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Homophobic experiences with traumatic characteristics related to shame are more frequent among sexual minority (SM) than heterosexual individuals. Concurrently, SM individuals present higher levels of psychopathology and transdiagnostic processes (e.g., shame) than heterosexual individuals. Self-compassion has been identified as a protective mechanism that counteracts the effects of shame. The current study aimed to analyse which components of self-compassion affect mental health and test the mediating role of self-compassion in the relationship between feelings of shame in traumatic homophobic bullying experiences (THBEs) and psychopathology indicators (depression, anxiety, and social anxiety symptoms). In this study, 190 Portuguese SM individuals (Mage = 28.3, SD = 7.5) completed self-report measures assessing traumatic experiences, self-compassion, and psychopathology. Data were explored with SPSS and AMOS. Regression analyses showed that internal shame felt during THBE and compassionate actions predicted psychopathology outcomes. Mediation analyses revealed that internal shame during a THBE had a significant indirect effect on all psychopathology outcomes through compassionate actions. In other words, internal shame during a THBE was significantly associated with depression, anxiety, and social anxiety, and these relationships were partially mediated by compassionate actions. Our results reinforce the importance of developing compassionate actions towards the self as a possible protective factor for psychopathology among SM individuals.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2022-06-15T21:01:24Z No. of bitstreams: 1 Rafael Pires Barbosa.pdf: 1767401 bytes, checksum: 17bbb503bc3e70d80a3e5a47672c9a3c (MD5) Made available in DSpace on 2022-06-15T21:01:24Z (GMT). No. of bitstreams: 1 Rafael Pires Barbosa.pdf: 1767401 bytes, checksum: 17bbb503bc3e70d80a3e5a47672c9a3c (MD5) Previous issue date: 2022-03-15 This research is a case study that aims to analyze LGBTQIfobic bullying at school and investigate if the event called “Brito sem LGBTfobia”, promoted annually by the State School Professor Joaquim Luiz de Brito, can reduce this type of occurrence on the institution's premises. Its objectives are: (I) to observe and present the pedagogical activities carried out during the event; (II) to know the possible impacts caused in the school community, checking if there are signs of reduction of LGBTQIfobic bullying; and (III) to investigate its influence on the relationships between high school students from their perspective and of the teachers. The research has a qualitative approach and an exploratory character, and its methodological procedures consist of open interviews, consisting of a triggering question, transcription and analysis of its contents. The participants that make up the sample are students and teachers who have already experienced the event and who are available to give an interview related to their experience in this school activity. The framework of this research is based on complex thought and the theoretical categories analyzed are operating principles, imaginary complexes and complex comprehension. The research results show that the subjectivity and imprinting marked by a long socio-historical-cultural process of marginalization of the LGBTQI community represent a strong barrier for "Brito sem LGBTfobia", by itself, to be able to substantially mitigate LGBTQIfobic bullying at school. Even so, the event consists of an important inclusion and self-eco-organization tool for students whose sexual orientation or gender identity is different from cis-heteronormativity. Esta investigación es un estudio de caso que tiene como objetivo analizar el acoso escolar LGBTQIfóbico en la escuela y averiguar si el evento denominado "Brito sem LGBTfobia", promovido anualmente por la Escuela Estatal Professor Joaquim Luiz de Brito, consigue reducir este tipo de ocurrencia en las instalaciones de la institución. Sus objetivos son: (I) observar y presentar las actividades pedagógicas realizadas durante el evento; (II) conocer los posibles impactos causados en la comunidad escolar, verificando si existen indicios de reducción del acoso escolar LGBTQIfóbico; y (III) investigar su influencia en las relaciones entre los estudiantes de secundaria desde su perspectiva y la de los profesores. La investigación tiene un enfoque cualitativo y un carácter exploratorio, y sus procedimientos metodológicos consisten en entrevistas abiertas, consistente en una pregunta desencadenante, transcripción y análisis de sus contenidos. Los participantes que componen la muestra son estudiantes y profesores que ya han vivido el evento y que están disponibles para dar una entrevista relacionada con su experiencia en esta actividad escolar. El marco de esta investigación se basa en el pensamiento complejo y las categorías teóricas analizadas son principios operativos, complejos imaginarios y comprensión compleja. Los resultados de la investigación muestran que la subjetividad y el imprinting marcados por un largo proceso socio-histórico-cultural de marginación de la comunidad LGBTQI representan una fuerte barrera para que "Brito sem LGBTfobia", por sí solo, sea capaz de mitigar sustancialmente el acoso escolar LGBTQIfobic. Aun así, el evento constituye una importante herramienta de inclusión y auto-eco-organización para estudiantes cuya orientación sexual o identidad de género es diferente a la cis-heteronormatividad. Esta pesquisa configura-se como um estudo de caso que se propõe a analisar o bullying LGBTQIfóbico na escola e investigar se o evento denominado “Brito sem LGBTfobia”, promovido anualmente pela Escola Estadual Professor Joaquim Luiz de Brito, é capaz de diminuir esse tipo de ocorrência nas dependências da instituição. Tem por objetivos: (I) observar e apresentar as atividades pedagógicas realizadas durante o evento; (II) conhecer os possíveis impactos provocados na comunidade escolar, verificando se há indícios de diminuição do bullying LGBTQIfóbico; e (III) investigar sua influência nas relações entre os alunos do ensino médio pela perspectiva destes e dos professores. A pesquisa tem abordagem qualitativa e caráter exploratório, e seus procedimentos metodológicos consistem em entrevistas abertas, compostas por uma questão desencadeadora, transcrição e análise de seus conteúdos. Os participantes que constituem a amostra são alunos e professores que já vivenciaram o evento e que se disponibilizaram a ceder uma entrevista relacionada à sua experiência nessa atividade escolar. O referencial desta pesquisa está embasado no pensamento complexo e as categorias teóricas analisadas são os princípios operadores, os complexos imaginários e a compreensão complexa. Os resultados da pesquisa mostram que a subjetividade e o imprinting marcados por um longo processo sócio-histórico-cultural de marginalização da comunidade LGBTQI representam uma forte barreira para que o “Brito sem LGBTfobia”, por si só, seja capaz de mitigar substancialmente o bullying LGBTQIfóbico na escola. Mesmo assim, o evento consiste em uma importante ferramenta de inclusão e auto-eco-organização para os alunos cuja orientação sexual ou identidade de gênero seja divergente da cis- heteronormatividade.

This study investigated (1) the associations of homophobic bullying victimization in childhood with borderline personality disorder (BPD) symptoms in early adulthood among gay and bisexual men; (2) the mediating effect of depressive symptoms on the association between homophobic bullying victimization and BPD symptoms, and (3) the moderating effects of perceived family support on the association between homophobic bullying victimization and BPD symptoms. A total of 500 gay or bisexual men aged between 20 and 25 years were recruited into this study. The experiences of physical, verbal and social relationship bullying victimization during childhood were evaluated using the Mandarin Chinese version of the School Bullying Experience Questionnaire. The experiences of cyberbullying victimization during childhood were evaluated using the Cyberbullying Experiences Questionnaire. BPD symptoms were assessed using the Borderline Symptom List. Depressive symptoms were examined using the Center for Epidemiologic Studies Depression Scale. Perceived family support was evaluated using the Family Adaptation, Partnership, Growth, Affection, and Resolve index. The results of mediation analyses demonstrated that all the types of homophobic bullying victimization in childhood were directly associated with BDP symptoms in young adulthood as well as indirectly associated with BPD symptoms through the mediation of depressive symptoms. The results of moderation analyses demonstrated that the association between homophobic bullying victimization and BPD symptoms decreased when the individuals had more family support. Intervention programs to reduce homophobic bullying victimization and enhance family support for gay and bisexual men and their families are necessary. Interventions to improve depressive and BPD symptoms among gay and bisexual men are also necessary, especially for those who experienced homophobic bullying victimization during childhood.

Uno de los grandes problemas de los centros educativos en la actualidad es el acoso escolar, el cual se manifiesta con: bajo rendimiento del alumnado, agresiones entre iguales, absentismo, baja autoestima, depresión o suicidios (en casos más excepcionales). Por ello, se ha indagado diversas publicaciones sobre el acoso escolar, seleccionando los documentos que se centran en el objetivo principal de este proyecto que es conocer qué es el acoso escolar, las causas en la etapa de la Educación Primaria, así como las consecuencias que éste provoca, como también la relevancia que tiene la inteligencia emocional en las aulas a través de la educación emocional. No obstante, es de suma importancia orientar a los docentes mejor respecto al tema a tratar, cómo intervenir en él, cómo llegar a gestionarlo, ya que a raíz de ello proceden la mayor parte de las directrices educativas que el alumnado aprende. Finalmente, se ha de reseñar que para el presente Trabajo de Fin de Grado los recursos que se han empleado han sido extraídos de las plataformas de “Dialnet y Punto Q”, ya que estas ofrecen un amplio abanico de información del cual se ha enriquecido el presente estudio de revisión teórica. One of the major problems in schools today is bullying, which manifests itself in: low student performance, aggression among peers, absenteeism, low self-esteem, depression or suicide (in more exceptional cases). For this reason, several publications on bullying have been researched, selecting the documents that focus on the main objective of this project, which is to know what bullying is, the causes in the Primary Education stage, as well as the consequences it causes, and the relevance of emotional intelligence in the classroom through emotional education. However, it is of utmost importance to guide teachers better on the subject to be dealt with, how to intervene in it, how to manage it, since most of the educational guidelines that students learn come from it. Finally, it should be noted that for this Final Degree Project the resources used have been extracted from the "Dialnet and Punto Q" platforms, since they offer a wide range of information from which this theoretical review study has been enriched.

Bystanders' helping interventions in bias‐based bullying are rare, although they have the potential to intervene on behalf of the victim and quickly stop the aggression. Two studies tested, experimentally, the impact of adolescents' imagined (Study 1, N = 113, Mage = 16.17) and extended contact experiences (Study 2, N = 174, Mage = 15.79) on assertive bystanders' behavioral intentions in the context of homophobic bullying, an under‐ researched but highly detrimental behavior that emerges mainly during early adolescence. Potential mediators (empathic concern, social contagion concerns, and masculinity/ femininity threat) were also examined. Results showed that female younger participants revealed more behavioral intentions to help victims of homophobic bullying when asked to imagine an interaction with an outgroup member (Study 1). Younger participants revealed less masculinity/femininity threat in the positive extended contact condition, and female participants revealed less empathic concern in the negative extended contact condition (Study 2). Overall, these findings identify specific conditions (e.g., younger females) where indirect contact interventions (i.e., extended and imagined) are likely to have a stronger impact. Age and sex differences were found to illustrate how adolescents vary in their behavioral intentions, empathic concern, and threat; and also highlight the need to further examine age and sex differences regarding responses to homophobic bullying episodes Fundação para a Ciência e Tecnologia - FCT info:eu-repo/semantics/publishedVersion

Youth victimization in schools remains a fervent public health issue, despite increased awareness of this issue, and this is especially true for marginalized populations like lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. Youth violence has been studied widely, but less research has sought to understand factors protective of violence victimization, particularly protective factors shared across multiple forms of violence. In the current study, we utilized latent class analysis to test patterns of three types of victimization: peer victimization (PV), homophobic name-calling victimization (HNCV), and sexual harassment victimization (SHV). In addition, we tested protective factors associated with experiencing these types of violence. Our sample included 4778 9–11th graders in the United States, of which about 15% identified as LGBTQ. Three unique classes of victimization emerged, suggesting that concurrent forms of violence occur among some groups of adolescents. LGBTQ youth were more likely to be members of classes which demonstrated higher levels of victimization. Consistent with previous literature, medical access, counseling access, family support, peer support, and spirituality emerged as significant protective factors associated with a lower risk of victimization. We discuss the implications of our findings with specific attention to protecting the wellbeing of SGM youth.

Dissertação de Mestrado em Família e Género No âmbito do Dia Internacional contra a Homofobia, Transfobia e a Bifobia (17 de Maio), a UNESCO (2021) divulgou que mais de metade dos/as jovens LGBTI (54%) com idades entre os 13 e os 24 anos foram vítimas de bullying homofóbico em 2019, e 83% dos/as alunos/as testemunharam comportamentos negativos dirigidos/as a outra pessoa com base na sua orientação sexual, identidade de género e/ou expressão de género. Apesar de o bullying ter beneficiado progressivamente de maior atenção da esfera escolar e social (Sebastião, 2009; Costa, Farenzena, Simões e Pereira, 2013; Serrate, 2014), a relação entre o bullying e a homofobia é ainda pouco estudada em Portugal. Neste sentido, a investigação visa compreender as perceções dos/as alunos/as do Ensino Secundário relativamente ao bullying homofóbico que ocorre em contexto escolar. Para o efeito, foram realizados cinco focus group com os/as estudantes de cinco turmas de Ensino Secundário de uma escola secundária situada na Área Metropolitana de Lisboa. A partir da análise de dados concluímos que a prática de bullying homofóbico está relacionada com o processo de construção das identidades de género, em particular de uma masculinidade hegemónica sendo exercido maioritariamente por rapazes maioritariamente sobre outros rapazes. Os/As estudantes reconhecem a existência de bullying homofóbico e são capazes de prospetivar as suas consequências, identificando-as como negativas. A sugestão de estratégias de ação para prevenir o bullying homofóbico foi feita pelas/os estudantes abrangendo diferentes agentes e agências. As part of the International Day against Homophobia, Transphobia and Biphobia (May 17th), UNESCO (2021) reported that more than half of LGBTI young people (54%) aged 13-24 were victims of homophobic bullying in 2019, and 83% of students witnessed negative behaviors directed at another person based on their sexual orientation, gender identity and/or gender expression. Although bullying has progressively benefited from more attention from the school and social sphere (Sebastião, 2009; Costa, Farenzena, Simões and Pereira, 2013; Serrate, 2014), the relationship between bullying and homophobia is still little studied in Portugal. Therefore, this research aims to understand secondary school students' perceptions of homophobic bullying that occurs in the school context. For this purpose, five focus group were conducted with students from five secondary school classes in a secondary school located in the Metropolitan Area of Lisbon. From the data analysis we conclude that the practice of homophobic bullying is related to the process of construction of gender identities, in particular of a hegemonic masculinity being exercised mostly by boys on other boys. The students recognize the existence of homophobic bullying and are able to prospect its consequences, identifying them as negative. The suggestion of action strategies to prevent homophobic bullying was made by the students covering different agents and agencies. N/A

Sedative/hypnotic use and homophobic bullying have become a big mental health concern for gay and bisexual men. However, few studies have investigated the mediators and moderators of the association between them. The current study aimed to build a conceptual model to estimate the mediating effect of emotional symptoms and the moderating effect of family support on this association among gay and bisexual men in Taiwan. A total of 500 gay or bisexual men were recruited for the study. Their history of homophobic bullying, their experience of sedative/hypnotic use, their perceived family support, and their current emotional symptoms were evaluated using self-reporting questionnaires. A moderated mediation model was developed to test the mediating effect of emotional symptoms and the moderating effect of family support. A higher level of homophobic bullying was significantly associated with sedative/hypnotic use among gay and bisexual men and this was mediated by a higher severity of emotional symptoms. A moderating effect of family support was identified, wherein the mediating effect of emotional symptoms was weaker when there was a higher level of perceived family support, thus revealing the protective effect of family support. The significant impact of emotional symptoms and family support on the association between homophobic bullying and sedative/hypnotic use was identified. Timely interventions for emotional symptoms and the enhancement of family support are crucial for gay and bisexual men.

Substance use has become a major health problem globally for sexual minorities. However, few studies have explored multi-dimensional factors associated with smoking, drinking, and prescription drug use. We aimed to investigate the factors affecting painkiller, sedative/hypnotic, nicotine and unhealthy alcohol use among gay and bisexual men in Taiwan. We recruited 500 gay or bisexual men and assessed their experiences of using painkillers, sedatives/hypnotics, nicotine, alcohol and multi-dimensional factors with self-reported questionnaires. Multivariate logistic regression with a forward stepwise model was used to verify the factors associated with substance use. Overall, 9.4%, 5.4%, and 13.8% of the participants reported using painkillers, sedatives/hypnotics, and nicotine, respectively, and 5.6% reported unhealthy alcohol use. Victims of traditional homophobic bullying in childhood and adolescence were more likely to report nicotine use, sedative/hypnotic use, and unhealthy alcohol use in early adulthood than non-victims. Missing classes or truancy at senior high school was associated with painkiller and sedative/hypnotic use in early adulthood. Traditional homophobic bullying and missing classes or truancy in childhood and adolescence predicted substance use in early adulthood among the gay and bisexual men in this study. Timely preventions and interventions for substance use are crucial for gay and bisexual men, especially for those who experience homophobic bullying and missing classes or truancy.

Experiences of sexual prejudice threaten the quality of life and psychological well-being of sexual minority youth. The aim of this paper is to provide a comprehensive overview of how we developed a theory- and evidence-based sexual prejudice reduction program suitable for the Dutch high school context, guided by the intervention mapping approach (IM). In line with IM, six steps were followed: an initial needs assessment in which empirical, theoretical, and new data were gathered to acquire a thorough understanding of the problem (step 1); the formulation of program objectives for both students and teachers (step 2); the selection of theory-based methods and applications (step 3); program development (step 4); the provision of an adoption and implementation plan (step 5); and the development of an evaluation plan (step 6). In conclusion, developing a sexual prejudice reduction program for schools is a challenging but feasible process. IM is an effective tool for the systematic (theory- and evidence-driven) development of such a program.

Bystanders are present in most of bullying episodes and have a relevant role facilitating or inhibiting bullying. This thesis builds on a field of research that considers bullying as an intergroup phenomenon, and examines the role of intergroup factors that may inhibit or promote bystanders’ helping intentions during homophobic bullying episodes. For this purpose, we conducted eight studies (Chapters 2-6). A pilot study showed that extended contact was associated with more bystanders’ helping intentions, via increased empathy and decreased threat (Chapter 2). Two correlational studies demonstrated that social contagion concerns were associated with less bystanders’ helping intentions, and one-group representations were associated with more bystanders’ helping intentions via decreased social contagion concerns (Chapter 3). Two experiments manipulated social contagion concerns, and despite the non-significant effects of both manipulations, correlational findings were consistent with previous findings (Chapter 4). Two studies tested, experimentally, the impact of imagined and extended contact on bystanders’ helping intentions (Chapter 5). Results showed that imagined contact promoted more positive outcomes than imagining something unrelated, particularly among female younger participants and extended contact triggered positive outcomes, particularly among female and younger participants. One experiment tested the effects of common identities on bystanders’ helping intentions, showing that while dual-identity triggered more behavioral intentions to help victims of homophobic bullying, one-group identity triggered less threat (Chapter 6). Overall, this thesis supports the importance of considering intergroup factors and processes while examining bystanders’ helping intentions during homophobic bullying episodes. Os bystanders estão presentes na maioria dos episódios de bullying e têm um papel relevante na facilitação ou inibição do bullying. Esta tese contribui para uma área de investigação que considera o bullying como um fenómeno intergrupal, examinando o papel de factores intergrupais que podem inibir ou promover as intenções de ajuda dos bystanders durante episódios de bullying homofóbico. Um estudo piloto demonstrou que o contacto alargado esteve associado a mais intenções de ajuda dos bystanders, através de maior empatia e menor ameaça (Capítulo 2). Dois estudos correlacionais demonstraram que as preocupações de contágio social estiveram associadas a reduzidas intenções de ajuda dos bystanders, e que a representação de grupo-único esteve associada a mais intenções de ajuda dos bystanders, através da redução das preocupações de contágio social (Capítulo 3). Dois estudos manipularam o contágio social, e apesar dos efeitos não significativos de ambas as manipulações, os resultados correlacionais foram consistentes com resultados anteriores (Capítulo 4). Dois estudos experimentais testaram o impacto do contacto imaginado e alargado nas intenções de ajuda dos bystanders mostrando que o contacto imaginado promoveu resultados mais positivos do que imaginar algo não relacionado, particularmente entre as participantes mais novas, e que o contacto alargado promoveu resultados positivos, particularmente entre as raparigas e os participantes mais novos (Capítulo 5). Um estudo experimental testou os efeitos de identidades comuns nas intenções de ajuda dos bystanders, revelando que, enquanto a dupla-identidade promoveu mais intenções de ajuda a vítimas de bullying homofóbico, a identidade de grupo-único desencadeou menos ameaça (Capítulo 6). No geral, esta tese sustenta a importância de considerar factores e processos intergrupais quando analisadas as intenções de ajuda dos bystanders de episódios de bullying homofóbico.

Illegal substance use in sexual minorities is an important health issue worldwide. The present cross-sectional study aimed to investigate the multi-dimensional factors associated with illegal substance use among gay and bisexual men in Taiwan. This questionnaire-survey study recruited 500 gay or bisexual men aged between 20 and 25 years. Their experiences of using eight kinds of illegal substances in the preceding month were collected. Their previous experiences of homophobic bullying, satisfaction with academic performance, truancy, perceived family and peer support in childhood and adolescence, and social-demographic characteristics, were also collected. Potential factors associated with illegal substance use were identified using univariate logistic regression, and further selected into a forward stepwise logistic regression model to identify the factors most significantly related to illegal substance use. A total of 22 (4.4%) participants reported illegal substance use in the preceding month, and mean age was 22.9 &plusmn, 1.6. Forward stepwise logistic regression revealed that being victims of homophobic cyberbullying in childhood and adolescence (odds ratio (OR) = 1.26, p = 0.011), disclosure of sexual orientation at junior high school (OR = 4.67, p = 0.001), and missing classes or truancy in senior high school (OR = 2.52, p = 0.041) were significantly associated with illegal substance use in early adulthood. Multi-dimensional factors in childhood and adolescence that were significantly associated with illegal substance use in early adulthood among gay and bisexual men were identified. Besides traditional bullying, the effect of cyberbullying and school performance on illegal substance use should not be ignored. This study is limited to the cross-sectional design and possible recall bias. Mental health professionals must routinely assess these significant factors to prevent and intervene in illegal substance use among gay and bisexual men.

O bullying homofóbico nas escolas afeta o sentimento de segurança e pertença dos/as jovens estudantes LGB na comunidade escolar, com diversos impactos. O objetivo deste estudo foi compreender se a existência de práticas discriminatórias, de um currículo não inclusivo e se o sentimento de segurança e de pertença funcionam como fatores que podem operar como fatores acumulativos de risco nos/as jovens LGB que sofrem de bullying homofóbico. Deste modo, foi recolhido um questionário online, tendo sido validados 562 participantes de Portugal (15 aos 21 anos). Os resultados revelaram que o sentimento de segurança dos/as jovens LGB funciona como variável mediadora da relação do bullying homofóbico com o absentismo, bem como o desempenho académico. Ainda foi possível concluir que o sentimento de pertença medeia a relação entre o bullying e a baixa autoestima dos/as estudantes. São discutidos os resultados e as implicações para as políticas na educação. Homophobic bullying in schools affects the sense of safety and belonging to young LGB students in the school community, with various impacts. The aim of this research was then to understand whether the existence of non-discriminatory policies, a non-inclusive curricula, a sense of security and a sense of belonging operate as factors that can function as accumulative risk factors for LGB young people who suffer from homophobic bullying. Thus, an online questionnaire was used and 562 participants from Portugal (15 to 21 years old) participated. The results showed that the feeling of safety of LGB young people acts as a mediator of the relationship between homophobic bullying and absenteeism as well as academic performance. It was also possible to conclude that the feeling of belonging mediates the relationship between bullying and student’s low self-esteem. The outcomes and implications for policy in education are discussed.

Introducción: A pesar de que los grandes avances sociales, legales y culturales realizados en algunos países han facilitado una mayor aceptación de la diversidad sexual, el estigma asociado a la homosexualidad todavía juega un papel importante en el ajuste psicosocial de las personas con una orientación sexual alternativa a la heterosexual. Concretamente, estas personas se enfrentan todavía a múltiples barreras de la discriminación debido a su orientación sexual, tanto en el ámbito educativo como en el familiar. Por este motivo, el objetivo de este trabajo fue analizar las actitudes homofóbicas entre los adolescentes, así como el grado de victimización debido a la orientación sexual. Método: A tal fin, 87 estudiantes de secundaria (49.4% chicas; 50.6% chicos) con edades entre los 13 y 16 años (M=13,34; D.T.=,567) cumplimentaron un cuestionario ad-hoc sobre discriminación hacía el colectivo LGTBI. Resultados: En primer lugar, se observan diferencias significativas en función del género en cuanto al nivel de discriminación homofóbica (t=2,47; p=,015): en concreto, los chicos muestran un mayor nivel de discriminación hacia personas LGTBI (M de57,56 en chicos frente a 49,34 en chicas [rango de 21 a 105]). En esta misma línea, ninguna de las chicas dijo haberse burlado de una persona LGTBI, frente al 13.2% de los chicos que afirmó haberlo hecho (X2=5,35; p=,040). Analizando en concreto las distintas formas de discriminación homofóbica, afirmaciones donde los participantes obtuvieron una media mayor fueron “la mayoría de hombres gays que son insultados lo provocan por la forma en la que hablan, actúan o se visten” y “uno de los problemas con la discriminación es que algunas mujeres lesbianas no pueden aguantar una broma” 2,70 y 2,24 respectivamente [rango de 1 a 5]). En el extremo contrario, un porcentaje también significativamente mayor de hombres reportó haber sufrido amenazas (15,2% hombres y 0% en mujeres [X2=5,41; p=,020]) o burlas (10,5% y 0% [X2=4,22; p=,040]) debido a su orientación sexual. Conclusiones: Teniendo en cuenta los resultados, se propone elaborar estrategias para concienciar a los jóvenes heterosexuales acerca de su responsabilidad como aliados en la lucha por el respeto hacia personas LGTBI; así como en la prevención de la discriminación. Asimismo, se evidencia también la necesidad de elaborar estrategias para promover espacios seguros en centros educativos y abordar las situaciones derivadas del bullying homofóbico Introduction: Although the great social, legal and cultural advances made in some countries have facilitated a greater acceptance of sexual diversity, the stigma associated with homosexuality still plays an important role in the psychosocial adjustment of people with a sexual orientation alternative to heterosexuality. In particular, these people still face multiple barriers of discrimination due to their sexual orientation, both in the educational and in the family context. For this reason, the aim of this work was to analyse homophobic attitudes among adolescents, as well as the degree of victimization due to sexual orientation. Method: To reach this objective, 87 high school students (49.4% girls, 50.6% boys) aged between 13 and 16 years old (M = 13.34, SD = 567) completed an ad-hoc questionnaire on discrimination towards the LGTBI collective. Results: First, significant differences according to gender emerged on the homophobic discrimination level (t = 2.47, p =, 015): boys showed higher level of discrimination towards LGTBI people (M of 57.56 in boys versus 49.34 in girls [range of 21 to 105]). Similarly, none of the girls said to have played practical jokes to LGTBI people, compared to 13.2% (X2 = 5.35, p =, 040). Analysing in particular the different forms of homophobic discrimination, statements where the participants obtained a higher average were “the majority of gay men who are insulted provoke it by the way they speak, act or dress” and “one of the problems with the discrimination is that some lesbian women can’t tolerate a joke “(2.70 and 2.24 respectively [range of 1 to 5]). On the other hand, a significantly higher percentage of men reported having experienced threats (15.2% men and 0% in women [X2 = 5.41, p =, 020]) or taunts (10.5% and 0%) [X2 = 4.22, p =, 040]) due to their sexual orientation. Conclusions: Considering these results, we propose to develop strategies to raise awareness among heterosexual young people about their responsibility as allies in the struggle for respect for LGTBI people; as well as in the prevention of discrimination. Likewise, there is also evidence of the need to develop strategies to promote safe spaces in educational centres and to address situations derived from homophobic bullying.

Introducción: A pesar de que los grandes avances sociales, legales y culturales realizados en algunos países han facilitado una mayor aceptación de la diversidad sexual, el estigma asociado a la homosexualidad todavía juega un papel importante en el ajuste psicosocial de las personas con una orientación sexual alternativa a la heterosexual. Concretamente, estas personas se enfrentan todavía a múltiples barreras de la discriminación debido a su orientación sexual, tanto en el ámbito educativo como en el familiar. Por este motivo, el objetivo de este trabajo fue analizar las actitudes homofóbicas entre los adolescentes, así como el grado de victimización debido a la orientación sexual. Método: A tal fin, 87 estudiantes de secundaria (49.4% chicas; 50.6% chicos) con edades entre los 13 y 16 años (M=13,34; D.T.=,567) cumplimentaron un cuestionario ad-hoc sobre discriminación hacía el colectivo LGTBI. Resultados: En primer lugar, se observan diferencias significativas en función del género en cuanto al nivel de discriminación homofóbica (t=2,47; p=,015): en concreto, los chicos muestran un mayor nivel de discriminación hacia personas LGTBI (M de57,56 en chicos frente a 49,34 en chicas [rango de 21 a 105]). En esta misma línea, ninguna de las chicas dijo haberse burlado de una persona LGTBI, frente al 13.2% de los chicos que afirmó haberlo hecho (X2=5,35; p=,040). Analizando en concreto las distintas formas de discriminación homofóbica, afirmaciones donde los participantes obtuvieron una media mayor fueron “la mayoría de hombres gays que son insultados lo provocan por la forma en la que hablan, actúan o se visten” y “uno de los problemas con la discriminación es que algunas mujeres lesbianas no pueden aguantar una broma” 2,70 y 2,24 respectivamente [rango de 1 a 5]). En el extremo contrario, un porcentaje también significativamente mayor de hombres reportó haber sufrido amenazas (15,2% hombres y 0% en mujeres [X2=5,41; p=,020]) o burlas (10,5% y 0% [X2=4,22; p=,040]) debido a su orientación sexual. Conclusiones: Teniendo en cuenta los resultados, se propone elaborar estrategias para concienciar a los jóvenes heterosexuales acerca de su responsabilidad como aliados en la lucha por el respeto hacia personas LGTBI; así como en la prevención de la discriminación. Asimismo, se evidencia también la necesidad de elaborar estrategias para promover espacios seguros en centros educativos y abordar las situaciones derivadas del bullying homofóbico Introduction: Although the great social, legal and cultural advances made in some countries have facilitated a greater acceptance of sexual diversity, the stigma associated with homosexuality still plays an important role in the psychosocial adjustment of people with a sexual orientation alternative to heterosexuality. In particular, these people still face multiple barriers of discrimination due to their sexual orientation, both in the educational and in the family context. For this reason, the aim of this work was to analyse homophobic attitudes among adolescents, as well as the degree of victimization due to sexual orientation. Method: To reach this objective, 87 high school students (49.4% girls, 50.6% boys) aged between 13 and 16 years old (M = 13.34, SD = 567) completed an ad-hoc questionnaire on discrimination towards the LGTBI collective. Results: First, significant differences according to gender emerged on the homophobic discrimination level (t = 2.47, p =, 015): boys showed higher level of discrimination towards LGTBI people (M of 57.56 in boys versus 49.34 in girls [range of 21 to 105]). Similarly, none of the girls said to have played practical jokes to LGTBI people, compared to 13.2% (X2 = 5.35, p =, 040). Analysing in particular the different forms of homophobic discrimination, statements where the participants obtained a higher average were “the majority of gay men who are insulted provoke it by the way they speak, act or dress” and “one of the problems with the discrimination is that some lesbian women can’t tolerate a joke “(2.70 and 2.24 respectively [range of 1 to 5]). On the other hand, a significantly higher percentage of men reported having experienced threats (15.2% men and 0% in women [X2 = 5.41, p =, 020]) or taunts (10.5% and 0%) [X2 = 4.22, p =, 040]) due to their sexual orientation. Conclusions: Considering these results, we propose to develop strategies to raise awareness among heterosexual young people about their responsibility as allies in the struggle for respect for LGTBI people; as well as in the prevention of discrimination. Likewise, there is also evidence of the need to develop strategies to promote safe spaces in educational centres and to address situations derived from homophobic bullying.

Bullying and discrimination seriously damage the development and health of adolescents with non-heteronormative sexual orientation. Adolescents from sexual minorities are more likely to be the object of bullying. This research aims to know more about the prevalence, frequency, and some associated factors and predictors of homophobic victimization in adolescents, depending on their sexual orientation. A total of 820 Secondary Schools students took part in this study (average age = 14.87, SD = 1.72, 48.3% were boys and 51.7% were girls) by filling in a self-report questionnaire. The results showed that adolescents suffer homophobic victimization, regardless of their sexual orientation, however, homosexuals and bisexuals suffered it more frequently than heterosexuals. Homophobic victimization could be associated&mdash, in heterosexuals and people with doubts about their sexual orientation, positively with bullying victimization, bullying aggression and cyberbullying aggression. Homophobic victimization could be predicted&mdash, in heterosexuals, positively due to self-depreciation, and negatively due to communication and relationship skills, and in homosexuals and bisexuals, positively, because of affective empathy. The results are discussed and new lines of study and intervention are proposed.

Homophobic bullying is bullying related to sexual orientation and gender identity. This study investigated the moderating role of the dark triad traits (i.e., psychopathy, narcissism, and Machiavellianism) in the relationship between being a victim of homophobic bullying and being in turn a perpetrator of homophobic bullying. Participants were 285 adolescents from 16 to 20 years old. Victimization and perpetration of homophobic bullying and the Dark Triad Traits were measured. The moderation effects of dark triad traits were tested using a hierarchical regression analysis. All interaction terms (i.e., victim*psychopathy, victim*narcissism, and victim*Machiavellianism) were significant. Being a victim of homophobic bullying was related to being a perpetrator of homophobic bullying only in the presence of high psychopathy and narcissism. Conversely, high Machiavellianism buffered the relationship between being a victim of homophobic bullying and being a perpetrator of homophobic bullying. Results showed that not all dark triad traits are maladaptive per se. Research and clinical implications are discussed., Rassegna di Psicologia, Vol 36, No 3 (2019)

Problematic internet/smartphone use (PI/SU) and homophobic bullying has become a new type of mental health problem among sexual minorities. However, few studies have investigated the mediators of the association between these factors. We aimed to develop a model to estimate the mediating effect of emotional symptoms, including depression and anxiety, on this association among gay and bisexual men in Taiwan. In total, 500 gay or bisexual men in early adulthood were recruited, and their histories of homophobic bullying victimization during childhood and adolescence, current severity of PI/SU, and current emotional symptoms were evaluated using self-administered questionnaires. A mediation model was developed to test the mediating effect of emotional symptoms on the association between homophobic bullying victimization and PI/SU. In total, 190 (38%) and 201 (40.2%) of the participants had experiences of traditional and cyber homophobic bullying victimization, respectively. A higher level of homophobic bullying victimization was significantly associated with a more severe level of PI/SU, and this was mediated by a higher severity of emotional symptoms. There was a significant effect of emotional symptoms on the association between homophobic bullying victimization and PI/SU. Timely interventions for emotional symptoms are necessary for gay and bisexual men, especially for those who are victims of homophobic bullying.

[EUS] Eskola jazarpena azken aldian garrantzia hartu duen arazoa da. Bullyingak duen aldaeretako bati, hots, bullying homofobikoari oraindik ez zaio behar besteko garrantzia eman. Azkeneko honek, orientazio edo baldintza sexualarengatik sufritzen diren erasoei erreferentzia egiten dio, sarritan jokaera negatiboen arrazoia delarik. Hortaz, berrikuntza lan honen bitartez, Lehen Hezkuntzako bost ikastetxeetako irakasleriak gai honen inguruan duen ezagutza maila aztertu da. Azterketan jasotako datuek, hezkuntzako profesionalek gaiaren inguruan ideia orokor bat dutela adierazi duten arren, bullying homofobiko kontzeptuaren inguruko zehaztapenak falta zaizkiela jaso da emaitzetan. Ondorioz, irakasleen ezagutzak sakonak eta aberatsak izateko, arloan hezteko webgune bat eratu da. [ES] El acoso escolar es un problema candente y que en los últimos tiempos ha cogido suma importancia. Sin embargo, al bullying homofóbico, todavía no se le ha dado la importancia que debería. Este último, se refiere al acoso que se sufre por orientación o condición sexual, siendo en ocasiones la razón de dichas conductas negativas. Así, mediante este trabajo de innovación, se ha analizado el conocimiento que tiene el profesorado de Educación Primaria sobre esta materia. Los datos recibidos, muestran que los profesionales de la educación tienen un idea general del tema, pero pone al descubierto la falta de concreción acerca del bullying homofóbico. Consecuentemene, se ha creado una web para enriquecer el conocimiento del profesorado. [EN] Bullying is a current problem and has recently become extremely important. However, homophobic bullying has not been given the importance it should have. This one, refers to the harassment that is suffered by sexual orientation or condition, sometimes being the reason for such negative behaviors. Therefore, with this innovation work it has been analyzed the knowledge that primary education teachers have on this matter. The inormation received shows that education professionals have a general idea of the subject, but exposes the lack of precision about homophobic bullying. Consequently, a website has been created to enrich the knowledge of teachers.

Research on bullying and homophobic bullying has mainly focused on school contexts, with little research in sports-related contexts. This study used a sample of 88 gay males and 120 heterosexual males between 18 and 36 years of age to examine the frequency of bullying experiences in Italian sports-related contexts. The results showed that gay men reported more frequent bullying and homophobic bullying than heterosexual men. Gay men reported dropping out of sports more frequently due to a fear of being bullied and greater familial pressure to conform to masculine-type sports. It is necessary to promote safer sports-related contexts for people who self-identify as a sexual minority.

This article discusses the phenomena of Cyberevenge, sexbullying, and sextortion, especially among young people. The discussion, based on extensive review of books, research reports, newspapers, journal articles and pertinent websites, analyzes these challenges. The article suggests some remedies to counter these online social ills which pertain to promoting responsibility of netcitizens, schools, governments, Non-Governmental Organizations (NGOs) and social networking sites.

Otherness, of which the homosexual other is a component, is rarely included in syllabi. This paper will explore the negative implications of its omission, and the benefits of its inclusion in academic curricula, with special attention given to its use as a tool for the prevention of homophobic bullying. Luis Cernuda’s poem “If a Man Could Only Say” will be used to highlight the didactic potential of poetry towards accommodating homosexual otherness to the TFL class. La otredad, de la cual el otro homosexual es un componente, no se incluye habitualmente como contenido curricular. Aplicando esta idea específicamente a la clase de lengua extranjera, se discutirán tanto las implicaciones de esta omisión como los beneficios de su inclusión en los programas académicos, especialmente como herramienta de prevención del bullying homofóbico. El medio elegido para introducir la otredad en el espectro de la enseñanza de la lengua extranjera será la poesía y, a fin de ilustrar las ventajas de este giro en la práctica, se explotará didácticamente el poema “Si el hombre pudiera decir” de Luis Cernuda. L’altérité, de laquelle l’autre homosexuel est un composant, n’est pas inclue habituellement comme contenu curriculaire. En appliquant cette idée spécifiquement aux cours de langue étrangère, on discutera tant les implications de cette omission que les bénéfices de son inclusion dans les programmes académiques, spécialement comme outil de prévention du bullying homophobe. Le moyen choisi pour introduire l’altérité dans le spectre de l’enseignement de la langue étrangère sera la poésie et, afin d’illustrer les avantages de ce tournant dans la pratique, on exploitera didactiquement le poème: «Si l’homme pouvait dire» de Luis Cernuda.

Verbal/psychological homophobic bullying is widespread among youths of sexual minorities. Homophobic bullying has been associated with both high internalized homophobia and low self-esteem. The objectives were to document verbal/psychological homophobic bullying among youths of sexual minorities and model the relationships between homophobic bullying, internalized homophobia and self-esteem. A community sample of 300 youths of sexual minorities aged 14 to 22 years old was used. A structural equation model was tested using a nonlinear, robust estimator implemented in Mplus. The model postulated that homophobic bullying impacts self-esteem both directly and indirectly, via internalized homophobia. 60.7% of the sample reported at least one form of verbal/psychological homophobic bullying. The model explained 29% of the variance of self-esteem, 19.6% of the variance of internalized homophobia and 5.3% of the verbal/psychological homophobic bullying. The model suggests that the relationship between verbal/psychological homophobic bullying and self-esteem is partially mediated by internalized homophobia. The results underscore the importance of initiatives to prevent homophobic bullying in order to prevent its negative effects on the well-being of youths of sexual minorities.

Cada día es más común en nuestras aulas los casos de acoso escolar o, como se está dando a conocer, fenómeno “bullying”, más concretamente en relación con la homofobia, siendo un problema no únicamente para quien lo sufre, sino para todos aquellos que lo viven día a día, como los profesores, de una forma pasiva pero que desconocen como poder enfrentarse a él. Por lo tanto, el objetivo de este trabajo es la realización de una revisión bibliográfica del acoso escolar homofóbico. Se analizan veintisiete documentos con un manual de codificación. Los resultados de la revisión se centran en una definición más global del acoso escolar homofóbico y de sus características, así como la prevalencia en los diferentes agentes educativos a incurrir en comportamiento discriminatorios. Finalmente, se abordarán las consecuencias a nivel psicológico que pueden aparecer en las víctimas, así como de las respuestas que se están llevando a cabo para educar en convivencia y diversidad sexual y evitar el acoso escolar homofóbico desde las aulas. Palabras clave: convivencia escolar, bullying, acoso escolar, homofobia, bullying homofóbico, intenciones suicidas, anti-bullying, Every day it is more common the “bullying” phenomena in our classrooms, relation with homophobia, being a directed problem to whom receives discrimination conduct and everybody who lives around it, such as teachers, in a passive form but unknowing how to face it. The main principle is to make a revision of articles and surveys to know a global definition of homophobic bullying and its facts, also how this phenomenon is presented in different forms in education agents. Finally, we will consider what psychological consequences could be in victims, and what tools and plans are made in schools to carry out teaching in diversity and sexual cohabitation to avoid homophobic bullying from classrooms., Universidad de Granada. Facultad de Ciencias de la Educación. Grado en Educación Primaria no Bilingüe

Educational institutions, as well as political, social and scientific discourses, have contributed towards discrimination and violence against people with non-normative sexual orientations. Acts of violence among peers (bullying) motivated by homophobia occur on a frequent basis in school contexts. This study aims to identify the patterns in which homophobic bullying (victim identified) takes place in Portuguese schools using Multiple Correspondence Analysis. This study involved the application of a questionnaire to people of both sexes before obtaining a total of 171 participants reporting themselves as victims of homophobic bullying in schools. Following the identification of eight indicators and the selection of two dimensions, while also structuring the axes in accordance with the representation space, four patterns of homophobic bullying could be identified: masculine violence, feminine violence, violence with less perceived impact, and violence with greater perceived impact. These different patterns have allowed us to learn about the different ways in which peer violence takes place in schools and its possible effects. Among the main study conclusions, it is highlighted how male participants were victims of violence at an earlier age than female participant victims. Another key finding is the complete lack of cases in which the aggressors were only female. Finally, a common conclusion to all participants, encapsulates how none of the victims reported the violence to their families for fear of losing family support by revealing a non-heterosexual orientation. info:eu-repo/semantics/publishedVersion