Ver / Descargar
PDF
Cómo citar
Del Moral Arroyo G., Suárez Relinque C., Martínez Ferrer B., & Musitu Ochoa G. (2015). Barrios con necesidades de transformación social, violencia escolar e identidad social urbana: Percepciones de niños y adolescentes. Búsqueda, 2(14), 19-31. https://doi.org/10.21892/01239813.56
Formatos de citación
Resumen
El objetivo del presente estudio fue analizar la percepción de niños y adolescentes pertenecientes a zonas con necesidaddes de trasnformación social, acerca de la influencia del barrio en la conducta violenta escolar y en la configuración de la identidad social urbana de egresores y victimas. Se utilizó una metodología cualitativa, con 10 grupos de discusión y un total de 60 niños y adolescentes de cuatro centros educativos pertenecientes a zonas con necesidades de transformación social de Andalucía (España). Los resultados sugieren dos efectos: 1) una posible mediación del clima familiar y la supervisión parental en la relación entre participación en contextos no estructurados en el barrio y la conducta violenta; 2) una relación diferencial de la pertenencia al barrio y las características de este con la identidad social urbana de los agresores y las víctimas.
Licencia
Citas
Aragonés, J. I., Corraliza, J. A., Cortés, B., y Amérigo, M. (1992). Perception of territory and social identity. Socio-Environmental Metamorphoses: Builtscape, Landscape, Ethnoscape, Euroscape, 12, 252-259.
Barboza, G. E., Schiamberg, L. B., Oehmke, J., Korzeniewski, S, J., Post, L. A., y Heraux, C. G. (2009). Individual characteristics and the multiple contexts of adolescent bullying: An ecological perspective. Journal of Youth and Adolescence, 38(1), 101–121.
Benbenishty, R., y Astor, R. A. (2005). School violence in context: Culture, neighborhood, family, school and gender. New York: Oxford University Press.
Bradshaw, C. P., Rodgers, C. R., Ghandour, L. A., y Garbarino, J. (2009). Social–cognitive mediators of the association between community violence exposure and aggressive behavior. School Psychology Quarterly, 24(3), 199-210.
Brody, G. H., Conger, R., Gibbons, F. X., Ge, X., McBride Murry, V., Gerrard, M., y Simons, R. L. (2001). The influence of neighborhood disadvantage, collective socialization, and parenting on African American children’s affiliation whit deviant peers. Child Development, 72(4), 1231-1246.
Buelga, S. y Musitu, G. (2009). Psicología Social Comunitaria. México: Trillas.
Byrd, C. M., y Chavous, T. M. (2009). Racial identity and academic achievement in the neighborhood context: A multilevel analysis. Journal of Youth and Adolescence, 38(4), 544-559.
Cassidy, T., Inglis, G., Wiysonge, C., y Matzopoulos, R. (2014). A systematic review of the effects of poverty deconcentration and urban upgrading on youth violence. Health y Place, 26, 78-87.
Cooley-Strickland, M., Quille, T.J., Griffin, R. S., Stuart, E.A., Bradshaw, C, P. y Furr-Holden, D. (2011). Efectos de la Exposición de los Adolescentes a la Violencia en la Comunidad: El Proyecto MORE. Psychosocial Intervention, 20(2), 131-148.
Coyl, D. D., Roggman, L. A., y Newland, L. A. (2002). Stress, maternal depression and negative mother-infant interactions in relation to infant attachment. Infant Mental Health Journal, 23(1–2), 145–163.
Dworkin, J. B., Larson, R., y Hansen, D (2003). Adolescents accounts of growth experiences in youth activities. Journal of Youth and Adolescence, 32(1), 17-26.
Eccles, J. y Gootman, J. A. (2002). Features of positive devolpmental settings. In J.A. Gootman y J. Eccles (eds.), Community programs to promote youth development (pp. 86-118). Washington, DC: National Academy Press.
Fariña, F., Arce, R., y Novo, M. (2008). Neighborhood and community factors: Effects on deviant behavior and social competence. The Spanish Journal of Psychology, 11(1), 78-84.
Farrington, D. P. (1996). Understanding and preventing youth crime. York: Publishing Services Limited.
Foster, H., y Brooks-Gunn, J. (2013). Neighborhood, family and individual influences on school physical victimization. Journal of Youth and adolescence, 42(10), 1596-1610.
Freeman, H. S., Newland, L. A., y Coyl, D. D. (2008). Father beliefs as a mediator between contextual barriers and father involvement. Early Child Development and Care, 178(7-8), 803–819.
Garo, L. A. (2013). Children’s exposure to neighborhood poverty and violence: Implications for Black student middle school literacy in Charlotte, North Carolina. Vulnerable Children and Youth Studies, 8(1), 60-96.
Hong, J. S., y Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17(4), 311-322.
Howell, J.C. (2003). Preventing y reducing juvenile delinquency: A comprehensive framework. Thousand Oaks, CA: Sage.
Jansen, P. W., Verlinden, M., Dommisse-Van Berkel, A., Mieloo, C., van der Ende, J., Veenstra, R., Verhulst, F. C., Jansen, W., y Tiemeier, H. (2012). Prevalence of bullying and victimization among children in early elementary school: Do family and school neighborhood socioeconomic status matter? BMC Public Health, 12(1), 494. Consultado el 05 de noviembre de 2014 en http://www.biomedcentral.com/1471-2458/12/494
Jencks, C., y Mayer, S. (1990). The social consequences of growing up in a poor neighborhood. In L. E. Lynn y M. F. H. McGeary (Eds.), Inner-city poverty in the United States (pp. 111-186). Washington, DC: National Academy Press
Karriker-Jaffe, K. J., Foshee, V. A., Ennett, S. T., y Suchindran, C. (2009). Sex differences in the effects of neighborhood socioeconomic disadvantage and social organization on rural adolescents’ aggression trajectories. American Journal of Community Psychology, 43(3-4), 189-203.
Kerr, M., Stattin, H., Biesecker, G., y Ferrer- Wreder, L. (2003). Relationships with parents and peers in adolescence. Handbook of Psychology, 4(16), 395–419.
Khoury-Kassabri, M., Benbenishty, R., Astor, R. A., y Zeira, A. (2004). The contributions of community, family, and school variables to student victimization. American Journal of Community Psychology, 34(3-4), 187–204.
Lalli, M. (1988). Urban Identity. In D. Canter et al. (Eds.), Environmental Social Psychology. NATO ASI Series, vol. 45(pp. 303-311). The Netherlands: NATO.
Latif, Z. (2012). Offending in Karachi’s Neighborhoods: An Empirical Test of the Systemic Model of Social Disorganization. Doctoral Thesis. The City University of New York.
Laub, J. H., y Lauritsen, J. L. (1998). The interdependence of school violence with neighborhood and family conditions. In D. S. Elliott, B. A. Hamburg, y K. R. Williams (Eds.), Violence in American schools (pp. 127–155). Cambridge, UK: Cambridge University Press.
Lösel, F., y Bender, D. (2003). Protective factors and resilience. In D. P. Farrington y J. W. Coid (Eds.), Early prevention of antisocial behavior (pp. 130-204). Cambridge: Cambridge University Press.
Martínez, B., Amador, L.V., Moreno, D. y Musitu, G. (2011). Implicación y participación comunitaria y ajuste psicosocial en adolescentes. Psicología y Salud, 21(2), 205-214.
McBride Murry, V., Berkel, C., Gaylord-Harden, N. K., Copeland-Linder, N., y Nation, M. (2011). Neighborhood poverty and adolescent development. Journal of Research on Adolescence, 21(1), 114-128.
Molnar, B. E., Browne, A., Cerda, M., y Buka, S. L. (2005). Violent behavior by girls reporting violent victimization: a prospective study. Archives of Pediatrics y Adolescent Medicine, 159(8), 731-739.
Newland, L. A. (2014) Supportive family contexts: promoting child well-being and resilience. Early Child Development and Care, 184(9- 10), 1336-1346.
North Carolina Justice and Community Development Center (NCJCDC). (2000). Exposing the gap: Why minority students are being left behind in North Carolina’s education system. Raleigh, NC: Author.
Osofsky, J. D. (2004). Community outreach for children exposed to violence. Infant Mental Health Journal, 25(5), 478-487.
Popp, A. M., y Peguero, A. A. (2011). Routine activities and victimization at school: The significance of gender. Journal of Interpersonal Violence, 26(12), 2413–2436.
Rafferty, Y., y Griffin, K.(2010). Parentingbehaviors among low-income mothers of preschool age children in the USA: Implications for parenting programs. International Journal of Early Years Education, 18(2), 143–157.
Rafferty, Y., Griffin, K., y Robokos, D. (2010). Maternal depression and parental distress among families in the early head start research and evaluation project: Risk factors within the family setting. Infant Mental Health Journal, 31(5), 543–569.
Sampson, R. J. (2012). Great American city: Chicago and the enduring neighborhood effect. University of Chicago Press.
Singleton, R. A. y Straits, B. C. (2004) Approaches to Social Research. New York: Oxford University Press.
Stewart, E. A., Simons, R. L., y Conger, R. D. (2002). Assessing Neighborhood and Social Psychological Influences on Childhood Violence in an African-American Sample. Criminology, 40(4), 801-830.
Strauss, A., y Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory, 2nd Edition. Thousand Oaks, CA: SAGE Publications.
Suárez, C., del Moral, G., y González, M. T. (2013). Consejos prácticos para escribir un artículo cualitativo publicable en Psicología. Psychosocial Intervention, 22(1), 71-79.
Supple, A. J., Ghazarian, S. R., Frabutt, J. M., Plunkett, S. W., y Sands, T. (2006). Contextual influences on Latino adolescent ethnic identity and academic outcomes. Child Development, 77(5), 1427-1433.
Valera, S. (1997). Estudio de la relación entre el espacio simbólico urbano y los procesos de identidad social. Revista de Psicología Social, 12(1), 17-30.
Valera, S. y Pol, E. (1994). El concepto de identidad social urbana: una aproximación entre la Psicología Social y la Psicología Ambiental. Anuario de Psicología, 62(3), 5-24.
Valera, S., Guàrdia, J., Cruells, E., Paricio, A., Pol, O., Reixach, N., Schilman, N. y Vallés, N. (1998). Estudio de la identidad social urbana en un barrio de nueva creación. El caso de la Villa Olímpica de Barcelona. Revista de Psicología Social, 13(2), 331- 340.
Vanderbilt-Adriance, E., y Shaw, D. S. (2008). Protective factors and the development of resilience in the context of neighborhood disadvantage. Journal of Abnormal Child Psychology, 36, 887–901.
Barboza, G. E., Schiamberg, L. B., Oehmke, J., Korzeniewski, S, J., Post, L. A., y Heraux, C. G. (2009). Individual characteristics and the multiple contexts of adolescent bullying: An ecological perspective. Journal of Youth and Adolescence, 38(1), 101–121.
Benbenishty, R., y Astor, R. A. (2005). School violence in context: Culture, neighborhood, family, school and gender. New York: Oxford University Press.
Bradshaw, C. P., Rodgers, C. R., Ghandour, L. A., y Garbarino, J. (2009). Social–cognitive mediators of the association between community violence exposure and aggressive behavior. School Psychology Quarterly, 24(3), 199-210.
Brody, G. H., Conger, R., Gibbons, F. X., Ge, X., McBride Murry, V., Gerrard, M., y Simons, R. L. (2001). The influence of neighborhood disadvantage, collective socialization, and parenting on African American children’s affiliation whit deviant peers. Child Development, 72(4), 1231-1246.
Buelga, S. y Musitu, G. (2009). Psicología Social Comunitaria. México: Trillas.
Byrd, C. M., y Chavous, T. M. (2009). Racial identity and academic achievement in the neighborhood context: A multilevel analysis. Journal of Youth and Adolescence, 38(4), 544-559.
Cassidy, T., Inglis, G., Wiysonge, C., y Matzopoulos, R. (2014). A systematic review of the effects of poverty deconcentration and urban upgrading on youth violence. Health y Place, 26, 78-87.
Cooley-Strickland, M., Quille, T.J., Griffin, R. S., Stuart, E.A., Bradshaw, C, P. y Furr-Holden, D. (2011). Efectos de la Exposición de los Adolescentes a la Violencia en la Comunidad: El Proyecto MORE. Psychosocial Intervention, 20(2), 131-148.
Coyl, D. D., Roggman, L. A., y Newland, L. A. (2002). Stress, maternal depression and negative mother-infant interactions in relation to infant attachment. Infant Mental Health Journal, 23(1–2), 145–163.
Dworkin, J. B., Larson, R., y Hansen, D (2003). Adolescents accounts of growth experiences in youth activities. Journal of Youth and Adolescence, 32(1), 17-26.
Eccles, J. y Gootman, J. A. (2002). Features of positive devolpmental settings. In J.A. Gootman y J. Eccles (eds.), Community programs to promote youth development (pp. 86-118). Washington, DC: National Academy Press.
Fariña, F., Arce, R., y Novo, M. (2008). Neighborhood and community factors: Effects on deviant behavior and social competence. The Spanish Journal of Psychology, 11(1), 78-84.
Farrington, D. P. (1996). Understanding and preventing youth crime. York: Publishing Services Limited.
Foster, H., y Brooks-Gunn, J. (2013). Neighborhood, family and individual influences on school physical victimization. Journal of Youth and adolescence, 42(10), 1596-1610.
Freeman, H. S., Newland, L. A., y Coyl, D. D. (2008). Father beliefs as a mediator between contextual barriers and father involvement. Early Child Development and Care, 178(7-8), 803–819.
Garo, L. A. (2013). Children’s exposure to neighborhood poverty and violence: Implications for Black student middle school literacy in Charlotte, North Carolina. Vulnerable Children and Youth Studies, 8(1), 60-96.
Hong, J. S., y Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17(4), 311-322.
Howell, J.C. (2003). Preventing y reducing juvenile delinquency: A comprehensive framework. Thousand Oaks, CA: Sage.
Jansen, P. W., Verlinden, M., Dommisse-Van Berkel, A., Mieloo, C., van der Ende, J., Veenstra, R., Verhulst, F. C., Jansen, W., y Tiemeier, H. (2012). Prevalence of bullying and victimization among children in early elementary school: Do family and school neighborhood socioeconomic status matter? BMC Public Health, 12(1), 494. Consultado el 05 de noviembre de 2014 en http://www.biomedcentral.com/1471-2458/12/494
Jencks, C., y Mayer, S. (1990). The social consequences of growing up in a poor neighborhood. In L. E. Lynn y M. F. H. McGeary (Eds.), Inner-city poverty in the United States (pp. 111-186). Washington, DC: National Academy Press
Karriker-Jaffe, K. J., Foshee, V. A., Ennett, S. T., y Suchindran, C. (2009). Sex differences in the effects of neighborhood socioeconomic disadvantage and social organization on rural adolescents’ aggression trajectories. American Journal of Community Psychology, 43(3-4), 189-203.
Kerr, M., Stattin, H., Biesecker, G., y Ferrer- Wreder, L. (2003). Relationships with parents and peers in adolescence. Handbook of Psychology, 4(16), 395–419.
Khoury-Kassabri, M., Benbenishty, R., Astor, R. A., y Zeira, A. (2004). The contributions of community, family, and school variables to student victimization. American Journal of Community Psychology, 34(3-4), 187–204.
Lalli, M. (1988). Urban Identity. In D. Canter et al. (Eds.), Environmental Social Psychology. NATO ASI Series, vol. 45(pp. 303-311). The Netherlands: NATO.
Latif, Z. (2012). Offending in Karachi’s Neighborhoods: An Empirical Test of the Systemic Model of Social Disorganization. Doctoral Thesis. The City University of New York.
Laub, J. H., y Lauritsen, J. L. (1998). The interdependence of school violence with neighborhood and family conditions. In D. S. Elliott, B. A. Hamburg, y K. R. Williams (Eds.), Violence in American schools (pp. 127–155). Cambridge, UK: Cambridge University Press.
Lösel, F., y Bender, D. (2003). Protective factors and resilience. In D. P. Farrington y J. W. Coid (Eds.), Early prevention of antisocial behavior (pp. 130-204). Cambridge: Cambridge University Press.
Martínez, B., Amador, L.V., Moreno, D. y Musitu, G. (2011). Implicación y participación comunitaria y ajuste psicosocial en adolescentes. Psicología y Salud, 21(2), 205-214.
McBride Murry, V., Berkel, C., Gaylord-Harden, N. K., Copeland-Linder, N., y Nation, M. (2011). Neighborhood poverty and adolescent development. Journal of Research on Adolescence, 21(1), 114-128.
Molnar, B. E., Browne, A., Cerda, M., y Buka, S. L. (2005). Violent behavior by girls reporting violent victimization: a prospective study. Archives of Pediatrics y Adolescent Medicine, 159(8), 731-739.
Newland, L. A. (2014) Supportive family contexts: promoting child well-being and resilience. Early Child Development and Care, 184(9- 10), 1336-1346.
North Carolina Justice and Community Development Center (NCJCDC). (2000). Exposing the gap: Why minority students are being left behind in North Carolina’s education system. Raleigh, NC: Author.
Osofsky, J. D. (2004). Community outreach for children exposed to violence. Infant Mental Health Journal, 25(5), 478-487.
Popp, A. M., y Peguero, A. A. (2011). Routine activities and victimization at school: The significance of gender. Journal of Interpersonal Violence, 26(12), 2413–2436.
Rafferty, Y., y Griffin, K.(2010). Parentingbehaviors among low-income mothers of preschool age children in the USA: Implications for parenting programs. International Journal of Early Years Education, 18(2), 143–157.
Rafferty, Y., Griffin, K., y Robokos, D. (2010). Maternal depression and parental distress among families in the early head start research and evaluation project: Risk factors within the family setting. Infant Mental Health Journal, 31(5), 543–569.
Sampson, R. J. (2012). Great American city: Chicago and the enduring neighborhood effect. University of Chicago Press.
Singleton, R. A. y Straits, B. C. (2004) Approaches to Social Research. New York: Oxford University Press.
Stewart, E. A., Simons, R. L., y Conger, R. D. (2002). Assessing Neighborhood and Social Psychological Influences on Childhood Violence in an African-American Sample. Criminology, 40(4), 801-830.
Strauss, A., y Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory, 2nd Edition. Thousand Oaks, CA: SAGE Publications.
Suárez, C., del Moral, G., y González, M. T. (2013). Consejos prácticos para escribir un artículo cualitativo publicable en Psicología. Psychosocial Intervention, 22(1), 71-79.
Supple, A. J., Ghazarian, S. R., Frabutt, J. M., Plunkett, S. W., y Sands, T. (2006). Contextual influences on Latino adolescent ethnic identity and academic outcomes. Child Development, 77(5), 1427-1433.
Valera, S. (1997). Estudio de la relación entre el espacio simbólico urbano y los procesos de identidad social. Revista de Psicología Social, 12(1), 17-30.
Valera, S. y Pol, E. (1994). El concepto de identidad social urbana: una aproximación entre la Psicología Social y la Psicología Ambiental. Anuario de Psicología, 62(3), 5-24.
Valera, S., Guàrdia, J., Cruells, E., Paricio, A., Pol, O., Reixach, N., Schilman, N. y Vallés, N. (1998). Estudio de la identidad social urbana en un barrio de nueva creación. El caso de la Villa Olímpica de Barcelona. Revista de Psicología Social, 13(2), 331- 340.
Vanderbilt-Adriance, E., y Shaw, D. S. (2008). Protective factors and the development of resilience in the context of neighborhood disadvantage. Journal of Abnormal Child Psychology, 36, 887–901.
Descargas
La descarga de datos todavía no está disponible.
