Sónia Caridade
PhD (http://orcid.org/0000-0003-0387-7900) in Forensic and Legal Psychology at the School of Psychology, University of Minho, Braga, Portugal. Currently, she is an Assistant Professor at University Fernando Pessoa (UFP), Porto and pedagogical coordinator of the degree in criminology in UFP. Researcher at the Interdisciplinary Center for Gender Studies (CIEG) of the Higher Institute of Social and Political Sciences of the University of Lisbon (ISCSP-UL). Researcher integrating the project Looking at Crime: Communities and Physical Spaces (LookCrim), financed by National Funds through Foundation for Science and Technology (FCT) under PTDC/DIR-DCP/28120/2017. Her research interests include dating violence and cyber dating violence (adult and youth), delinquency and behavior problems, and has authored several national and international publications on this topic.
Guest Editor, Social Sciences, MDPI AG – Violence, Victimization and Prevention
https://www.mdpi.com/journal/socsci/special_issues/violence_victimization_and_prevention
Guest Editor, Social Sciences, MDPI AG – Violence, Victimization and Prevention
https://www.mdpi.com/journal/socsci/special_issues/violence_victimization_and_prevention
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for the occurrence of antisocial behavior, seeking to understand if there are differences between boys and girls. Eightyfive
cases of children referred by the promotion and protection system due to the display of antisocial behaviors were
reviewed. A total of 65 were boys and 20 were girls, aged between six and eleven years. Data collection was performed
using the Portuguese version of the risk assessment instruments Early Assessment Risk List for boys and for girls. Gender
differences were assessed, with boys exhibiting a higher risk level for antisocial behavior, adopting more serious behaviors
(e.g., impulsive behaviors). Girls engaged in less serious behavior (e.g., disrespect). By characterizing the most prevalent
risk factors, the results of this study may contribute to the identification of intervention priorities.
Method: We developed an exploratory study using a questionnaire, applied to a sample of 81 educational agents, teachers and non-teachers, aged between 25 and 62 years (M = 45.8, SD = 10.6).
Results: Despite the positive perception of the participants about the physical school environment, it is necessary to create spaces for leisure and sport, logistic conditions and multidisciplinary teams in order to maximize the overall good functioning of schools. Adding to this, participants described the participation of parents in the school life as negative; they also identified several disruptive behaviours among students and referred to a general lack of active participation in life school.
Conclusion: It is important to create action plans in schools, which should be multimodal and multi-agent in order to have intervention perspectives with connected actions developed by different educational agents.
Keywords: school, assessment, perceptions, educational professionals
participants, by type of abuse and sex of respondent. A sample of 3,716 participants, aged 15 to 67 years, filled in one attitudinal
questionnaire and a self-report instrument on abuse perpetration and victimization. Attitudinal data revealed a general disapproval
of violence use, with greater violence support among males and married participants.When comparing violence in both relational
contexts, we found that, in terms of perpetration, more dating partners reported physical abuse and severe forms of physical abuse than married partners. Suggestions for future research are discussed.
inerentes ao indivíduo, ao grupo e à comunidade. Assim, não se verificam exceções no que respeita às
populações com exteriorização de condutas desviantes e, dentro deste grupo muito alargado, devem
ainda ser consideradas as especificidades subjacentes ao tipo de comportamento e ao contexto da sua
manifestação. Neste artigo e tendo por base revisão da literatura e a experiência adquirida no âmbito do
trabalho desenvolvido pelo Grupo de Consumos e Delinquências (GCD) da Clínica Pedagógica de
Psicologia (CPP) da Universidade Fernando Pessoa (UFP), propomos um plano/roteiro de avaliação
dirigido para jovens com comportamentos desviantes, com maior ou menor flexibilidade no seguimento
dos procedimentos aconselhados, sempre em função das características do alvo de avaliação. Trata-se
de uma proposta que procura abarcar uma vertente mais idiográfica, em que se analisam aspetos mais
subjetivos, apelando a técnicas como a observação e a entrevista, não deixando atender aos aspetos
mais objetivos, através do recurso a técnicas e a instrumentos estruturados. Em função das especifici -
dades de cada caso, esta proposta de avaliação poderá, eventualmente, sofrer ajustamentos, sendo
coadjuvada/complementada com outros procedimentos avaliativos sugeridos em outros protocolos.
for the occurrence of antisocial behavior, seeking to understand if there are differences between boys and girls. Eightyfive
cases of children referred by the promotion and protection system due to the display of antisocial behaviors were
reviewed. A total of 65 were boys and 20 were girls, aged between six and eleven years. Data collection was performed
using the Portuguese version of the risk assessment instruments Early Assessment Risk List for boys and for girls. Gender
differences were assessed, with boys exhibiting a higher risk level for antisocial behavior, adopting more serious behaviors
(e.g., impulsive behaviors). Girls engaged in less serious behavior (e.g., disrespect). By characterizing the most prevalent
risk factors, the results of this study may contribute to the identification of intervention priorities.
Method: We developed an exploratory study using a questionnaire, applied to a sample of 81 educational agents, teachers and non-teachers, aged between 25 and 62 years (M = 45.8, SD = 10.6).
Results: Despite the positive perception of the participants about the physical school environment, it is necessary to create spaces for leisure and sport, logistic conditions and multidisciplinary teams in order to maximize the overall good functioning of schools. Adding to this, participants described the participation of parents in the school life as negative; they also identified several disruptive behaviours among students and referred to a general lack of active participation in life school.
Conclusion: It is important to create action plans in schools, which should be multimodal and multi-agent in order to have intervention perspectives with connected actions developed by different educational agents.
Keywords: school, assessment, perceptions, educational professionals
participants, by type of abuse and sex of respondent. A sample of 3,716 participants, aged 15 to 67 years, filled in one attitudinal
questionnaire and a self-report instrument on abuse perpetration and victimization. Attitudinal data revealed a general disapproval
of violence use, with greater violence support among males and married participants.When comparing violence in both relational
contexts, we found that, in terms of perpetration, more dating partners reported physical abuse and severe forms of physical abuse than married partners. Suggestions for future research are discussed.
inerentes ao indivíduo, ao grupo e à comunidade. Assim, não se verificam exceções no que respeita às
populações com exteriorização de condutas desviantes e, dentro deste grupo muito alargado, devem
ainda ser consideradas as especificidades subjacentes ao tipo de comportamento e ao contexto da sua
manifestação. Neste artigo e tendo por base revisão da literatura e a experiência adquirida no âmbito do
trabalho desenvolvido pelo Grupo de Consumos e Delinquências (GCD) da Clínica Pedagógica de
Psicologia (CPP) da Universidade Fernando Pessoa (UFP), propomos um plano/roteiro de avaliação
dirigido para jovens com comportamentos desviantes, com maior ou menor flexibilidade no seguimento
dos procedimentos aconselhados, sempre em função das características do alvo de avaliação. Trata-se
de uma proposta que procura abarcar uma vertente mais idiográfica, em que se analisam aspetos mais
subjetivos, apelando a técnicas como a observação e a entrevista, não deixando atender aos aspetos
mais objetivos, através do recurso a técnicas e a instrumentos estruturados. Em função das especifici -
dades de cada caso, esta proposta de avaliação poderá, eventualmente, sofrer ajustamentos, sendo
coadjuvada/complementada com outros procedimentos avaliativos sugeridos em outros protocolos.
Methods: This descriptive, retrospective study was carried out with 622 employees of the oil industry, Bahia, Brazil, during the occupational health exams in 2018, mostly males (90.2%), aged 50-59 years. The Brazilian version of the Self-Reporting Questionnaire (SRQ-20) [3] and a social questionnaire were used to identify components of the family environment, i.e., affectivity, adaptation and/or autonomy [4], which act as mobilizers that interfere with health. Both tools also assessed the use of leisure, i.e., physical, manual, intellectual, artistic, social and tourism activities [5], and social environments, i.e., living and working conditions, studies and communities [6], as a way of maintaining and recovering health.
Results: More than 95% of the participants identified components of the family environment that positively influence health. The use of leisure and social environments as a way of maintaining and recovering their mental health, were also reported. At the level of mental health, an association between the level of leisure and social relations and the inability to play a useful role in life (p<0.001), and also with the feeling of worthlessness (p<0.001), was found.
Conclusions: The family environment, leisure and positive social environments are promoters of mental health and contribute to the overall well-being of oil workers.
Either online or offline, DV is an extremely important social problem. Although both forms may be related, they may differ in many aspects (e.g., it is more difficult for a victim to escape from online abuse; some abusers may suffer less inhibitions when online abuse is involved), justifying greater investment in this area. It is therefore an important social problem that needs to be early detected, perceived, understood and addressed, in order to break the progressive cycle of violence. This book intends to summarize the main outcomes and challenges in adolescent DV and DDA, seeking to identify similarities and differences between these two types of abuse. The book begins with an introductory chapter presenting an overview of outcomes and future challenges of DV in adolescents, focusing on the recent studies and examining prevalence, risk, protective factors and consequences of DV. However, research on DV mainly focuses on heterosexual relationships, and this type of abuse also occurs in other types of relations such as same-sex relationships. So, in the second chapter, a research involving quantitative and qualitative complementary studies with participants involved in same-sex relationships is presented in order to give a more complete portrait of this problem. The third chapter focuses on psychological traits of the adolescents that perpetrate DV, aiming to identify the problematic characteristics that are related to the abuse and, then, provide the most accurate intervention. Chapter four introduces the problematic use of digital tools and how they can foster abuse in the context of dating relationships, focusing on the prevalence and impacts of this emergent important phenomenon. Chapter five discusses sexting, an emerging phenomenon in dating relationships, associated with new psychosocial and digital risks. This new form of online sexual violence may increase the vulnerability of adolescent at a crucial stage in their sexual-affective development. Accordingly, the practices of sexting and its meaning in the dating relationship are characterized. Cyberbullying is another abusive typology that was been related to DDA, which is given specially focus and attention in this book, in chapter six. Finally, chapter seven intends to review evidence-based DDA intervention and prevention, considering the different variables related to them, specifically the sociodemographic, risk and protective factors.
Based on methodologically rigorous and extensive work, this seven chapters try to map and systematize what has been discussed about DV and DDA, addressing the main characteristics of the two phenomena under analysis. It is the editors and authors expectation that this book serves different purposes: i) to contribute to consolidate scientific knowledge in this field, ii) to stimulate further research on DV and DDA; iii) and, to support prevention and intervention efforts in this area. In this sense, this book may interest not only students of different levels of education, either undergraduate or graduate, in different academic areas (e.g., criminology, psychology, education, law), but also researchers and professionals working in this area of knowledge.