Relações entre bullying e esquemas iniciais desadaptativos em estudantes universitários

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Abstract

Esta pesquisa teve como objetivo aprofundar os conhecimentos sobre o fenômeno bullying em universitários e a sua relação com os Esquemas Iniciais Desadaptativos (EIDs). Jeffrey E. Young conceitua EIDs como padrões emocionais e cognitivos autoderrotistas iniciados na infância e adolescência, persistentes e desencadeados por necessidades emocionais básicas não satisfeitas. Participaram deste estudo 236 estudantes de cinco turmas da Universidade Federal de Uberlândia, sendo eles Nutrição, Educação Física, Computação, Pedagogia, Psicologia, ambos os sexos, de 18 a 54 anos.Os estudantes responderam ao Questionário de Esquemas de Young - forma reduzida, a Escala de Vitimização de Bullying e a um questionário sociodemográfico. Foram realizadas estatísticas descritivas dos dados obtidos pelas respostas às questões sociodemográficas, e o cálculo do coeficiente de correlação de Spearman (ρ) para verificar a possível relação entre as variáveis. Os resultados indicaram correlações positivas entre bullying e os EIDs nos diferentes cursos pesquisados, com exceção da Pedagogia. Conclui-se que,o bullying em interação com aspectos da personalidade (EIDs), pode aumentar o sofrimento psíquico do indivíduo, ou mesmo desencadear possíveis quadros psicopatológicos, como ansiedade e depressão. Nesse sentido, a terapia de esquemas pode proporcionar estratégias capazes de melhorar o enfrentamento do bullying, mas essa hipótese precisa ser testada em pesquisas posteriores.

Translated abstract

This work aimed to understand the relationship between bullying and Early Maladaptive Schemas (EMS) in college students. Jeffrey E. Young conceptualizes EMS as self-defeating emotional and cognitive patterns initiated in childhood and adolescence, persistent and triggered by unmet basic emotional needs. Participated in this study 236 students of higher education in Nutrition, Physical Education, Computing, Pedagogy, Psychology, of both sexes, from 18 to 54 years old of the Federal University of Uberlândia. Students responded to the Young Schema Questionnaire - short form, a Bullying Victimization Scale and a sociodemographic questionnaire. Descriptive statistics of the data obtained by the answers to sociodemographic questions and the calculation of the Spearman correlation coefficient (ρ) were performed to verify the possible relationship between the variables. The results indicated positive correlations between bullying and the EMSs in the different courses studied, with the exception of Pedagogy. It is concluded that bullying in interaction with personality aspects (EIDs) can increase the individual's psychological suffering, or even trigger possible psychopathological conditions such as anxiety and depression. In this sense, schema therapy can provide strategies capable of improving the coping of bullying, but this hypothesis needs to be tested in later research.

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Cyberbullying: another main type of bullying?

Robert Slonje, Peter K. Smith (2008)

Cyberbullying has recently emerged as a new form of bullying and harassment. 360 adolescents (12-20 years), were surveyed to examine the nature and extent of cyberbullying in Swedish schools. Four categories of cyberbullying (by text message, email, phone call and picture/video clip) were examined in relation to age and gender, perceived impact, telling others, and perception of adults becoming aware of such bullying. There was a significant incidence of cyberbullying in lower secondary schools, less in sixth-form colleges. Gender differences were few. The impact of cyberbullying was perceived as highly negative for picture/video clip bullying. Cybervictims most often chose to either tell their friends or no one at all about the cyberbullying, so adults may not be aware of cyberbullying, and (apart from picture/video clip bullying) this is how it was perceived by pupils. Findings are discussed in relation to similarities and differences between cyberbullying and the more traditional forms of bullying.