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Vitimização por bullying e senso de comunidade escolar: prevalência e fatores associados
Bullying victimization and sense of school community: Prevalence and associated factors
Victimización por bullying y sentido de comunidad escolar: prevalencia y factores asociados
DOI:
https://doi.org/10.15446/av.enferm.v41n2.105071Keywords:
Bullying, Saúde do Adolescente, Pertencimento, Desempenho Acadêmico, Serviços de Enfermagem Escolar (pt)Bullying, Adolescent Health, Belongingness, Academic Performance, School Nursing (en)
Acoso Escolar, Salud del Adolescente, Pertenencia, Rendimiento Académico, Servicios de Enfermería Escolar (es)
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Objetivo: analisar fatores sociodemográficos, escolares e de percepção da escola associados à vitimização por bullying entre estudantes.
Materiais e método: estudo de corte transversal conduzido com 392 adolescentes de uma escola pública estadual de Pernambuco, nordeste do Brasil. Os dados foram coletados em 2018 com a aplicação de dois instrumentos: Questionário bullying, adaptado de Olweus, e Escala de Percepção da Escola como Comunidade. Na análise, foram adotados o teste qui-quadrado ou exato de Fisher e o t de Student.
Resultados: a taxa de prevalência para a vitimização foi de 23,2%, com maior ocorrência entre meninos, que apresentam famílias com baixa renda, baixo desempenho escolar e relatos de solidão na escola. Formas diretas de bullying foram maiores nos meninos, enquanto as formas indiretas, nas meninas. As vítimas apresentaram maior dificuldade em criar relações interpessoais positivas e perceber sentimentos de colaboração, ajuda e proximidade na relação com os pares e seus professores.
Conclusões: os achados reforçam a relevância de programas de intervenção do bullying que considerem o aumento do sentimento de pertencimento do adolescente com a comunidade escolar, o que requer o engajamento dos atores sociais no planejamento das estratégias de intervenção/enfrentamento baseadas no protagonismo dos estudantes, com a colaboração da enfermeira escolar.
Objective: To analyze sociodemographic, school-related, and school perception factors associated with bullying victimization among students.
Materials and method: Cross-sectional study conducted with 392 adolescents from a public school in the state of Pernambuco, northeastern Brazil. Data were collected in 2018 with the application of two instruments: the Bullying Questionnaire, adapted from Olweus, and the School Perception Scale as a Community. Data analysis involved the use of chi-square or Fisher’s exact test and Student’s t test.
Results: The prevalence rate for victimization was 23.2%, with a higher occurrence in boys, from families with low income, low school performance, and reports of loneliness at school. Direct forms of bullying were higher in male students, while indirect forms were higher among females. Victims had greater difficulty in creating positive interpersonal relationships and perceiving feelings of collaboration, help, and closeness in the relationship with their peers and teachers.
Conclusions: Our findings reinforce the relevance of bullying intervention programs that consider the increase in adolescents’ sense of belongingness to their school community, which requires the engagement of social actors in the planning of intervention/coping strategies based on student protagonist role, with the collaboration of school nursing professionals.
Objetivo: analizar factores sociodemográficos, escolares y de percepción escolar asociados a la victimización por acoso escolar entre los estudiantes.
Materiales y método: estudio transversal realizado con 392 adolescentes de una escuela pública en el estado de Pernambuco, nordeste de Brasil. Los datos fueron recolectados en 2018 con la aplicación de dos instrumentos: Cuestionario de Bullying, adaptado de Olweus, y Escala de Percepción Escolar como Comunidad. En el análisis se utilizaron la prueba chi-cuadrado, o prueba exacta de Fisher, y la prueba t de Student.
Resultados: la tasa de prevalencia de victimización fue de 23,2 %, con mayor ocurrencia entre individuos de sexo masculino, provenientes de familias de bajos ingresos, con bajo rendimiento escolar y relatos de soledad en la escuela. Las formas directas de bullying fueron mayores en los niños, mientras que las formas indirectas afectaron principalmente a las niñas. Las víctimas reportaron dificultad para establecer relaciones interpersonales positivas y percibir sentimientos de colaboración, ayuda y cercanía en la relación con sus compañeros y sus profesores.
Conclusiones: los hallazgos refuerzan la importancia de programas de intervención en contra del bullying que consideren el aumento del sentido de pertenencia de los adolescentes frente a su comunidad escolar. Esto requiere de la participación de diferentes actores sociales en la planificación de estrategias de intervención/afrontamiento basadas en el protagonismo de los estudiantes, en colaboración con los profesionales en enfermería adscritos a las instituciones educativas.
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Copyright (c) 2023 Waldemar Brandão Neto, Taislane Gomes de Lima, Willams Pierre Moura da Silva, Ana Virgínia Rodrigues Veríssimo, Wanderlei Abadio de Oliveira, Jael Maria de Aquino, Giselia Alves Pontes da Silva, Estela Maria Leite Meirelles Monteiro
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