María José Díaz-Aguado Jalón

El acoso entre adolescentes en España . Prevalencia, papeles adoptados por todo el grupo y características a las que atribuyen la victimización

Esta investigacion forma parte del estudio del Observatorio Estatal de la Convivencia Escolar (2010), realizado en el marco de un convenio entre la Unidad de Psicologia Preventiva de la Universidad Complutense y el Ministerio de Educacion, con la colaboracion de las 17 comunidades autonomas.

Peer bullying and disruption-coercion escalations in student-teacher relationship

BACKGROUND Although there have been many studies of bullying, few have linked it with the escalation of disruption-coercion that sometimes occur in the classroom. Understanding this relationship is the aim of this research. METHOD The study included 22114 Spanish adolescents, aged 12 to 18 years (mean age = 14.22, SD = 1.41). 49.6% were boys (mean age = 14.26, SD = 1.41) and 50.4% were girls (mean age = 14.20, SD = 1.40). The design was a sample survey with stratified cluster sampling. Data were analyzed by latent class analysis. RESULTS Based on direct involvement in bullying, five groups were detected: non-participants, bullies, followers, victim-bullies and victims. Involvement in bullying is associated with lower appraisal of school norms and a more negative perception of interaction with teachers, which seems to cause disruption and coercion escalations. We found differences in this respect among groups involved in bullying and non-participants. CONCLUSIONS The results reflect the need to try to prevent these two problems conjointly, teaching students to reject all forms of violence and, through more effective treatment of disruption, to prevent or stop escalation at early stages.

Relatos audiovisuales de ficción sobre la identidad adolescente en contextos escolares

Media fictional narrations on adolescents as characters and target are used by teenage audiences when looking for references for their identity building. As a starting point for Media Literacy activities to help teenage students in this process, this research focuses on the representations of adolescent students proposed by different kinds of media fictional narrations. Three European narrations have been chosen in order to analyse and compare different genres, codes and values: the television series «Fisica o Quimica» and the films «Harry Potter and the Order of the Phoenix» and «The Class». A classic narrative analysis approach has been applied in order to encourage teachers to use this kind of Media Literacy activities by employing methodologies that they are familiar with. The results show that such a methodology could facilitate the comparative analysis of important coincidences between these examples (such as the importance of friendship and couple relationships) and also underlines meaningful differences (like the orientation towards the future). The conclusion reached is that the comparison between such different kinds of media fictional narrations is a useful educational tool for improving Media Literacy skills and helping teenage students in the identification of the values and images they really want to choose as reference and inspiration for their own identity building.Los relatos audiovisuales que tienen a los adolescentes como audiencia y protagonistas son utilizados por estos para buscar referencias con las que construir su identidad. Esta investigacion busca comprender como es la identidad de los estudiantes adolescentes en distintos tipos de relatos audiovisuales de ficcion, como punto de partida para la elaboracion de materiales de alfabetizacion mediatica que les ayude en dicho proceso. Para ello se seleccionaron tres narraciones europeas recientes sobre la vida escolar de adolescentes, con las que poder contrastar entre generos, codigos y valores: la serie televisiva «Fisica o Quimica» y las peliculas «Harry Potter y la Orden del Fenix» y «La clase». El metodo ha sido el analisis textual de tipo cualitativo, utilizando como categorias las de la morfologia del relato clasico. Los resultados reflejan que dicho esquema, familiar para el profesorado de Literatura, permite detectar importantes coincidencias entre relatos (como la importancia de las relaciones de pareja y amistad…), que hacen mas significativas las diferencias del contraste (como la orientacion hacia el futuro o el valor del pensamiento y del profesorado en dicho proceso). Se concluye que la comparacion entre los tres tipos de relatos representa un optimo recurso para la alfabetizacion mediatica asi como para ayudarles a tomar conciencia de cuales son los valores con los que quieren identificarse y los problemas que pueden obstaculizarlos.Media fictional narrations on adolescents as characters and target are used by teenage audiences when looking for references for their identity building. As a starting point for Media Literacy activities to help teenage students in this process, this research focuses on the representations of adolescent students proposed by different kinds of media fictional narrations. Three European narrations have been chosen in order to analyse and compare different genres, codes and values: the television series «Fisica o Quimica» and the films «Harry Potter and the Order of the Phoenix» and «The Class». A classic narrative analysis approach has been applied in order to encourage teachers to use this kind of Media Literacy activities by employing methodologies that they are familiar with. The results show that such a methodology could facilitate the comparative analysis of important coincidences between these examples (such as the importance of friendship and couple relationships) and also underlines meaningful differences (like the orientation towards the future). The conclusion reached is that the comparison between such different kinds of media fictional narrations is a useful educational tool for improving Media Literacy skills and helping teenage students in the identification of the values and images they really want to choose as reference and inspiration for their own identity building.

Is being Punished at School an Indicator of Psychosocial Risk

Research carried out in different cultural contexts shows that the use of exclusively coercive disciplinary measures does not improve the behavior of those punished, and may even increase the risks underpinning those behaviors. The aim of this research was to study whether there is a link between repeatedly suffering punishment at school and psychosocial risks in adolescence. A non-experimental design was implemented with selected groups. The participants were 507 adolescents from four groups with different risk levels: in social protection (n = 189); subject to court measures (n = 104); in treatment for drug abuse (n = 25); and comparison group (n = 189). A questionnaire was applied collectively. The variables measured were school punishments, violence, drug consumption and commission of crimes. The mild punishments variable predicted and increased the probability of consuming alcohol, tobacco and cannabis by 34% (95% CI [1.1, 1.5]), and increased the probability of using illegal drugs by 11% (95% CI [1.11, 1.30]). Te severe punishments variable increased the probability of using illegal drugs by 86% (95% CI [1.41, 2.49]) and increased the probability of committing crimes by 40% (95% CI [1.13, 1.73]). School punishments, particularly if severe, stand as a visible indicator of psychosocial risk. Behaviors subjected to punishment should alert us to the need to intervene with individuals who manifest them for which the use of exclusively coercive measures is ineffective. A wider educational intervention is required to help them find their place in school instead of excluding them from it.

Adolescent Students as Media Fictional Characters

Media fictional narrations on adolescents as characters and target are used by teenage audiences when looking for references for their identity building. As a starting point for Media Literacy activities to help teenage students in this process, this research focuses on the representations of adolescent students proposed by different kinds of media fictional narrations. Three European narrations have been chosen in order to analyse and compare different genres, codes and values: the television series «Fisica o Quimica» and the films «Harry Potter and the Order of the Phoenix» and «The Class». A classic narrative analysis approach has been applied in order to encourage teachers to use this kind of Media Literacy activities by employing methodologies that they are familiar with. The results show that such a methodology could facilitate the comparative analysis of important coincidences between these examples (such as the importance of friendship and couple relationships) and also underlines meaningful differences (like the orientation towards the future). The conclusion reached is that the comparison between such different kinds of media fictional narrations is a useful educational tool for improving Media Literacy skills and helping teenage students in the identification of the values and images they really want to choose as reference and inspiration for their own identity building.Los relatos audiovisuales que tienen a los adolescentes como audiencia y protagonistas son utilizados por estos para buscar referencias con las que construir su identidad. Esta investigacion busca comprender como es la identidad de los estudiantes adolescentes en distintos tipos de relatos audiovisuales de ficcion, como punto de partida para la elaboracion de materiales de alfabetizacion mediatica que les ayude en dicho proceso. Para ello se seleccionaron tres narraciones europeas recientes sobre la vida escolar de adolescentes, con las que poder contrastar entre generos, codigos y valores: la serie televisiva «Fisica o Quimica» y las peliculas «Harry Potter y la Orden del Fenix» y «La clase». El metodo ha sido el analisis textual de tipo cualitativo, utilizando como categorias las de la morfologia del relato clasico. Los resultados reflejan que dicho esquema, familiar para el profesorado de Literatura, permite detectar importantes coincidencias entre relatos (como la importancia de las relaciones de pareja y amistad…), que hacen mas significativas las diferencias del contraste (como la orientacion hacia el futuro o el valor del pensamiento y del profesorado en dicho proceso). Se concluye que la comparacion entre los tres tipos de relatos representa un optimo recurso para la alfabetizacion mediatica asi como para ayudarles a tomar conciencia de cuales son los valores con los que quieren identificarse y los problemas que pueden obstaculizarlos.Media fictional narrations on adolescents as characters and target are used by teenage audiences when looking for references for their identity building. As a starting point for Media Literacy activities to help teenage students in this process, this research focuses on the representations of adolescent students proposed by different kinds of media fictional narrations. Three European narrations have been chosen in order to analyse and compare different genres, codes and values: the television series «Fisica o Quimica» and the films «Harry Potter and the Order of the Phoenix» and «The Class». A classic narrative analysis approach has been applied in order to encourage teachers to use this kind of Media Literacy activities by employing methodologies that they are familiar with. The results show that such a methodology could facilitate the comparative analysis of important coincidences between these examples (such as the importance of friendship and couple relationships) and also underlines meaningful differences (like the orientation towards the future). The conclusion reached is that the comparison between such different kinds of media fictional narrations is a useful educational tool for improving Media Literacy skills and helping teenage students in the identification of the values and images they really want to choose as reference and inspiration for their own identity building.

Resiliencia en adolescentes expuestos a condiciones vitales de riesgo

Antecedentes: La resiliencia se ha convertido en un tema central en el estudio y en la intervencion con adolescentes. Las investigaciones realizadas sobre dicho tema encuentran grandes diferencias en su capacidad de afrontar el estres y la adversidad. El objetivo de esta investigacion es examinar si los adolescentes que han vivido circunstancias acumuladas de riesgo y adversidad, pueden tener resultados resilientes cuando participan en programas de intervencion psicosocioeducativa. Objetivo de gran relevancia para el Trabajo Social, al permitirle identificar fuentes de resiliencia que pueden y deben ser fomentadas en la intervencion con adolescentes que han estado expuestos a condiciones vitales de riesgo. Metodo: Se utilizo un diseno no experimental con grupos seleccionados. Los participantes fueron 507 adolescentes pertenecientes a cuatro grupos con diferentes niveles de riesgo: proteccion social (n=189); cumplimento de medidas judiciales (n=104); tratamiento por abuso de drogas (n=25) y grupo de comparacion (n=189). Se aplico, de forma colectiva, una version reducida de la Escala de Resiliencia (Wagnild & Young, 1993), considerado el instrumento mas adecuado para el estudio de la resiliencia en la poblacion adolescente debido a sus propiedades psicometricas. Las variables medidas fueron: variables sociodemograficas y resiliencia. Resultados: Se encontraron diferencias estadisticamente significativas en resiliencia entre el grupo de adolescentes en tratamiento por consumo de drogas con el resto de los grupos. Los adolescentes en proteccion y los infractores mostraban puntuaciones similares a las del grupo de comparacion. Conclusiones: En la direccion de las hipotesis planteadas, los resultados reflejan que la resiliencia es un proceso que puede ser favorecido a traves de ciertas estrategias de aprendizaje derivadas de la experiencia o en con la participacion en programas psicosocioeducativos.