Prevalencia y factores asociados con el acoso escolar en adolescentes

Esteban, Astrid Nathalia Páez; Cruz, María Angela Ramírez; Aldana, María Stella Campos de; Bueno, Laura María Duarte; Vega, Edwing Alberto Urrea

doi:10.15649/cuidarte.1000

Cited by 11 publications

(14 citation statements)

References 34 publications

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“…In our local context, our findings show some discrepancies compared to those reported by the Colombian Ministry of Health (Páez et al, 2020). While the national level reports a 22.3% incidence of aggression, our findings suggest a significantly lower rate.…”

Section: Discussioncontrasting

confidence: 99%

“…In Colombia, although some authors have attempted to study bullying in schools and its relationship with community violence environments, most research has focused on urban areas and public schools and has used general instruments that cover few issues related to bullying (Chaux et al, 2009;Esteban et al, 2020;Páez et al, 2020). In this sense, the characterization of school violence in the context of communities exposed to armed conflict has not been fully observed.…”

Section: Abstract Intimidation Bully School Bullying Aggression Risk ...mentioning

confidence: 99%

“…In Colombia, 20% and 33.8% of students report being victims, and 22.3% have been perpetrators (Páez et al, 2020). In addition, 24.4% of students have been involved in a physical fight in the last year (Colombia & Minsalud, 2020).…”

mentioning

confidence: 99%

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Risk Factors Associated With Bullying in Context of a Territory Exposed to Armed Conflict: A Cross-sectional Study

Salazar Flórez,

Humberto Montoya,

Giraldo Cardona

2023

J Interpers Violence

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School violence and bullying are current and problematic events during adolescence. They are likely to have a marked presence in places highly exposed to armed conflict and violent environments, representing a double public health problem. The study aims to estimate the prevalence of different types of school violence perpetrated and experienced by school adolescents in a community with a history of exposure to armed conflict. Two thousand one hundred eighty-five school adolescents from a municipality in Colombia (males = 54.1%, 14–16 years = 38.6%) participated in the study. Nine educational institutions were included. A systematic random sampling was designed, with a proportional allocation of 35% within each school year from sixth to eleventh grade. The School Coexistence and Circumstances Affecting it—ECECA survey was applied. The prevalence and risks of bully and bullying were estimated. RRa were calculated with the 95% confidence interval adjusted for the other confounding variables. Analyses were constructed from generalized linear models, under the Poisson family and a logarithmic link function. We found a 9.3% of bullying victimization and a 3.5% prevalence of bully. A higher risk of bully was found among males, persons between 10 and 14 years of age, residents of rural or urban dispersed areas, residents of violent neighborhoods, alcohol consumers at school, and victims of aggression in childhood (RRa > 1.0, p-values <.05). The risk of victimization of bullying was higher in students younger than 15 years old, as residents of urban areas, having a history of childhood aggression, suffering abuse by a close person, and as alcohol users at school. This study provides evidence of risk factors for aggression and bullying that have implications for possible prevention measures in multiple social domains, including the individual, the family, and the school environment.

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Section: Discussioncontrasting

confidence: 99%

Section: Abstract Intimidation Bully School Bullying Aggression Risk ...mentioning

confidence: 99%

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Risk Factors Associated With Bullying in Context of a Territory Exposed to Armed Conflict: A Cross-sectional Study

Salazar Flórez,

Humberto Montoya,

Giraldo Cardona

2023

J Interpers Violence

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“…These unfortunate events have generated in teachers, families and professionals a special awareness and concern. As a consequence, specific programs have been implemented in schools with subsequent detailed analyses looking into the various variables of the causes and consequences of this phenomenon [1][2][3].…”

Section: Introduction 1educational Coexistencementioning

confidence: 99%

Impact of the TEI Peer Tutoring Program on Coexistence, Bullying and Cyberbullying in Spanish Schools

Sainz,

Soto-García,

Calmaestra

et al. 2023

IJERPH

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The TEI peer tutoring program (in Spanish, Tutoría entre Iguales, hereinafter TEI ) is Spain’s most important coexistence program for the prevention of violence and bullying in secondary schools and one of the first worldwide. So that we may better appreciate the effectiveness and benefits of this program, a comparative study has been developed between four schools that are presently following this preventive strategy (TEI centres) and four other schools that do not carry out the TEI program (non-TEI centres). Controlling the other sociodemographic variables, students’ perception of coexistence, bullying and cyberbullying has been evaluated. In total, 1015 secondary school students belonging to eight schools from four autonomous communities in Spain participated. The results reveal that the students of TEI centres have a more favourable perception of educational coexistence and indicate lower rates of bullying and cyberbullying than those studying at non-TEI centres. These results highlight the benefits of the TEI program and the need to continue promoting and expanding these preventing bullying strategies in schools.

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“…La Organización Mundial de la Salud reportó que la tercera parte de la población escolar experimentó acoso tradicional en el periodo de un mes 9 . De manera similar, en Colombia un estudio realizado en estudiantes destaca que el 38,5% fue víctima de acoso escolar 10 . Asimismo, en Perú, un estudio que analizó información de un sistema de auto-reporte sobre casos de violencia escolar, señaló que su incidencia en todas sus formas se incrementó entre los años 2014 a 2018 11 .…”

Section: Introductionunclassified

Asociación entre los estilos de crianza y el rol de los adolescentes peruanos en el acoso escolar, 2019

Zegarra-Chapoñán¹,

Zeladita-Huaman²,

Sancho³

et al. 2022

Rev Cuid

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Highlights: Existe consenso científico de que las diferentes tipologías de los estilos de crianza de los padres se asocian con el rol que asumen sus hijos en el acoso escolar. Los adolescentes educados en un estilo de crianza negligente en comparación con el estilo de crianza autoritario tienen el doble de probabilidad de ser agresor victimizado. Los adolescentes hombres tienen mayor probabilidad en comparación con las mujeres en asumir el rol de agresor, así como también el rol de agresor victimizado. La incorporación del enfermero a la comunidad educativa, aprobado por la legislación peruana en el año 2021, permitirá prevenir la violencia escolar y promover la cultura de paz. Introducción. Los estilos de crianza determinan la conducta infantil; sin embargo, existe escasa información sobre su repercusión en el acoso escolar. Objetivo: Determinar la fuerza de asociación entre las diferentes tipologías de los estilos de crianza y el rol asumido en el acoso escolar, así como identificar perfiles de los adolescentes según su involucramiento en el acoso escolar. Materiales y métodos. Estudio transversal tipo analítico, realizado en Lima-Perú, en el año 2019. Se aplicó la escala de estilos de crianza de Steinberg y la escala EBIP-Q a 563 escolares de escuelas públicas. Los puntajes fueron obtenidos mediante un análisis factorial confirmatorio. Se empleó el coeficiente de correlación de Spearman, Chi Cuadrado de Pearson y análisis de regresión logística multinomial. Resultados. Existe asociación entre los estilos de crianza y el rol del adolescente en el acoso escolar. El análisis multivariado reportó que ser hombres se asocia con el rol de agresor (OR = 2,73); mientras que acceder a una red social (OR = 2,23), ser hombre (OR = 1,75), los estilos de crianza (negligente [OR = 2,72] y mixto [OR = 0,38] en comparación con autoritario) fueron predictores de asumir el rol de agresor victimizado en el acoso escolar. Discusión. La asociación encontrada en el estudio confirma hallazgos previos; sin embargo, se abre debate sobre la influencia del estilo de crianza negligente en la dinámica del acoso escolar. Conclusión. Tanto el estilo de crianza negligente y autoritario (menor proporción) tienen un efecto positivo y significativo en el rol de agresor victimizado. Como citar este artículo: Zegarra Chapoñan Roberto, Zeladita Huaman Jhon Alex, Cuba Sancho Juana Matilde, Castillo Parra Henry, Moran Paredes Gladys Ivonne, Cárdenas Niño Lucila. Asociación entre los estilos de crianza y el rol de los adolescentes peruanos en el acoso escolar, 2019. Revista Cuidarte. 2023;14(1):e2679. http://dx.doi.org/10.15649/cuidarte.2679

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Prevalencia y factores asociados con el acoso escolar en adolescentes

Cited by 11 publications

References 34 publications

Risk Factors Associated With Bullying in Context of a Territory Exposed to Armed Conflict: A Cross-sectional Study

Risk Factors Associated With Bullying in Context of a Territory Exposed to Armed Conflict: A Cross-sectional Study

Impact of the TEI Peer Tutoring Program on Coexistence, Bullying and Cyberbullying in Spanish Schools

Asociación entre los estilos de crianza y el rol de los adolescentes peruanos en el acoso escolar, 2019

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