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Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bullying began to be investigated as a social problem about half a century ago. One of the aspects that demands more attention today is the vulnerability of potential victims for cultural reasons. In countries such as Spain or Portugal, the roma ethnicity represents a minority, but remains traditionally important in education equality policies. This paper addresses the phenomenon of school violence among peers from the perspective of cultural relations. The objective is to provide a general framework in which the specific case of the ethnic group in question is delimited compared to other conditions' specific coexistence mechanisms and ways of questioning conflicts among students are suggested. Finally, a critical comparison of conflict resolution systems brings to light the ineffectiveness of the national education and justice system in ending the problem of bullying in general. [ABSTRACT FROM AUTHOR]

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The goal of this study was to compare prevalence of certain violent behaviors at the same educational level in two cross-sectional studies; the first one, carried out during the 2004-2005 academic course, and the second one three years later, during the 2007-2008 academic course. For this purpose, a total sample of 1.475 subjects, between 14 and 16 years of age, was analyzed. The results show that there is a significant decrease in the prevalence of almost all the violent behaviors analyzed, such as: insults, fights, etc., during the above-mentioned academic courses. However, the females suffer more indirect verbal aggression and, in contrast, the males perform this kind of behavior more frequently. [ABSTRACT FROM AUTHOR]

Analysing bullying in Spanish Schools. In this study we try to settle down the principal points for analysing bullying in Spanish Schools (Primary and Secondary Schools), using the same instrument, the Bull-S questionnaire, very well validated and used in different Countries and Contexts. This study presents data from the development of bullying from 1990 to 2006, in Spanish Schools, in terms of level of incidence. Also included the analysis of the personal characteristics of those involved pupils, sociometric aspects, and situational points like, frequency, ways and places where bullying takes place and the self-report of the importance and incidence in security perceived by the whole class-group. All these aspects can contribute to the knowledge of the prevalence and diffusion of bullying. [ABSTRACT FROM AUTHOR]

The purpose of this research was to study school violence and exclusion across different educational levels in the Madrid Region, Spain. Participants were 1,635 students (aged 14-18 years) with different education levels --compulsory secondary education, specific/initial training courses and vocational training. Students filled out a questionnaire that included measures of school satisfaction, type of violence (e.g., exclusion, verbal violence, physical violence, vandalism), violence roles (i.e., aggressors, victims and spectators), and attitudes towards violence (e.g., intolerance, sexism and violence justification). Results indicated that a) social exclusion and verbal violence are the most prevalent types of violence, b) school violence decreased when the educational level increased, and c) special vulnerability was higher among specific groups. Implications and interventions are discussed. [ABSTRACT FROM AUTHOR]

The aim of this transversal ex post facto study is to analyze the relationships between family variables -family self-esteem, father and mother support- school variables -academic self-esteem and attitudes toward school-, and school-based violence in adolescence. Participants were 1,068 adolescents, ages ranged from II to 16 years old, from four schools in the Comunidad Valenciana (Spain). Structural equation modelling was carried out using the EQS program. Results shows that negative attitude toward school -perception of injustice and underestimation of studies- is positively related to school-based violence, whereas academic self-esteem is negatively related. Family self-esteem is associated in a negative way with school-based violence and perception of injustice. Furthermore, father support has an influence on school- based violence in a direct way and through its relationships to family and academic self- esteem, while mother support is negatively associated with underestimation of studies, and positively with family and academic self-esteem. Finally, results and its possible implications are discussed. [ABSTRACT FROM AUTHOR]