habitual desempeña un papel diferencialmayor que el género. Respecto a éste, las mujeres puntúanmás alto que los varones en la toma de perspectivas concomponente emocional negativo, mientras que los varonespuntúan más alto en el pensamiento causal con responsabilidadexterna. En cuanto al lugar de residenciahabitual, los que viven en sus hogares puntúan más altoen el nivel de inteligencia académica y en mássubdimensiones de la batería de habilidades interpersonalesque los que viven en residencias. Por otro lado,las personas que viven en residencias puntúan más altoen el índice de satisfacción con la vida. En la discusión secomentan las implicaciones de este estudio para la investigaciónfutura, intervención y programas de prevenciónque ayuden a mejorar la calidad de vida de nuestrosmayores

Grounds: The aim of this study is to explore the functionof gender and place of residence in the level of intelligence(both academic and interpersonal) and satisfaction withlife in the elders.Methods: A total of 100 retired people, aged 60 to 95,took part in this study. A total of 46% of the participants live in elderly hospitals while the 54% remaining lives intheir homes and occasionally go to leisure social centersfor elderly people. The participants completed threequestionnaires: the first one measured the index ofsatisfaction with life, the second one assessed the level ofacademic intelligence and the last one measured theinterpersonal skills for old age.Results and discussion: The results showed that the placeof residence is more important than the gender. Females,compared with males, scored higher in the take ofperspectives with a negative emotional component,whereas males scored higher in the causal thought withexternal responsibility. However, the place of residenceshowed more principal effects in the subdimensions ofthe battery of interpersonal skills. The participants livingin their houses scored higher in the level of academicintelligence and in more subdimensions of the battery ofinterpersonal skills. While participants living in elderlyhospitals scored higher in the index of satisfaction withlife. In the discussion we remark the implications of thisstudy for the future research that allows to create programsto training our elderly people in these skills to improvetheir quality of live