Volume 28, Issue 4
DOI: 10.24205/03276716.2017.1037
PEER RELATIONSHIP: ACCEPTANCE, REJECTION, VICTIMIZATION, AGGRESSION. THE IMPORTANCE OF THIS ISSUE FOR THE DESIGN OF MENTAL HEALTH INTERVENTIONS IN PRIMARY EDUCATION
Abstract
The aims of the study were: (a) To identify the status of acceptance, rejection, aggression, victimization among peers and (b) to describe the relationship among acceptance, rejection, aggression, victimization. Participants: 114 school children from 4th to 7th grade, between 9 and 14 years of age (M = 10.67, SD = 1.70), from a state primary school in Argentina. The Bull Questionnaire of Socio-Emotional Relationships in the Classroom (Méndez & Cerezo, 2010) was used. The results indicated that the schoolchildren who were labeled as accepted were not rejected, victims or aggressors. In 4th and 5th grade, those who were rejected were also labeled as aggressors, but not so in 6th and 7th grade. The intervention of bullying should consider group dynamics and not just the individual characteristics.
Keywords
Peer relationship, acceptance-rejection, victimization-aggression, school, childhood