Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-10T09:33:22.484Z Has data issue: false hasContentIssue false
  • English
  • Français

Risk Profiles and Peer Violence in the Context of School and Leisure Time

Published online by Cambridge University Press:  10 January 2013

Rosa Pulido Valero ,
Gema Martín Seoane  and
Beatriz Lucas Molina
Rosa Pulido Valero*
Affiliation:
Universidad Complutense (Spain)
Gema Martín Seoane
Affiliation:
Universidad Complutense (Spain)
Beatriz Lucas Molina
Affiliation:
Universidad de la Rioja (Spain)
*
Correspondence concerning this article should be addressed to Rosa Pulido. Departmento de Psicología Evolutiva y de la Educación, Universidad Complutense. Campus de Somosaguas, 28223 Pozuelo de Alarcón, Madrid (Spain). E-mail: rosa.pulido@psi.ucm.es
Get access Rights & Permissions [Opens in a new window]

Abstract

Though violence at school is by no means a new phenomenon, there has been growing social and scientific concern about this issue in recent years. The present study builds on prior analysis of the roles adolescents play in peer harassment, and the relationship between violence occurring at school and during free time. A representative sample of students between the ages of 14 and 18 was selected in the Community of Madrid (N = 1622) through random cluster sampling (school was the unit of analysis). Participants completed the C.E.V.E.O. questionnaire, which presents fifteen situations involving peer violence. The results reveal a relationship between violent situations occurring at school and during free time, and between the roles of aggressor and victim during free time. A profile analysis yielded three different categories: the “minimal violence exposure” type (1126 adolescents), the “psychological violence exposure” type (413 adolescents), and the “high risk of violence” type (83 adolescents). Judging from these results, we posit that interventions must be designed which tailor to each group and their respective risk situations.

A pesar de que la violencia escolar no es un fenómeno nuevo, en los últimos años ha aumentado la preocupación social y científica en torno a este problema. El presente estudio avanza en el análisis de los roles que las/os adolescentes desempeñan en relación a la violencia entre iguales, y la relación entre la violencia que se produce en la escuela y en el ocio. Se seleccionó una muestra representativa de estudiantes, de entre 14 y 18 años, de la Comunidad de Madrid (N = 1.622), a través de un muestreo aleatorio de conglomerados (el centro educativo como unidad de análisis). Los participantes rellenaron el cuestionario C.E.V.E.O., que evalúa quince situaciones de violencia entre iguales. Los resultados revelan una relación entre las situaciones de violencia en la escuela y en el ocio, y entre los roles de agresor y víctima en el tiempo de ocio. El análisis de tipologías permitió obtener tres perfiles: “mínima exposición a la violencia” (1.126 adolescentes), “exposición a violencia psicológica” (413 adolescentes), “adolescentes en situación de alto riesgo de violencia” (83 adolescentes). A partir de estos resultados, se plantea la necesidad de diseñar intervenciones específicas para cada uno de los grupos en diferente situación de riesgo.

Keywords

school violenceleisure timepeer harassmentadolescentsviolencia escolarocioviolencia entre igualesadolescentes
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 14 , Issue 2 , November 2011 , pp. 701 - 711
Copyright
Copyright © Cambridge University Press 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Álvarez, L., Álvarez, D., González-Castro, P., Núñez, J. C., & González-Pienda, J. A. (2006). Evaluación de los comportamientos violentos en los centros educativos [Evaluating violent behaviors in schools]. Psicothema, 18, 686–695.Google Scholar
Andershed, H., Kerr, M., & Stattin, H. (2001). Bullying in school and violence on the streets: Are the same people involved? Journal of Scandinavian Studies in Criminology and Crime Prevention, 2, 31–49.CrossRefGoogle Scholar
Center for the Prevention of School Violence (2000). A vision for safer schools. Raleigh, NC: Center for the Prevention of School Violence. Retrieved from http://www.ncdjjdp.org/cpsv/pdf_files/testimony.pdfGoogle Scholar
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum Associates.Google Scholar
Cowie, H. (2000). Bystanding or standing by: gender issues in coping with bullying in English schools, Aggressive Behavior, 26, 85–97. doi:10.1002/(SICI)1098-2337(2000)26:1<85::AID-AB7>3.0.CO;2-53.0.CO;2-5>CrossRefGoogle Scholar
Craig, W., & Harel, Y. (2004). Bullying, Physical Fighting and Victimization. In Currie, C., Roberts, C., Morgan, A., Smith, R., Settertobulte, W., Samdal, O., & Barnekow, V., (Eds.), Young People's Health in Context: Health Behaviour in School-Aged Children (HBSC) Study, International Report from the 2001/2002 Survey. World Health Organization, (pp. 133–144). Copenhague, Denmark: WHO Publications.Google Scholar
Defensor del Pueblo (2000). Informe sobre violencia escolar: el maltrato entre iguales en la educación secundaria obligatoria [Report on school violence: Peer abuse during obligatory secondary education]. Madrid, Spain: Servicio de publicaciones de la Oficina del Defensor del Pueblo. Retrieved from: http://www.defensordelpueblo.es/es/Documentacion/Publicaciones/monografico/Documentacion/Estudiovilencia.pdfGoogle Scholar
Defensor del Pueblo (2006). II Informe sobre violencia escolar: el maltrato entre iguales en la educación secundaria obligatoria [II Report on school violence: Peer abuse during obligatory secondary education]. Madrid, Spain: Servicio de publicaciones de la Oficina del Defensor del Pueblo. Retrieved from: http://www.defensordelpueblo.es/es/Documentacion/Publicaciones/monografico/Documentacion/Informe_violencia_escolar_ESO.pdfGoogle Scholar
Del Campo, J. (2007). Informe del Estado de la cuestión de la violencia escolar en Europa [Government report on the issue of school violence in Europe]. European Commission. Retrieved from: http://200.38.162.50/2007/Sociedad%20y%20Cultura/Formacion%20Civica%20y%20Etica/Educacion_sexual/violescolar/viol_informeeuropa.docGoogle Scholar
Díaz-Aguado, M. J., Martínez Arias, R., & Martín Seoane, G. (2004). Prevención de la violencia y la exclusión social [Preventing violence and social exclusion]. Madrid, Spain: Instituto de la Juventud.Google Scholar
Díaz-Aguado, M. J. (2005) La violencia entre iguales en la adolescencia y su prevención desde la escuela [Peer violence during adolescence and how schools can prevent it]. Psicothema, 17, 549–558.Google Scholar
DP-CAPV, Ararteko (2006). Convivencia y conflicto en los centros educativos. Informe extraordinario del Ararteko sobre la situación en los centros de Educación Secundaria en la Comunidad Autónoma del País Vasco [Coexistence and conflict in schools. An extraordinary report by Ararteko on the situation in CAPV secondary schools]. Vitoria-Gasteiz, Spain: Ararteko. Retrieved from: http://www.ararteko.net/RecursosWeb/DOCUMENTOS/1/1_244_3.pdfGoogle Scholar
Elzo, J. (2000). Jóvenes españoles 99 [Spanish youths 99]. Madrid, Spain: SM.Google Scholar
Fernández-Enguita, M., Gaete, J. M., & Terrén, E. (2008). ¿Fronteras en las aulas? Contacto transcultural y endogamia en las interacciones del alumnado [Borders in classrooms? Transcultural contact and endogamy in pupils' interactions]. Revista de Educación, 345, 157–181.Google Scholar
Funk, W. (1997). Violencia escolar en Alemania, estado del arte [School violence in Germany, state of the art]. Revista de Educación, 313, 53–78.Google Scholar
Garaigordobil, M., & Oñederra, J. A. (2009). Acoso y violencia escolar en la comunidad autónoma del País Vasco [Harassment and school violence in the Basque autonomous community], Psicothema, 21, 83–89.Google Scholar
Genta, M. L., Menesini, E., Fonzi, A., Costabile, A., & Smith, P. K. (1996). Bullies and victims in schools in central and southern Italy. European Journal of Psychology of Education, 11, 97–110. doi:10.1007/BF03172938CrossRefGoogle Scholar
Lila, M., Herrero, J., & Gracia, E. (2008). Multiple victimization of Spanish adolescents: A multilevel análisis. Adolescence, 43, 333–350.Google Scholar
Lucas, B., Pulido, R., Martín Seoane, G., & Calderón, S. (2008). Violencia entre iguales en educación primaria: un instrumento para su evaluación [Peer violence in elementary school: An assessment instrument]. Psicología Educativa, 14, 47–62.Google Scholar
Martín, E., & Muñoz de Bustillo, M. C. (2009). Un análisis contextual de la preferencia y el rechazo entre iguales en la escuela [A contextual analysis of preference and rejection among peers at school]. Psicothema, 21, 439–445.Google Scholar
Martín, E., Muñoz, C., Rodríguez, T., & Pérez, Y. (2008). De la residencia a la escuela: la integración social de los menores en acogimiento residencial con el grupo de iguales en el contexto escolar [From home to school: The social integration at school with their peer groups of minors living in state residential centers]. Psicothema, 20, 376–382.Google Scholar
Martín Seoane, G. (2003). Estrategias de Afrontamiento y Riesgo en la Adolescencia [Strategies for Confrontation and Risk in Adolescence]. Madrid, Spain: Universidad Complutense.Google Scholar
Martín Seoane, G., Pulido, R., & Vera, R. (2008). Maltrato entre iguales y exclusión social en la Comunidad de Madrid: análisis y posibilidades de intervención [Peer abuse and social exclusion in the Community of Madrid: Analysis and possibilities for intervention]. Psicología Educativa, 14, 103–113.Google Scholar
Martín Seoane, G., Pulido, R., & Díaz-Aguado, M. J. (2009). Prevención de la violencia a través de la familia y la escuela [Preventing violence through family and school]. In Álvarez, M. & Bisquerra, R. (eds.), Manual de Orientación y Tutoría. Barcelona, Spain: Wolters Kluwer Educación.Google Scholar
Olweus, D. (1978) Aggression in the schools: bullies and whipping boys. Washington DC: Hemisphere Press (Wiley).Google Scholar
Olweus, D. (1998). Conductas de acoso y amenaza entre escolares [Harassment and threat behaviors among students]. Madrid, Spain: Morata.Google Scholar
Ortega, R. (2000). Educar la convivencia para prevenir la violencia [Teaching coexistence to prevent violence]. Madrid, Spain: Antonio Machado Libros.Google Scholar
Ortega, R., & Mora Merchán, J. (2008). Las redes de iguales y el fenómeno del acoso escolar: explorando el esquema dominio-sumisión [Peer networks and the school harassment phenomenon: exploring the dominance-submission hierarchy], Infancia y Aprendizaje, 31, 515–528. doi:10.1174/021037008786140922CrossRefGoogle Scholar
Pellegrini, A. D., Bartini, M., & Brooks, F. (1999). School bullies, victims, and aggressive victims: factors relating to group affiliation and victimization in early adolescence. Journal of Educational Psychology, 91, 216–224. doi:10.1037//0022-0663.91.2.216CrossRefGoogle Scholar
Pereira, B., Mendoça, D., Neto, C., Almeida, A., Valiente, L., & Smith, P. K. (1996, September). Facts and figures of the first survey on bulllying in Portuguese schools. Paper presented at European Conference on Educational Research. Sevilla, Spain.Google Scholar
Pulido, R. (2006). Adolescencia y conductas violentas: factores de protección y de riesgo [Adolescence and violent behavior: Protective and risk factors]. Madrid, Spain: Universidad Complutense.Google Scholar
Pulido, R., Martín Seoane, G., & Díaz-Aguado, M. J. (2010). School violence roles and sociometric status among Spanish students. US-China Education Review, 7, 51–62.Google Scholar
Pulido, R., Martín Seoane, G., & Lucas, B. (in press). La modalidad de agrupamiento como variable relevante en el análisis de laviolencia escolar [Analyzing the educational path as a relevant variablein the school violence situations], Revista de Educación. doi:10-4438/1988-592X-RE-2010-356-047Google Scholar
Salmivalli, C., Kaukiainen, A., Kaistaniemi, I., & Lagerspetz, K. (1999). Self-evaluated self-esteem, peer-evaluated self-esteem and defensive egotism as predictors of adolescents' participation in bullying situations. Personality and Social Psychology Bulletin, 25, 1268–1278. doi:10.1177/0146167299258008CrossRefGoogle Scholar
Sindic de Greuges (2007). Convivencia i conflictes als centres educatius [Coexistence and conflict in schools]. Sindic de Greuges. Retrieved from http://www.sindic.cat/site/files/docs/48_INFCONVIVENCIAESCOLES.pdfGoogle Scholar
Smith, P. K., & Sharp, S. (1994). School Bullying insights and perspective, Londres, UK: Routledge.Google Scholar
Smith, P. K., Tamlamelli, L., Cowie, H., Naylor, P., & Chauhan, P. (2004). Profiles of non-victims, escaped victims, continuing victims, and new victims of school bullying, British Journal of Educational Psychology, 74, 565–581. doi:10.1348/0007099042376427CrossRefGoogle ScholarPubMed
Taylor, A. (2002). Writing of ambition: a developmental study of gender ethnicity and achievement values. Dissertation Abstracts International: Humanities and Social Sciences, 63(3–A), 863.Google Scholar
Vieira, M., Fernández, I., & Quevedo, G. (1989). Violence, Bullying and Counselling in the Iberian Peninsula. In Roland, E. & Munthe, E. (Eds.), Bullying International Perspective (pp. 35–52). London, UK: David Fulton Publishers.Google Scholar