Peer Victimization and Mental Health Risk in Chilean Students

López, Verónica; Murphy, Michael; Lucke, Cara; Vallejos, Javier; Villalobos‐Parada, Boris; Ascorra, Paula; Aguilar, Claudia Carrasco; Bilbao, Marían

doi:10.1007/s10826-018-1105-5

Cited by 5 publications

(3 citation statements)

References 69 publications

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“…The scales to assess peer victimization, feeling fear, perceiving dangerous places in school, and school climate were based on modifications of the California School Climate and Safety Survey (Furlong et al, 2005). The modified scale has been used extensively by Astor and Benbenishty (e.g., Astor & Benbenishty, 2019; Benbenishty & Astor, 2005) and in the Chilean context (López, Murphy, et al, 2018). It showed good internal consistency and was associated with relevant constructs, such as fear (e.g., Astor, Benbenishty, Zeira, & Vinokur, 2002).…”

Section: Methodsmentioning

confidence: 99%

“…SFL is one of the largest school-based mental health programs in the world, screening and providing services at a national scale to more than one million students in Chile during the past decade (Murphy, Robertson, Harty, & O'Connell, 2015). The program focuses on the lower-socioeconomic-status (SES) public, municipal, and private-subsidized schools, who due to lower SES have a higher risk of mental health issues (López, Murphy, et al, 2018). In 2017, SFL was present in 2,314 schools in 179 communities, reaching more than 500,000 students (Peña, 2018), which corresponds to approximately 22% of the schools in Chile classified in the first and second quartiles of high socioeconomic risk (Junta Nacional de Auxilio y Becas Escolares, 2017).…”

Section: Context Of the Studymentioning

confidence: 99%

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Teachers victimizing students: Contributions of student-to-teacher victimization, peer victimization, school safety, and school climate in Chile.

López

Benbenishty

Astor

et al. 2020

American Journal of Orthopsychiatry

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Although most of the school violence literature is focused on peer victimization, interest is growing in teachers being victimized by their students. However, there is far less interest in students being victimized by their teachers, patterns of mutual victimization, and how they are associated with other school factors. Using the conceptual framework of school violence in evolving contexts, the present study examined teacher-to-student victimization in Chile and tested, for the first time, the associations of student-to-teacher victimization, peer victimization, school safety, classroom climate, and school climate at the individual and school levels. The sample consisted of 50,344 students (51.6% female) in Grades 5–8 in 431 schools in Chilean public-funded schools. Findings indicated that verbal types of teacher-student mutual victimization were more prevalent than physical and sexual victimization. Teacher-to-student victimization was higher among male and younger students. Multilevel analyses showed that student-to-teacher victimization, school safety, classroom climate, and school climate were associated with teacher-to-student victimization. We discuss the need for whole-school approaches that enhance social and academic support from teachers to reduce mutual forms of victimization and suggest a public health approach that places the school in the center.

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Section: Methodsmentioning

confidence: 99%

Section: Context Of the Studymentioning

confidence: 99%

Teachers victimizing students: Contributions of student-to-teacher victimization, peer victimization, school safety, and school climate in Chile.

López

Benbenishty

Astor

et al. 2020

American Journal of Orthopsychiatry

Self Cite

View full text Add to dashboard Cite

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“…Along these lines, it has been proven that one of the most significant risk factors for the development and well-being of children and adolescents is violence in their environment (family, school, and community). This violence is associated with lower learning achievements, behavioral problems, risk-taking behaviors', a higher probability of repeating grades, being expelled or suspended, and dropping out of school all of which have adverse effects on psychosocial development and emotional well-being (López et al, 2009;Veltman & Browne, 2001).…”

Section: Introductionmentioning

confidence: 99%

Prevalence and Risk Factors of Peer Victimization in a National Sample of Chilean Children and Youth

Pinto-Cortez

Moya-Vergara

Espinoza-Tapia

et al. 2021

J Interpers Violence

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This research aimed to determine the prevalence and risk factors of peer victimization (PV) in a national sample of Chilean children and youth. We worked with secondary data of Encuesta Nacional de Polivictimización (2017). The sample was probabilistic and included 19,684 participants between 12 and 18 years ( M = 14.7, SD = 1.59) from all Chilean regions. The participants answered an adapted version of the Juvenile Victimization Questionnaire to assess different violence forms. However, for the present study, only five items related to PV were considered. The results showed that a lifetime and the last 12 months’ prevalence of PVwerevery high. More than half of the adolescents (60.3%) reported at least one type of victimization by peers throughout a lifetime. Gender differences were found; females have the highest rates of PV than males. These results have discussed the magnitude of this issue and promote the generation of prevention strategies.

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The Direct and Indirect Effects of Adverse Childhood Experiences on Depressive Symptoms and Self-esteem of Children: Does Gender Make a Difference?

Zhang

2022

Int J Ment Health Addiction

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Peer Victimization and Mental Health Risk in Chilean Students

Cited by 5 publications

References 69 publications

Teachers victimizing students: Contributions of student-to-teacher victimization, peer victimization, school safety, and school climate in Chile.

Teachers victimizing students: Contributions of student-to-teacher victimization, peer victimization, school safety, and school climate in Chile.

Prevalence and Risk Factors of Peer Victimization in a National Sample of Chilean Children and Youth

The Direct and Indirect Effects of Adverse Childhood Experiences on Depressive Symptoms and Self-esteem of Children: Does Gender Make a Difference?

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