Identification of the personal and contextual characteristics attributed to the victims and the aggressors from the vision of the trainee teachers

Abstract

There are numerous works that have defined the influence on the role of victim or aggressor of various factors of a personal, environmental, family, psychological, social, academic ... The objective of this work is to judge the personal and contextual properties that In this case, teachers in training grant students who exercise both the role of victim and the role of aggressor. The sample is composed of 566 teachers in training. Using an elaborated instrument "ad hoc" and the Questionnaire about maltreatment between equals in the school. As for the aggressors, they are perceived by the teachers in training as popular students, who are often irritated, physically strong, with low academic performance, scarce social skills and anxious. In the case of the family environment, the data indicate that they do not come from family environments in which there is a positive relationship between its components. But in those who suffer mistreatment, punishment, physical or emotional abuse and distant relationships between its members. As for the victims, they are identified as weak students, with few friends, low self-esteem and social skills. And they come from family environments common to the rest of the families. Taking as reference in this case the duration of the experience in the school context, there are no differences in the perception of the defining features of each role.