Bullying and depression: the moderating effect of social support, rejection and victimization profile

Palomares-Ruiz, Ascensión; Oteiza-Nascimento, Arantxa; Toldos, M. Paz; Serrano-Marugán, Isabel; Martín‐Babarro, Javier

doi:10.6018/analesps.35.1.301241

Cited by 11 publications

(16 citation statements)

References 49 publications

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“…De esta manera, tal y como ha quedado patente en estas definiciones, el acoso escolar es un fenómeno grupal en el que hay un proceso de victimización (Palomares-Ruiz et. al., 2019), sobre una persona con imposibilidad para defenderse (Olweus, 1993).…”

Section: Introductionunclassified

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Diseño y validación de un instrumento para evaluar el acoso escolar al término de la Educación Primaria

Perales

Ruiz²,

Martínez³

2020

REOP

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RESUMENEn este artículo se presenta el proceso seguido para diseñar, construir y validar el instrumento “CAES”, Cuestionario de evaluación de Acoso Escolar, dirigido a alumnado de 6º de Educación Primaria, 11-13 años. Con él se pretende valorar cómo comprenden los escolares los conceptos de acoso escolar y ciberacoso, qué percepciones tienen los estudiantes como alumnado agresor, víctima o espectador y, por último, qué habilidades para la resolución de conflictos poseen, ya sean de índole personal y/o social. Se ha partido de un amplio marco conceptual, incluyendo normas legales y aspectos prácticos de las dinámicas relacionales en educación. El instrumento final ha quedado conformado por 40 ítems y ha sido administrado a 494 escolares. Desde el proceso de diseño hasta su validación se han utilizado diferentes herramientas estadísticas, caso de realización de un juicio de expertos, el desarrollo de un análisis factorial exploratorio y el cálculo del índice Alpha de Cronbach. Los estadísticos calculados han mostrado elevados índices de validez, caso de un índice medio de validez de contenido de .86, y fiabilidad, índice de .76. La utilidad de contar con instrumentos en los centros educativos como el presentado en esta investigación es trascendental, especialmente cuando, desafortunadamente, el acoso escolar es una realidad existente en las prácticas escolares. Prestar atención al clima relacional y a las interacciones entre el alumnado constituye una tarea clave de los profesionales de la educación, más si cabe en los cambios de nivel de escolarización y etapa educativa. Instrumentos como el presentado contribuyen a tal fin, facilitando la labor docente y orientadora.ABSTRACT This article presents the process followed to design, build and validate the “CAES” instrument, School Bullying Assessment Questionnaire, aimed at students in 6th grade of Primary Education, 11-13 years. It is intended to assess how schoolchildren understand the concepts of bullying and cyberbullying, what perceptions students have as aggressors, victims or spectators and, finally, what skills for conflict resolution they possess, whether personal or social It has started from a broad conceptual framework, including legal norms and practical aspects of relational dynamics in education. The final instrument has been made up of 40 items and has been administered to 494 students. From the design process to its validation, different statistical tools have been used, in the case of an expert trial or the development of an exploratory factor analysis and the calculation of Cronbach's Alpha index. The calculated statistics have shown high rates of validity, case of an average content validity index of .86, and reliability, index of .76. The usefulness of having instruments in educational centers such as the one presented in this research is transcendental, especially if, unfortunately, bullying is an existing reality in school practices. Paying attention to the relational climate and interactions among students is a key task of education professionals, but it does fit the changes in the level of schooling and educational stage. Instruments such as the one presented contribute to this end, facilitating teaching and guidance work.

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Section: Introductionunclassified

“…En palabras de Novo et al (2013, p. 10), "sin victimización, no hay acoso". Además, es una cuestión candente en los centros educativos, tal y como se plasma en diversos estudios e investigaciones (Álvarez-Garcíaet al, 2015;Brighi et al, 2012;Huitsing y Veenstra, 2012;Palomares-Ruiz et. al., 2019).…”

Section: Introductionunclassified

Diseño y validación de un instrumento para evaluar el acoso escolar al término de la Educación Primaria

Perales

Ruiz²,

Martínez³

2020

REOP

Self Cite

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“…11,[26][27][28] Several previous studies suggested that bullying is a factor that can increase the risk of depression in adolescents. [29][30][31] Teenagers who are victims of bullying tend to show symptoms of depression, such as continuous sadness or anxiety, hopelessness and pessimism, feeling worthless and helpless, difficulty sleeping, difficulty concentrating, loss of interest, even having suicidal ideation. 32 Research conducted by Sigurdson et al 33 found that adolescents who involved in bullying, both as a victim or perpetrator, have increased the risk of mental health problems that require them to be admitted to psychiatry in the future.…”

Section: Discussionmentioning

confidence: 99%

Bullying as a Risk Factor of Depression on Undergraduate Health Students

Setiadi¹,

Arsyawina²,

Kalsum³

et al. 2021

Global Pediatric Health

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Depression is a serious health problem that needs to be treated early so that it does not get worse in the future. Bullying can cause a mental health problem on students. This study aims to analyze the relationship between bullying and depression among undergraduate health students. This was an observational study with a cross-sectional design. Respondents filled out questionnaires online using the Google Form application. A total of 246 undergraduate health students participated in this study. Multivariate logistic regression was used to analyse the data. There was a relationship between bullying and the incidence of depression in undergraduate health students (AOR: 2.158 (95% CI: 1.050-4.435)) after being controlled by physical attacked, close friends, loneliness, and smartphone addiction. This study proves that bullying is a risk factor for depression. Prevention of bullying is important to prevent depression. Handling and prevention are done by involving peer support from students through peer-counselor or peer-educator programs. Students with severe depression need to be treated further through an appropriate referral system.

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“…Mostrando que alunos alvo de bullying têm mais chances de ter sintomas de depressão do que outros estudantes que não são alvo. E também houve o interesse de traçar o perfil das vítimas de bullying e agressores (Montejo et al, 2019;Palomares-Ruiz et al, 2019;Resett, 2018).…”

Section: Introductionunclassified

Bullying, depressão e representações sociais no contexto escolar

Costa

Coutinho

Cavalcanti

et al. 2021

RSD

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O Bullying é um fenômeno caracterizado pelo conjunto de atos de violência física ou verbal, que ocorrem contra um ou mais vítimas, tais comportamentos de forma repetitiva e intencional podem desencadear sintomas depressivos nos envolvidos. Dessa forma, objetivou-se apreender as representações sociais elaboradas por adolescentes acerca do bullying e da depressão. Participaram da pesquisa 31 adolescentes com idades entre 12 e 18 anos, de uma escola pública. Foram utilizados um questionário sociodemográfico e uma entrevista semiestruturada. A aplicação dos instrumentos ocorreu individualmente, os dados do questionário foram analisados utilizando a estatística descritiva e inferencial. Quanto às entrevistas, utilizou-se a Análise de Similitude, Nuvem de palavras e Classificação Hierárquica Descendente. Os participantes demonstraram conhecimento multifacetado acerca do bullying e da depressão, ancorando-os nas vertentes conceitual, comportamental, implicações psicoemocionais, tipos de bullying e bullying enquanto sinônimo de brincadeira. Destaca-se que os comportamentos de bullying evidenciados no estudo foram referentes à agressão física, verbal e psicológica, o que pode levar à negligência da higiene pessoal, tristeza, desânimo, baixo rendimento escolar, problemas familiares e a falta de apoio. Por outro lado, os adolescentes também apontaram o bullying enquanto sinônimo de brincadeira, delineando esse fenômeno como algo naturalizado. Evidencia-se a necessidade de intervenções mais efetivas nesse contexto, contemplando estratégias sobre a conscientização das consequências do bullying e minimização do sofrimento emocional desencadeado.

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Bullying and depression: the moderating effect of social support, rejection and victimization profile

Cited by 11 publications

References 49 publications

Diseño y validación de un instrumento para evaluar el acoso escolar al término de la Educación Primaria

Diseño y validación de un instrumento para evaluar el acoso escolar al término de la Educación Primaria

Bullying as a Risk Factor of Depression on Undergraduate Health Students

Bullying, depressão e representações sociais no contexto escolar

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