Bullying e suas implicações na adolescência: um estudo psicossociológico

• Autor(a) principal: Cavalcanti, Jaqueline Gomes
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/12174
• topic: Bullying; Representações sociais; Adolescentes; Bullying; Social representations; Adolescents; Bullying; Social representations; Adolescents; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

This dissertation aimed at apprehending the social representations (RS) of adolescents about bullying in the school context and elaborating a scale of perception about bullying. In order to achieve these objectives, it was necessary to develop four empirical studies. The first one aimed to apprehend the RS of adolescents about bullying in the context of school adolescents. Thirty-one adolescents between the ages of 12 and 18 participated in this study, who answered an in-depth interview and a sociodemographic questionnaire. The data were submitted to descriptive statistics with the aid of the IBM-SPSS (version 21), and lexicographic analysis by Iramutec software. Data resulting from the interview after processing by iramutec revealed the emergence of six distinct classes. The first class denominated "bullying and the prejudice" in this categorization the bullying was represented as being an expression of prejudice and lack of respect, being objectified by the words "different", "form", "lack". In the second class, "support to those involved in bullying", bullying was represented by figurative elements such as "talk", "help", highlighting the need for special attention from the school and professionals specialized in the relational aid of these students. The third class "bullying as a synonym for joke" covered words like "joke", "joke", showing a more subtle form of prejudice, as well as a naturalization and banalization of this phenomenon. The fourth class, "Bullying and the intolerance of difference", reflected bullying while not accepting diversity, especially expressed through pejorative nicknames, being objectified in the "call", "fat" elements. Class 5 "forms of denunciation and search for support" were objectified from the words: "solve", "to tell", recording the importance of denunciation as an effective measure in the resolution of conflicts in the school context. Finally, in the sixth class, called "concept, types and consequences of bullying", bullying was defined as a type of violence capable of causing harm / consequences to the social actors involved, and could even lead to death, represented by the words: "Violence", "strife", "consequences". The second study aimed to develop a scale of perception about school bullying, as well as to test its psychometric parameters: validity and precision. To achieve these objectives, 204 students participated in the study, which comprised 43 items and a sociodemographic questionnaire. The data were analyzed by IBM-SPSS (version 21) and pointed to a two factor structure, presenting evidence of satisfactory validity and accuracy. The third study sought to gather additional evidence of validity and precision of the measure elaborated with a new sample of 243 adolescents. These answered the EPBE and a sociodemographic questionnaire. A confirmatory factorial analysis was performed from the R software, and better adjustments were verified for the two factor model. Finally, the fourth study aimed to know the relationship between victimization, perception about school bullying, and depressive symptomatology. A sample of 243 adolescents (M = 14.81; SD = 1.41) was used. These responded to the EPBE; The California Scale of Bullying Victimization, and the Child Depression Inventory (CDI-20). The results pointed to a relationship of victimization with the perception about bullying, and with the depressive symptomatology. In addition, we observed effects of victimization on the perception of coping with bullying and on depressive symptomatology. In view of the above, it is concluded that knowing the way adolescents perceive bullying is paramount in the elaboration of evaluation tools, intervention strategies and / or prevention of this phenomenon.