Relaciones entre la violencia filioparental y otras conductas violentas en adolescentes

  1. Antonia Martí
  2. Cristina Gabarda
  3. María-Jesús Cava
  4. Sofía Buelga
Aldizkaria:
Psicología conductual = behavioral psychology: Revista internacional de psicología clínica y de la salud

ISSN: 1132-9483

Argitalpen urtea: 2020

Alea: 28

Zenbakia: 3

Orrialdeak: 415-434

Mota: Artikulua

Beste argitalpen batzuk: Psicología conductual = behavioral psychology: Revista internacional de psicología clínica y de la salud

Laburpena

El objetivo de este estudio fue analizar la presencia de la violencia filioparental en adolescentes y su relación con la perpetración de violencia hacia los iguales y hacia la pareja. En estos análisis se tuvo en cuenta el tipo de violencia filioparental ejercida por los hijos (física y psicológica), la frecuencia (ocasional y frecuente), el sexo del hijo y el sexo del progenitor. En este estudio participaron 639 adolescentes (49% chicos), entre 12 y 18 años, que cursaban estudios en cuatro centros educativos de enseñanza secundaria. Los resultados mostraron una mayor presencia de la violencia filioparental psicológica ejercida ocasionalmente. Los chicos y chicas con conductas violentas más frecuentes hacia sus progenitores reconocieron más conductas violentas, manifiestas y relacionales, hacia sus iguales. Las chicas que agreden psicológicamente con mayor frecuencia a sus progenitores reconocieron más agresiones psicológicas a su pareja y los chicos que indicaron más agresiones físicas a la madre reconocieron más agresiones físicas a su pareja.

Erreferentzia bibliografikoak

  • Achenbach, T. M., Edelbrock, C. y Howell, C. T. (1987). Empirically based assessment of the behavioral/emotional problems of 2- and 3- year-old children. Journal of Abnormal Child Psychology, 15, 629-650.
  • Achenbach, T. M., Ivanova, M. Y., Rescorla, L. A., Turner, L. V. y Althoff, R. R. (2016). Internalizing/externalizing problems: review and recommendations for clinical and research applications. Journal of the American Academy of Child y Adolescent Psychiatry, 55, 647-656.
  • Arslan, G. (2018a). Exploring the effects of positive psychological strengths on psychological adjustment in adolescents. Child Indicators Research, 1-16.
  • Arslan, G. (2018b). Social exclusion, social support and psychological wellbeing at school: a study of mediation and moderation effect. Child Indicators Research, 11, 897-918.
  • Beland, S., Cousineau, D. y Loye, N. (2017). Using the McDonald’s omega coefficient instead of Cronbach’s alpha. McGill Journal of Education, 52, 791-804.
  • Boman, P., Mergler, A. y Pennell, D. (2017). The effects of covitality on well-being and depression in Australian high school adolescents. Clinical Psychiatry, 3, 15.
  • Carnazzo, K., Dowdy, E., Furlong, M. J. y Quirk, M. (2016). An evaluation of the Social Emotional Health Survey-Secondary for use with students with learning disabilities: confirmatory factor analysis, measurement invariance, and comparative analyses (Tesis Doctoral). Disponible en: https://escholarship.org/uc/item/1ms6n8d3
  • Cohen, J. (1988). Statistical power analysis for the behavioral science (2ª ed). Hillsdale, NJ: Lawrence Erlbaum.
  • De Girolamo, G., Dagani, J., Purcell, R., Cocchi, A. y McGorry, P. D. (2012). Age of onset of mental disorders and use of mental health services: needs, opportunities, and obstacles. Epidemiology and Psychiatric Sciences, 21, 47-57.
  • Dowdy, E., Dever, B. V., Raines, T. C. y Moffa, K. (2016). A preliminary investigation into the added value of multiple gates and informants in universal screening for behavioral and emotional risk. Journal of Applied School Psychology, 32, 178-198.
  • Dowdy, E., Furlong, M. J., Nylund-Gibson, K., Moore, S. y Moffa, K. (2018). Initial validation of the Social Emotional Distress Survey-Secondary to support complete mental health screening. Assessment for Effective Intervention, 0, 1-8.
  • Fullchange, A. y Furlong, M. J. (2016). An exploration of effects of bullying victimization from a complete mental health perspective. SAGE Open. Recuperado de: https://journals.sagepub.com/doi/pdf/10.1177/2158244015623593
  • Furlong, M. J., You, S., Renshaw, T. L., O’Malley, M. D. y Rebelez, J. (2013). preliminary development of the positive experiences at school scale for elementary school children. Child Indicators Research, 6, 753-775.
  • Furlong, M. J., You, S., Renshaw, T.L., Smith, D.C. y O’Malley, M. (2014). preliminary development and validation of the Social and Emotional Health Survey for secondary school students. Social Indicators Research, 117, 1011-1032.
  • Furlong, M. J., You, S., Shishim, M. y Dowdy, E. (2017). Development and validation of the Social Emotional Health Survey-Higher Education version. Applied Research in Quality of Life, 12, 343-367.
  • Goodman, R. (1997). The Strengths and Difficulties Questionnaire: a research note. Journal of Child Psychology and Psychiatry, 38, 581-586.
  • Goodman, A., Lamping, D. L. y Ploubidis, G. B. (2010). When to use broader internalizing and externalizing subscales instead of the hypothesized five subscales on the Strengths and Difficulties Questionnaire (SDQ): data from British parents, teachers, and children. Journal of Abnormal Child Psychology, 38, 1179-1191.
  • Greenspoon, P. J. y Saklofske, D. H. (2001) Toward an integration of subjective well-being and psychopathology. Social Indicators Research, 54, 81-108.
  • Hidalgo-Vicario, M. I. y Ceñal, M. J. (2014). Adolescencia: aspectos físicos, psicológicos y sociales. Anales de Pediatría Continuada, 12, 1-46.
  • IBM Corp. (2017). IBM SPSS Statistics for Windows (versión 25.0) [programa de ordenador]. Armonk, NY: Autor.
  • Iida, J., Ito, A., Aoyama, I., Sugimoto, K., Endo, H. y Furlong, M. J. (2018). Development of Japanese version of Social Emotional Health Survey. The Japanese Journal of Psychology, 90, 32-41.
  • Ito, A., Smith, D.C., You, S., Shimoda, Y. y Furlong, M. J. (2015). Validation and utility of the Social Emotional Health Survey-Secondary for Japanese students. Contemporary School Psychology, 19, 243-252.
  • Kessler, R. C., McLaughlin, K. A., Green, J. G., Gruber, M. J., Sampson, N. A., Zaslavsky, A. M., Aguilar-Gaxiola, S., Alhamzawi, A. O., Alonso, J., Angermeyer, M., Benjet, C., Bromet, E., Chatterji, S., Girolamo, G., Demyttenaere, K., Fayyad, J., Florescu, S., Gal, G., Gureje, O., Haro, J. M., Hu, C., Karam, E. G., Kawakami, N., Lee, S., Lépine, J. P., Ormel, J., Posada-Villa, J., Sagar, R., Tsang, A., Ustün, T. B., Vassilev, S., Viana, M. C. y Williams, D. R. (2010). Childhood adversities and adult psychopathology in the WHO World Mental Health Surveys. The British Journal of Psychiatry, 197, 378-385.
  • Kim, E. K., Dowdy, E., Furlong, M. J. y Sukkyung, Y. (2017). Mental health profiles and quality of life among Korean adolescents. School Psychology International, 28, 98-116.
  • Kim, E. K., Furlong, M. J. y Dowdy, E. (2019, press). Adolescents’ personality traits and positive psychological orientations: relations with emotional distress and life satisfaction mediated by school connectedness. Child Indicators Research, 2, 1-19.
  • Kim, E. K., Furlong, M. J., Dowdy, E. y Felix, E. D. (2014). Exploring the relative contributions of the strength and distress components of dual-factor complete mental health screening. Canadian Journal of School Psychology, 29, 127-140.
  • Lee, S., You, S. y Furlong, M. J. (2016). Validation of the Social Emotional Health Survey-Secondary for Korean Students. Child Indicators Research, 9, 73-92.
  • Lenzi, M., Dougherty, D., Furlong, M. J., Sharkey, J. y Dowdy, E. (2015). The configuration protective model: factors associated with adolescent behavioral and emotional problems. Journal of Applied Developmental Psychology, 38, 49-59.
  • Lenzi, M., Furlong, M. J., Dowdy, E., Sharkey, J., Gini, G. y Altoè, G. (2015). The quantity and variety across domains of psychological and social assets associated with school victimization. Psychology of Violence, 5, 411-421.
  • Marino, C., Hirst, C. M., Murray, C., Vieno, A. y Spada, M. M. (2017). Positive mental health as a predictor of problematic Internet and Facebook use in adolescents and young adults. Journal of Happiness Studies, 19, 1-14.
  • McDonald, R. R. (1999). Test theory: a unified treatment. Mahwah, NJ: Lawrence Erlbaum.
  • McNeish, D. (2018). Thanks coefficient alpha, we'll take it from here. Psychological Methods, 23, 412-433.
  • Moffa, K., Dowdy, E. y Furlong. M. J. (2016). Exploring the contributions of school belonging to complete mental health screening. The Educational and Developmental Psychologist, 33, 16-32.
  • Moore, S. A., Dowdy, E., Nylund-Gibson, K. y Furlong, M. J. (2019). An empirical approach to complete mental health classification in adolescents. School Mental Health, 11, 438-453.
  • Ortuño-Sierra, J., Fonseca-Pedrero, E., Inchausti, F. y Sastre i Riba, S. (2016). Evaluación de dificultades emocionales y comportamentales en población infanto-juvenil: el Cuestionario de capacidades y dificultades (SDQ). Papeles del Psicólogo, 37, 14-26.
  • Ortuño-Sierra, J., Fonseca-Pedrero, E., Sastre i Riba, S. y Muñiz, J. (2017). Patterns of behavioral and emotional difficulties through adolescence: the influence of prosocial skills. Anales de Psicología, 33, 48-56.
  • Pan Yan-Gu, Zhang Da-Jun, Chen Wan-Fen y Liu Guang-Zeng. (2016). Preliminary validation of the Social and Emotional Health Survey in Chinese secondary school students. Chinese Journal of Clinical Psychology, 24, 680-683.
  • Pašková, L. (2017). Social emotional health of secondary school students. The New Educational Review, 48, 117-131.
  • Pennell, C., Boman, P. y Mergler, A. (2015). Covitality constructs as predictors of psychological well-being and depression for secondary school students. Contemporary School Psychology, 19, 276-285.
  • Petrulytė, A. y Guogienė, V. (2018) Adolescents social emotional health and empathy in Lithuanian sample. International Journal of Psychology: A Biopsichosocial approach, 22, 69-93.
  • Piqueras, J. A., Marzo, J. C., Martínez-González, A. E., Rodríguez-Jiménez, T., Rivera-Riquelme, M., Falco, R. y Furlong, M. J. (2019). Adaptation and validation of the Social Emotional Health Survey-Secondary for Spanish-speakers’ students. International Journal of Environmental Research and Public Health, 16, 4982.
  • Piqueras, J. A., Mateu, O., Cejudo, J. y Pérez-González, J. C. (2019). Pathways into psychosocial adjustment in children: modeling the effects of trait emotional intelligence, social-emotional problems, and gender. Frontiers in Psychology, 10, 507.
  • Piqueras, J. A., Salvador, M. D. C., Soto-Sanz, V., Mira, F. y Pérez-González, J. C. (2020). Strengths against psychopathology in adolescents: ratifying the robust buffer role of trait emotional intelligence. International Journal of Environmental Research and Public Health, 17, 804.
  • Rodríguez-Menchón, M., Orgilés, M., Fernández-Martínez, I., Espada, J. P. y Morales, A. (2020). Rumination, catastrophizing, and other-blame: the cognitive-emotional regulation strategies involved in anxiety-related life interference in anxious children. Child Psychiatry and Human Development.
  • Soto-Sanz, V., Castellví, P., Piqueras, J. A., Rodríguez-Marín, J., Rodríguez-Jiménez, T., Miranda-Mendizábal, A., Parés-Badell, O., Almenara, J., Alonso, I., Blasco, M. J., Cebrià, A., Gabilondo, A., Gili, M., Lagares, C., Roca, M. y Alonso, J. (2019). Internalizing and externalizing symptoms and suicidal behavior in young people: a systematic review and meta-analysis of longitudinal studies. Acta Psychiatrica Scandinavica, 140, 5-19.
  • Soto-Sanz, V., Piqueras, J. A., García-Olcina, M., Rivera-Riquelme, M., Rodríguez-Marín, J. y Alonso, J. (2020). Relación entre conducta suicida y síntomas interiorizados en niños y adolescentes. Psicología Conductual, 28, 5-18.
  • Tabachnick, B. G. y Fidell, L. S. (1996). Using multivariate statistics (3ª ed.). Nueva York, NY: Harper Collins College Publisher.
  • Telef, B. B. y Furlong, M. J. (2017a). Adaptation and validation of the Social and Emotional Health Survey-Secondary into Turkish culture. International Journal of School y Educational Psychology, 5, 255-265.
  • Telef, B. B. y Furlong, M. J. (2017b). Social and emotional psychological factors associated with subjective well-being: a comparison of Turkish and California adolescents. Cross-Cultural Research, 51, 491-520.
  • Valero, J., Pérez, N. y Delgado, B. (2012). Desarrollo físico, psicológico, intelectual y social en la adolescencia. En N. Pérez, I. Navarro y M. P. Cantero (dirs.), Psicología del desarrollo humano: del nacimiento a la vejez (pp. 231-264). Alicante: ECU.
  • Ventura-León, J. L. y Caycho-Rodríguez, T. (2017). El coeficiente omega: un método alternativo para la estimación de la confiabilidad. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 15, 625-627.
  • Wroblewski, A. P., Dowdy, E., Sharkey, J. D. y Kim, E. K. (2019). Social-emotional screening to predict truancy severity: recommendations for educators. Journal of Positive Behavior Interventions, 21, 19-29.
  • Xie, J., Liu, S., Yang, C. y Furlong, M. J. (2017). Chinese version of Social and Emotional Health Survey-Secondary. Chinese Journal of Clinical Psychology, 25, 1012-1026.
  • You, S., Furlong, M. J., Dowdy, E., Renshaw, T. L., Smith, D.C. y O’Malley, M. D. (2014). Further validation of the Social and Emotional Health Survey for High School students. Applied Research Quality Life, 9, 997-1015.
  • You, S., Furlong, M. J., Felix, E. D. y O’Malley, M. D. (2015). Validation of the Social and Emotional Health Survey for five sociocultural groups: multigroup invariance and latent mean analyses. Psychology in the Schools, 52, 349-362.
  • You, S., Lim, S. A. y Kim, E. K. (2018). Relationships between social support, internal assets, and life satisfaction in Korean adolescents. Journal of Happiness Studies, 19, 897-915.