Violencia escolar entre iguales y violencia de pareja en adolescentes: análisis de sus relaciones y elaboración de un programa para su prevención conjunta

Background: Aggressive behaviors in peer and teen dating relationships have a high prevalence and a very negative impact on adolescents’ mental health (Katsaras et al., 2018, Shorey et al., 2018). Both problems (peer violence and teen dating violence) have traditionally been investigated separately, and very few studies have explored possible common explanatory variables. However, some previous studies have shown that in both situations of violence the aggressor intends, through his/her repeated aggressions, to achieve a certain power and control over the victim (Cava, 2013; Olweus, 1993; Ovejero, Yubero, Larrañaga, & Navarro, 2013). In the same way, certain cognitive schemes on social interaction characterized by the use of violence as a way of resolving conflicts, the lack of empathy, a negative self-concept, greater depressive mood and greater loneliness have been suggested in recent studies as possible common explanatory factors of peer violence and teen dating violence (Carrascosa, Cava, & Buelga, 2016; Cava, Buelga, & Carrascosa, 2015; Cerezo, Sánchez, Ruiz, & Arense, 2015; Eastman et al., 2018; Foshee et al., 2015; González-Ortega, Echeburúa, & Corral, 2008; Halpern, Piña, & Vásquez, 2017; Lu, Van Ouytsel, Walrave, Ponnet, & Temple, 2018; Xia, Fosco, Lippold, & Feinberg, 2018; Zych, Farrington, & Ttofi, in press). In addition, not only certain personal characteristics could be common in adolescents involved in peer violence and teen dating violence but also, from an ecological perspective, certain characteristics of their social and family environment could be explanatory factors common to both types of violence. Thus, several studies have analyzed the family characteristics of adolescents involved in dating violence, highlighting the influence that marital conflicts and inadequate parental educational styles have in their occurrence (Izaguirre & Calvete, 2017; Kaufman-Parks, DeMaris, Giordano, Manning, & Longmore, 2018). With regard to school violence among peers, the influence of inadequate family functioning has also been noted (Cava, Musitu, & Murgui, 2006; Cerezo, Ruiz-Esteban, Sánchez, Gonzalo, & Julián, 2018; Seo, Jung, Kim, & Bahk, 2017). By contrast, its prevalence is lower when there is a positive family atmosphere and fluid communication between parents and children (Estévez, Jiménez, & Cava, 2016). Moreover, a better understanding of peer violence and teen dating violence seems to require not only the analysis of the existence or not of violence in these relationships, but it is also necessary to evaluate the frequency with which the violent behaviors occur, as well as the different roles played by adolescents in these cases (Choi, Wong, & Fong, 2017; Goldbach, Sterzing, & Stuart, 2018). In this regard, it is fundamental to study in depth the psychosocial characteristics that differentiate adolescents who play only an aggressor or victim role from those who play a double role of aggressor-victim. A greater knowledge of the personal and social characteristics of the adolescents involved in these different roles could be especially useful to carry out more effective interventions. Certainly, the development of interventions that allow the prevention of these problems is of undoubted social relevance. Moreover, based on the established connections between both forms of violence during adolescence, some previous interventions have been carried out which were aimed at their joint prevention (Foshee et al., 2014; 2015). However, in our cultural context, research on the relationship between both types of violence is very scarce, and intervention programs that allow the joint prevention of these two serious psychosocial problems have not been elaborated thus far. This circumstance highlights the need to better understand the relationships between both problems and to develop programs that jointly prevent both types of violence in adolescents. Objectives: in the development of this Thesis, the following general objectives were proposed: 1. Analyze the relationships between peer violence at school and teen dating violence, by exploring personal variables (self-concept, empathy, life satisfaction, depressed mood, attitudes towards authority, sexist attitudes), family variables (communication with the mother and father) and social variables (interpersonal communication styles, relationship with the teacher and perceived loneliness), which may be linked to both forms of violence; as well as possible differences depending on the sex of the adolescent. 2. Elaborate, implement and evaluate an intervention program in the school context for the joint prevention of both problems. Methodology: Participants. In this research, two samples of adolescents had been included. The first sample consisted of 1034 adolescents (50.6% boys and 49.4% girls), between 12 and 19 years old. The average age of boys (M = 14.33, SD = 1.50) and girls (M = 14.57, SD = 1.73) was similar. These adolescents were from four secondary schools of the Valencian Community. This first sample was used for an in-depth analysis of the relationships between peer violence and teen dating violence and the personal, family, school and social variables related to both forms of violence. Moreover, a second sample of smaller size made up of 191 adolescents (46.07% boys and 53.93% girls), between 12 and 17 years old (M = 14.13, SD = 1.05) was also carried out. These adolescents studied 2nd, 3rd and 4th of Secondary Education in two schools different from the other group. This second sample was used to evaluate the effectiveness of the intervention program developed in this work. Instruments: For the measurement of the variables included in this research, 22 evaluation instruments were used, whose psychometric properties have been shown to be adequate in this study. In the first sample, several scales were applied to assess violence perpetration and victimization behaviors in relationships with peers and dating partners, as well as other scales to evaluate self-concept, life satisfaction, depressive symptoms, attitudes towards authority, empathy, sexism, interpersonal styles, loneliness, communication with parents and the relationship with the teacher. In the second sample, peer victimization and violence, teen dating victimization and violence, cyberbullying, cyberdating violence, self-concept, empathy and interpersonal relationship styles were evaluated. Furthermore, in this second sample, instruments were utilized to assess the following variables: romantic myths, tolerance of maltreatment in the dating relationships, perception of ideal love, recognition of abuse situations, gender stereotypes and difficulties in controlling anger. With both groups, the fundamental principles of the Declaration of Helsinki for studies on human subjects and the Universal Declaration of Human Rights have been respected. Data analysis: First, Cronbach’s alpha coefficients were calculated to analyze scale reliability. Further, descriptive statistics (frequency analysis) were calculated to determine the prevalence of peer violence and teen dating violence. Also, the possible differences between boys and girls in these behaviors were explored using the Chi square statistic. To analyze the relationships among the variables, correlation analysis was carried out. Subsequently, several MANOVAs were performed to know the psychosocial characteristics of adolescents with different involvement in peer violence and teen dating violence, analyze possible differences in the variables included in the study based on sex, and explore possible interactions between sex and different involvement in these violent behaviors. Finally, to evaluate the effectiveness of the DARSI program, a repeated measures procedure was used in an analysis of variance (ANOVA 3 x 2) with inter-group factor (intervention group, control group 1 and control group 2) and intra-subject factor (pre-test and post-test: Time 1 and Time 2). Results: First, a high prevalence of peer violence and teen dating violence is observed. Thus, for example, 17.4% of adolescents say that at least on one occasion they have “hit, kicked and punched a peer”, and approximately half of adolescents in dating relationships have been at least on one occasion perpetrators and victims of verbal-emotional violence. However, the percentages of frequent violence are considerably lower. Regarding the relationship between peer violence and teen dating violence, the results of our research confirm the existence of high correlations between both types of violence in adolescents. In fact, common variables (personal, family, school and social variables) that correlate with both types of violence are observed. Additionally, our results indicate important differences in the psychosocial profile of adolescents according to the different roles (victim, aggressor, or victim-aggressor) and the frequency with which they perform these roles. The more negative psychosocial profile is observed in adolescents who often play a double role of victim-aggressor, in both peer and dating relationships. In teen dating violence, adolescents in the role of occasional aggressor-victim and adolescents not involved in any form of violence nor victimization have better psychosocial adjustment. Adolescents with frequent involvement in both peer violence and dating violence have a particularly negative psychosocial adjustment. Regarding the evaluation of the intervention program developed in this research (DARSI Program - Developing Healthy and Equal Relationships in Adolescents -), the results obtained show positive effects of the program on the adolescents who implemented it. These adolescents had a significant reduction in aggressive and victimization behaviors among peers, cyberbullying, cyberbullying victimization, sexist attitudes, gender stereotypes, beliefs in myths of romantic love, tolerance to maltreatment in couple relationships, negative ideals of love, and difficulties in controlling anger. Further, both adolescents and their teachers valued the intervention positively. Conclusions: First, regarding prevalence, the results of this study show the need to take into account the frequency with which adolescents are involved in both types of violence, since there are very high percentages of occasional aggressions, and lower percentages, although worrying, of frequent violent behavior. Likewise, the data from this doctoral thesis indicate that the most frequent role is that of an occasional aggressor-victim, both in teen dating violence and in peer violence, which could reflect a high prevalence of occasional mutual aggressions. Furthermore, this research also includes new results about the psychosocial characteristics of the adolescents involved, not only in the role of victim and aggressor, but also in the role of occasional aggressor-victim and frequent aggressor-victim. Thus, our findings show that adolescents in the role of frequent aggressor-victim have worse psychosocial adjustment. Moreover, the data highlights, in general, a more positive psychosocial profile in adolescents not involved in any form of violence, as well as in adolescents who exercise the role of occasional aggressor-victim in several personal variables (self-concept, life satisfaction, depressed mood, attitudes towards authority, sexist attitudes), family variables (communication with the mother and father) and social variables (interpersonal communication styles, relationship with the teacher and perceived loneliness). This doctoral thesis expans our understanding about the relationship between peer violence and teen dating violence. The results obtained have allowed us to delve into the common variables related to both types of violence, and to develop psychosocial profiles for adolescents who play a similar role (as victim, aggressor or victim-aggressor) in peer violence and teen dating violence. Furthermore, this greater understanding of the common variables linked to both forms of violence gives strong support for the elaboration and implementation of programs for their joint prevention. Indeed, an important contribution of this doctoral thesis is the elaboration, implementation and evaluation of an intervention program for the joint prevention of peer violence and teen dating violence. The data on the evaluation of this program confirm its effectiveness, as well as the feasibility of joint intervention in school contexts in the prevention of both forms of violence. This program has reduced aggressive behavior among peers and variables directly related to dating violence, such as tolerance to abuse, sexist attitudes or beliefs in romantic myths. Therefore, this study also provides society with a useful tool to promote peaceful coexistence in schools and to promote the values of equality and coeducation. However, this study also has some methodological limitations: cross-sectional design, use of self-reports, and sample size. Despite these limitations, the results obtained provide interesting and novel results about the relationships between peer violence and teen dating violence, as well as the psychosocial characteristics of the different roles of aggressor and victim in both types of violence. In addition, the results prove the effectiveness of an innovative program at the national level for the prevention of violent behavior in peer and dating relationships.