Systematic Review of the Prevalence of School Violence in Spain

García-García, Juan; Ortega, Enrique; Fuente, Leticia de la; Basurto, Flor Zaldívar; Gil-Fenoy, María José

doi:10.1016/j.sbspro.2017.02.052

Cited by 14 publications

(15 citation statements)

References 6 publications

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“…This problem has serious consequences for the development and psychosocial adjustment of students [3][4][5]. As regards gender, data suggest that, in the case of school victimization, boys are victimized by their partners overtly and girls relationally [6,7], although some studies have not reported such differences [8,9]. Since the pioneering studies carried out by Olweus in the late 1970s, many studies and actions have been carried out to prevent victimization in the school context (see [6][7][8]).…”

Section: Introductionmentioning

confidence: 99%

“…As regards gender, data suggest that, in the case of school victimization, boys are victimized by their partners overtly and girls relationally [6,7], although some studies have not reported such differences [8,9]. Since the pioneering studies carried out by Olweus in the late 1970s, many studies and actions have been carried out to prevent victimization in the school context (see [6][7][8]). In recent years, a set of variables at individual, family, school, and social levels that related positively with school victimization have been routinely identified; for example, greater depressive symptomatology [9], problems in family functioning [10] and in school climate [11], and relations with social integration and relations with the community [12].…”

Section: Introductionmentioning

confidence: 99%

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Parental Socialization, Social Anxiety, and School Victimization: A Mediation Model

et al. 2020

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The aim of this study was to examine the relationship between parenting dimensions (involvement/acceptance vs. strictness/imposition) and school victimization, considering the possible mediating role of social anxiety. The sample comprised 887 adolescents (52.3% girls) aged between 12 and 16 (M = 13.84 and SD = 1.22) enrolled at three compulsory secondary education ("ESO" or "Educación Secundaria Obligatoria" in Spanish) schools located in the provinces of Valencia, Teruel and Seville (Spain). A structural equations model was developed using the Mplus 7.4 program. The results obtained indicate that social anxiety mediates the relationship between parenting dimensions (involvement/acceptance vs. strictness/imposition) and school victimization. Finally, the results and their potential theoretical and practical implications are discussed.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Parental Socialization, Social Anxiety, and School Victimization: A Mediation Model

et al. 2020

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“…In the same study, data in Spanish children indicated that 4% of girls and 8% of boys were victims, while 3% of girls and 7% of boys were bullies [4]. Garcia-Garcia et al (2017), in a systematic review, including 32 papers on Spanish samples, found that overall, on average, 11.4% (between 2% and 29.01% depending on the study) of students in Spain with a mean age of 14.60 (SD = 0.70) were involved in bullying situations [6]. Two papers on bullying in the same Spanish regions as our study reported similar prevalence data.…”

Section: Discussionmentioning

confidence: 99%

“…Notably, their results showed that Spain has the lowest rates of victimization, particularly when talking about face-to-face bullying [5]. In Spain, García-García et al (2017) found in their systematic review that the prevalence of bullying victimization was around 11.4% (range: 2.2%-29.01%) [6].…”

Section: Introductionmentioning

confidence: 99%

Risk and Protective Factors for Bullying at 11 Years of Age in a Spanish Birth Cohort Study

Babarro

Andiarena

Fano

et al. 2020

IJERPH

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(1) Background: Bullying affects a large number of children worldwide. This study has two objectives, to provide data on the prevalence of bullying in Spain, and to identify risk and protective factors associated with bullying. (2) Methods: Participants were 858 eleven-year-old children. Bullying was assessed using a short version of the Olweus Bully Victim Questionnaire, and the following data were gathered to explore potential predictors: individual (inattention, behavior problems, attention deficit hyperactivity disorder symptomatology, traumatic life events), family-related (sociodemographic characteristics, family context, child-parent relations), school-related (school characteristics, peer and social support, school environment) and community-related data. (3) Results: 9.3% of the children were victims, 1.4% bullies and 1.6% bully-victims. Results showed that a higher level of attention deficit hyperactivity disorder symptomatology increased the risk of victimization, whereas having better relationships with parents and stronger social support were associated with a lower risk of victimization. Children having strong peer relationships and social support was also associated with less risk of perpetrating bullying. Finally, having behavior problems at 8 years of age was associated with being a bully-victim. (4) Conclusions: The findings emphasize the importance of studying all bullying predictors together, regarding three of the roles children may take in bullying situations.

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“…Bullying at work is a burgeoning research area in social psychology and more specifically in organisational psychology. Recent data about prevalence in Spain indicates that 15% of the workforce has suffered bullying in the workplace, mainly the fields of health and social care, education and state administration [ 1 , 2 , 3 ]. Data from other European countries estimates percentages from 4% in Portugal and Italy to 15 % in Finland with a mean of 9% [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Effects of a Bullying at Work Intervention for Middle Managers

Baixauli

Beleña

Díaz

2020

IJERPH

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The aim of the study is to evaluate the effects of a workplace bullying intervention based on the training of middle managers regarding bullying awareness, the consequences of bullying, strategies in conflict resolution and mediation/negotiation abilities. Overall, 142 randomly selected middle managers participated in the study. First, participants completed an information record and two scales assessing bullying strategies, role conflict and role ambiguity. The last two scales were completed again in a second phase three months after the intervention had finished. The intervention produced a decrease in the following bullying strategies: effects on self-expression and communication, effects on personal reputation and effects on occupational situation and quality of life, with all of the mentioned bullying strategies being suffered by part of the sample. In addition, the conflict role decreased in the group which received the intervention. Moreover, the decrease in the effects of the bullying strategy effects on occupational situation and quality of life was especially important in managers with higher responsibilities within the workplace. Results are discussed in the framework that (1) leadership practices and, more specifically, conflict resolution skills are strongly responsible for bullying at work; and (2) the importance of intervening in the early stages of the bullying process as a key element in the correction, but also as a potential prevention element, of bullying in the workplace.

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Systematic Review of the Prevalence of School Violence in Spain

Cited by 14 publications

References 6 publications

Parental Socialization, Social Anxiety, and School Victimization: A Mediation Model

Parental Socialization, Social Anxiety, and School Victimization: A Mediation Model

Risk and Protective Factors for Bullying at 11 Years of Age in a Spanish Birth Cohort Study

Evaluation of the Effects of a Bullying at Work Intervention for Middle Managers

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