A B S T R A C TThe purpose of this study was to delimit group psychological abuse through a psychosocial approach. An operational definition of the phenomenon and a taxonomy of group psychological abuse strategies were proposed based on a review of the scientific literature. A panel of 31 experts in the area evaluated the content of the taxonomy and judged the severity of the strategies through a Delphi study. Group psychological abuse was defined by the application of abusive strategies, their continued duration, and their ultimate aim, i.e., subjugation of the individual. The taxonomy showed adequate content validity. Experts' judgments allowed for hierarchically organizing the strategies based on their severity, being the most severe those directed to the emotional area. Operationalizing, classifying, and organizing the strategies hierarchically contributes to a better delimitation of the phenomenon, which is useful for both the academic and applied fields. Abuso psicológico en grupos: taxonomía y severidad de sus componentes R E S U M E NSe diseñó un estudio con el propósito de delimitar el abuso psicológico en grupos desde una aproximación psicosocial. A partir de una revisión de la literatura científica, se propuso una definición del fenómeno y una taxonomía de las estrategias de abuso psicológico en grupos. Un panel de 31 expertos evaluó el contenido de la taxonomía y juzgó la severidad de las estrategias a través de un estudio Delphi. El abuso psicológico en grupos es definido por la aplicación de estrategias abusivas, su duración continuada y su objetivo último, el sometimiento del individuo. La taxonomía mostró una adecuada validez de contenido. El juicio de expertos permitió jerarquizar las estrategias en función de su severidad, siendo las más severas aquellas que inciden en el ámbito emocional. Operativizar, clasificar y jerarquizar las estrategias contribuye a una mejor delimitación del fenómeno, útil tanto en el campo académico como en el aplicado.
This paper reports a study of the characteristics of psychological abuse strategies deployed in the workplace (mobbing or workplace bullying). Based on a literature review, the aim of the present study is two fold: firstly to propose a new taxonomy of mobbing strategies and to provide an operational definition for each of them, and secondly, to assess this taxonomy with the aid of several experts, by using a Delphi survey, and to evaluate the severity of each of the mobbing strategies. The experts were asked to evaluate the adequacy and the severity of the definitions for each mobbing strategy. Thirty experts working in various professions (psychology, medicine, law, sociology, etc.) participated in a two-round Delphi survey. The experts estimated that the new taxonomy and the operational definitions were appropriate, establishing content and construct validity. They ranked the workplace bullying strategies in terms of descending importance: strategies of direct nature, followed by indirect strategies. Theoretical implications of the study, its limitations and future research are discussed.Keywords: workplace bullying, mobbing, workplace violence, Delphi survey, severity, weighted scores.Este estudio psicosocial analiza las estrategias de abuso psicológico que se aplican en el lugar de trabajo (mobbing o bullying laboral). A partir de una revisión de la literatura científica, el primer objetivo pretende proponer una nueva clasificación de las estrategias del mobbing y dotar de una definición operativa a cada una de dichas estrategias. El segundo objetivo trata de evaluar esta clasificación y la severidad de las estrategias de mobbing a través del juicio de un panel de expertos utilizando para ello un estudio Delphi. Los expertos tuvieron que juzgar la adecuación de las estrategias y sus definiciones, y evaluar cuantitativamente la severidad de cada estrategia en el conjunto del mobbing. Treinta expertos de diferentes profesiones (psicólogos, médicos, abogados, sociólogos, etc.) participaron en el estudio Delphi de dos pasaciones. Los expertos juzgaron la nueva categorización y sus definiciones operativas como apropiadas estableciendo de este modo, validez de contenido y de constructo. Además, jerarquizaron las estrategias de mobbing resultando en su conjunto con mayor severidad las de naturaleza más directa, por encima de aquéllas más indirectas.Finalmente, se discuten los resultados y las limitaciones de esta investigación, así como las implicaciones teóricas y prácticas que pueden derivarse de ella.Palabras clave : bullying laboral, mobbing, violencia laboral, método Delphi, severidad, puntajes ponderados.
In this study, perceptions of the severity of various bullying behaviours in the workplace are investigated. The main aims are (1) to obtain the assessments of workers regarding the severity of the various types of behaviour that constitute bullying (psychological abuse), and (2) to examine whether the degree of involvement with the phenomenon (represented by three different groups: victims, witnesses and employees with no previous experience of bullying) influences the severity assessments. A sample of 300 workers from various branches of four organizations in Spain (191 women and 109 men aged between 21 and 66 years) completed a questionnaire. The results showed that assessments of the perceived severity of the different types of bullying behaviour varied. Bullying behaviours fell into six categories, with various types of emotional abuse proving to be perceived as the most severe category. Moreover, the results showed that there was no significant difference in the perceived severity of bullying behaviour among victims, witnesses and employees without previous experience of bullying. The consequences of these results and how they can influence theory, future research and practice are discussed.
Título: Versión Española de la "Self-Efficacy for Writing Scale" (SEWS). Resumen: La autoeficacia es un constructo muy utilizado en Psicología. El presente estudio se centra en el ámbito educativo y, más concretamente, en la adaptación de la "Self-Efficacy for Writing Scale" (SEWS; Bruning, Dempsey, Kauffman, McKim, y Zumbrunn, 2013), desarrollada para medir autoeficacia para la escritura. Participaron en el estudio 512 estudiantes (78% mujeres, 22% hombres) de tres universidades españoles distintas. Todos ellos completaron un cuestionario que incluía la versión española de la escala SEWS, además de la Escala de Autoeficacia General y la Escala de Autoeficacia para la Escritura. Los resultados del análisis factorial exploratorio muestran que la prueba mantiene su dimensionalidad, con una varianza explicada de 65.86% y tres factores: Ideación (α = .90), Convenciones (α = .89), y Autorregulación (α = .90). Las correlaciones con la Escala de Autoeficacia General son elevadas, pero aún más con la Escala de Autoeficacia para la Escritura, sugiriendo este último dato que se trata del mismo constructo. Asimismo, se encuentra que los hombres muestran mayores valores de autoeficacia en la escala SEWS (general) y en dos de sus dimensiones (Ideación y Convenciones). Finalmente, se discuten las implicaciones de estos resultados, señalándose las principales limitaciones del estudio y sugerencias de investigación futura. Palabras clave: Autoeficacia; Escritura; Escala; Adaptación; Español; SEWS.Abstract: Self-efficacy is a fruitful construct on psychological research, including the educational setting. The present study is focused on measuring the writing self-efficacy. Specifically, we translated into Spanish the "SelfEfficacy for Writing Scale" (SEWS; Bruning, Dempsey, Kauffman, McKim, & Zumbrunn, 2013) and assessed its psychometric properties on a sample of university students. Five hundred and twelve students (78% women, 22% men) from three different Spanish universities participated in our study. They filled a questionnaire that includes the Spanish version of SEWS, the General Self-Efficacy Scale, and the Self-Efficacy for Writing. Results of the Exploratory Factor Analysis has shown that SEWS keep their dimensionality in the Spanish version (explained variance of 65.86%), being composed by Ideation (α = .90), writing Conventions (α = .89), and Self-regulation of writing (α = .90). The correlations with the General SelfEfficacy Scale are high, but higher with the Self-Efficacy for Writing, outlining that are measuring the same construct. We also found than men report higher values on the overall SEWS and two of its dimensions (Ideation and Conventions). Finally, we discuss the implications of these results, point out the main limitations of our study, and suggest further research avenues.
University professors often use case studies because they provide a fertile basis for the application of theoretical concepts to real world situations, enhancing student participation. The present correlational study aims to present social psychology's students from the University of Barcelona (UB) as active participants of their learning process through their work with case studies. Results demonstrate that students made significant learning through the writing of case studies, which has benefited their results in the final exam, course grades, and course's satisfaction.
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