An Ecosystemic Approach to Preventing Bullying in School. Risk Factors Associated with School

Previous research has shown that teachers play an important role in preventing bullying in school. Nowadays, there is a growing interest in understanding the risk factors associated with school such as the teachers’ perception of the severity of bullying and their response to bullies and victims. This paper presents risk factors associated with bullying and teachers’ perceptions within Bronfenbrenner’s (1977) classic ecological theory.According to this paradigm, changes are required in the environments with which children interact as they develop (family, school, community and society). By exposing the factors that trigger and maintain bullying, we aim to highlight the importance of Bronfenbrenner's ecological systems model in designing bullying prevention strategies. We will focus on the risk factors associated with school, chief among which is the, teachers' perceptions of bullying in school. Not only does this view contribute to optimizing the understanding of the importance of ecosystem theory for effectiveness prevention, but it also suggests that both research and prevention should focus on individual risk factors that influence teachers' reactivity to bullying behaviors.

Developmental Offending Patterns: Female Offending Beyond the Reference Category

Compared with young men, justice-involved young women are often characterized by a greater array of risk factors, yet show a more limited pattern of offending. This paradox may be related to risk factors functioning differently not only for male versus female adolescents but also among female adolescents involved in offending. Data were used on 284 girls from the Incarcerated Serious and Violent Young Offender Study to address whether risk factors varied across different offending trajectories modeled between ages 12 and 23. Risk factors measured from self-report interviews were compared across the three trajectories identified. Individual, family, and school risk factors varied across trajectory groups, but not always in ways anticipated. Female offending does not appear to fit neatly within existing developmental criminology theory. Theoretical models should be adapted, or new models developed, to account for the complexities of female offending patterns.

PERCEPCIÓN DE LOS DOCENTES DE EDUCACIÓN SECUNDARIA SOBRE LA CALIDAD DE LA ENSEÑANZA EN LA PROVINCIA DE ALBACETE

Teachers have an important role in the development of an education of quality in Secondary Education schools. School failure continue being a persistent phenomenon in Spain and Castilla La Mancha. School Risk perspective is a proposal that allows to recognize factors in the construction of school failure in the pass of the student through the educational system. It is presented a descriptive-interpretative research from the theorical perspective of Productive Pedagogies to know the school risk factors from teacher’s perspective of 11 Secondary Education schools of Albacete region. It is observed a low perspective in diversity attention and learning contextualization. Teachers plan the pedagogical practice in relation to the average student in ordinary or PMAR classrooms. Less experienced teachers have a favorable perception in some factor about quality teaching. Teachers from schools with a high sociocultural and economic level present an integral and collaborative teaching style as opposed to middle and low-level schools.

Individual, Family, Peer, and School Risk Factors for Teacher Victimization

In recent years, bullying and cyberbullying against teachers by students have been recognized as problems affecting educators teaching in different grades. Few studies to date have addressed explanatory risk factors related to the perpetrators (students) rather than the victims (teachers) in a longitudinal design, in order to establish the possible causes of this antisocial behavior to better develop prevention and intervention programs to reduce teacher victimization. The main aim of the present study is to analyze the effect on teacher victimization of individual and interpersonal risk factors, including empathy, moral disengagement, peer and parent support, awareness of online risks, and school climate. A total o251 Italian students (aged 11-19) participated in a longitudinal study. The results showed that, for girls, high moral disengagement, low awareness of online risks and poor school climate were risk factors for later teacher victimization. For boys, high moral disengagement and low awareness of online risks were also risk factors, in addiction to low parental support and high peer support. The findings are discussed along with possible applications for prevention and intervention.

Joint Trajectories of Peer Cyber and Traditional Victimization in Adolescence: A Look at Risk Factors

This study aimed to identify joint trajectories of peer cyber and traditional victimization from ages 13 to 17 and individual, family, peer, and school risk factors associated with group membership. The sample was composed of 1,194 adolescents (54.2% girls). Cyber and traditional victimization were assessed at ages 13, 15, and 17. The results first revealed a low/increasing and a high/decreasing trajectories for cybervictimization and a low/decreasing and a moderate/chronic for traditional victimization. Conditional probabilities suggested that cybervictims had a high probability of being victims on school grounds, whereas traditional victims were not necessarily the target of cybervictimization. Four joint trajectory groups were also identified. With the low victimization group as the reference category, the results revealed that different sets of predictors were associated with membership in the three other joint trajectory groups. The results are discussed in relation to intervention and prevention strategies.

Prevention care in educational institution: opportunities and reality

The article presents the complex of measures which is included in the medical and prophylactic activity of the educational institutions as well as the main work directions ofpediatrician of the department of medical assistance to minors in the educational institution. Particular attention is paid to the identification of chronic non-communicable diseases ’ risk factors, including school risk factors, the psychologist's consultations, and motivation for the healthy lifestyle formation in children and teens.

Childhood risk and protective factors for early desisters, late desisters and life-course persistent offenders

The aim of this article is to investigate the extent to which childhood risk and protective factors predict later persistence or desistance in criminal careers, as it has been argued that childhood factors are not predictive. In the Cambridge Study in Delinquent Development, 411 London males have been followed up from age 8 to age 56. This article investigates age 8-10 risk and protective factors for 37 life-course-persistent offenders (first offense up to age 20, last offense at age 40 or later), 38 late desisters (first offense up to age 20, last offense at age 21-39), 50 early desisters (first and last offenses up to age 20), 41 late onset offenders (first offense at age 21 or later), and 227 nonoffenders. 18 males were excluded from the analysis because they were not at risk of a recorded conviction from age 40 onwards (because of death or emigration). The results showed that several childhood factors predicted persistence compared with desistance. Individual and school risk factors (e.g. low popularity and low school attainment) were the most important predictors of whether an offender up to age 20 persisted after this age or desisted. Family protective factors (e.g. good child-rearing and high parental interest in education) were most important in protecting offenders from becoming life-course-persistent offenders and encouraging desistance before age 40.