Parenting style risk and protective factor of the bullying phenomenon: Three studies in Andalusian teenagers
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Author
Gómez Ortiz, Olga
Director/es
Ortega Ruiz, RosarioRomera Félix, Eva M.
Publisher
Universidad de Córdoba, Servicio de PublicacionesDate
2015Subject
BullyingMaltrato
Intimidación
Violencia
Familia
Desarrollo psicosocial
Educación
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Show full item recordAbstract
In the last forty years, research on bullying has progressed considerably,
producing a large body of scientific knowledge. The development of research in this
field has permitted defining the nature of this violent phenomenon, determining its
prevalence in different parts of the world, the consequences which could be suffered
by those directly involved, and the risk or protective factors which can protect
children from engaging in bullying, or promote their active participation in it
(Hymel & Swearer, 2015; Zych, Ortega-Ruiz, & Del Rey, 2015). Among these
factors, the role of emotional intelligence, social competence, and of those related to
the family environment, the peer group or the school setting has been highlighted
(Álvarez-García, García, & Nuñez, at press; Cook, Williams, Guerra, Kim, & Sadek,
2010). However, the family – a fundamental developmental context in the lives of
individuals – and specifically parenting styles, have not yet been studied in enough
depth in relation to bullying. In this regard, previous research has examined the role
of affection and parental control in bullying involvement (Baldry & Farrington,
2005; Espelage, Bosworth, & Simon, 2000; Kawabata, Alink, Tsen, Van Ijzendoorn,
& Crick, 2011; Nickerson, Mele, & Princiotta, 2008), but it has not reflected the
latest developments in the study of parenting styles which take into account other
parental dimensions beyond affection and control, such as promotion of autonomy
or humor (Oliva, Parra, Sanchez-Queija, & López, 2007). Moreover, some studies
have linked the traditional typology of parenting styles proposed by Baumrind and
extended upon by Maccoby and Martin (democratic, permissive, authoritarian, and
neglectful) to bullying involvement (Baldry & Farrington, 2000; Chaux &
Castellanos, 2015; Yubero, Larrañaga, & Martínez, 2013). The most recent studies of
parenting styles, however, suggest the limited utility of this typology in analyzing
child and adolescent psychosocial development in Western society, where most
parents are usually democratic (Hoeve, Dubas, Gerris, Van del Laan, & Smeenk,
2011; Oliva, Jiménez, Parra, & Sánchez-Queija, 2008; Torío, Peña, & Rodríguez,
Extended abstract
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