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In the international literature it is frequently reported that school psychologists would like to reduce their involvement in evaluation and assessment activities in favor of an increase in other services and roles. The present study examines the perceptions of teachers and school psychologists regarding the roles of school psychologists on the island of Crete, Greece. For this purpose, an online questionnaire about the current and preferred roles of the school psychologist was distributed. Two hundred and seventy-nine (279) teachers and fifty-seven (57) school psychologists participated in this research study. The analysis and comparison of the participants’ responses revealed significant differences in their beliefs about the current and preferred roles of the psychologist. Emphasis was placed by psychologists on systematic interventions such as consultation and by teachers on counseling for their personal problems. Overall, respondents in this study recognized the usefulness of the school psychologist in the educational sector. A unified framework of reference for the range of the schools’ psychological services would enhance common understanding and facilitate the professional role of school psychologists and effective student referral to the related professional services.
Maria Panteri; Juan Calmaestra; Verónica Marín-Díaz. Roles of the School Psychologist–Current versus Preferred Roles in the Greek Schools: A Case Study from the Island of Crete. Education Sciences 2021, 11, 439 .
AMA StyleMaria Panteri, Juan Calmaestra, Verónica Marín-Díaz. Roles of the School Psychologist–Current versus Preferred Roles in the Greek Schools: A Case Study from the Island of Crete. Education Sciences. 2021; 11 (8):439.
Chicago/Turabian StyleMaria Panteri; Juan Calmaestra; Verónica Marín-Díaz. 2021. "Roles of the School Psychologist–Current versus Preferred Roles in the Greek Schools: A Case Study from the Island of Crete." Education Sciences 11, no. 8: 439.
O bullying é um problema social caracterizado pela agressão intencional que ocorre ao longo do tempo, geralmente em contextos escolares e no ciberespaço (cyberbullying). Tem havido um interesse crescente na prevenção deste fenômeno, a fim de reduzir os efeitos adversos. Diferentes estudos e relatórios sugerem que o tema da Educação Física pode ser um cenário de interesse para promover atitudes e comportamentos contra o bullying. O objetivo deste trabalho é examinar o estado da questão nesta área através de uma revisão da literatura científica. Com base na análise das evidências, concluímos fazendo recomendações sobre estratégias e habilidades que devem ser incluídas nos currículos de Educação Física para prevenir o bullying e o cyberbullying. Dentre as mais utilizadas, destacamos as metodologias cooperativas, uma atitude de ensino que promove um clima motivacional focado na tarefa e a integração curricular de recursos didáticos que abordam habilidades e fatores de proteção.
Juan De Dios Benítez-Sillero; Francisco Córdoba-Alcaide; Manuel Moyano; Antonio Jesús Rodríguez-Hidalgo; Juan Calmaestra. PREVENTION AND EDUCATIONAL INTERVENTION ON BULLYING: PHYSICAL EDUCATION AS AN OPPORTUNITY. Movimento (ESEFID/UFRGS) 2020, 26, e26091 .
AMA StyleJuan De Dios Benítez-Sillero, Francisco Córdoba-Alcaide, Manuel Moyano, Antonio Jesús Rodríguez-Hidalgo, Juan Calmaestra. PREVENTION AND EDUCATIONAL INTERVENTION ON BULLYING: PHYSICAL EDUCATION AS AN OPPORTUNITY. Movimento (ESEFID/UFRGS). 2020; 26 ():e26091.
Chicago/Turabian StyleJuan De Dios Benítez-Sillero; Francisco Córdoba-Alcaide; Manuel Moyano; Antonio Jesús Rodríguez-Hidalgo; Juan Calmaestra. 2020. "PREVENTION AND EDUCATIONAL INTERVENTION ON BULLYING: PHYSICAL EDUCATION AS AN OPPORTUNITY." Movimento (ESEFID/UFRGS) 26, no. : e26091.
The present study aims to collect data about the prevalence of cyberbullying and the role of self-esteem, empathy, and social skills in predicting cybervictimization and cyberaggression in two different countries: Spain and Ecuador. Additionally, it compares the similarities found in both countries. A wide sample of adolescents from Secondary Education (N =24943; mean age = 13.92; SD = 1.30, girls = 49.9%) from both countries (Spain = 14,206 and Ecuador = 10,737) took part by filling in a set of self-reports. Weighted analyses and structural equation models were used. The results revealed that 8.8% were cybervictims, 3.1% were cyberaggressors and 4.9% cybervictims-cyberaggressors in Spain; whereas 8.7% were cybervictims, 5.1% were cyberaggressors and 14.3% were cybervictims-cyberaggressors in Ecuador. Cybervictimization could be predicted in both countries by means of self-deprecation and social skills, although the meaning of some skills was different depending on the country. Cyberaggression could be predicted in both countries by means of empathy, assertiveness, and conflict-resolution skills, as well as by communicative and relational skills. Self-deprecation was a predictor of cyberaggression only in Spain. These results are discussed, and educational inferences are drawn for prevention.
Antonio J. Rodríguez-Hidalgo; Oswaldo Mero; Eva Solera; Mauricio Herrera-López; Juan Calmaestra. Prevalence and psychosocial predictors of cyberaggression and cybervictimization in adolescents: A Spain-Ecuador transcultural study on cyberbullying. PLOS ONE 2020, 15, e0241288 .
AMA StyleAntonio J. Rodríguez-Hidalgo, Oswaldo Mero, Eva Solera, Mauricio Herrera-López, Juan Calmaestra. Prevalence and psychosocial predictors of cyberaggression and cybervictimization in adolescents: A Spain-Ecuador transcultural study on cyberbullying. PLOS ONE. 2020; 15 (11):e0241288.
Chicago/Turabian StyleAntonio J. Rodríguez-Hidalgo; Oswaldo Mero; Eva Solera; Mauricio Herrera-López; Juan Calmaestra. 2020. "Prevalence and psychosocial predictors of cyberaggression and cybervictimization in adolescents: A Spain-Ecuador transcultural study on cyberbullying." PLOS ONE 15, no. 11: e0241288.
Background: Bullying is a social problem where there is a phenomenon of intentional aggression that occurs in all schools. It has multiple negative consequences for the victim’s psychological health. As school is a context for learning about life in society, strategies to prevent such attitudes and behaviours should be encouraged. Although some studies seem to indicate the potential of the subject of physical education to promote attitudes and behaviours against bullying, there is still insufficient scientific evidence to deduce a positive impact on the reduction or prevention of this phenomenon. Purpose: This study aimed to analyse the effectiveness of a specific intervention to prevent bullying in Physical Education classes in Secondary Education. 6 specific sessions inserted into the physical education curriculum to find out what bullying is, who its protagonists are and how to prevent it. Participants and setting: In the study, 764 students with an age range of 12–19 years (49.3% girls; age mean [M] = 14.80, standard deviation [SD] = 1.69) from two public educational centres participated. Among them, 439 were randomly assigned to the quasi-experimental group (48.1% girls; age M = 14.70, SD = 1.59) and 325 to the control group (51.1% girls; age M = 14.94, SD = 1.83). Data were collected at two timepoints, pre- and the post-intervention data. Data collection: The Spanish version of the European Bullying Intervention Project Questionnaire (EBIPQ) was used to measure the incidence of bullying. To measure cyberbullying, the Spanish version of the European Cyberbullying Intervention Project Questionnaire (ECIPQ) scale was used. Data analysis: The Student t-test was performed to compare possible differences between the experimental and control groups in the pre-test. To compare the means of the factors obtained based on the variables and the instruments used, as well as the scores obtained from the subjects of the experimental and control groups at the two timepoints, linear models of repeated measurements have been established comparing the pre- and post-intervention moments and the experimental and control groups, introducing sex and grade variables to compare the effectiveness of the programme based on them. Results: There were no differences in the pre-test measurements in any of the variables. After the intervention programme in the quasi-experimental group, the bullying victimisation (F = 16,951; p = .000) and bullying aggression (F = 5,215; p = .023) rates decreased significantly more than they did the control group. Likewise, victimisation in cyberbullying (F = 6,234; p = .013) decreased significantly differently, but aggression in cyberbullying did not (F = 0,099; p = .753). Conclusion: The implementation of a specific intervention to prevent bullying inserted into the physical education curriculum seems to have decreased bullying and cyberbullying victimisation.
J. D. Benítez-Sillero; D. Corredor-Corredor; F. Córdoba-Alcaide; Juan Calmaestra. Intervention programme to prevent bullying in adolescents in physical education classes (PREBULLPE): a quasi-experimental study. Physical Education and Sport Pedagogy 2020, 26, 36 -50.
AMA StyleJ. D. Benítez-Sillero, D. Corredor-Corredor, F. Córdoba-Alcaide, Juan Calmaestra. Intervention programme to prevent bullying in adolescents in physical education classes (PREBULLPE): a quasi-experimental study. Physical Education and Sport Pedagogy. 2020; 26 (1):36-50.
Chicago/Turabian StyleJ. D. Benítez-Sillero; D. Corredor-Corredor; F. Córdoba-Alcaide; Juan Calmaestra. 2020. "Intervention programme to prevent bullying in adolescents in physical education classes (PREBULLPE): a quasi-experimental study." Physical Education and Sport Pedagogy 26, no. 1: 36-50.
The aim of this study is to discover the prevalence of cyberbullying among adolescents from Ecuador and Spain, and identify any differences by gender, school year, and ethnic-cultural background. A culturally-diverse group of 33,303 adolescents took part in the study (Ecuador = 10,918; Spain = 22,385). Our results show that in Ecuador, one in four, and in Spain, one in five teenagers were involved in cyberbullying. In both countries, teenagers in the higher school years were more commonly involved. Significant differences in gender and role of involvement were detected in both countries. In Ecuador, no differences were noted between the different ethnic-cultural groups as regards to the roles of involvement in cyberbullying. However, in Spain, these differences do exist. In this paper, these findings are discussed, and proposals for how to prevent cyberbullying are given.
Juan Calmaestra; Antonio J. Rodríguez-Hidalgo; Oswaldo Mero-Delgado; Eva Solera. Cyberbullying in Adolescents from Ecuador and Spain: Prevalence and Differences in Gender, School Year and Ethnic-Cultural Background. Sustainability 2020, 12, 4597 .
AMA StyleJuan Calmaestra, Antonio J. Rodríguez-Hidalgo, Oswaldo Mero-Delgado, Eva Solera. Cyberbullying in Adolescents from Ecuador and Spain: Prevalence and Differences in Gender, School Year and Ethnic-Cultural Background. Sustainability. 2020; 12 (11):4597.
Chicago/Turabian StyleJuan Calmaestra; Antonio J. Rodríguez-Hidalgo; Oswaldo Mero-Delgado; Eva Solera. 2020. "Cyberbullying in Adolescents from Ecuador and Spain: Prevalence and Differences in Gender, School Year and Ethnic-Cultural Background." Sustainability 12, no. 11: 4597.
This study aimed to analyze the levels of personal aggression and victimization, ethnic-cultural aggression and victimization, self-esteem, empathy, social skills and gender in adolescents as potential predictors of bullying in Spain and Ecuador. The wide pluricultural sample comprised secondary education students from both countries (N = 25,190, average age = 13.92, SD = 1.306; NSpain = 14,437; NEcuador = 10,753), who took part in the study by filling in a self-report. The results revealed that predictive models of bullying for both countries explain 50–70% of variance. A transnational predictive pattern of personal victimization can be observed based on the levels of ethnic-cultural victimization, ethnic-cultural aggression, personal aggression, self-deprecation, and affective empathy. A transnational predictive pattern of personal aggression is evidenced depending on the levels of ethnic-cultural aggression, personal victimization, self-deprecation, ethnic-cultural victimization, and the fact of being female. We concluded that bullying can largely be predicted by involvement in ethnic-cultural discrimination. These results are discussed, and educational inferences are drawn for prevention.
Antonio Jesús Rodríguez Hidalgo; Yisela Pantaleón; Juan Calmaestra. Psychological Predictors of Bullying in Adolescents From Pluricultural Schools: A Transnational Study in Spain and Ecuador. Frontiers in Psychology 2019, 10, 1383 .
AMA StyleAntonio Jesús Rodríguez Hidalgo, Yisela Pantaleón, Juan Calmaestra. Psychological Predictors of Bullying in Adolescents From Pluricultural Schools: A Transnational Study in Spain and Ecuador. Frontiers in Psychology. 2019; 10 ():1383.
Chicago/Turabian StyleAntonio Jesús Rodríguez Hidalgo; Yisela Pantaleón; Juan Calmaestra. 2019. "Psychological Predictors of Bullying in Adolescents From Pluricultural Schools: A Transnational Study in Spain and Ecuador." Frontiers in Psychology 10, no. : 1383.
The present study contrasts personal bullying with ethnic-cultural bullying. A representative pluricultural sample from a Spanish adolescent population of Secondary Education took part in the study (N = 27369). The sample filled in the EBIPQ to measure personal bullying. Additionally, they filled in an adaptation of this questionnaire to measure the ethnic-cultural bullying: the EBIPQ-ECD. The EBIPQ-ECD validation showed optimal psychometric properties and a bidimensional structure: ethnic-cultural victimization and ethnic-cultural aggression. The same roles of participation in personal bullying —aggressor, victim, bully/victim, non-involved— were observed in ethnic-cultural bullying, but they did not coincide with each other in a considerable part. Therefore, we concluded that ethnic-cultural bullying is a different phenomenon from personal bullying, with the possibility of certain dynamism existing between both. To prevent and mitigate ethnic-cultural bullying, educational inferences are proposed. We also recommend the use of the EBIPQ-ECD as a tool to evaluate and detect ethnic-cultural aggressions and victimization.
Antonio J. Rodríguez-Hidalgo; Juan Calmaestra; José A. Casas; Rosario Ortega-Ruiz. Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents. Frontiers in Psychology 2019, 10, 1 .
AMA StyleAntonio J. Rodríguez-Hidalgo, Juan Calmaestra, José A. Casas, Rosario Ortega-Ruiz. Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents. Frontiers in Psychology. 2019; 10 ():1.
Chicago/Turabian StyleAntonio J. Rodríguez-Hidalgo; Juan Calmaestra; José A. Casas; Rosario Ortega-Ruiz. 2019. "Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents." Frontiers in Psychology 10, no. : 1.
Studying the predictors of cyberbullying is of great research interest; however, little is known about how these relationships function in different ethno-cultural groups within a similar context. Our study examines levels of cyber victimization, cyber aggression, self-esteem, empathy, and social skills as possible predictors of cyberbullying in various ethno-cultural groups: Moroccan, Romanian, Colombian, Ecuadorian, and Spanish. A multicultural sample that was representative of students in their first through fourth year of Compulsory Secondary Education in Spain ( N = 25,684, age M = 13.94; SD = 1.396) participated by completing an online self-report survey. No differences were found between levels of cyber aggression according to ethno-cultural group. However, there were differences between the levels of cyber victimization between Romanians and Spaniards. Multiple linear regression analyses performed for each of the ethno-cultural groups with respect to cyber aggression and cyber victimization revealed that the presence and weight of the explanatory factors were different according to ethno-cultural origin. The best predictor of cyber victimization in the five ethno-cultural groups was cyber aggression, and vice versa. Among Columbian, Romanian, and Spanish students, cyber victimization was also predicted by self-esteem, empathy, or social skills, with predictive power of these variables differing across ethno-cultural groups. However, these variables were not predictive of cyber victimization among Moroccan or Ecuadorian students. Cyber aggression was also predicted in all ethno-cultural groups by self-esteem, empathy, or social skills. Common and unique patterns of prediction are presented and discussed to improve psychoeducational programs that prevent and mitigate cyberbullying.
Antonio J. Rodríguez-Hidalgo; Eva Solera; Juan Calmaestra. Psychological Predictors of Cyberbullying According to Ethnic-Cultural Origin in Adolescents: A National Study in Spain. Journal of Cross-Cultural Psychology 2018, 49, 1506 -1522.
AMA StyleAntonio J. Rodríguez-Hidalgo, Eva Solera, Juan Calmaestra. Psychological Predictors of Cyberbullying According to Ethnic-Cultural Origin in Adolescents: A National Study in Spain. Journal of Cross-Cultural Psychology. 2018; 49 (10):1506-1522.
Chicago/Turabian StyleAntonio J. Rodríguez-Hidalgo; Eva Solera; Juan Calmaestra. 2018. "Psychological Predictors of Cyberbullying According to Ethnic-Cultural Origin in Adolescents: A National Study in Spain." Journal of Cross-Cultural Psychology 49, no. 10: 1506-1522.
Several criteria have been proposed for defining cyberbullying to young people, but no studies have proved their relevance. There are also variations across different countries in the meaning and the definition of this behavior. We systematically investigated the role of five definitional criteria for cyberbullying, in six European countries. These criteria (intentionality, imbalance of power, repetition, anonymity, and public vs. private) were combined through a set of 32 scenarios, covering a range of four types of behaviors (written-verbal, visual, exclusion, and impersonation). For each scenario, participants were asked whether it was cyberbullying or not. A randomized version of the questionnaire was shown to 295 Italian, 610 Spanish, 365 German, 320 Sweden, 336 Estonian, and 331 French adolescents aged 11–17 years. Results from multidimensional scaling across country and type of behavior suggested a clear first dimension characterized by imbalance of power and a clear second dimension characterized by intentionality and, at a lower level, by anonymity. In terms of differences across types of behaviors, descriptive frequencies showed a more ambiguous role for exclusion as a form of cyberbullying, but general support was given to the relevance of the two dimensions across all the types of behavior. In terms of country differences, French participants more often perceived the scenarios as cyberbullying as compared with those in other countries, but general support was found for the relevance of the two dimensions across countries.
Ersilia Menesini; Annalaura Nocentini; Benedetta Emanuela Palladino; Ann Frisén; Sofia Berne; Rosario Ortega-Ruiz; Juan Calmaestra; Herbert Scheithauer; Anja Schultze-Krumbholz; Piret Luik; Karin Naruskov; Catherine Blaya; Julien Berthaud; Peter K. Smith. Cyberbullying Definition Among Adolescents: A Comparison Across Six European Countries. Cyberpsychology, Behavior, and Social Networking 2012, 15, 455 -463.
AMA StyleErsilia Menesini, Annalaura Nocentini, Benedetta Emanuela Palladino, Ann Frisén, Sofia Berne, Rosario Ortega-Ruiz, Juan Calmaestra, Herbert Scheithauer, Anja Schultze-Krumbholz, Piret Luik, Karin Naruskov, Catherine Blaya, Julien Berthaud, Peter K. Smith. Cyberbullying Definition Among Adolescents: A Comparison Across Six European Countries. Cyberpsychology, Behavior, and Social Networking. 2012; 15 (9):455-463.
Chicago/Turabian StyleErsilia Menesini; Annalaura Nocentini; Benedetta Emanuela Palladino; Ann Frisén; Sofia Berne; Rosario Ortega-Ruiz; Juan Calmaestra; Herbert Scheithauer; Anja Schultze-Krumbholz; Piret Luik; Karin Naruskov; Catherine Blaya; Julien Berthaud; Peter K. Smith. 2012. "Cyberbullying Definition Among Adolescents: A Comparison Across Six European Countries." Cyberpsychology, Behavior, and Social Networking 15, no. 9: 455-463.
This chapter contains sections titled: The Accessibility of ICT Previous Research on Cyberbullying in Italy, England, and Spain Different Types of Cyberbullying The Research Project Method Results Discussion References
Maria Luisa Genta; Peter K. Smith; Rosario Ortega-Ruiz; Antonella Brighi; Annalisa Guarini; Fran Thompson; Neil Tippett; Joaquín A. Mora-Merchán; Juan Calmaestra. Comparative Aspects of Cyberbullying in Italy, England, and Spain. Cyberbullying in the Global Playground 2012, 15 -31.
AMA StyleMaria Luisa Genta, Peter K. Smith, Rosario Ortega-Ruiz, Antonella Brighi, Annalisa Guarini, Fran Thompson, Neil Tippett, Joaquín A. Mora-Merchán, Juan Calmaestra. Comparative Aspects of Cyberbullying in Italy, England, and Spain. Cyberbullying in the Global Playground. 2012; ():15-31.
Chicago/Turabian StyleMaria Luisa Genta; Peter K. Smith; Rosario Ortega-Ruiz; Antonella Brighi; Annalisa Guarini; Fran Thompson; Neil Tippett; Joaquín A. Mora-Merchán; Juan Calmaestra. 2012. "Comparative Aspects of Cyberbullying in Italy, England, and Spain." Cyberbullying in the Global Playground , no. : 15-31.
This study aims to examine students' perception of the term used to label cyberbullying, the perception of different forms and behaviours (written, verbal, visual, exclusion and impersonation) and the perception of the criteria used for its definition (imbalance of power, intention, repetition, anonymity and publicity) in three different European countries: Italy, Spain and Germany. Seventy adolescents took part in nine focus groups, using the same interview guide across countries. Thematic analysis focused on three main themes related to: (1) the term used to label cyberbullying, (2) the different behaviours representing cyberbullying, (3) the three traditional criteria of intentionality, imbalance of power and repetition and the two new criteria of anonymity and publicity. Results showed that the best word to label cyberbullying is ‘cyber-mobbing’ (in Germany), ‘virtual’ or ‘cyber-bullying’ (in Italy), and ‘harassment’ or ‘harassment via Internet or mobile phone’ (in Spain). Impersonation cannot be considered wholly as cyberbullying behaviour. In order to define a cyberbullying act, adolescents need to know whether the action was done intentionally to harm the victim, the effect on the victim and the repetition of the action (this latter criterion evaluated simultaneously with the publicity). Information about the anonymity and publicity contributes to better understand the nature and the severity of the act, the potential effects on the victim and the intentionality.
Annalaura Nocentini; Juan Calmaestra; Anja Schultze-Krumbholz; Herbert Scheithauer; Rosario Ortega-Ruiz; Ersilia Menesini. Cyberbullying: Labels, Behaviours and Definition in Three European Countries. Australian Journal of Guidance and Counselling 2010, 20, 129 -142.
AMA StyleAnnalaura Nocentini, Juan Calmaestra, Anja Schultze-Krumbholz, Herbert Scheithauer, Rosario Ortega-Ruiz, Ersilia Menesini. Cyberbullying: Labels, Behaviours and Definition in Three European Countries. Australian Journal of Guidance and Counselling. 2010; 20 (2):129-142.
Chicago/Turabian StyleAnnalaura Nocentini; Juan Calmaestra; Anja Schultze-Krumbholz; Herbert Scheithauer; Rosario Ortega-Ruiz; Ersilia Menesini. 2010. "Cyberbullying: Labels, Behaviours and Definition in Three European Countries." Australian Journal of Guidance and Counselling 20, no. 2: 129-142.
We examine the emotional impact caused to victims of bullying in its traditional form, both directly and indirectly, as well as bullying inflicted by use of new technologies such as mobile phones and the Internet. A sample of 1,671 adolescents and young people responded to a questionnaire which asked if they had been victims of various forms of bullying, as well as the emotions this caused. The results show that although traditional bullying affected significantly more young people than cyberbullying, the latter affected one in ten adolescents. Analysis of the emotions caused showed that traditional bullying produced a wide variety of impacts, with the victims being divided into five different emotional categories, while indirect bullying and cyberbullying presented a narrower variety of results with the victims being classifiable into just two groups: Those who said that they had not been emotionally affected and those who simultaneously suffered from a wide variety of negative emotions. The influence of age, gender, and severity on each emotional category is also analyzed.
Rosario Ortega-Ruiz; Paz Elipe; Joaquín A. Mora-Merchán; Juan Calmaestra; Esther Vega. The Emotional Impact on Victims of Traditional Bullying and Cyberbullying. Zeitschrift für Psychologie / Journal of Psychology 2009, 217, 197 -204.
AMA StyleRosario Ortega-Ruiz, Paz Elipe, Joaquín A. Mora-Merchán, Juan Calmaestra, Esther Vega. The Emotional Impact on Victims of Traditional Bullying and Cyberbullying. Zeitschrift für Psychologie / Journal of Psychology. 2009; 217 (4):197-204.
Chicago/Turabian StyleRosario Ortega-Ruiz; Paz Elipe; Joaquín A. Mora-Merchán; Juan Calmaestra; Esther Vega. 2009. "The Emotional Impact on Victims of Traditional Bullying and Cyberbullying." Zeitschrift für Psychologie / Journal of Psychology 217, no. 4: 197-204.