Factores de riesgo, factores protectores y generalización del comportamiento agresivo en una muestra de niños en edad escolar

• Héctor Enrique Ayala Velázquez ^[1] ; Francisco Javier Pedroza Cabrera ; Silvia Morales Chainé ^[1] ; Alicia Chaparro Caso-López ^[1] ; Noemí Barragán Torres ^[1]
  1. [1] Universidad Nacional Autónoma de México

     Universidad Nacional Autónoma de México

     México

     
• Localización: Salud mental, ISSN 0185-3325, Vol. 25, Nº. 3, 2002, págs. 27-40
• Idioma: español
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 16 Citas
• Resumen
  • español

    El comportamiento agresivo de los niños es un problema de relevancia social que requiere de la particular atención de los investigadores, ya que, por un lado, ha aumentado la incidencia de la conducta agresiva y antisocial de los niños y de los adolescentes, y la participación de los menores de edad en delitos tales como el robo, la venta de drogas y el homicidio. Por otro lado, en una gran variedad de estudios se ha encontrado que la conducta agresiva evoluciona certeramente a problemas más severos de conducta antisocial en la adolescencia y en la etapa adulta. Por ejemplo, se ha encontrado una alta correlación entre la conducta agresiva de los niños y la conducta antisocial que después manifiestan en la adolescencia y la vida adulta.

    En un esfuerzo por prevenir y detener la evolución del comportamiento agresivo de los niños se ha intentado identificar y describir los factores asociados con la manifestación de dicho comportamiento en las etapas del desarrollo que comprenden la infancia y la adolescencia. Algunos investigadores han introducido los términos: factores de riesgo y factores protectores, mencionando que es muy probable que un individuo desarrolle problemas de conducta, conforme aumenta el número de factores de riesgo y disminuye el número de factores protectores.

    Se ha propuesto que los factores de riesgo se pueden clasificar en cuatro grandes grupos: 1) las características de los niños, 2) las características de los padres, 3) los factores contextuales, y 4) la interacción padre-hijo. Asimismo, se han clasificado los factores protectores que previenen la conducta antisocial en 5 tipos principales: 1) las relaciones de apoyo padre e hijo, 2) los métodos positivos de disciplina, 3) el monitoreo y la supervisión, 4) que las familias estén dedicadas a sus hijos, y 5) que los padres busquen información y apoyo.

    El objetivo del presente estudio fue la identificación y descripción de los factores asociados con la presencia y mantenimiento de la conducta agresiva en los niños mexicanos en edad escolar, así como la predicción de este comportamiento en otros escenarios, particularmente en la escuela (en el salón de clases y en el patio de recreo). Para ello, se trabajó durante tres años con 345 niños de siete escuelas oficiales del nivel básico, en la Ciudad de México, por medio de un estudio longitudinal de grupos. Se clasificó a los sujetos en dos grupos: aquellos con porcentajes de conducta agresiva por debajo del percentil 25 (no agresivos), y aquellos por arriba del percentil 75 (agresivos) de acuerdo con una lista de cotejo de la conducta agresiva. Para obtener los datos se llevaron a cabo registros observacionales de la interacción padre–hijo en el hogar, maestro–alumno en el salón de clase, y niño–compañero en el patio de recreo.

    Además se aplicaron diversos instrumentos de evaluación relacionados con los procesos de crianza infantil, tales como: el Indice de Estrés en la Crianza, el Indice de Prácticas Disciplinarias, la Escala del Ambiente Social Familiar y el Cuestionario de Enojo. Los resultados señalan la presencia de factores de riesgo asociados con la conducta agresiva del niño, y factores de riesgo predictores de la conducta agresiva del padre. Asimismo, se identificaron los factores protectores del comportamiento agresivo en el niño, los factores de riesgo asociados a una disciplina irritable explosiva y los factores que predicen el comportamiento agresivo en otros escenarios.

    Los datos indicaron que hay factores de riesgo relacionados con las características del niño y del padre, así como de la interacción padre e hijo. Adicionalmente, los resultados del estudio permiten identificar otra serie de factores de riesgo asociados a la conducta agresiva del padre que pueden ser clasificados de forma similar, en tres tipos: las características del niño, de su padre y de la interacción entre ambos. Uno de los hallazgos relevantes se relaciona con los factores de riesgo asociados a una disciplina irritable explosiva.

    Por otro lado, hay factores que se relacionan con la baja agresividad del niño, que lo protegen de presentar problemas de conducta. Entre estos factores, las características de la familia y el tipo de disciplina que los padres utilizan en la crianza de sus hijos se relacionan con la ausencia de conductas agresivas en el niño. Específicamente, tener una adecuada organización familiar, fijar metas, la religiosidad y la cohesión familiar, aunadas a una disciplina flexible y congruente que no dependa del estado de ánimo de sus padres y la supervisión de las actividades del niño, favorecen su desarrollo social y familiar.

    La identificación de estos factores permite señalar la relevancia y la necesidad de desarrollar intervenciones específicas encaminadas no solamente a reducir los factores de riesgo, sino a elaborar intervenciones que promuevan el desarrollo de factores protectores en la familia: el entrenamiento de los padres en las habilidades de la crianza, la comunicación, la supervisión, la interacción social, y las actividades planeadas; y las intervenciones dirigidas a los niños: enseñarles habilidades sociales, a controlar su ira y a solucionar sus problemas. También es importante desarrollar estrategias de intervención en la escuela, como controlar la conducta disruptiva en el salón de clases y en el patio de recreo.

  • English

    Aggressive behavior in childhood has become a socially relevant problem demanding special attention from researchers, as a sharp increase has been reported in the aggressive and antisocial behavior of children and adolescents. Especially disturbing is the high participation of underage individuals in crimes such as robbery, drug trafficking and homicide, while numerous studies have shown that aggressive behavior evolves into more severe antisocial behaviors in adolescence and young adulthood.

    Research studies conducted on childhood aggressiveness has shown that these behaviors tend to become habits across time, and furthermore to progress into more complex and serious behaviors such as delinquency. For example, a high correlation has been reported between childhood aggressive behavior and antisocial behavior in adolescence and early adulthood.

    In an effort to prevent and stop the evolution of childhood aggressive behavior, efforts have been made to identify and describe those factors associated with the emergence of these behaviors in the developmental stages that comprise childhood and adolescence. Some researchers have coined terms such as risk and protective factors, reporting that it is highly probable that an individual might develop problem behaviors as the number of risk factors increases and exceeds the number of protective factors.

    It has been suggested that risk factors may be classified into four large groups: 1) the child’s characteristics, 2) the parent’s characteristics, 3) the contextual factors, and 4) the parent-child interaction. In a similar fashion, the protective factors that seem to ameliorate the occurrence of antisocial behaviors are classified into 5 main types: 1) parent-child support relations, 2) positive disciplinary styles, 3) monitoring and supervisory skills, 4) childcentered families, and 5) parents seeking information and support.

    Based on the identification of risk and protective factors associated to antisocial behavior in children, other indicators that explain the progression and generalization of these behaviors across settings have been reported though they are less reliable.

    In particular, it has been reported that aggressive behavior develops within the family unit, however, it has been also reported that as the child comes into contact with other settings and agents, his aggressive behavior generalizes.

    The generalization of aggressive behaviors in other settings seems appears to be the antecedent of its progression to antisocial behavior through developmental stages ending in adulthood. It has been reported that before this behavior progresses toward a more severe type, antisocial behavior generalizes across settings and agents. Furthermore, lack of control of the new agents promotes the increase and maintenance of antisocial behavior.

    Based on the results of numerous studies conducted in other countries that have identified and described those factors associated to aggressiveness in children, and the relative absence of longitudinal research studies in Mexico that might shed reliable information on this topic, it is necessary to conduct research for identifying the existing relationships between those factors described in the bibliography and the development, evolution and maintenance of antisocial behavior in Mexican children.

    With these considerations in mind, the purpose of the present study is to identify and describe those factors that are associated with the occurrence and maintenance of aggressive behaviors in a sample of school Mexican children, as well as to attempt to describe the process of generalization of these behaviors to other settings, specially the school environment (the classroom and the playground). A group of 345 children from seven public grammar schools in Mexico City were studied through a three year longitudinal cohort design. The sample was divided into two main groups: those whose reported level of occurrence of aggressive behaviors fell below the 25th percentile (non-aggressive) and those whose level of reported aggressive behaviors was above the 75th percentile (aggressive), based on the use of an Aggressive Behavior Checklist. The primary data for this study was gathered by using a direct observation system to record and classify parentchild interactions in the home setting, teacher-child interactions in the classroom, as well as child-peer interaction in the playground. Additional data was gathered through the application of a series of psychological assessment instruments that measured childrearing processes such as: parental stress, disciplinary styles and family social environment as well as the child’s anger control, peer preference, and types of friends maintained by the child.

    Results seem to identify those risk factors associated to the children’s aggressive behavior, as well as those risk factors that are predictive of the aggressive behavior of the parents such as the use of an explosive irritable disciplinary style.

    Additional protective factors associated to reduced rates of aggressive behaviors by the child were also identified, as well as factors that seem to promote the generalization of childhood aggressive behaviors to other settings.

    In other words, the data shows that certain risk factors are related to the child’s or parent’s characteristics, while others are related to the type and quality of the parent-child interaction. The most important child characteristics were inadaptability, high levels of physical anger and disobedience, all of which predicted higher rates of aggressive behaviors in those children.

    In relation to parental characteristics, results seem to indicate that when parents perceive themselves as barely competent in childrearing, there are more probabilities of showing higher rates of aggressive behavior in their interactions with their offsprings.

    In a similar fashion, higher rates of aggressive behavior in the parents seem to be associated to their perception of their restricted parental role.

    The type of parent-child interaction which has been emphasized by other researchers, appears in the results of this study to confirm the findings that lack of childrearing skills is a risk factor significantly associated with the child’s aggressive behavior. In particular, the use of unspecified instructional commands by the parents, an explosive irritable disciplinary style, as well as higher rate of their aggressive behavior, are reliable predictors of the child’s aggressive behaviors. In a similar fashion, results appear to indicate that within family interactions, the parents’ aggressive behavior predicts their child’s aggressive behavior in concordance with Patterson’s Coercion Theory, which states that coercive parent-child interactions increase the overall level of aggressive behavior in those families.

    Other risk factors were identified as a product of the analysis of the longitudinal data. They were those that reliably predict the parents’ aggressive behavior, and which can also be classified into three general categories: child’s characteristics, parental characteristics, and parent-child interaction. In terms of the child’s characteristics, data shows that child’s aggression and disobedience at home promote parental aggressive behavior. The parents’ perception of certain child characteristics (problems in adaptability, demandness, distractibility and hyperactivity) is a risk factor that predicts parental aggressive behavior towards the child.

    Another risk factor were the parents vague and nonspecific instructions to the child with no opportunity for his compliance.

    Both risk factors reliably predict parental aggressiveness. Parental perception of his highly restricted parenting role is also reliably associated with higher levels of parental aggressive behavior.

    One of the identified risk factors in this study refers to parental disciplinary styles, specifically of an explosive irritable type.

    Results indicate that when a child is perceived by the parent as distracted, hyperactive, demanding, humorless, with adaptability problems, and non reinforcing for the parent, there is a significant increase of the probability that the parent will use an explosive irritable disciplinary style which, in turn, will be significantly associated with the child’s aggressive behavior. Parental characteristics are also predictive of the parent’s explosive irritable disciplinary style, in particular low childrearing competency, social isolation, reduced parental bonding family health problems, perceived parental role restriction, depression, and low levels of spousal support.

    The findings also identified those factors associated with reduced levels of childhood aggression which seem to protect them against other child behavior problems. These factors include certain family characteristics and parental disciplinary styles that are reliably associated with reduced levels of childhood aggression, specifically, family environment with adequate levels of organization, goal orientation, religiousness and cohesiveness linked to a consistent and flexible disciplinary style not affected by emotional states. Appropriate levels of supervision of the child’s activities outside the home setting favor the child’s social and family development.

    The identification of these risk and protective factors points towards the relevance and need of developing specific interventions geared not only at the reduction of risk factors, but also towards the development of intervention strategies that promote the development of familial protective factors such as parent training in skills such as: childrearing, communication, supervision, social interaction, planned activities and incidental teaching. Additionally child-focused interventions in social skills, anger management and problem solving skills are also required along with setting-based intervention packages such as classroom and playground behavior management.

    Due to its longitudinal nature, the results of the study trace the progression and generalization of childhood aggressive behavior from the home environment, where it originates, to other settings.

    Specifically it was found that childhood aggressive behavior is related significantly with aggressive behavior at the school environment and, in particular, to that in the classroom and in the playground. These findings on the generalization and progression of aggressive behavior from the home setting could work as a precedent model for explaining the evolution of childhood’s aggressive behavior towards antisocial behavior in adolescence.