Challenging Behavior, Parental Conflict and Community Violence in Students with Aggressive Behavior

Abstract

The effects of the presence of challenging behavior problems, parental conflict and violence in the community were determined by the probability of occurrence of bullying behaviors in elementary students. 664 students participated in the study, of whom 80 (12.04%) were identified as aggressors. 80 students with no reports of attacks were later selected randomly for comparison. Using logistic regression, it was found that the variables studied manifest significant differences between the student groups with and without aggressive behavior toward peers (R 2 = .39). Challenging behavior (OR = 7.83), parental conflict (OR = 3.77) and Community Violence (OR = 5.36) increase the probability of belonging to the group of aggressors. We conclude that it is necessary to analyze the bullying from an ecological framework that considers variables located in the contexts in which individuals interact. ResumenSe buscó establecer la relación de la presencia de conductas desafiantes, conflictos entre padres y violencia en la comunidad con la probabilidad de ocurrencia de comportamientos de intimidación en estudiantes de primaria. En este estudio participaron 664, de los cuales 80 (12.04%) fueron identificados como agresores; posteriormente se incluyeron al azar 80 estudiantes sin informes de ataques como grupo control. Usando la regresión lógica, se encontró que las variables estudiadas manifiestan diferencias significativas entre los grupos de estudiantes con y sin comportamiento agresivo hacia los compañeros (R 2 = .39). El comportamiento desafiante (OR = 7.83), el conflicto parental (OR = 3.77) y la violencia comunitaria (OR = 5.36) aumentan la probabilidad de pertenecer al grupo de agresores. Concluimos que es necesario analizar el bullying desde un marco ecológico que considera variables ubicadas en los contextos en los que interactúan los individuos.

Pathways Linking Exposure to Community Violence, Self-serving Cognitive Distortions and School Bullying Perpetration: A Three-Wave Study

“…Nevertheless, to our knowledge, only a few studies have investigated the predicting role of community violence exposure on school bullying. Some studies, without distinguishing the differential effects of community violence witnessing and victimization, found a significant association between violence exposure within the community and bullying perpetration [21,47], over and above other socioenvironmental factors, such as poverty, inequality and political violence [48]. A seminal cross-sectional study by Schwartz and Proctor [49] found that children who had been a witness to or victim of community violence were more likely to bully their classmates.…”

“…Generally, higher rates of bullying are found in communities in which violence is modeled and/or condoned, although the causal nature of these relationships remains unclear [14]. While there is a strong evidence that both exposure to community violence (e.g., [15][16][17]) and self-serving CDs [18,19] are associated with externalizing behaviors (i.e., aggression, conduct problems, delinquency), only a few studies (e.g., [20,21]), to our knowledge, have systematically examined how bullying behavior (as a specific subtype of aggression) is influenced by experiences of community violence exposure. Moreover, only one study [22] has investigated the associations of CDs, according to the Gibbs' model, with the involvement in bullying behavior.…”

Gender differences in teenager bullying dynamics and predictors of peer-to-peer intimidation

“…In particular, and unlike the high-order ones (whose study is advisable rather from young adulthood), this personality trait has been remarked as a major issue for adolescent behavior throughout the previous literature. In this regard, there are some applied studies on bullying [ 28 , 29 ] endorsing the assumption that high-sensation seeking adolescents (but especially males) get more frequently engaged in active bullying dynamics, as well as in other harmful behaviors, including substance use [ 66 ], cybernetic bullying [ 67 ], and extra-school aggression [ 29 , 50 ]. ICT interaction.…”

“… Literature-based demographic and psychosocial predictors of bullying would significantly explain peer-to-peer intimidation scores. This assumption is based on a series of commonly significant bullying predictors documented in the empirical literature, including sensation seeking, family conflict, and psychological health issues, such as distress, and life satisfaction [ 2 , 26 , 29 , 49 , 50 ]. …”

Efecto de la violencia y victimización escolar en la ideación suicida en adolescentes mexicanos

“…An outstanding aspect of this lies in the role that is given to certain vital experiences that can mark the transition towards the ideation of and attempt of suicide (Joiner, 2009). The experiences of the adolescents in violent situations and victimization, fundamentally at school, are of particular relevance to our study, both of which must be analyzed from an ecological perspective (Valdés Cuervo et al, 2018).…”