Dating violence education in schools

Finally, we discuss the results and their practical implications in the school context.

Este estudio ex post facto analiza tanto las relaciones directas existentes entre la victimización y la conducta violenta manifiesta y relacional de adolescentes escolarizados como las relaciones indirectas entre esas variables a través del clima escolar, la soledad, la reputación ideal no conformista y la transgresión de normas sociales.

However, the law of silence which prevails among students as regards school violence means that often adults do not detect victims and are unable to offer them suitable protection (Cava, 2011).

This can lead to the adolescents being disappointed by these adults, and also distrusting the social norms and having a heightened perception of their loneliness (Estévez, Jiménez, & Moreno, 2011).

Los resultados del análisis multigrupo indican que la relación entre la soledad y la conducta violenta relacional es significativa para los chicos pero no para las chicas.

Finalmente, se discuten los resultados obtenidos y sus implicaciones prácticas en el contexto escolar.

This conclusion is consistent with the current emphasis on the significance of social contexts (e.g., neighborhood, school) and suggests that an important context with important implications for adolescents’ behavior is the peer networks in which youth are embedded.The aggressor-victim dynamic is composed of an interpersonal relationship model with serious consequences for the psychosocial adjustment of victims (Guterman, Hahn, & Cameron, 2002).Numerous studies in the scientific literature show a strong relationship between victimization by peers and internalising problems such as strong feelings of loneliness, low self-esteem and high symptoms of depression (Hawker & Boulton, 2000), but very few studies have viewed victimization as a risk factor relating to externalising behaviour such as, for example, school violence.For instance, these policies are likely to exacerbate problem behavior if social influence occurs and deviancy training takes place in these settings (see, e.g., Dishion, Spracklen, Andrews, & Patterson, 1996).Although network studies of adolescents are more costly to implement, the findings emerging from such research suggest that interventions are more likely to succeed (i.e., to reduce problem behaviors) if they are able to minimize exposure to delinquent peers.

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