Comunicación con los padres, malestar psicológico y actitud hacia la autoridad en adolescentes mexicanossu influencia en la victimización escolar

Bibliographic References

• Alonso, J., Herdman, M., Pinto, A. y Vilagut, G. (2010). Desarrollo de un Instrumento de evaluación de trastornos depresivos y de ansiedad para encuestas de salud. Extraído el 1 de noviembre de 2018 de https://www.imim.es/programesrecerca/epidemiologia/es_trastdepressius.html
• Arsenault, L. (2018). Annual Research Review: The persistent and pervasive impact of being bullied in childhood and adolescence: implications for policy and practice. Journal of Child Psychology and Psychiatry, 59(4), 405-421.
• Arvidsdotter, T., Marklund, B., Kylen, S., Taft, C. y Ekman, I. (2016). Understanding persons with psychological distress in primary health care. Scandinavian Journal of Caring Sciences, 30, 687-694.
• Asad, N., Karmaliani, R., McFarlane, J., Shehzad Bhamani, S., Somani, Y., Chirwa, E. D. y Jewkes, R. (2017).The intersection of adolescent depression and peer violence: baseline results from a randomized controlled trial of 1,752 youth in Pakistan. Journal of Child and Adolescent Mental Health, 22(4), 232-241.
• Asen, E. y Fonagy, P. (2017). Mentalizing Family Violence Part 1: Conceptual Framework. Family Process, 56(1), 6-21.
• Barnes, H. L. y Olson, D. H. (1985). Parent-adolescent communication and the circumplex model. Child Development, 56(2), 438-447.
• Bonilla Castillón, C. E., Núñez Fadda, S. M., Domínguez Mora, R. y Callejas Jerónimo, J. E. (2017). Conducta violenta en adolescentes escolarizados: un modelo estructural predictivo. Universitas Psychologica, 16(4), 1-12.
• Bronfenbrenner, U. y Ceci S. J. (1994). Nature-nurture reconceptualized in developmental perspective: a bioecological model. Psychological Review, 101(4), 568-586. Extraído el 1 de noviembre de 2018 de http://moodle2.cs.huji.ac.il/nu14/pluginfile.php/179665/mod_resource/content/1/Bronfenbrenner_%EF%BC%86_Ceci_1994.pdf
• Brunstein Klomek, A., Sourander, A. y Elonheimo, H. (2015). Bullying by peers in childhood and effects on psychopathology, suicidality, and criminality in adulthood. Lancet Psychiatry, 2, 930-941.
• Buelga, S., Cava, M. J. y Musitu, G. (2012). Reputación social, ajuste psicosocial y victimización entre adolescentes en el contexto escolar. Anales de Psicología, 28(1), 180-187.
• Carrascosa, L., Cava, M. J. y Buelga, S. (2015). Actitudes hacia la autoridad y violencia entre adolescentes: diferencias en función del sexo. Suma Psicológica, 22, 102-109.
• Carrera-Fernández M. V., Lameiras-Fernández, M., Rodríguez-Castro, Y. y Vallejo- Medina, P. (2013). Bullying among Spanish secondary education students: the role of gender traits, sexism, and homophobia. Journal of Interpersonal Violence, 28, 2915-2940.
• Cava, M. J., Estévez, E., Buelga, S. y Musitu, G. (2013). Propiedades psicométricas de la Escala de Actitudes hacia la Autoridad Institucional en adolescentes (AAI-A). Anales de Psicología, 29(2), 540-548.
• Cerezo, F., Sánchez, C., Ruiz, C. y Arense, J. J. (2015). Roles en bullying de adolescentes y preadolescentes, y su relación con el clima social y los estilos educativos parentales. Revista de Psicodidáctica, 20, 139-155.
• Cha, C. B., Franz, P. J., Guzmán, E. M., Glenn, C. R., Kleiman, E. M. y Nock, M. K. (2018). Annual Research Review: suicide among youth-epidemiology, (potential) etiology, and treatment. Journal of Child Psychology and Psychiatry, 59(4), 460-482.
• Cousineau, D. y Chartier, S. (2010). Outliers detection and treatment: a review. International Journal of Psychological Research, 3(1), 58-67.
• Crespo-Ramos, S., Romero-Abrio, A., Martí nez-Ferrer, B. y Musitu, G. (2017). Variables psicosociales y violencia escolar en la adolescencia. Psychosocial Intervention, 26, 125-130.
• Davidov, M., Knafo-noam, A., Serbin, L. A. y Moss, E. (2015). The influential child : How children affect their environment and influence their own risk and resilience. Development and Psychopatology, 27, 947-951.
• del Moral Arroyo, G., Suárez Relinque, C. y Musitu Ochoa, G. (2013). El bullying en los centros educativos: propuestas de intervención de adolescentes, profesorado y padres. Apuntes de Psicología, 31(2), 11-13.
• Drapeau, A., Marchand, A. y Forest, C. (2014). Gender differences in the agecohort distribution of psychological distress in canadian adults: findings from a national longitudinal survey. BMC Psychology, 2(25), 1-13. Extraído el 2 de noviembre de 2018 de http://www.biomedcentral.com/2050-7283/2/25
• Emler, N., Ohana, J. y Dickinson, J. (1990). Children’s representation of social relations. En G. Duveen y B. Lloyd (Eds.), Social representations and the development of knowledge (pp. 47-69). Cambridge: Cambridge University Press.
• Emler, N. y Reicher, S. (2005). Delinquency: Cause or Consequence of Social Exclusion? En D. Abrams, M. A. Hogg, y J. M. Marques (Eds.), The Social Psychology of Inclusion and Exclusion (pp. 211-241). New York: Psychology Press.
• Espelage, D. L. (2016). Leveraging school-based research to inform bullying prevention and policy. American Psychologist, 71, 768-775.
• Estévez, E., Jiménez, T. I. y Cava, M. J. (2016). A Cross-cultural study in Spain and Mexico on school aggression in adolescence: Examining the role of individual, family, and school variables. Cross-Cultural Research, 50(2), 123-153.
• Estévez, E., Jiménez, T. I., Moreno, D. y Musitu, G. (2013). An Analysis of the Relationship between Victimization and Violent Behavior at School. The Spanish Journal of Psychology, 16(E22), 1-13.
• Giedd, J. N. (2015). The amazing teen brain. Scientific American, 312, 32-37.
• Hair Jr., J. F., Black, W. C., Babin, B. J., Anderson, R. E. y Tatham, R. L. (2008). Multivariate Data Analysis. New Delhi: Dorling Kindersley, Pvt. Ltd.
• Hamilton, J. L., Potter, C. M., Olino, T. M., Abramson, L. Y., Heimberg, R. G. y Alloy, L. B. (2016). The temporal sequence of social anxiety and depressive symptoms following interpersonal stressors during adolescence. Journal of Abnormal Child Psychology, 44(3), 495-509.
• Hill, R. M., Mellick, W., Temple, J. R. y Sharp, C. (2017). The role of bullying in depressive symptoms from adolescence to emerging adulthood: A growth mixture model. Journal of Affective Disorders, 207, 1-8.
• Hong, J. S., Espelage, D. L., Grogan-Kaylor, A. y Allen-Meares, P. (2012). Identifying potential mediators and moderators of the association between child maltreatment and bullying perpetration and victimization in school. Educational Psychology Review, 24(2), 167-186.
• Hong, J. S., Kral, M. J. y Sterzing, P. R. (2015). Pathways from bullying perpetration, victimization, and bully victimization to suicidality among school-aged youth: A review of the potential mediators and a call for further investigation. Trauma, Violence, & Abuse, 16(4), 379-390.
• Kramer-Kuhn, A. M. y Farrell, A. D. (2016). The promotive and protective effects of family factors in the context of peer and community risks for aggression. Journal of Youth and Adolescence, 45(4), 793-811.
• Langhinrichsen-Rohling, J., Friend, J. y Powell, A. (2009). Adolescent suicide, gender, and culture: A rate and risk factor analysis. Aggression and Violent Behavior, 14(5), 402-414.
• Lereya, S. T., Samara, M., y Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: a meta-analysis study. Child Abuse & Neglect, 37(12), 1091-1108.
• Lester, L. y Cross, D. (2015). The relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school. Psychological Well-Being, 5(1), 9.
• Lugo-Candelas, C., Harvey, E. A., y Breaux, R. P. (2015). Emotion socialization practices in Latina and European American mothers of preschoolers with behavior problems. Journal of Family Studies, 21(2), 144-162.
• Marceau, K., Zahn-Waxler, C., Shirtcliff, E. A., Schreiber, J. E., Hastings, P. y Klimes-Dougan, B. (2015). Adolescents’, mothers’, and fathers’ gendered coping strategies during conflict: Youth and parent influences on conflict resolution and psychopathology. Development and Psychopathology, 27(4pt1), 1025-1044.
• Morales Vallejo, P. (2012). Las estadísticas aplicadas a las ciencias sociales. Extraído el 1 de noviembre de 2018 de http://www.evalua.cdmx.gob.mx/docs/gral/taller2015/S0202EAC.pdf
• Norman, G. R., Streiner, D. L. y Freixenet, J. T. (1998). Bioestadística. Madrid: Harcourt Brace.
• Olweus, D. (2013). School Bullying: Development and Some Important Challenges. Annual Review of Clinical Psychology, 9, 751-780.
• Olweus, D. y Breivik, K. (2014). Plight of Victims of School Bullying: The Opposite of Well-Being. En A. Ben-Arieh, F. Casas, I. Frønes y J. E. Korbin (Eds.), Handbook of Child Well-Being (pp. 2593-2616). Netherlands: Springer Netherlands Editors.
• Olweus, D., Solberg, M. E. y Breivik, K. (2018). Long-term school-level effects of the Olweus Bullying Prevention Program (OBPP). Scandinavian Journal of Psychology.
• Rivera-Rivera, L., Rivera-Hernández, P., Pérez-Amezcua, B., Leyva-López, A. y de Castro, F. (2015). Factores individuales y familiares asociados con sintomatología depresiva en adolescentes de escuelas públicas de México. Salud Pública de México, 57, 219-226. Extraído el 1 de noviembre de 2018 de http://www.redalyc.org/pdf/106/10638801004.pdf
• Rodkin, P. C., Espelage, D. L. y Hanish, L. D. (2015). A Relational Framework for Understanding Bullying: Developmental Antecedents and Outcomes. American Psychologist, 70(4), 311-321.
• Santos, J., Muñoz, A., Juez, P. y Cortiñas, P. (2003). Diseño de encuestas de estudio de mercado. Técnicas de muestreo y análisis multivariante. Madrid: Fundación Ramón Areces.
• Sarita , D., Grusec, J. E. y Gençöz, T. (2013). Warm and harsh parenting as mediators of the relation between maternal and adolescent emotion regulation. Journal of Adolescence, 36(6), 1093-1101.
• Smetana, J. G. (2017). Current research on parenting styles, dimensions, and beliefs. Current Opinion in Psychology, 15, 19-25.
• Stafford, M., Kuh, D. L., Gale, C. R., Mishra, G. y Richards, M. (2016). Parentchild relationships and offspring’s positive mental wellbeing from adolescence to early older age. The Journal of Positive Psychology, 11(3), 326-337.
• Swearer, S. M. y Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. American Psychologist, 70(4), 344-353.
• Tabachnick, B. G. y Fidell, L. S. (2007). Using multivariate statistics. Boston: Pearson Education Inc.
• Useche Castro, L. M. y Mesa Ávila, D. M. (2006). Una introducción a la Imputación de Valores Perdidos. Terra Nueva Etapa, XXII(31), 127-151.
• Wang, M. y Kenny, S. (2014). Longitudinal links between fathers’ and mothers’ harsh verbal discipline and adolescents’ conduct problems and depressive symptoms. Child Development, 85(3), 908-923.
• Waters, S., Lester, L. y Cross, D. (2014). How does support from peers compare with support from adults as students transition to secondary school? Journal of Adolescent Health, 54(5), 543-549.
• Wiggins, J. L., Mitchell, C., Hyde, L. W. y Monk, C. S. (2015). Identifying early pathways of risk and resilience: The co-development of internalizing and externalizing symptoms and the role of harsh parenting. Development and Psychopathology, 27(4pt1), 1295-1312.
• Wolke, D., Copeland, W. E., Angold, A., y Costello, E. J. (2013). Impact of Bullying in Childhood on Adult Health, Wealth, Crime and Social Outcomes. Psychological Science, 24(10), 1958-1970.
• World Medical Association (2013). World Medical Association Declaration of Helsinki. Ethical principles for medical research involving human subjects. Journal of American Medical Association, 310(20), 2191-2194.
• Ybarra, M. L., Espelage, D. L. y Mitchell, K. J. (2014). Differentiating youth who are bullied from other victims of peer-aggression: The importance of differential power and repetition. Journal of Adolescent Health, 55(2), 293-300.