Abstract
Abstract Exposure to school bullying is a situation experienced in children and adolescents’ routine and a few bullying complex conditions have not yet been sufficiently explored. Thus, this study’s objective aimed at synthesizing empirical evidence concerning the relationship between bullying and family variables in a theoretical model. Adopting a mixed design, the total sample included 2,354 students from 11 public schools who participated in the quantitative stage study. Data were collected using two scales. In the quantitative stage 55 students were randomly selected for semi-structured interviews. The results revealed that positive family interactions have a protective power in relation to bullying and victimization, while negative family interactions increase the risk of students becoming involved in such situations. The factors that influence students’ involvement in school bullying belonged to the analytical components of the Bioecological Model. The outcome helped a better understanding of bullying and provided empirical support for family inclusion in the issue.
Highlights
The results revealed that positive family interactions have a protective power in relation to bullying and victimization, while negative family interactions increase the risk of students becoming involved in such situations
In an attempt to explain the occurrence of the phenomenon, investigations have documented the interface between family variables and school bullying practice or victimization (Foster & Brooks-Gunn, 2013; Patton et al, 2013)
The dimension of quality of family interaction “rules and monitoring” (OR: 1.21; p = 0.01) had protective power, as the increase in their score reduced the possibility of qualification in one of the groups involved with bullying situations
Summary
Understood as a relationship problem that emerges from primary relationships and establishes itself as a pattern of behavior in childhood, adolescence and adulthood, some family characteristics may contribute to the development of bullying (Patton et al, 2013) In this connection, in an attempt to explain the occurrence of the phenomenon, investigations have documented the interface between family variables and school bullying practice or victimization (Foster & Brooks-Gunn, 2013; Patton et al, 2013). The following are protective factors: good communication at home, feelings of involvement and protection, positive relationships with the mother figure and good family climate (Shetgiri, Lin, & Flores, 2013)
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