01 Jan 2012
TL;DR: Programa de Doctorado en Desarrollo y Ciudadania: Derechos Humanos, Igualdad e Intervencion Social as mentioned in this paper, 2013
Abstract: Programa de Doctorado en Desarrollo y Ciudadania: Derechos Humanos, Igualdad e Intervencion Social
01 Jan 2015
TL;DR: In this paper, the authors analyze the conceptions of social workers about adolescent-to-parents violence and what are the family characteristics most strongly associated with this type of violence according to their beliefs.
Abstract: The number of reported adolescent-towards-parents violence cases is increasing significantly in recent years. However, the specialized services to deal with this problem are still scarce, dealing in many cases practitioners of Social Services intervention in these cases. The aim of this study is to analyze the conceptions of these workers about adolescenttowards-parents violence and what are the family characteristics most strongly associated with this type of violence according to their beliefs. Using an inductive qualitative research design was analyzed responses of 43 workers from Social Services, using as a guide the Inductive General Theory phases (frequency thematic analysis, generation and depuration of categories, creation of models and networks of primary and secondary categories). The results indicate that the definitions of the professionals are divided in two types: behavioral and relational, and can be situated along the unidirectional-bidirectional dimension of violence. There is general agreement that there isn’t a single type of family in which violence is more likely although some indicators are related to the increased likelihood of development of abuse from children to parents (permissive parenting styles-overprotective, authoritarian, violent, neglectful and confused, role reversal, lack of parenting skills and economic difficulties).
TL;DR: In this paper, the differences between adolescents scoring high and low on school violence in the following areas: individual (self-esteem, loneliness, satisfaction with life, and empathy); family (family climate, communication with father and mother); academic (classroom climate, attitudes toward authority, and sociometric status); and community (community involvement, community participation, social support from formal systems, and socialsupport from informal systems).
TL;DR: In this paper, the role played by family variables on cyberbullying perpetration and victimization was investigated, especially in terms of relational family processes, and the most consistent variables are family communication and the quality of the family relationship.
Abstract: In recent years, the number of studies conducted on the influence of family variables on cyberbullying perpetration and victimization has increased, especially in terms of relational family processes. The present review investigates the role played by family variables on cyberbullying perpetration and victimization. A systematic literature review was conducted in five databases (ScienceDirect, Scopus, PubMed, ERIC, and Web of Science) from October 2016 to October 2018. During this brief period of time, the number of publications on family variables and cyberbullying, both perpetration and victimization, has significantly increased. We eventually reviewed 34 studies which rigorously met the selection criteria of our research. For the analysis of the results, we distinguish between two types of variables according to the following possibilities of pedagogical intervention: Structural (contextual family variables and individual parental processes), and dynamic (relational family processes). Our review found evidence that there is more controversy around structural variables than around dynamic variables. The most consistent variables are family communication and the quality of the family relationship. However, there is a perceived need for clarifying the influence that different structural variables, parental educational styles, and parental mediation exert on the prevention and consolidation of cyberbullying perpetration and cybervictimization.
TL;DR: It was revealed that it was possible to discriminate four typologies of YPA (Offensive, Defensive, Affective, and Situational) as a function of the coercion level and nature of the violence.
Abstract: The goal of this study was to analyze the conceptualization of YPA (youth-to-parent aggression) in relation to terms, definitions, typologies and assessment instruments. To achieve this aim, a systematic review was carried out using the PRISMA protocol. Assessment instruments for YPA were examined in accordance with COSMIN (Consensus-based Standards for the Selection of Health Measurement Instruments). After reviewing the literature on conceptualization and measuring instruments, some gaps were found. The use of some particular terms was justified depending on the age of children and severity of case. Taking into account the theoretical background, a full definition of YPA was offered. Moreover, this study revealed that it was possible to discriminate four typologies of YPA (Offensive, Defensive, Affective, and Situational) as a function of the coercion level and nature of the violence. Eleven instruments to measure YPA were analyzed exhaustively, with the most reported and robust psychometric properties being internal consistency and structural validity, while other validity evidence was understudied. The CPV-Q (12-25 years) obtained the highest rating as a promising instrument. The initial psychodiagnosis of a YPA situation would help in the individual or family intervention, as well as prevent more severe situations of YPA through early intervention.
TL;DR: In this paper, the authors analyzed the perceptions of adolescents in educational centres and people outside these centres and found that coexistence between adolescents and adults outside educational centres is increasingly mediated by the use of different technologies.
Abstract: Coexistence between adolescents in educational centres and people outside these centres is increasingly mediated by the use of different technologies. The present study analyses the perceptions of ...
TL;DR: Alvarez-Garcia, Nunez, Rodriguez, Alvarez and Dobarro as mentioned in this paper investigated the influence of the gender on the prevalence of TIC in the generation of femenino and masculino.
Abstract: El impacto que tienen los estereotipos de genero en la violencia a traves de las tecnologias de la informacion y la comunicacion (TIC) es una frecuente preocupacion en el marco escolar, familiar e individual. El objetivo de este estudio fue conocer la influencia del genero en la violencia a traves de las TIC, e identificar que variables socio-escolares estan asociadas. Investigacion cuantitativa de tipo descriptivo-inferencial-correlacional, con una muestra de 1.495 individuos de edades entre los 10 y 17 anos (M = 12.69; DT = 1.92). Se utilizo un cuestionario ad hoc (datos socio-escolares) y la escala de violencia escolar (CUVE-R) propuesta por Alvarez-Garcia, Nunez, Rodriguez, Alvarez y Dobarro, 2011. Los datos arrojan un nivel bajo-medio de violencia TIC, con mayor prevalencia en ambos generos del envio de mensajes de ofensa, insulto o amenaza. No obstante, el genero femenino lo hace a traves de Internet (Tuenti, Facebook, etc) y el masculino utilizando el movil. Asimismo, se presentan diferencias estadisticamente significativas en el genero cuando se graba o hace fotos con el movil para hacer burlas entre companeros o al profesorado, con mayor incidencia por parte del genero masculino. Tambien se presentan diferencias en genero segun la edad. La violencia TIC se estanca a partir de los 13 anos en el genero femenino, mientras en el masculino sigue en ligero incremento. En conclusion, el genero es una variable a tener muy presente en los programas preventivos o de intervencion enfocados a minimizar esta problematica.