Types of aggressive victims in bullying situations at secondary school / Tipos de víctimas agresivas en situaciones de bullying en Educación Secundaria

Abstract

The distinction between subtypes of passive and aggressive victims in studies of bullying has been a cornerstone of research in recent decades. However, some aspects of victimization still need further elaboration, such as the differentiation of subtypes of aggressive victims of bullying, the dynamics of the process of victimization, and the perceptions that participants have of their victimized classmates. The objective of this qualitative research is to distinguish between different types of aggressive victims, taking account of the testimonies of secondary school students. Focus groups and in-depth interviews have been conducted with 72 adolescents from the second, third and fourth years of Compulsory Secondary Education and the information has been analysed following the steps proposed by Grounded Theory; a systematic methodology involving the discovery of theory through the analysis of data. The results identify six types of aggressive victims: due to the accumulation of stress, provocative victims, victims through contagion, passive tell-tale victims, academically gifted victims protected by teachers, and finally, displaced aggression victims.

Child-to-Parent Violence: Attitude towards Authority, Social Reputation and School Climate

“…This difficulty at 13–14 years, which coincides with the entry into the stage of secondary education, can be related to two elements of great interest: on the one hand, the choice of friendships and, on the other hand, the sociometric status in class. It could be that minors who attack their parents more often have to face additional difficulties in the first years of secondary school that lead them to choose peers that also present relational difficulties [59].…”

Victimisation and School Violence. The Role of the Motivation of Revenge, Avoidance, and Benevolence in Adolescents

“…Most research conducted in this field has focused on the psychological and social consequences of these motivations (Watson et al, 2017). In these studies, RM is associated with a greater likelihood of participating in risk behaviours (Elshout et al, 2017;Kivivuori et al, 2016), whereas AM and BM in the short term seem to be motivations that contribute to resolving the conflict, but they might generate negative emotions in the victim (Sang et al, 2018;Watson et al, 2017). However, empirical evidence about the role played by transgressive motivations in the relationship between peer victimisation and school violence is fairly inconclusive.…”

Relación entre conflictos de la adolescencia y habilidades sociales en adolescentes de una Institución Educativa de Risaralda

“…Las habilidades sociales constituyen un concepto complejo de difícil definición, pues, pueden analizarse desde múltiples puntos de vista, y sus aplicaciones suelen darse en clave interdisciplinar (Musitu, Jiménez & Murgui, 2007;Villarreal, et al, 2010). En este sentido Del Moral et al (2014) señalan que las habilidades sociales pueden dividirse de acuerdo con el caso en diferentes tipos de habilidades, siendo muy cercanas a las habilidades para la vida, de modo que actúan en torno a ellas en tanto complementariedad para favorecer los procesos adaptativos y de socialización.…”