Using decision tree to predict non-suicidal self-injury among young adults: the role of depression, childhood maltreatment and recent bullying victimization.

Importance: Non-suicidal self-injury (NSSI) is a significant mental health issue requiring a deeper understanding of its underlying causes, such as childhood maltreatment, adult bullying victimization, and depression. Previous studies have not adequately addressed the cumulative risks of these factors on NSSI among college students. This population-based study investigates these cumulative risk factors.Design, setting, and participants: The cross-sectional study included 63 university's college students with a mean age of 19.6 years (N = 95,833).Main outcomes and measures: Two Chi-Square Automatic Interaction Detection (CHAID) decision tree models were used to classify subgroups based on childhood maltreatment and adult bullying victimization experiences and to investigate their cumulative risks of NSSI. Recursive partitioning algorithms determined each predictor variable's relative importance.Results: The CHAID model accurately predicted NSSI behaviours with an overall accuracy rate of 77.8% for individuals with clinically relevant depressive symptoms and 97.2% for those without. Among depressed individuals, childhood emotional abuse was the strongest NSSI predictor (Chi-Square, 650.747; adjusted P < .001), followed by sexual and physical abuse. For non-depressed individuals, emotional abuse in childhood was the strongest NSSI predictor (Chi-Square, 2084.171; adjusted P < .001), with sexual and verbal bullying in the past year representing the most significant proximal risks.Conclusions and relevance: Emotional abuse during childhood profoundly impacts individuals, increasing the risk of NSSI in both depressed and non-depressed individuals. Clinically relevant depressive symptoms have a moderating effect on the relationship between childhood maltreatment, adult bullying victimization, and NSSI. Identifying these factors can inform targeted interventions to prevent NSSI development among young adults.

Emotional abuse during childhood has a profound impact on individuals, increasing their risk of non-suicidal self-injury (NSSI), regardless of whether they are depressed or non-depressed.Among depressed individuals, childhood emotional abuse emerges as the strongest predictor of NSSI, followed by sexual and physical abuse.In non-depressed individuals, emotional abuse in childhood assumes a similar role as the strongest NSSI predictor, with sexual abuse and verbal bullying in the past year representing the most significant proximal risks.

Child maltreatment and resilience in adulthood: a protocol for a systematic review and meta-analysis.

Background: Although child maltreatment (CM) has been linked to health problems and poor psychosocial functioning, not all individuals exposed to CM develop or experience negative consequences later in life. This suggests that some individuals show resilience after being exposed to CM. However, conclusions have been limited by inconsistent findings across different CM subtypes and resilience domains.Objective: To develop a protocol for conducting a systematic review and meta-analysis to quantify associations between CM (overall and its subtypes) and resilience (global and its multiple domains) in adulthood, and to examine moderators and mediators of these associations.Method: PubMed, PsycINFO, Embase, Scopus, and Web of Science will be searched to identify relevant studies on the association between CM (exposure) and resilience (outcome) in adults (≥ 18 years). Data will be screened and extracted by at least two independent reviewers. The methodological quality of the included studies will be independently assessed with a modified version of the Newcastle-Ottawa Scale (NOS). If deemed viable, a meta-analysis will be conducted using a random effects model. Heterogeneity of evidence will be estimated with the I2 statistic, and publication bias will be assessed. The effects of potential moderators (e.g. timing and severity of CM, age, sex, family cohesion, socio-economic status, country/region) will be analysed using meta-regression and subgroup analyses, and meta-analytical structural equation modelling will be employed to synthesise indirect mediation effects. Candidate moderators and mediators (e.g. genetic factors, brain functioning, attachment style, personality traits, physical activity, and social support) will be also examined qualitatively.Conclusions: This protocol will facilitate a systematic review and meta-analysis that has the potential to enhance our knowledge about the association between CM exposure in early life and resilience in adulthood. Understanding associations and underlying mechanisms between CM and resilience is potentially important in informing prevention and interventions to sustain health and improve outcomes among adults with a history of CM.PROSPERO registration: CRD42023394120.

In this study protocol, we propose to quantitatively summarise the existing literature on the relationship between child maltreatment and resilience with regard to mental health consequences and psychosocial functioning later in life.This preregistered systematic review and meta-analysis will establish the procedures to investigate associations between an overall classification of child maltreatment and its different associated subtypes, and a global/trait classification of resilience and its different domains in adults.This protocol will further determine the analytical approach to explore and summarise effect moderators and mediators of the association between child maltreatment and resilience in adulthood.The resulting synthesis, that will be based on this protocol, could enhance our understanding of the strength of the association between child maltreatment and resilience and inform prevention strategies and clinical interventions to improve health and psychosocial functioning in adult survivors.

[Self-esteem, self-image, and school bullying in eating disorders]. / Autoestima, imagen personal y acoso escolar en los trastornos de la conducta alimentaria.

Introduction: Body dissatisfaction (BD) is considered one of the most important risk factors for the development of an eating disorder (ED), and low self-esteem a confirmed psychological trait of vulnerability. People with ED or related characteristics suffer more often (two to three times more) from bullying or teasing related to appearance. Special mention should be made of participants in intimidation and harassment behaviors, both as victims or perpetrators, who are at greater risk of developing food symptoms. The results are homogeneous when the control group is made up of the general population and more contradictory with psychiatric control groups. It is also necessary to study cyberbullying because of its relevance. Teasing interventions do not appear to be a priority in ED prevention programs, although EAT-IV results support the importance of targeting weight-related ridicule in education and health initiatives, and of including the family environment as a target in anti-bullying interventions, especially in girls. It will be necessary to consider different models of preventive intervention depending on their gender. In both sexes, personal and socio-family education interventions would be appropriate to expand a more flexible body aesthetic model. Interventions based on health promotion and education to improve self-esteem, where positive body image is promoted with face-to-face interventions, have been successful in reducing BD and ED. Body Project, ZARIMA, DITCA and AMEMC are effective programs.

Introducción: La insatisfacción corporal (IC) se considera uno de los factores de riesgo más importantes para el desarrollo de un trastorno de conducta alimentaria (TCA). Y la baja autoestima como un rasgo psicológico de vulnerabilidad confirmado. Las personas que tienen TCA o características afines sufren con más frecuencia (dos a tres veces más) acoso escolar o burlas relacionadas con la apariencia. Mención especial merecen los participantes en conductas de intimidación y acoso, tanto cómo víctimas o verdugos, que tienen más riesgo de desarrollar sintomatología alimentaria. Los resultados son homogéneos cuando el grupo de control lo constituye la población general y más contradictorios con grupos de control psiquiátricos. Se hace necesario también estudiar el ciberacoso o cyberbullying, por su actualidad. Las intervenciones en las burlas no parecen ser una prioridad en los programas de prevención de los TCA, aunque los resultados del EAT-IV apoyan la importancia de abordar las burlas relacionadas con el peso en las iniciativas de educación y salud e incluir el ambiente familiar como diana en las intervenciones anti-bullying, especialmente en las chicas. Habrá que plantearse diferentes modelos de intervención preventiva en función del género. En los dos sexos serían apropiadas las intervenciones personales y de educación sociofamiliar para expandir un modelo estético corporal más flexible. Las intervenciones basadas en la promoción y educación de la salud para mejorar la autoestima, donde se promociona la imagen corporal positiva con intervenciones presenciales, han tenido éxito en reducir IC y patología alimentaria. Body Project, ZARIMA, DITCA y AMEMC son programas efectivos.

Borderline states: a topography of contemporary psyche.

This paper presents a discussion of issues concerning the concept of borderline personality disorder. We start from the constitution of the borderline structure, and move towards understanding particular aspects of borderline development, both on an individual and a collective level. This discussion is based on the examination of a progression in three different concentric circles: first, the context of child-parent relationships; second, interpersonal relationships established in the school environment; and, finally, an amplification of some aspects of contemporary culture that could be related to the current importance of this condition.

Cet article présente une discussion sur les questions relatives au concept de trouble de la personnalité borderline. Nous partons de la constitution de la structure borderline, pour aller ensuite vers la compréhension d'aspects particuliers du développement borderline, à la fois au niveau individuel et collectif. La discussion est fondée sur l'étude d'une progression dans trois cercles concentriques différents: premièrement le contexte des relations enfant-parent, deuxièmement les relations interpersonnelles établies dans l'environnement scolaire, et en dernier une amplification de certains aspects de la culture contemporaine qui pourraient rendre compte de l'importance actuelle de ce trouble.

El presente trabajo presenta una discusión sobre temas que conciernen al concepto del trastorno límite de la personalidad (borderline). Comenzamos con la constitución de la estructura borderline, para luego movernos hacia la comprensión de aspectos particulares del desarrollo borderline, tanto a nivel individual como colectivo. La discusión se basa en el análisis de la progresión a través de tres círculos concéntricos: primero, el contexto de la relación parental; segundo, las relaciones interpersonales en el contexto escolar; y finalmente una amplificación de ciertos aspectos de la cultura contemporánea que podrían estar relacionados con la importancia actual de esta condición.

Este artigo apresenta uma discussão de questões relacionadas ao conceito de transtorno de personalidade limítrofe. Partimos da constituição da estrutura limítrofe e avançamos para a compreensão de aspectos particulares do desenvolvimento limítrofe, tanto em nível individual quanto coletivo. A discussão baseia-se no exame de uma progressão em três círculos concêntricos diferentes: primeiro, o contexto das relações filho-pai; segundo, as relações interpessoais estabelecidas no ambiente escolar; e, finalmente, uma ampliação para alguns aspectos da cultura contemporânea que poderiam estar relacionados à importância atual dessa condição.

[Lower urinary tract symptoms in medical residents as reflection of a stressful work environment.] / Síntomas del tracto urinario inferior como reflejo del ambiente laboral hospitalario en médicos residentes.

OBJECTIVE: To determine if the presence of moderate to severe lower urinary tract symptoms in medical resident are associated with workplace bullying. MATERIAL AND METHODS: Cross-sectional study conducted in medical residents. Moderate to severe lower urinary tract symptoms were defined as greater than 8 points on the International Prostate Symptom Score. Residents were classified as bullied if their total score on the Negative Acts Questoinnarie-Revised, was above 41 points. Perceived bullying was considered as present when any positive answer was documented in a specific question to measure this variable. Bivariate analysis to determine statistical differences between presence of lower urinary tract symptoms and exposure to both types of bullying was performed using χ² . The magnitude and directions of all associations were determined by calculating the Odds Ratio with 95% level of confidence. RESULTS: 209 residents were included, 63% men; 68% reported at least one lower urinary tract symptom, of which, 56% were mild, 10% moderate and 2% severe. The prevalence of bullying was 42% while perceived bullying was present in 39%. Residents with ≥8 points on the International Prostate Symptom Score had higher risk of being exposed to bullying (OR: 2.8, 95% CI: 1.1-6.7, p=0.01) and/or perceived bullying (OR: 3.1 95% CI: 1.3-7.5, p=0.00). Female gender had greater risk than man for presenting lower urinary tract symptoms at basal state (OR: 2.8, 95% CI: 1.1-6.6, p=0.01). CONCLUSIONS: Medical residents with moderate or severe urinary tract symptoms may be related to bullying. Being a woman is associated with an increased risk of developing LUTS.

OBJETIVO: Determinar si la presencia de síntomas del tracto urinario inferior moderados a severos en médicos residentes se asocian con la exposición a bullying laboral.MATERIAL Y MÉTODOS: Estudio transversal realizado en médicos residentes. Se definió síntomas del tracto urinario inferior moderados a severos como más de 8 puntos en el Índice Internacional de Síntomas Prostáticos. Los residentes se consideraron como expuestos a bullying si el puntaje total en la Escala de Conductas Negativas era mayor a 41 puntos. Se consideró como bullying percibido cualquier respuesta positiva en una pregunta específica para medir esta variable. Se realizó un análisis bivariado utilizando la χ² para determinar diferencias estadísticas entre la presencia de síntomas del tracto urinario inferior y la exposición a ambos tipos de bullying. La magnitud y dirección de las asociaciones se establecieron calculando el Odds Ratio con un intervalo de confianza al 95%. RESULTADOS: Se incluyeron 209 residentes, 63% hombres; 68% refirieron algún síntoma del tracto urinario, de los cuales, 56% fueron leves, 10% moderados y 2% severos. La prevalencia de bullying fue de 42% y el bullying percibido se presentó en el 39%. Los residentes con ≥8 puntos en el Índice Internacional de Síntomas Prostáticos tuvieron mayor riesgo de estar expuestos a bullying (OR: 2,8, IC 95%: 1,1-6,7, p=0,01) y bullying percibido (OR: 3,1 95% CI: 1,3-7,5, p 0,00). Ser mujer se asoció con mayor riesgo de presentar síntomas del tracto urinario inferior (OR: 2,8, IC 95%: 1,1-6,6, p=0,01). CONCLUSIONES: Los médicos residentes con síntomas del tracto urinario moderados o severos pueden estar relacionados a bullying. Ser mujer se asocia a mayor riesgo de presentar STUI.

Correlación entre acoso, ciberacoso y trastornos emocionales en estudiantes de colegios públicos de Floridablanca / Correlation between bullying, cyberbullying, and emotional disorders in schoolchildren from public schools in Floridablanca

Resumen El objetivo de esta investigación fue analizar la relación entre la presencia de trastornos emocionales y el acoso escolar en los estudiantes de sexto a noveno grado de las instituciones educativas públicas de la ciudad de Floridablanca (Colombia). El diseño del estudio fue cuantitativo correlacional. Los instrumentos utilizados fueron la prueba de tamizaje cyberbullying y el Sistema de Evaluación de Niños y Adolescentes (SENA). Se evaluaron 76 menores que cumplen el rol de víctima o agresor, y los resultados obtenidos indicaron que un alto porcentaje de los involucrados en el acoso escolar como víctimas o agresores cara a cara o en línea presentan desajustes emocionales. Los datos descriptivos muestran que en Floridablanca (Colombia) aún hay fracciones de acoso escolar por debajo de la prevalencia internacional; sin embargo, existe una alta proporción de estudiantes en riesgo de asumir algún rol en el acoso escolar. Se concluyó que la Psicología es una disciplina científica que aporta herramientas para abordar los trastornos emocionales adscritos al acoso escolar. Que deben recibir tratamiento psicológico todos los involucrados en el acoso escolar en cualquiera de sus roles. Esta investigación puede considerarse como insumo para futuros trabajos que pretendan formular acciones de intervención para el acoso escolar y el trabajo de los trastornos emocionales qu e genera este problema.

Abstract The main goal for this research was to analyze the relationship between emotional disorders and bullying in schoolchildren. Participants were recruited from sixth to ninth grade in public schools from Floridablanca, Colombia. The design method was quantitative and correlational. We administered an online test called Cyberbullying to detect students involved in bullying and cyberbullying and emotional disorders were assessed using the test Sistema de Evaluación de Niños y Adolescentes (SENA). Participants were 76 schoolchildren with high scores as victims and/or aggressors. Results show a high percentage of schoolchildren involved in bullying and cyberbullying either as victims and/or aggressors that are suffering from emotional problems. Descriptive data also shows that Floridablanca still maintains a lower prevalence of bullying compared to international standards, but there's a high risk for children getting involved in these behaviors. This research can be taken as an input for future work that intends to formulate intervention actions, both for school acoso and for the work of the emotional disorders that this problem generates.

Possibilidades de atuação da Terapia Ocupacional no campo da saúde mental infantojuvenil: bullying e sofrimento psíquico na adolescência / Possibilities of occupational therapy in the field of chlidhood of mental health: bullying and psychic suffering in adolescence / Posibilidades de la terapia occupacional en el ambito de la salud mental infantil y juvenil: buliiyging y sofrimiento psiquico en la adolescencia

O presente trabalho objetiva abordar, por meio de um relato de experiência, as possibilidades de atuação da Terapia Ocupacional no campo da saúde mental infantojuvenil como, por exemplo, diante de situações de bullying e sofrimento psíquico vivenciados por adolescentes. Trata-se do relato de uma experiência vinculada a um projeto de ensino e extensão universitária, realizado em uma escola pública do interior do Estado de SP. As intervenções foram realizadas em três etapas: 1) Roda de conversa e compartilhamento com a equipe escolar; 2) Intervenção em sala de aula e 3) Acolhimento e acompanhamento das demandas emergidas nas etapas 1 e 2. Os resultados apontam que a ação desenvolvida auxiliou os adolescentes a reconhecerem suas potências, assim como a identificarem e lidarem com os fenômenos que lhes geram sofrimento. As estratégias adotadas caminham na direção do que tem sido sugerido e apontado pela literatura como possibilidade de atuação frente à temática do bullying, sendo a Terapia Ocupacional uma das profissões atuantes nesse campo

The present work aims to address, through an experience report, the possibilities of Occupational Therapy in the field of child and adolescent mental health, for example, in situations of bullying and psychological suffering experienced by adolescents. This is the report of an experience linked to a teaching and university extension project, carried out in a public school in the interior of the State of SP. The interventions were carried out in three stages: 1) Conversation and sharing with the school team;2) Intervention in the classroom and 3) Reception and monitoring of the demands that emerged in stages 1 and 2. The results indicate that the developmental action helped adolescents to recognize their strengths, as well as to identify and deal with the phenomena that cause them suffering. The strategies adopted move in the direction of what has been suggested and pointed out in the literature as a possibility of action in the face of bullying, with Occupational Therapy being one of the professions active in this field (AU).

El presente trabajo pretende abordar, a través de un relato de experiencia, las posibilidades de la Terapia Ocupacional en el ámbito de la salud mental infanto-juvenil, por ejemplo, en situaciones de acoso escolar y sufrimiento psicológico que viven los adolescentes. Este es el relato de una experiencia vinculada a un proyecto de enseñanza y extensión universitaria, realizado en una escuela pública del interior del Estado de SP. Las intervenciones se realizaron en tres etapas: 1) Conversación y compartir con el equipo escolar; 2) Intervención en el aula y 3) Recepción y seguimiento de las demandas surgidas en las etapas 1 y 2. Los resultados indican que la acción evolutiva ayudó a los adolescentes a reconocer sus fortalezas, así como a identificar y afrontar los fenómenos que las provocan. sufrimiento. Las estrategias adoptadas van en la dirección de lo sugerido y señalado en la literatura como una posibilidad de actuación frente al acoso escolar, siendo la Terapia Ocupacional una de las profesiones activas en este campo (AU).

Estudio de revisión sistemática sobre el acoso escolar en el contexto de la educación y la actividad física / Systematic review study on bullying in the context of physical education and physical activity / Revisão sistemática de estudos sobre bullying no contexto da educação física e atividade física

Resumen: Introducción: las conductas agresivas como el bullying o acoso escolar (AE) en la población no son un hecho aislado y afecta gravemente la salud socioemocional de quienes lo padecen. Objetivo: el presente estudio tuvo por objetivo realizar una revisión sistemática de las publicaciones existentes sobre educación física (EF) y actividad física (AF). Materiales y métodos: se diseñó una investigación orientada con base en metodología PRISMA. La búsqueda de la información se desarrolló en cuatro bases de datos WOS, PUBMED, SCIELO y ELSEIVER entre los años 2015 al 2020. Resultados: un total de 53 artículos fueron encontrados, luego de analizados por los criterios de inclusión y exclusión, 18 estudios fueron considerados para su análisis. España, Brasil y Colombia concentran una mayor cantidad de publicaciones con gran variabilidad del tamaño de la muestra tanto para damas como varones principalmente, durante la adolescencia. Los conceptos más utilizados fueron bullying, victimización, violencia escolar, ciberacoso, autoestima dentro del contexto de EF y AF. Conclusión: se destaca la necesidad de visibiliza el problema en la EF y AF, por su impacto en materia de salud física, emocional y aprendizaje motriz.

Abstract: Introduction: aggressive behaviors such as bullying or School Bullying (SB) in the population are not an isolated event and seriously affect the socio-emotional health of those who suffer it. Objective: the aim of this study was to carry out a systematic review of existing publications on Physical Education (PE) and Physical Activity (PA). Materials and methods: a research was designed based on PRISMA methodology. The search for information was developed in four databases WOS, PUBMED, SCIELO and ELSEIVER between the years 2015 to 2020. Results: A total of 53 articles were found, after being analyzed by inclusion and exclusion criteria, 18 studies were considered for analysis. Spain, Brazil and Colombia concentrate a greater number of publications with great variability of sample size for both females and males mainly during adolescence. The most used concepts were Bullying; Victimization, School Violence, Cyberbullying, Cyberbullying, Self-esteem within the context of PE and PA. Conclusion: the need to make the problem visible in PE and PA is highlighted, due to its impact on physical and emotional health and motor learning.

Resumo: Introdução: Comportamentos agressivos, como bullying ou Bullying Escolar (BE) na população, não são eventos isolados e afetam seriamente a saúde socioemocional daqueles que o sofrem. Objetivo: O objetivo deste estudo foi realizar uma revisão sistemática das publicações existentes sobre Educação Física (EF) e Atividade Física (AF). Materiais e métodos: Foi desenhada uma pesquisa baseada na metodologia PRISMA. A busca por informações foi desenvolvida em quatro bases de dados: WOS, PUBMED, SCIELO e ELSEVIER, entre os anos de 2015 a 2020. Resultados: Um total de 53 artigos foram encontrados; após serem analisados pelos critérios de inclusão e exclusão, 18 estudos foram considerados para análise. Espanha, Brasil e Colômbia concentram um maior número de publicações com grande variabilidade de tamanho de amostra para ambos os sexos, principalmente durante a adolescência. Os conceitos mais utilizados foram Bullying; Vitimização, Violência Escolar, Cyberbullying, Autoestima dentro do contexto de EF e AF. Conclusão: Destaca-se a necessidade de tornar visível o problema na EF e AF, devido ao seu impacto na saúde física e emocional e na aprendizagem motora.

Acoso laboral y sexual en residentes de cirugía colombianos en 2023 / Workplace and sexual harassment among Colombian surgical residents during 2023

Introducción. El acoso laboral y sexual son problemas latentes durante la formación de los cirujanos, que conllevan repercusiones negativas a nivel individual, organizacional y del sistema sanitario. El objetivo del presente estudio fue explorar la prevalencia de estos tipos de acoso en residentes de cirugía colombianos. Métodos. Estudio nacional, de corte transversal, realizado en los veinte programas de residencia del país en septiembre de 2023. Los residentes autoevaluaron su exposición a ambas formas de acoso mediante cuestionarios validados. Se realizaron comparaciones entre víctimas y no víctimas de acoso, en función de las características demográficas de la población. Se evaluó la frecuencia de conductas de acoso laboral cometidas por diferentes perpetradores. Resultados. Se incluyeron 238 residentes (64,7 % del total de la población). Las tasas de acoso laboral y sexual fueron de 35,3 % y 18,1 %, respectivamente. Ambos tipos de acoso fueron significativamente mayores en los programas ubicados en el centro del país. El acoso sexual fue significativamente mayor entre las mujeres. Los profesores de cirugía y los residentes de niveles superiores fueron los principales perpetradores de conductas de acoso laboral. Conclusiones. El acoso laboral y sexual es altamente prevalente en la formación de los cirujanos colombianos. Estos hallazgos deben alertar a profesores, médicos residentes y otros grupos de interés, para fomentar ambientes y cultura educativa saludables, que permitan disminuir la prevalencia de estos comportamientos.

Introduction. Workplace and sexual harassment are latent problems during surgical training, which have negative repercussions at the individual, organizational and health system levels. The objective of the present study was to explore the prevalence of these types of harassment in all Colombian surgical residents. Methods. National cross-sectional study conducted in twenty residency programs in September 2023. Residents self-assessed their exposure to both forms of harassment using validated questionnaires. Comparisons were made between victims and non-victims of bullying, based on the demographic characteristics of the population. The frequency of workplace harassment behaviors committed by different perpetrators was evaluated. Results. A total of 238 residents were included (64.7% of population). Rates of workplace and sexual harassment were 35.3% and 18.1%, respectively. Both types of harassment were significantly higher in programs located in the central region of the country. Sexual harassment was significantly higher among women. Surgery professors and senior residents were the main perpetrators of workplace bullying behaviors. Conclusions. Workplace and sexual harassment is highly prevalent during surgical training of Colombian surgeons. These findings should alert professors, residents, and other interest groups to promote healthy educational environments and culture, which will reduce the prevalence of these behaviors.

Educational booklet for preventing transphobic bullying at school / Cartilla educativa para prevenir el acoso transfóbico en la escuela / Cartilha educacional para prevenção do bullying transfóbico na escola

ABSTRACT Objective: to describe the process of developing, validating and assessing an educational booklet to prevent transphobic bullying at school. Method: this is a methodological study, carried out from February to December 2022 at a public school in João Pessoa, Paraíba, Brazil. The educational booklet was developed in accordance with the methodological trajectory proposed by Echer, and submitted to content validity and semantic assessment by expert judges and Elementary School II teachers, respectively. In data analysis, content validity and Intraclass Correlation Coefficients were used, in addition to semantic agreement index. Results: the educational booklet had its content validated with a validity coefficient of 0.981 and an Intraclass Correlation Coefficient of 0.833 for the set of items in the assessment instrument. In semantic assessment, teachers considered the booklet understandable, with a minimum agreement level of 94%. Conclusion: the booklet developed was considered valid by judges, to be used with teachers, individually and in continuing education or health actions, in order to contribute to preventing transphobic bullying at school.

RESUMEN Objetivo: describir el proceso de desarrollo, validación y evaluación de una cartilla educativa para prevenir el acoso escolar transfóbico. Método: se trata de un estudio metodológico, realizado de febrero a diciembre de 2022 en una escuela pública de João Pessoa, Paraíba, Brazil. La cartilla educativa fue elaborada de acuerdo con la trayectoria metodológica propuesta por Echer, y sometida a validación de contenido y evaluación semántica por jueces expertos y docentes de la Escuela Primaria II, respectivamente. En el análisis de los datos, se utilizaron los coeficientes de validez de contenido y de correlación intraclase, y el índice de concordancia semántica. Resultados: la cartilla educativa tuvo su contenido validado con un coeficiente de validez de 0,981 y un coeficiente de correlación intraclase de 0,833 para el conjunto de ítems del instrumento de evaluación. En la evaluación semántica, los docentes consideraron comprensible el cuadernillo, con un nivel mínimo de acuerdo del 94%. Conclusión: la cartilla desarrollada fue considerada válida por los jueces, para ser utilizada con docentes, de manera individual y en acciones de educación continua o de salud, con el fin de contribuir a la prevención del acoso escolar transfóbico en la escuela.

RESUMO Objetivo: Descrever o processo de desenvolvimento, validação e avaliação de cartilha educacional para prevenção do bullying transfóbico na escola. Método: Trata-se de um estudo metodológico, realizado no período de fevereiro a dezembro de 2022 em uma escola pública de João Pessoa, Paraíba, Brasil. A cartilha educacional foi desenvolvida de acordo com a trajetória metodológica proposta por Echer, e submetida à validação de conteúdo e avaliação semântica por juízes especialistas e professores do Ensino Fundamental II, respectivamente. Na análise dos dados, utilizaram-se os coeficientes de validade de conteúdo e correlação intraclasse, e o índice de concordância semântica. Resultados: A cartilha educacional teve seu conteúdo validado com coeficiente de validade de 0,981 e coeficiente de correlação intraclasse de 0,833 para o conjunto de itens do instrumento de avaliação. Na avaliação semântica, os professores consideraram a cartilha compreensível, com nível de concordância mínima de 94%. Conclusão: A cartilha desenvolvida foi considerada válida por juízes, para ser utilizada com professores, de forma individual e em ações de educação permanente ou em saúde, a fim de contribuir na prevenção do bullying transfóbico na escola.

Prevalencia de lesiones e intimidación en escolares del Eje Cafetero / Prevalence of injuries and intimidation in schoolchildren in the Coffee Region

Resumen Se estima la prevalencia de lesiones e intimidación escolar de una muestra de escolares del Eje Cafetero. Para ello se llevó a cabo un estudio transversal con alcance descriptivo, en el que se desarrolló un análisis secundario de la Encuesta Nacional de Salud Escolar - ENSE 2017. Participaron 4.353 adolescentes del Eje Cafetero entre 12 y 17 años, de los cuales 51.8% son mujeres y 47.8% hombres, de los grados séptimo a undécimo. Los resultados establecen que el 24.8% de los escolares encuestados reportaron lesiones serias y el 14.2% indicaron que fueron intimidados el último mes. El 23.5% afirman que participaron en una pelea física, y el 17% que han sido víctimas al menos una vez. El 37.9% han sido agredidos verbalmente y el 6,6% han sido rechazados, en los últimos 30 días. Se concluye que existen múltiples factores de riesgo para considerar la intimidación escolar como un problema de salud pública y se hace importante incrementar la financiación y la vinculación de profesionales idóneos para llevar a cabo programas de promoción del bienestar y la salud mental en los contextos escolares.

Abstract The prevalence of school injuries and bullying is estimated in a sample of schoolchildren from the Eje Cafetero. For this, it was carried out a transversal study with a descriptive analysis, in which it developed a secondary analysis of the National School Health Survey - ENSE 2017. Participated 4,353 adolescents from the Cafetera Region between 12 and 17 years old, of which 51.8% are women and 47.8% men, school level from seven to eleven. The results show that 24.8% of the schoolchildren surveyed reported serious injuries and 14.2% indicated that they were bullied in the last month. 23.5% affirm that they participated in a physical fight, and 17% that they had been victims at least once. 37.9% have been verbally assaulted and 6.6% have been rejected, in the last 30 days. It is concluded that there are multiple risk factors to consider school bullying as a public health problem and it is important to increase funding and the involvement of suitable professionals that promote well-being and mental health in school contexts by development programs.

Obesidad y acoso escolar: su impacto en la calidad del sueño

El acoso escolar o ¨bullying¨ es un problema social que se ha incrementado de tal manera que representa una preocupación a nivel mundial, de lo cual Cuba no está exenta. En este trabajo se reflexiona acerca de las condiciones y riesgos que pueden generar consecuencias negativas en personas vulnerables a sufrir este tipo de agresión. Se precisa que la depresión, la ansiedad y determinadas condiciones físicas y sociales, destacan en los afectados y, entre estas, el padecimiento de obesidad que pudiera incrementar, como riesgo acumulativo, trastornos del sueño en niños y adolescentes. Se realizó una revisión acerca de los posibles impactos de la vinculación de la obesidad y el acoso escolar en cuanto a los trastornos del sueño en niños y adolescentes. Se concluye que existe una asociación entre la obesidad, el acoso escolar y el riesgo de padecer trastornos del sueño, lo que, fundamentalmente desde la Atención Primaria de Salud, debe considerarse de manera que se puedan detectar y aplicar los protocolos correspondientes sobre esta población de riesgo y de su entorno por lo que se recomiendan acciones psicopedagógicas y de coordinación intersectorial.

School bullying or bullying is a social problem that has increased in such a way that it represents a worldwide concern, from which Cuba is not exempt. This paper reflects on the conditions and risks that can generate negative consequences in vulnerable people to suffer this type of aggression. Depression, anxiety and certain physical and social conditions stand out in those affected and, among these, the suffering from obesity that could increase, as a cumulative risk, sleep disorders in children and adolescents. A review was carried out about the possible impacts of linking obesity and bullying in terms of sleep disorders in children and adolescents. It is concluded that there is an association between obesity, bullying and the risk of suffering from sleep disorders, which, fundamentally from Primary Health Care, should be considered so that the corresponding protocols can be detected and applied to this population at risk and its environment, for which psycho-pedagogical actions and intersectoral coordination are recommended.

Propiedades psicométricas del Cuestionario Revisado de Bullying/Victimización de Olweus para Niños en español

El bullying es un importante factor de riesgo para la salud mental de niños y adolescentes, ya que las víctimas presentan mayores niveles de problemas emocionales; mientras que los acosadores muestran mayores problemas de conducta. A pesar de su relevancia, existen pocos instrumentos para su medición en niños de edad escolar. El presente estudio buscó evaluar las propiedades psicométricas del Cuestionario Revisado de Bullying/Victimización de Olweus en una muestra de habla hispana, con la particularidad de ser el primer análisis de habla hispana en niños. Se realizó un estudio instrumental, implementando AFE, AFC y correlaciones de Pearson. Una muestra intencional de 670 niños argentinos, varones (48 %) y mujeres (52 %), de 10 a 12 años (edad media = 10.80; DE = .72) contestaron el cuestionario, la Escala de Calidad de la Amistad y el Inventario de Depresión de Kovacs. Los resultados indicaron una estructura factorial de dos dimensiones: victimización y bullying, que coincidieron con las postuladas por el autor del cuestionario. Los valores de los coeficientes alfas de Cronbach y de omega de McDonald fueron satisfactorios. Se confirmó la evidencia de validez concurrente con la percepción de la calidad de la amistad y la depresión. El cuestionario presentó adecuadas propiedades psicométricas en su adaptación al español argentino.

O bullying é um importante fator de risco para a saúde mental de crianças e adolescentes, uma vez que as vítimas apresentam maiores níveis de problemas emocionais enquanto aqueles que o praticam apresentam maiores problemas comportamentais. Apesar de sua relevância, existem poucos instrumentos para sua mensuração em crianças em idade escolar. O presente estudo procurou avaliar as propriedades psicométricas do Questionário Revisado de Bullying/ Vitimização de Olweus em uma amostra de língua espanhol, com a particularidade de ser a primeira análise em língua espanhola em crianças. Foi realizado um estudo instrumental, implementando AFE, AFC e correlações de Pearson. Uma amostra intencional de 670 crianças argentinas, meninos (48 %) e meninas (52 %), com idades de 10 a 12 anos (média de idade = 10,80; DP = 0,72) responderam ao questionário, a Escala de Qualidade da Amizade e o Inventário de Depressão de Kovacs. Os resultados indicaram uma estrutura fatorial de duas dimensões denominadas vitimização e bullying, que coincidiram com as postuladas pelo autor do questionário. Os valores dos coeficientes alfas de Cronbach e Omega de McDonald foram satisfatórios. Foi confirmada a evidência de validade concorrente com a qualidade percebida da amizade e a depressão. O questionário apresentou propriedades psicométricas adequadas em sua adaptação ao espanhol argentino.

Bullying is an important risk factor for the mental health of children and adolescents, since victims' present higher levels of emotional problems while those who carry it out show greater behavioural problems. Despite its relevance, few instruments exist for its measurement in school-age children. The present study sought to evaluate the psychometric properties of the Revised Olweus Bully/Victim Questionnaire in a Spanish-speaking sample, with the particularity of being the first analysis of Spanish-speaking children. A quantitative study was carried out, implementing AFE, AFC, and Spearman's correlations. An intentional sample of 670 Argentinian children, male (48 %) and female (52 %), from 10 to 12 years old (mean age= 10.80; SD = 0.72) answered this test, such as the Friendship Quality Scale and the Kovacs Depression Inventory. The results indicated a factorial structure of two dimensions called victimization and bullying that coincided with those postulated by the author of the questionnaire. Cronbach's and Omega's alphas were satisfactory. The evidence of concurrent validity with the perception of the quality of friendship and depression was confirmed. The results indicated that this questionnaire presented adequate psychometric properties in its adaptation to Argentinian Spanish.

Alteraciones afectivo-comportamentales, acoso escolar y rendimiento académico en una población pediátrica: Salud mental y experiencia escolar / Affective-behavioral disorders, bullying and academic performance in a pediatric population: Mental health and school experience

Resumen Los niños con problemas de salud mental en la etapa escolar son más propensos a presentar menor rendimiento escolar. A su vez, las diferentes formas de acoso impacta la experiencia escolar y el bienestar general. El objetivo del presente trabajo fue determinar la asociación entre las alteraciones afectivas y comportamentales, y la experiencia escolar en población estudiantil de colegios públicos en Caldas-Colombia. Se realizó un estudio observacional analítico transversal, en individuos entre cuatro y 17 años, en el segundo semestre del año 2019 y el primer trimestre del 2020, en 17 colegios públicos de Manizales y Aranzazu (Caldas). Se deteminaron alteraciones afectivo-comportamentales mediante el Child Behavior Checklist 4-18 (CBCL/4-18), y la experiencia escolar se evaluó de acuerdo al rendimiento académico y el acoso escolar. La muestra estuvo constituida por 1533 niños. El 18.2% de los niños tenía problemas académicos, un 15.3% asistía a clases especiales y un 28.9% repitieron cursos. Las asignaturas que mostraron peor rendimiento fueron matemáticas y lenguaje, además se encontró una relación estadísticamente significativa entre el rendimiento académico y las alteraciones en los dominios de CBCL. Los percentiles para los síndromes del CBCL fueron mayores en los niños con acoso escolar. Se concluye que la experiencia escolar tiene una relación con síntomas internalizantes y externalizantes en la población estudiantil. Se requieren estrategias de detección e intevención temprana de alteraciones afectivo comportamentales en niños en el entorno escolar.

Abstract Children with mental health problems at school are more likely to present lower school performance and, in turn, different forms of bullying are an important risk factor for advancing academically. The objective was to determine the association between affective and behavioral alterations and the school experience in the student population of public schools in Caldas-Colombia. A cross-sectional analytical observational study was carried out in individuals between the ages of four and 17, carried out in the second semester of 2019 in 17 public schools in Manizales and Aranzazu (Caldas). Affective-behavioral alterations were determined using the Child Behavior Checklist 4-18 (CBCL/4-18), and the school experience was evaluated according to academic performance, bullying and play time. The sample consisted of 1533 children. 18.2% of the children had academic problems, 15.3% attended special classes and 28.9% repeated courses. The subjects that showed the worst performance were mathematics and language, in addition a statistically significant relationship was found between academic performance and alterations in CBCL domains. The percentiles for CBCL syndromes were higher in bullied children. It is concluded that the school experience has a relationship with internalizing and externalizing symptoms in the student population, it is necessary to apply strategies to carry out early detection and intervention of affective-behavioral alterations in children.

Modelo explicativo de ansiedad generalizada y bullying como predictores de autolesiones no suicidas en adolescentes peruanos

Fundamento las autolesiones no suicidas se consideran un problema de salud pública y social durante la última década, el cual afecta en mayor medida a los adolescentes. La ansiedad generalizada y el bullying pueden ser factores desencadenantes para su desarrollo. Objetivo analizar un modelo explicativo de la ansiedad generalizada y el bullying como predictores de autolesiones no suicidas en adolescentes peruanos. Métodos estudio de diseño explicativo, transversal, con participación de 1 249 adolescentes peruanos, de edad promedio de 15 años (desviación estándar = 1,49) quienes respondieron escalas sobre ansiedad generalizada, bullying y autolesiones no suicidas. Para el análisis de datos, se aplicó la potencia estadística, la correlación y un modelo de regresión estructural basado en covarianzas para confirmar el modelo explicativo. Resultados las variables psicológicas se correlacionaron de manera positiva y estadísticamente significativa. El modelo propuesto presentó índices de ajuste adecuados (CFI = 0,94; RMSEA = 0,03 [IC del 90 %: 0,02-0,03] y SRMR = 0,04) y se evidenció que la ansiedad generalizada (β = 0,26, p = 0,001) y las dimensiones del bullying, como la agresión (β = 0,25, p = 0,001) y la victimización (β = 0,21, p = 0,003) predijeron de manera estadísticamente significativa las autolesiones no suicidas. Conclusiones los hallazgos sugieren que tanto la ansiedad generalizada como el bullying predicen las autolesiones no suicidas en adolescentes. La evidencia proporciona información útil para desarrollar y evaluar programas de prevención basados en estas variables psicológicas, con vistas a disminuir el riesgo de las autolesiones no suicidas.

Background non-suicidal self-harm has been considered a public and social health problem during the last decade, which affects adolescents to a greater extent. Generalized anxiety and bullying can be trigger factors for its development. Objective to analyze a generalized anxiety and bullying explanatory model as non-suicidal self-harm predictors in Peruvian adolescents. Methods cross-sectional, explanatory design study, with 1,249 Peruvian adolescents, average age 15 years old (standard deviation = 1.49), who answered scales on generalized anxiety, bullying, and non-suicidal self-harm. For data analysis, statistical power, correlation, and a structural regression model based on covariances were applied to confirm the explanatory model. Results the psychological variables were positively and statistically significantly correlated. The proposed model had adequate fit indices (CFI = 0.94; RMSEA = 0.03 [90% CI: 0.02-0.03] and SRMR = 0.04) and it was evidenced that generalized anxiety (β = 0.26, p = 0.001) and bullying dimensions such as aggression (β = 0.25, p = 0.001) and victimization (β = 0.21, p = 0.003) statistically significantly predicted self-harm not suicidal. Conclusions The findings suggest that both generalized anxiety and bullying predict non suicidal self-harm in adolescents. The evidence provides useful information for developing and evaluating prevention programs based on these psychological variables, to reduce the non-suicidal self-harm risks.

A relação entre o contexto familiar e o envolvimento com bullying escolar: uma revisão sistemática / The relationship between family context and involvement with school bullying: a systematic review / La relación entre el contexto familiar y la participación en el acoso escolar: una revisión sistemática

O envolvimento com o bullying escolar pode relacionar-se ao amplo contexto desenvolvimental do indivíduo, incluindo a família. Esta revisão sistemática objetivou identificar a produção científica nacional e internacional entre 2015 e 2019 sobre a relação entre bullying escolar e família. Os artigos foram coletados nas bases de dados LILACS, PubMed, PsycInfo e ERIC, a partir dos descritores "bullying AND família", nos idiomas português, inglês e espanhol. Foram analisados 48 artigos empíricos. Eles foram apresentados quanto à forma de relação entre família e bullying e situados como fatores de proteção ou risco aos escolares. Os resultados foram submetidos à análise temática, embasada na teoria sistêmica bioecológica. Identificou-se que o contexto familiar tem sido associado ao envolvimento em situações de bullying escolar, enquanto fator de proteção, mas principalmente de risco para a prática ou vitimização por bullying. Esta revisão auxilia na interpretação desta relação, indicando lacunas e possibilidades para pesquisas futuras

Involvement with school bullying can be related to the broad developmental context of the individual, including the family. This systematic review aimed to identify the national and international scientific production between 2015 and 2019 on the relationship between family context and involvement with school bullying. The articles were collected in the LILACS, PubMed, PsycINFO and ERIC databases using the descriptors "bullying AND family" in Portuguese, English and Spanish. 48 empirical articles were selected for analysis. They were presented focusing on the relationship between family and bullying and classifi ed as protective or risk factors for students. The results were subjected to thematic analysis, based on bioecological systemic theory. It was identifi ed that the family context has been associated with involvement in situations of school bullying, as a protective factor, but mainly as a risk for the practice or victimization by bullying. This review helps in the interpretation of this relationship, indicating gaps and possibilities for future research

La participación en el acoso escolar puede estar relacionada con el contexto de desarrollo amplio del individuo, incluida la familia. Esta revisión sistemática tuvo como objetivo identificar la producción científica nacional e internacional entre 2015 y 2019 sobre la relación entre el contexto familiar y la participación en acoso escolar. Los artículos fueron recopilados en las bases de datos LILACS, PubMed, PsycINFO y ERIC de los descriptores "acoso escolar AND familia" en portugués, inglés y español. Se seleccionaron 48 artículos empíricos para su análisis. Ellos fueron presentados en cuanto a la forma de relación entre la familia y la intimidación y colocados como factores protectores o de riesgo para los estudiantes. Los resultados fueron sometidos a análisis temático, basado en la teoría sistémica bioecologica. Se identificó que el contexto familiar se ha asociado con la participación en situaciones de acoso escolar, como un factor protector, pero principalmente un riesgo para la práctica o la victimización por acoso escolar. Esta revisión ayuda en la interpretación de esta relación, indicando brechas y posibilidades para futuras investigaciones

El bullying: una mirada desde los niños y las niñas / Bullying: A scope from boys and girls / Bullying: Um olhar de meninos e meninas

(analítico) Se presentan los resultados sobre cómo se comprende y se asume el bullying, en tanto problema escolar y social, desde la perspectiva infantil. Para ello, se realizó una investigación cualitativa, hermenéutico-comprensiva, con grupos focales mediados por títeres o videos, producción gráfica y narración de historias. Los participantes fueron 626 estudiantes de 5 a 7 años. La comprensión transitó por elementos congruentes con la teoría, como exclusión, acoso verbal, afectación de pertenencias y una nueva tipología: falta de solidaridad. En cuanto a las experiencias, precisan las burlas, el acoso físico y el hurto, asociadas al contexto familiar o a ninguna, estas últimas por la confluencia del espacio escolar y la familia en un mismo lugar en tiempos de educación remota. En cuanto a la solución, está apela a figuras de autoridad, familiares, asumir actitudes reconciliadoras o al juego.

(analytical) The paper presents the results on how bullying, as scholar and social problem, is understood and assumed from the child's perspective. Therefore, a qualitative, hermeneutic-comprehensive research was carried out and focus groups were done by means of moppets and videos, graphic production, and storytelling. The participants were 626 students from 5 to 7 years old. The understanding went through elements consistent with the theory, such as exclusion, verbal harassment, affectation of be-longings and a new typology, lack of solidarity. Regarding the experiences, they specify teasing, physical harassment, theft, associated with the family context or none, the latter due to the confluence of the school space and the family in the same place in times of remote education. As for the solution, it is appealing to authority figures, relatives, assuming reconciliatory attitudes and playing.

(analítico) O artigo apresenta os resultados sobre como o bullying, como um problema social e escolar, é compreendido e assumido na perspectiva da criança. Para isso, realizou-se uma investigação qualitativa, hermenêutica-compreensiva e grupos focais mediados por fantoches ou vídeos, produção gráfica e contação de histórias; os participantes foram 626 alunos de 5 a 7 anos. O entendimento passou por elementos condizentes com a teoria, como exclusão, assédio verbal, afetação de pertences e uma nova tipologia, falta de solidariedade. Quanto às vivências, especificam provocações, assédios físicos, furtos, associados ao contexto familiar ou nenhum, este último devido à confluência do espaço escolar e da família no mesmo local em tempos de educação a distância. Quanto à solução, é apelar a figuras de autoridade, familiares, assumindo atitudes de conciliação e brincadeiras.

Revisão sobre características de meninos e meninas que praticam bullying escolar / Revisión sobre características de niños y niñas que practican acoso escolar / Review on characteristics of boys and girls who are bully school

Bullying at school affects the health and development of children and adolescents. This study aimed to describe evidence about the characteristics of boys and girls identified as bullies in bullying situations. This is a review with publications from 2015 to 2020, operationalized in SciELO, Scopus, Web of Science, and PsycINFO. Data were independently extracted by two reviewers and submitted to methodological quality assessment. The corpus was composed of 27 primary studies. It was found that boys do more bullying and are more engaged in physical aggression. Girls engage more in verbal or psychological type violence. Social/cultural issues are factors consistently associated with such differences. Regarding the consequences of the aggression perpetrated, bullies, regardless of gender, may also have mental health problems. This study gathers quantitative evidence on characteristics of boys and girls who engage in bullying at school. Differences/similarities should be considered in anti-bullying intervention programs.

El acoso afecta a la salud y el desarrollo de niños y adolescentes. Este estudio tenía como objetivo describir las características de los chicos y chicas identificados como agresores. Se trata de una revisión desarrollada entre 2015-2020 en las bases SciELO, Scopus, Web of Science y PsycINFO. Dos revisores extrajeron los datos y los sometieron a una evaluación de la calidad metodológica. La revisión incluyó 27 estudios primarios. Se descubrió que los chicos practican más el acoso y se dedican más a la agresión física. Las chicas ejercen más violencia de tipo verbal o psicológico. Las cuestiones sociales/culturales son factores que se asocian sistemáticamente a estas diferencias. En cuanto a las consecuencias de la agresión perpetrada, los agresores, independientemente del sexo, también pueden presentar problemas de salud mental. Este estudio reúne pruebas cuantitativas sobre las características de los chicos y chicas agresores. Los datos deben tenerse en cuenta en los programas de intervención.

O bullying escolar afeta a saúde e desenvolvimento de crianças e adolescentes. Este estudo objetivou descrever evidências sobre as características de meninos e meninas identificados como agressores(as) em situações de bullying. Trata-se de uma revisão da literatura que abarcou publicações entre 2015 e 2020, operacionalizada nas bases SciELO, Scopus, Web of Science e PsycINFO. Os dados foram extraídos de forma independente por dois revisores e submetidos à avaliação de qualidade metodológica. O corpus foi composto por 27 estudos primários. Verificou-se que meninos praticam mais bullying e estão mais engajados em agressões físicas. Meninas envolvem-se mais em violência do tipo verbal ou psicológica. Questões sociais/culturais são fatores consistentemente associados a tais diferenças. Sobre as consequências das agressões praticadas, agressores, independentemente do sexo, também podem apresentar problemas de saúde mental. Este estudo reúne evidências quantitativas sobre características de meninos e meninas que praticam bullying na escola. Diferenças/semelhanças devem ser consideradas em programas de intervenção antibullying.

Associations between bullying and risk for eating disorders in adolescents / Asociaciones entre el acoso escolar y el riesgo de trastornos alimentarios en adolescentes / Associações entre bullying e risco de transtornos alimentares em adolescentes

ABSTRACT Objectives: to analyze the associations between bullying participation profiles (victims, bullies, and bully-victims) and the risk for eating disorders in adolescents. Methods: a cross-sectional study was conducted with 491 students, aged 10 to 18 years. Data were collected through the application of the Peer Victimization and Aggression Scale and the Eating Attitudes Test, and were statistically analyzed using analysis of variance (ANOVA) and Spearman correlation. Results: the risk for eating disorders was higher for the victim profile, both for boys and girls. For both sexes, physical victimization, verbal victimization, and relational victimization were significantly associated with variables related to the risk for eating disorders. For boys, there were also significant associations related to aggression. Conclusions: student victims, especially boys, are more vulnerable to the consequences of bullying in relation to the risk for eating disorders.

RESUMEN Objetivos: analizar las asociaciones entre los perfiles de participación en el acoso escolar (víctimas, agresores y víctimas-agresores) y el riesgo de trastornos alimentarios en adolescentes. Métodos: estudio transversal con 491 estudiantes de 10 a 18 años. Los datos se recopilaron mediante la aplicación de la Escala de Victimización y Agresión entre Pares y el Test de Actitudes Alimentarias, y se analizaron estadísticamente mediante análisis de varianza (ANOVA) y correlación de Spearman. Resultados: el riesgo de trastornos alimentarios fue mayor en el perfil de víctima, tanto en niños como en niñas. Tanto para ambos sexos, la victimización física, la victimización verbal y la victimización relacional se asociaron significativamente con variables relacionadas con el riesgo de trastornos alimentarios. En el caso de los niños, también se observaron asociaciones significativas relacionadas con la agresión. Conclusiones: los estudiantes que son víctimas, especialmente los niños, son más vulnerables a las consecuencias del acoso escolar en relación con el riesgo de trastornos alimentarios.

RESUMO Objetivos: analisar as associações entre o perfil de participação no bullying (vítimas, agressores e vítimas-agressoras) e o risco de transtornos alimentares em adolescentes. Métodos: estudo transversal realizado com 491 estudantes, com idades entre 10 e 18 anos. Os dados foram coletados por meio da aplicação da Escala de Vitimização e Agressão entre Pares e do Eating Attitudes Test, e foram analisados estatisticamente por meio de análises de variância (ANOVA) e correlação de Spearman. Resultados: o risco de transtornos alimentares foi maior para o perfil de vítima, tanto para meninos quanto para meninas. Para ambos os sexos, a vitimização física, a vitimização verbal e a vitimização relacional associaram-se significativamente às variáveis de risco de transtornos alimentares. Para os meninos, também houve associações significativas relacionadas à agressão. Conclusões: os estudantes vítimas, especialmente os meninos, são mais vulneráveis às consequências do bullying em relação ao risco de transtornos alimentares.

Vitimização por bullying e senso de comunidade escolar: prevalência e fatores associados / Victimización por bullying y sentido de comunidad escolar: prevalencia y factores asociados / Bullying victimization and sense of school community: Prevalence and associated factors

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 estra- tégias de intervenção/enfrentamento baseadas no protagonismo dos estudantes, com a colaboração da enfermeira escolar.

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.

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.