Session Information
09 SES 05 C, Interactive Poster Session
Interactive Poster Session
Contribution
The sense of victimization in schools has important consequences on psychosocial adjustment in childhood and adolescence. Studies on this subject have shown that victimization is associated with internalizing problems such as anxiety and depression, and externalizing problems such as aggression and antisocial behavior. By contrast, attachment and positive relationships with peers is a protective factor for social adaptation.
The aim of this study is to analyze the predictors of feelings of being victimized by peers at school, and the predictors of a positive attachment to peers. It is concluded protective variables and variables of vulnerability to victimization by peers at school.
Among the predictor variables were assessed cognitive and emotional processes: empathy (perspective taking, empathic concern and personal distress), emotional instability (impulsivity, lack of self-control in stressful situations), coping mechanisms (functional and dysfunctional coping processes), aggression (physical and verbal aggression), prosocial behavior, categories of prosocial moral reasoning that adolescents use with dilemmas in which should deciding a behavior of help (hedonistic reasoning, reasoning focused on the need, the approval-oriented reasoning, and stereotyped and internalized reasoning). The dependent variables are victimization versus peer attachment.
Method
Expected Outcomes
References
Armsden, G. C. & Greenberg, M. T. (1987). The Inventory of Parent and Peer Attachment: Individual Differences and Their Relationship to Psychological Well-Being in Adolescence. Journal of Youth and Adolescence, 16(5), 427-454. Buhs, E. S., McGinley, M. & Toland, M. D. (2010). Overt and Relational Victimization in Latinos and European Americans: Measurement Equivalence Across Ethnicity, Gender, and Grade Level in Early Adolescent Groups. Journal of Early Adolescence 30(1) 171– 197. Caprara, G.V. & Pastorelli, C. (1993). Early emotional instability, prosocial behaviour, and aggresion: some methodological aspects. European Journal of Personality, 7, 19-36. Carlo, G., Eisenberg, N. & Knight, G. P. (1992). An objective measure of adolescents’ prosocial moral reasoning. Journal of Research in Adolescence 2, 331–349. Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44, 113-126. Del Barrio, V., Moreno, C. & López, R. (2001). Evaluación de la agresión e inestabilidad emocional en niños españoles y su relación con la depresión. Clínica y Salud, 13, 33-50. Del Barrio,V., Spielberger, C. & Moscoso, M. (1998). Evaluación de la experiencia, expresión y control de la ira en niños. II Congreso Iberoamericano de Psicología. Madrid, Julio, CD Del Barrio, M. V., Aluja, A., & Spielberger, C. D. (2004). Anger assessment whith the STAXI-CA: psychometric properties of a new instrument for children and adolescents. Personality and Infividual Differences, 37, 227-244. Frydenberg, E. & Lewis, R. (1997). ACS, Escalas de Afrontamiento para Adolescentes. Adaptación española de J. Pereña y Nicolás Seisdedos. Madrid: TEA Ediciones. Mestre, V., Frías, M. D. & Samper, P. (2004). La medida de la empatía: análisis del Interpersonal Reactivity Index. Psicothema, 16(2), 255-260
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.