Publication: Violencia escolar: incidencia del contexto familiar y desajuste psicológico asociado
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2016-05-10
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Universidad Complutense de Madrid
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Abstract
El creciente interés por las relaciones entre iguales en el contexto educacional ha contribuido a la redefinición de los procesos de enseñanza y aprendizaje, como dinámicas esencialmente sociales y, por tanto, objeto de diversas disciplinas de las ciencias sociales, entre ellas la psicología social. En paralelo, está recibiendo especial atención el sub-tipo de violencia entre pares denominado bullying, considerado como un problema crítico a escala internacional (Nansel, Craig, Overpeck, Saluja, & Ruan, 2004), que amenaza con afectar la capacidad de desarrollo de los estudiantes en su dimensión psicológica, social y académica (Stevens, De Bourdeaudhuij, & Van Oost, 2002), amenazando los espacios de convivencia y generando un clima de miedo e inseguridad, tanto para las víctimas como para los agresores, así como para toda la comunidad educativa. Es así como la violencia entre iguales en sus diversas formas, incluyendo el bullying, comienzan a situarse como una temática central en la investigación de las ciencias sociales (Hong & Espelage, 2012; Jose, Kljakovic, Scheib, & Notter, 2012). El objetivo general de la Tesis es profundizar en el conocimiento sobre las diferentes dinámicas de violencia entre iguales y en diferentes contextos educacionales, mediante la elaboración de tres investigaciones basadas en el modelo social-ecológico, originalmente propuesto por Brofenbrenner (1977) y poner a prueba empíricamente las relaciones previamente planteadas entre diferentes variables individuales y contextuales, de diferentes contextos y niveles, con especial énfasis en el ámbito familiar, así como determinar las consecuencias de la victimización por acoso escolar sobre el ajuste emocional.
The raising interest in peer relations as in important aspect in the teaching and learning processes in the educational system, have contributed to the redefinition of education as an essentially social process. In this sense, education can be conceptualized as the sum of multiple social interactions at different levels, and is therefore at the domain of multiple disciplines of social science, especially of social psychology. In parallel, special attention has been drawn to a specific type of peer violence called bullying, considered a critical problem for school communities at in international level (Nansel, Craig, Overpeck, Saluja, & Ruan, 2004). School violence undermines the psychological, social and academic capacities of students (Stevens, De Bourdeaudhuij, & Van Oost, 2002), threatening school climate by generating a context of fear and insecurity for their victims, aggressors and for the school community in general. For these reasons school violence, in its multiple forms, is one of the central focuses of investigations in social sciences (Hong, Espelage, 2012; Jose, Kljakovic, Scheib, & Notter, 2012). The general aim of this thesis is to expand the existing knowledge on the different forms of peer victimization in different educational contexts, specifically in Mexico and Spain, by the elaboration of three independent studies based on the ecological-transactional model of child maltreatment (Cicchetti & Lynch, 1993), and social-ecological model of bullying (Swearer & Espelage, 2004), both based the original work of Brofenbrenner (1977). In all three studies we will provide empiricall information that will contribute to establish relationships between several variables, with special interest in the influence that family context, specifically child maltreatment, has over peer v
The raising interest in peer relations as in important aspect in the teaching and learning processes in the educational system, have contributed to the redefinition of education as an essentially social process. In this sense, education can be conceptualized as the sum of multiple social interactions at different levels, and is therefore at the domain of multiple disciplines of social science, especially of social psychology. In parallel, special attention has been drawn to a specific type of peer violence called bullying, considered a critical problem for school communities at in international level (Nansel, Craig, Overpeck, Saluja, & Ruan, 2004). School violence undermines the psychological, social and academic capacities of students (Stevens, De Bourdeaudhuij, & Van Oost, 2002), threatening school climate by generating a context of fear and insecurity for their victims, aggressors and for the school community in general. For these reasons school violence, in its multiple forms, is one of the central focuses of investigations in social sciences (Hong, Espelage, 2012; Jose, Kljakovic, Scheib, & Notter, 2012). The general aim of this thesis is to expand the existing knowledge on the different forms of peer victimization in different educational contexts, specifically in Mexico and Spain, by the elaboration of three independent studies based on the ecological-transactional model of child maltreatment (Cicchetti & Lynch, 1993), and social-ecological model of bullying (Swearer & Espelage, 2004), both based the original work of Brofenbrenner (1977). In all three studies we will provide empiricall information that will contribute to establish relationships between several variables, with special interest in the influence that family context, specifically child maltreatment, has over peer v
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Psicología, leída el 21-01-2016