El objetivo fue determinar la relacion entre las categorias de riesgo de intimidacion escolar y las estrategias de afrontamiento de 681 escolares entre 8 y 15 anos de 13 instituciones educativas de Ibague, Colombia, mediante un estudio cuantitativo transversal con diseno correlacional. Se realizo la adaptacion transcultural para Colombia y aplicacion de dos instrumentos de medicion de Enfermeria “Child Adolescent Teasing Scale” (CATS) y el Schoolagers´ Coping Strategies Inventory” (SCSI). Resultados: la caracterizacion de los participantes encontro edad media de 11, 62 anos y proporcion por genero (53,5% femenino vs 46,5% masculino). Dos categorias de riesgo de intimidacion escolar obtuvieron mayor burla: factores relacionados con la escuela y personalidad y comportamiento. Las estrategias de afrontamiento mas efectivas fueron resolucion cognitiva del problema y de actividades de autocontrol, para ambos generos. Hay relacion entre factores relacionados con la escuela y el uso de estrategias de afrontamiento (r = 0,345 p=0,000); y la efectividad (r = 0,234 p=0,000). Personalidad y comportamiento y el uso de estrategias de afrontamiento (r = 0,341 p=0,000); y la efectividad (r = 0,204 p=0,000). Familia y ambiente y el uso de estrategias de afrontamiento (r = 0,282 p=0,000); y la efectividad (r = 0,152 p=0,000). Aspecto fisico y el uso de estrategias de afrontamiento (r = 0,160 p=0,000); y la efectividad (r = 0,112 p=0,005). Conclusiones: hay necesidad de cuidado de enfermeria en las estrategias de afrontamiento de escolares ante el reconocimiento de la burla y sus nefastos resultados en la salud.

Relación entre categorías de riesgo para Intimidación escolar y las estrategias de afrontamiento en escolares de 8 a 15 años en Ibagué

The objective of this research project was to construct a reliable and culturally relevant scale to measure aggressiveness in Mexican adults. A 96-item Likert scale was designed, on the basis of indicators drawn from a preliminary study and of theoretical formulations. Participants were volunteers from Mexico City. Five factors were obtained that group together 25 items explaining 61.59 % of the variance, α=0.92. In another study, a confirmatory factor analysis was performed, which showed adequate indexes of adjustment. Subsequently, correlations between personality and aggressiveness were obtained. Results show that the extroversion, affability, responsibility, and openness factors are negatively associated with aggressiveness, while neuroticism is positively associated. With respect to differences by sex, findings indicate that men show higher reactivity levels and women, higher frustration levels. e conclusion is that the scale is a valid and reliable instrument that makes it possible to identify differences among the five big personality traits, as well as between men and women. How to cite this article: Bouquet Escobedo, G. S., Garcia-Mendez, M., Diaz-Loving, R., & Rivera-Aragon, S. (2019). Conceptualization and Measurement  of Aggressiveness: Validation of a Scale. Revista Colombiana de Psicologia, 28, 115-130. https://doi.org/10.1544/rcp.v28n1.70184

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Conceptuación y Medición de la Agresividad: Validación de una Escala

Tesis (Enfermero) -- Universidad de Cartagena Facultad de Enfermeria, 2018
Disponibilidad

Conducta agresiva asociada a funcionalidad familiar en estudiantes de secundaria de colegios oficiales de la ciudad de Cartagena

Objective: to analyze relevant theoretical and methodological aspects from the scientific evidence in nursing related to school bullying. Method: Integrative review of nursing studies’ literature in eight databases: PubMed, MEDLINE, Academic Search Complete, Ovid nursing, SciELO, ScienceDirect, Redalyc and Embase, with the keywords: bullying, nursing, child school bullying, peer aggression, adolescent and time span from 2004 to 2016. There were 30 studies of which 19 that met the selection criteria were selected. The analysis was developed in six stages: search of studies, selection, and criticism of qualitative and quantitative studies, comparison of findings/grouping by themes, interpretation, conclusions by levels of nursing evidence. Results: Four prevalent themes were identified: consequences in health, causes, nursing interventions and coping. The main contribution in the theme from the evidence of research in nursing allowed to identify research developments in both the qualitative and quantitative paradigm, different methodological approaches in the levels of evidence VII, VI, V, IV, III. Conclusions: health policies that intervene in preventing the phenomenon, know the causes and related consequences are needed; in addition, strategies for identifying schoolchildren at risk should be designed to avoid consequences to their health, also generate intervention studies and support coping processes for schoolchildren who are mocked or bullied. DESCRITORES: Bullying. Health, School. Nursing based on evidence. Nursing research. Nursing. http://dx.doi.org/10.1590/0104-07072018000400017

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Bullying or intimidation at school: contributions from the evidence of research in nursing

This study explores the subjective experiences and perceptions related to intimacy in friendships in a group of aggressive-popular adolescents in urban schools characterized by high rates of community violence. Individual interviews were conducted with 12 volunteering adolescents (12–14 years old). Procedures from grounded theory were used to enable thematic coding, departing from a social identity, socio-emotional, and ecological perspective. The narratives by adolescents highlighted the influence the social environment in which they grew had on individual psychological conditions that shape their emotional responses, self-concept, and beliefs. They exhibit aggressive behavior and to value popularity as an adaptive form of social survival, and belonging. Their social behavior has influence on their friendships face challenges, especially regarding the perception of envy from friends and the associated self-disclosure constraints when individuals are involved in high-violence contexts.

Self-Disclosure, Self-concept, and Friendship’s Perceived Functions among Aggressive and Popular Adolescents

Objetivos: Determinar la magnitud del comportamiento agresivo e identificar la distribucion del nivel de agresividad segun factores individuales, familiares e institucionales, en varones de 10-12 anos de colegios municipalizados, particular-subvencionados y particular-pagados de Valparaiso. Material y Metodos: Estudio transversal, descriptivo-correlacional. Muestra correspondiente al 8,4% del universo de matriculados en la comuna de Valparaiso, ano 2006. Se aplico una encuesta con preguntas cerradas, que midieron el comportamiento agresivo y los factores del estudio. Se establecieron cuatro niveles de agresividad: alto, mediano, bajo y sin agresividad. Resultados: 21,4% de los varones responde con un nivel alto o mediano de agresividad, frente a diversas situaciones. Respecto a los factores analizados, aquellos estadisticamente significativos a nivel individual fueron consumo de alcohol y drogas, que se presenta entre varones con mas altos niveles de agresividad; a nivel familiar, el mayor porcentaje de alumnos que presentan alta agresividad han recibido castigo fisico (79,2%) y el patron de crianza ejercido en sus familias es inconsistente (33,3%); a nivel institucional, alumnos que tienen niveles altos de agresividad asisten en su mayoria a escuelas municipales (83,3%) y pequenas (54,2%). Conclusion: conocer la magnitud del comportamiento agresivo y los factores asociados es fundamental para direccionar acciones de promocion y prevencion de este comportamiento, especialmente por la/el enfermera/o, dado el contacto temprano y sistematico que sostiene con las familias en el Control de Salud Infantil, al observar el estilo de apego, indagar practicas de crianza y fomentar patrones de crianza que permitan el logro de las tareas del desarrollo.

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Pamela Lobos D

Papers

Comportamiento agresivo en varones de 10 a 12 años, pertenecientes a colegios de valparaíso