ResumenEn los últimos años, en los medios de comunicación han aumentado alarmantemente los casos de lo que parece un nuevo y preocupante fenómeno de violencia doméstica: la violencia filio-parental. De esta forma, el objetivo del presente trabajo es analizar la trayectoria delictiva y los factores de riesgo de los/as menores que han cometido violencia filio-parental en función del sexo. Los participantes de este estudio son 57 menores del Juzgado de Castellón (34 chicos y 23 chicas), cuyo rango de edad oscila entre 14 y 17 años, configurando una media de 15,81. El 82,5% de los/as jóvenes de la muestra han nacido en España, mientras que el 10,5% proceden de países del este de Europa, el 5,3% de países del sur de América y el 1,8% de países árabes. El perfil encontrado en este estudio para este tipo de delito sería el de un varón de 16 años de edad, nacido en España, que cuenta con una agresión filio-parental, que también ha cometido otro tipo de delitos y presenta riesgo en las áreas de Pautas educativas y Educación formal/empleo. En relación al perfil femenino, sería el de una chica de 15 años de edad, nacida en España, que cuenta con un expediente de violencia filio-parental, que no ha cometido otro tipo de delitos y con riesgo en el área de ocio y tiempo libre.
Palabras clave:Violencia filio-parental, trayectoria delictiva, factores riesgo, menores infractores, YLS/CMI, IGI-J.
This study examined the controversial practice of grade retention and children's
academic and behavioral adjustment using data from the Quebec Longitudinal Study of
Kindergarten Children. We employed an autoregressive modeling technique to detect the impact
of being held back during primary school on subsequent academic performance and behavioral
development until age 12 years. The results indicate both a short- and long-term negative
influence on academic performance for boys and girls. Children's anxious, inattentive, and
disruptive behaviors persisted and, in some cases, worsened after grade retention. These
prospective associations were long lasting and more pronounced when grade retention occurred
early in primary school. Boys were more vulnerable to the negative influence of grade retention
on academic performance and classroom disruptiveness. Disruptive behavior in girls was
comparatively less associated with long-term consequences than boys. Nevertheless, girls
experienced both short- and long-term academic performance problems in the aftermath of grade
retention. Children's prosocial behavior appeared unaffected by grade retention. These
results are independent of what would have been expected by the natural course of academic and
behavioral development.
A significant number of adult women and men reported experiencing CSA, and most victims attested to either not disclosing or significantly delaying abuse disclosure.
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