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Agressão e vitimização em meio escolar : Contributos para a prevenção e intervenção
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Advisor(s)
Abstract(s)
Objetivo: Assente no modelo ecológico, este estudo pretendeu: investigar os fatores de risco e
protetores para o desenvolvimento de comportamentos agressivos e de vitimização pelos pares;
analisar a natureza das associações longitudinais entre as formas e funções da agressão, a
vitimização e os sintomas internalizantes e, por fim; propor um programa interventivo, com
estratégias multimodais, para o combate à agressão e vitimização no contexto escolar.
Método: Adolescentes, entre os 11 e os 19 anos (M = 15, DP = 1,9), participaram em 4 estudos:
dois em corte transversal: 1) caracterização das perceções de agressividade e estudo dos fatores
de vulnerabilidade para as formas e funções da agressão, de acordo com o modelo ecológico (N=
851) e, 2) caracterização das perceções de vitimização, por tipo, frequência e severidade e
identificação dos seus preditores, numa perspetiva ecológica (N=584); 3) um estudo transversal e
longitudinal, onde se analisaram as relações entre a agressão, a vitimização, e o aumento de
sintomas internalizantes (N=132); e, 4) um estudo prospetivo, orientado para análise dos
resultados de um programa de intervenção desenvolvido para o combate à agressão e vitimização
em meio escolar (N=132). As análises dos dados quantitativos foram realizadas com recurso a
estatística descritiva, regressões lineares hierárquicas e aos testes t de Student para amostras
emparelhadas e para amostras independentes. Todas as análises estatísticas foram efetuadas com
o IBM SPSS Statistics.
Resultados: Bons preditores do comportamento agressivo, o suporte social familiar e dos
amigos, bem como o ambiente escolar, mostraram-se fatores protetores de agressão e vitimização
nos adolescentes em estudo. Verificámos uma tendência similar entre rapazes e raparigas para o
envolvimento em comportamentos agressivos, mas as últimas apresentaram uma maior propensão
para serem vítimas de agressão relacional. Prospectivamente a agressão e a vitimização não
evidenciaram um papel significativo no desenvolvimento de sintomas internalizantes, mas os
sintomas depressivos mostraram ser preditores explicativos da agressão e da vitimização reativa.
O programa de intervenção atingiu os objetivos propostos, visto ter-se verificado uma redução no
número de situações problemáticas sinalizadas. Constatámos ainda uma diminuição significativa
dos comportamentos agressivos diretos reativos, bem como da vitimização (direta e direta
reativa).
Conclusões: Este estudo contribuiu para a análise dos fatores preditores da agressão e da
vitimização ao procurar discriminar as funções da agressão e um leque mais alargado de tipos de
vitimização, por comparação com outros estudos que se têm focado mais nas formas diretas e
relacionais da agressão e da vitimização. Os resultados obtidos contribuíram para os estudos
longitudinais, onde se relacionam estas variáveis na fase da adolescência. Por fim, o programa de
intervenção assinalou a importância de uma ação universal, na prevenção da agressividade e
vitimização em meio escolar, com recurso a múltiplas estratégias interventivas, que aumentem o
suporte entre os jovens e as suas famílias, os pares e a escola.
ABSTRACT : Purpose: Grounded in the ecological model, the present study aimed at: examining the risk and protector factors which predict the development of aggressive behaviours and of victimization among peers; investigate the nature of the longitudinal associations between the forms and functions of aggression, victimization and internalizing symptoms; and, finally, proposing an intervention program, encompassing multimodal strategies to address school aggression and victimization. Method: The participants were adolescents, between 11 and 19 years old (M = 15; SD = 1,9), and took part in 4 studies. Two were cross-sectional: 1) characterization of the perceptions of aggressiveness and the study of the vulnerability factors of the forms and functions of aggression, in line with the ecological model (N= 851), and 2) characterization of the perceptions of victimization, by type, frequency and severity, and identification of their predictors, through ecological perspective (N=584); 3) a cross sectional and longitudinal study examining the relations between aggression, victimization and the increase in internalizing symptoms (N=132); and 4) a prospective study where the impact of the intervention program, designed to decrease school aggression and victimization, was analysed. Quantitative data were analysed through -test for paired and independent samples. All statistical analysis were performed using IBM SPSS Statistics. Results: Social support, from family and friends, as well as school climate were good predictors of aggressive behaviour and proved to be protective factors for aggression, in the adolescents under study. We found a similar tendency in boys and girls regarding the engagement in aggressive behaviours, despite girls being more prone to being victims of relational aggression. Prospectively, neither aggression nor victimization played a significant role in the development of internalizing symptoms, nevertheless, depressive symptoms were explanatory predictors of aggression and reactive victimization. The intervention program accomplished the proposed objectives as it decreased the number of problematic situations detected. We found a significant decrease in reactive overt aggressive behaviours and in victimization (overt and reactive overt). Conclusions: The present study made a considerable contribution to the analysis of the predictive factors of aggression and victimization, by aiming to discriminate the functions of aggression and a wider range of types of victimization, as studies have focused, in more detail, overt and relational forms of aggression and victimization. The results contributed to the studies relating these two variables, considering the adolescence period, and specifically using a longitudinal approach. Finally, the intervention program emphasizes the relevance of a universal intervention (comprising multiples intervention strategies) that might increase the support among the adolescents and their families, peers and school, towards the prevention of school aggressiveness and victimization.
ABSTRACT : Purpose: Grounded in the ecological model, the present study aimed at: examining the risk and protector factors which predict the development of aggressive behaviours and of victimization among peers; investigate the nature of the longitudinal associations between the forms and functions of aggression, victimization and internalizing symptoms; and, finally, proposing an intervention program, encompassing multimodal strategies to address school aggression and victimization. Method: The participants were adolescents, between 11 and 19 years old (M = 15; SD = 1,9), and took part in 4 studies. Two were cross-sectional: 1) characterization of the perceptions of aggressiveness and the study of the vulnerability factors of the forms and functions of aggression, in line with the ecological model (N= 851), and 2) characterization of the perceptions of victimization, by type, frequency and severity, and identification of their predictors, through ecological perspective (N=584); 3) a cross sectional and longitudinal study examining the relations between aggression, victimization and the increase in internalizing symptoms (N=132); and 4) a prospective study where the impact of the intervention program, designed to decrease school aggression and victimization, was analysed. Quantitative data were analysed through -test for paired and independent samples. All statistical analysis were performed using IBM SPSS Statistics. Results: Social support, from family and friends, as well as school climate were good predictors of aggressive behaviour and proved to be protective factors for aggression, in the adolescents under study. We found a similar tendency in boys and girls regarding the engagement in aggressive behaviours, despite girls being more prone to being victims of relational aggression. Prospectively, neither aggression nor victimization played a significant role in the development of internalizing symptoms, nevertheless, depressive symptoms were explanatory predictors of aggression and reactive victimization. The intervention program accomplished the proposed objectives as it decreased the number of problematic situations detected. We found a significant decrease in reactive overt aggressive behaviours and in victimization (overt and reactive overt). Conclusions: The present study made a considerable contribution to the analysis of the predictive factors of aggression and victimization, by aiming to discriminate the functions of aggression and a wider range of types of victimization, as studies have focused, in more detail, overt and relational forms of aggression and victimization. The results contributed to the studies relating these two variables, considering the adolescence period, and specifically using a longitudinal approach. Finally, the intervention program emphasizes the relevance of a universal intervention (comprising multiples intervention strategies) that might increase the support among the adolescents and their families, peers and school, towards the prevention of school aggressiveness and victimization.
Description
Tese de Doutoramento em Psicologia na área de especialidade Psicologia da Saúde apresentada ao ISPA - Instituto Universitário
Keywords
Prevenção Formas e funções da agressão Tipos de vitimização Modelo ecológico Intervenção Prevention Forms and functions of aggression Types of victimization Ecological model Intervention