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Violência escolar: Metodologias de identificação dos alunos agressores e/ou vítimas
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Authors
Advisor(s)
Abstract(s)
O presente trabalho tem como principal objectivo estabelecer
uma comparação entre diferentes metodologias
utilizadas na caracterização dos alunos que se envolvem
em situações de violência escolar, particularmente
em comportamentos de bullying. Enquanto que a
utilização de instrumentos que remetem para uma auto-
-resposta colocam em evidência limitações relativas à
autenticidade e objectividade das respostas, a utilização
de instrumentos de resposta pelos pares aumenta a
fidelidade estatística dos resultados mas realça outro tipo
de constrangimentos relacionados com a ausência
de conhecimento de algumas vivências internas dos outros.
Deste modo, parecem as metodologias de auto-resposta
mais adequadas para identificar os alunos vitimizados,
enquanto as metodologias de hetero-resposta
parecem mais adequadas para identificar os alunos agressores.
Utilizando dois instrumentos numa amostra de
680 alunos do 3.º ciclo (com idades compreendidas entre
os 12 e os 17 anos) da área da Grande Lisboa, os resultados
obtidos sugerem que diferentes percepções do
fenómeno conduzem a diferentes níveis de incidência
e estatutos de envolvimento no âmbito da violência escolar.
Nomeadamente, verificou-se uma maior visibilidade
de comportamentos violentos atribuídos ao género
masculino nas hetero-respostas, e um número superior
de vítimas e de vítimas-agressivas nas auto-respostas.
The aim of the present study is to compare different methods used in the characterization of students involved in bullying. While the limitations associated to the self-report instruments are often related to bias, specifically because of factors associated with social desirability or underestimation of the problem, the use of measures based on peers nominations minimizes the impact of any individual bias and increases the statistical reliability of the assessments. However, peer nominations seem rather far from the internal experience of their colleagues. Therefore, self-report measures seem more adequate to identify victimized students, while peer nomination measures seem more appropriate to identify aggressive students (with a more visible behaviour). Data was collected from a random sample of 680 middle school youngsters, aged 12 to 17, in Lisbon. We can find different results in the percentages of involvement in bullying, as well as the percentages of involvement in bullying according to gender. Namely, through peer nomination measure we can see that males have the highest rate comparing to girls in both groups with aggressive behaviours (bullies and bullyvictims). We can also observe an increase on both victimized groups (victims and bully-victims) in the selfreport measures compared to peer nominations.
The aim of the present study is to compare different methods used in the characterization of students involved in bullying. While the limitations associated to the self-report instruments are often related to bias, specifically because of factors associated with social desirability or underestimation of the problem, the use of measures based on peers nominations minimizes the impact of any individual bias and increases the statistical reliability of the assessments. However, peer nominations seem rather far from the internal experience of their colleagues. Therefore, self-report measures seem more adequate to identify victimized students, while peer nomination measures seem more appropriate to identify aggressive students (with a more visible behaviour). Data was collected from a random sample of 680 middle school youngsters, aged 12 to 17, in Lisbon. We can find different results in the percentages of involvement in bullying, as well as the percentages of involvement in bullying according to gender. Namely, through peer nomination measure we can see that males have the highest rate comparing to girls in both groups with aggressive behaviours (bullies and bullyvictims). We can also observe an increase on both victimized groups (victims and bully-victims) in the selfreport measures compared to peer nominations.
Description
Keywords
Bullying Vitimização Metodologias de avaliação Contexto escolar Victimization Assessment School children
Citation
Análise Psicológica, 23(2), 97-110.
Publisher
ISPA - Instituto Superior de Psicologia Aplicada