Abstract
The main objective of this study is to analyze the relationship between peer school victimization and some risk and protection factors and to compare the differences by role in victimization with those of non-involved bystanders. Our participants were 1,264 secondary students (M = 14.41, SD = 1.43) who participated voluntarily, although an informed consent was requested. A logistic regression model (LR) was used in order to identify the victim’s potential risks and protective factors related to non-involved bystanders. A multiple LR and a forward stepwise LR (Wald) were used. The results showed the variables related to the victim profile were: individual features (to be male, to be at the first cycle of compulsory Secondary Education and a few challenging behaviors), school environments (i.e., school adjustment), family environment (parental styles like authoritarianism) and social environment (i.e., friends who occasionally show a positive attitude toward drug consumption and easy access to drugs, access to drugs perceived as easy, rejection by peers or lack of social acceptance and social maladjustment). The results of the study will allow tackling prevention and intervention actions in schools, families, and social environment in order to improve coexistence at school and to assist the victimized students in the classroom.
Highlights
Among the problems that arise at school ages, there may appear situations of harassment or bullying (Ortega-Ruiz, 2015), that is, an aggressive and intentional attack carried out repeatedly and overtime by a group or an individual against a victim who cannot fight back; or in other words, a power imbalance (Olweus, 1993, 2013)
The distribution of roles in bullying issues among the 1,264 adolescents we studied was as follows: 125 (9.9%) victims, 109 (8.6%) aggressors 7 (0.6%) provocative victim and 1,023 (80.9%) non-involved bystanders
Understanding the factors that predict peer victimization at school requires a close examination of the complex interrelationships between the individual and his/her environment
Summary
Among the problems that arise at school ages, there may appear situations of harassment or bullying (Ortega-Ruiz, 2015), that is, an aggressive and intentional attack carried out repeatedly and overtime by a group or an individual against a victim who cannot fight back; or in other words, a power imbalance (Olweus, 1993, 2013). This problem makes no distinctions between geographic location, social status, public or private schools, etc.
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