The social skills problems of victims of bullying: Self, peer and teacher perceptions

Fox, Claire L.; Boulton, Michael J.

doi:10.1348/000709905x25517

Cited by 208 publications

(138 citation statements)

References 33 publications

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“…Inicialmente caracterizan a la víctima por la debilidad física (Smith et al, 1999), la baja autoestima (Donnellan, Trzesniewski, Robins, Moffitt y Caspi, 2005), el tener pocos amigos y la baja popularidad (Laukkanen, Shemeikka, Notkola, Koivumaa-Honkanen y Nissinen, 2002), la pasividad, el estado de ansiedad y la falta de habilidades sociales (Fox y Boulton, 2005). Sin embargo, y tras la formación específica, son más los sujetos del grupo experimental que señalan tales características entre el alumnado víctima.…”

Section: Discusión Y Conclusionesunclassified

Impacto de un curso sobre maltrato entre iguales en el currículum universitario del profesorado

Muñoz¹,

Berbén²,

Cabezas³

2017

EJREP

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Impacto de un curso sobre maltrato entre iguales en el currículum universitario del profesorado ResumenIntroducción. Aunque el maltrato entre alumnos afecta directamente al profesorado, la formación de estos profesionales para hacer frente al fenómeno es escasa. Una de las posibles vías de intervención para evitar esta situación es la inclusión de contenidos de formación específicos sobre maltrato entre iguales en el currículum universitario. Se presenta un trabajo que muestra el impacto de un curso de formación sobre malos tratos entre iguales sobre los conocimientos, percepciones y actitudes del profesorado en formación.Método. Los participantes (n=199) son profesores en formación de Educación Infantil, Primaria y Secundaria. Para la recogida de datos se utiliza el Cuestionario sobre maltrato entre iguales en la escuela (2002) adaptado al español para esta investigación. Ésta se realiza siguiendo un diseño cuasi-experimental pre-post de dos grupos no equivalentes.Resultados. Los resultados obtenidos indican mejoras estadísticamente significativas entre los miembros del grupo experimental relacionadas con la caracterización del fenómeno, identificación de agentes implicados, caracterización de víctimas y agresores, elección de estrategias de enfrentamiento al maltrato, así como una mejora en la percepción de la auto-eficacia para afrontar con garantías el tratamiento del problema. Discusión y conclusiones.Los resultados obtenidos, acordes a otras investigaciones realizadas, permiten afirmar que los miembros del grupo experimental han modificado y mejorado los conocimientos y percepciones sobre el maltrato entre iguales. La formación específica tiene un impacto positivo y pone de manifiesto la necesidad de introducir contenidos específi-cos en los planes de estudio del profesorado que permitan al alumnado conocer problemas educativos.Palabras clave. Maltrato entre iguales, profesorado, intervención, currículum universitario. AbstractIntroduction. Although bullying directly affects teachers their formation for facing it is scarce. One of the possible intervention ways for avoiding this situation is to include specific contents about bullying within initial university curriculum. We present a work that shows the impact of specific training on trainee teachers' knowledge, perceptions and attitudes towards this problem. Results. The results point out significant statistical improvement among experimental group members related with characterization of the phenomenon, detection of involved agents, victims and aggressors characterization, coping strategies for tackling bullying as well as an improvement of self-efficacy for facing bullying with guarantee. Discussion and conclusions.The results similar to other researches allows to affirm that experimental group members have modified and improved their knowledge and perceptions about bullying. Specific training has a positive impact and advice about the necessity of including specific contents about scholar problems into the university teachers' curriculum those allow...

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Section: Discusión Y Conclusionesunclassified

Impacto de un curso sobre maltrato entre iguales en el currículum universitario del profesorado

Muñoz¹,

Berbén²,

Cabezas³

2017

EJREP

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“…Healthy and pro-social participation in peer and school settings requires the ability to develop social skills to negotiate situations of potential conflict and disagreement. Most recently, researchers have investigated a wide range of correlates and consequences of poor social skills among children and adolescents (Fox & Boulton, 2005). Earlier research studies have documented that experiences of physical abuse and neglect can be detrimental to a child's emotional and social skills development (e.g., Browne & Finkelhor, 1986;Trickett & Kuczynski, 1986;Zingraff et al, 1993).…”

Section: Social Skills Deficitmentioning

confidence: 99%

Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School

et al. 2011

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A growing body of literature is demonstrating associations between childhood maltreatment and bullying involvement at school. In this literature review, five potential mediators (explanatory) and three potential moderators (mitigates or exacerbates) of the association between childhood maltreatment and school bullying are proposed. Mediators include emotional dysregulation, depression, anger, and social skills deficits. Moderators reviewed include quality of parent-child relationships, peer relationships, and teacher relationships. Although there might be insurmountable challenges to addressing child maltreatment in primary or universal school-based prevention programs, it is possible to intervene to improve these potentially mediating and moderating factors.

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“…Hodges and Perry (1999) found that both internalizing problems (e.g., withdrawal and anxiety) and physical weakness independently predicted gains in peer victimization over time. Fox and Boulton (2005) found that non-victims were rated, using self, peer, and teacher ratings, as more likely to fight back than victims, and that victims were characterized by submissive behavior (e.g., stands in a way that looks like he/she is weak). Crick and Bigbee (1998) found that submissiveness is associated with both overt and relational victimization, and suggested that "submissiveness may be a hallmark of victimization regardless of the form of peer maltreatment" (p. 346).…”

Section: Theoretical Conceptualizationmentioning

confidence: 99%

An immediate survival focus : linking substance abuse, fight, flight, and prosocial behavior.

Richardson¹

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The social skills problems of victims of bullying: Self, peer and teacher perceptions

Abstract: The finding that victims are perceived by three different sources to have poor social skills has important implications for interventions to support victims of bullying.

Cited by 208 publications

References 33 publications

Impacto de un curso sobre maltrato entre iguales en el currículum universitario del profesorado

Impacto de un curso sobre maltrato entre iguales en el currículum universitario del profesorado

Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School

An immediate survival focus : linking substance abuse, fight, flight, and prosocial behavior.

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