Barrios con necesidades de transformación social, violencia escolar e identidad social urbana: Percepciones de niños y adolescentes.

Autores:: Del Moral Arroyo, Gonzalo
Suárez Relinque, Cristian
Martínez Ferrer, Belén
Musitu Ochoa, Gonzalo

Tipo de recurso:: Article of journal

Fecha de publicación:: 2015

Institución:: Corporación Universitaria del Caribe - CECAR

Repositorio:: Repositorio Digital CECAR

Idioma:

id	RepoCECAR2_558e68cf6d3933227b941d19b792dc40
oai_identifier_str	oai:repositorio.cecar.edu.co:cecar/11202
network_acronym_str	RepoCECAR2
network_name_str	Repositorio Digital CECAR
repository_id_str
dc.title.spa.fl_str_mv	Barrios con necesidades de transformación social, violencia escolar e identidad social urbana: Percepciones de niños y adolescentes.
title	Barrios con necesidades de transformación social, violencia escolar e identidad social urbana: Percepciones de niños y adolescentes.
spellingShingle	Barrios con necesidades de transformación social, violencia escolar e identidad social urbana: Percepciones de niños y adolescentes.
title_short	Barrios con necesidades de transformación social, violencia escolar e identidad social urbana: Percepciones de niños y adolescentes.
title_full	Barrios con necesidades de transformación social, violencia escolar e identidad social urbana: Percepciones de niños y adolescentes.
title_fullStr	Barrios con necesidades de transformación social, violencia escolar e identidad social urbana: Percepciones de niños y adolescentes.
title_full_unstemmed	Barrios con necesidades de transformación social, violencia escolar e identidad social urbana: Percepciones de niños y adolescentes.
title_sort	Barrios con necesidades de transformación social, violencia escolar e identidad social urbana: Percepciones de niños y adolescentes.
dc.creator.fl_str_mv	Del Moral Arroyo, Gonzalo Suárez Relinque, Cristian Martínez Ferrer, Belén Musitu Ochoa, Gonzalo
dc.contributor.author.spa.fl_str_mv	Del Moral Arroyo, Gonzalo Suárez Relinque, Cristian Martínez Ferrer, Belén Musitu Ochoa, Gonzalo
dc.subject.none.fl_str_mv
publishDate	2015
dc.date.accessioned.none.fl_str_mv	2015-06-29 00:00:00 2025-12-15T16:39:22Z
dc.date.available.none.fl_str_mv	2015-06-29 00:00:00
dc.date.issued.none.fl_str_mv	2015-06-29
dc.type.spa.fl_str_mv	Artículo de revista
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coar.none.fl_str_mv	http://purl.org/coar/resource_type/c_6501
dc.type.content.none.fl_str_mv	Text
dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/article
dc.type.local.eng.fl_str_mv	Journal article
dc.type.redcol.none.fl_str_mv	http://purl.org/redcol/resource_type/ARTREF
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/publishedVersion
dc.type.coarversion.none.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
format	http://purl.org/coar/resource_type/c_6501
status_str	publishedVersion
dc.identifier.issn.none.fl_str_mv	0123-9813
dc.identifier.uri.none.fl_str_mv	https://repositorio.cecar.edu.co/handle/cecar/11202
dc.identifier.doi.none.fl_str_mv	10.21892/01239813.56
dc.identifier.eissn.none.fl_str_mv	2500-5766
dc.identifier.url.none.fl_str_mv	https://doi.org/10.21892/01239813.56
identifier_str_mv	0123-9813 10.21892/01239813.56 2500-5766
url	https://repositorio.cecar.edu.co/handle/cecar/11202 https://doi.org/10.21892/01239813.56
dc.language.iso.none.fl_str_mv
language_invalid_str_mv
dc.relation.citationendpage.none.fl_str_mv	31
dc.relation.citationissue.spa.fl_str_mv	14
dc.relation.citationstartpage.none.fl_str_mv	19
dc.relation.citationvolume.spa.fl_str_mv	2
dc.relation.ispartofjournal.spa.fl_str_mv	Búsqueda
dc.relation.references.none.fl_str_mv	Aragonés, J. I., Corraliza, J. A., Cortés, B., y Amérigo, M. (1992). Perception of territory and social identity. Socio-Environmental Metamorphoses: Builtscape, Landscape, Ethnoscape, Euroscape, 12, 252-259. Barboza, G. E., Schiamberg, L. B., Oehmke, J., Korzeniewski, S, J., Post, L. A., y Heraux, C. G. (2009). Individual characteristics and the multiple contexts of adolescent bullying: An ecological perspective. Journal of Youth and Adolescence, 38(1), 101–121. Benbenishty, R., y Astor, R. A. (2005). School violence in context: Culture, neighborhood, family, school and gender. New York: Oxford University Press. Bradshaw, C. P., Rodgers, C. R., Ghandour, L. A., y Garbarino, J. (2009). Social–cognitive mediators of the association between community violence exposure and aggressive behavior. School Psychology Quarterly, 24(3), 199-210. Brody, G. H., Conger, R., Gibbons, F. X., Ge, X., McBride Murry, V., Gerrard, M., y Simons, R. L. (2001). The influence of neighborhood disadvantage, collective socialization, and parenting on African American children’s affiliation whit deviant peers. Child Development, 72(4), 1231-1246. Buelga, S. y Musitu, G. (2009). Psicología Social Comunitaria. México: Trillas. Byrd, C. M., y Chavous, T. M. (2009). Racial identity and academic achievement in the neighborhood context: A multilevel analysis. Journal of Youth and Adolescence, 38(4), 544-559. Cassidy, T., Inglis, G., Wiysonge, C., y Matzopoulos, R. (2014). A systematic review of the effects of poverty deconcentration and urban upgrading on youth violence. Health y Place, 26, 78-87. Cooley-Strickland, M., Quille, T.J., Griffin, R. S., Stuart, E.A., Bradshaw, C, P. y Furr-Holden, D. (2011). Efectos de la Exposición de los Adolescentes a la Violencia en la Comunidad: El Proyecto MORE. Psychosocial Intervention, 20(2), 131-148. Coyl, D. D., Roggman, L. A., y Newland, L. A. (2002). Stress, maternal depression and negative mother-infant interactions in relation to infant attachment. Infant Mental Health Journal, 23(1–2), 145–163. Dworkin, J. B., Larson, R., y Hansen, D (2003). Adolescents accounts of growth experiences in youth activities. Journal of Youth and Adolescence, 32(1), 17-26. Eccles, J. y Gootman, J. A. (2002). Features of positive devolpmental settings. In J.A. Gootman y J. Eccles (eds.), Community programs to promote youth development (pp. 86-118). Washington, DC: National Academy Press. Fariña, F., Arce, R., y Novo, M. (2008). Neighborhood and community factors: Effects on deviant behavior and social competence. The Spanish Journal of Psychology, 11(1), 78-84. Farrington, D. P. (1996). Understanding and preventing youth crime. York: Publishing Services Limited. Foster, H., y Brooks-Gunn, J. (2013). Neighborhood, family and individual influences on school physical victimization. Journal of Youth and adolescence, 42(10), 1596-1610. Freeman, H. S., Newland, L. A., y Coyl, D. D. (2008). Father beliefs as a mediator between contextual barriers and father involvement. Early Child Development and Care, 178(7-8), 803–819. Garo, L. A. (2013). Children’s exposure to neighborhood poverty and violence: Implications for Black student middle school literacy in Charlotte, North Carolina. Vulnerable Children and Youth Studies, 8(1), 60-96. Hong, J. S., y Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17(4), 311-322. Howell, J.C. (2003). Preventing y reducing juvenile delinquency: A comprehensive framework. Thousand Oaks, CA: Sage. Jansen, P. W., Verlinden, M., Dommisse-Van Berkel, A., Mieloo, C., van der Ende, J., Veenstra, R., Verhulst, F. C., Jansen, W., y Tiemeier, H. (2012). Prevalence of bullying and victimization among children in early elementary school: Do family and school neighborhood socioeconomic status matter? BMC Public Health, 12(1), 494. Consultado el 05 de noviembre de 2014 en http://www.biomedcentral.com/1471-2458/12/494 Jencks, C., y Mayer, S. (1990). The social consequences of growing up in a poor neighborhood. In L. E. Lynn y M. F. H. McGeary (Eds.), Inner-city poverty in the United States (pp. 111-186). Washington, DC: National Academy Press Karriker-Jaffe, K. J., Foshee, V. A., Ennett, S. T., y Suchindran, C. (2009). Sex differences in the effects of neighborhood socioeconomic disadvantage and social organization on rural adolescents’ aggression trajectories. American Journal of Community Psychology, 43(3-4), 189-203. Kerr, M., Stattin, H., Biesecker, G., y Ferrer- Wreder, L. (2003). Relationships with parents and peers in adolescence. Handbook of Psychology, 4(16), 395–419. Khoury-Kassabri, M., Benbenishty, R., Astor, R. A., y Zeira, A. (2004). The contributions of community, family, and school variables to student victimization. American Journal of Community Psychology, 34(3-4), 187–204. Lalli, M. (1988). Urban Identity. In D. Canter et al. (Eds.), Environmental Social Psychology. NATO ASI Series, vol. 45(pp. 303-311). The Netherlands: NATO. Latif, Z. (2012). Offending in Karachi’s Neighborhoods: An Empirical Test of the Systemic Model of Social Disorganization. Doctoral Thesis. The City University of New York. Laub, J. H., y Lauritsen, J. L. (1998). The interdependence of school violence with neighborhood and family conditions. In D. S. Elliott, B. A. Hamburg, y K. R. Williams (Eds.), Violence in American schools (pp. 127–155). Cambridge, UK: Cambridge University Press. Lösel, F., y Bender, D. (2003). Protective factors and resilience. In D. P. Farrington y J. W. Coid (Eds.), Early prevention of antisocial behavior (pp. 130-204). Cambridge: Cambridge University Press. Martínez, B., Amador, L.V., Moreno, D. y Musitu, G. (2011). Implicación y participación comunitaria y ajuste psicosocial en adolescentes. Psicología y Salud, 21(2), 205-214. McBride Murry, V., Berkel, C., Gaylord-Harden, N. K., Copeland-Linder, N., y Nation, M. (2011). Neighborhood poverty and adolescent development. Journal of Research on Adolescence, 21(1), 114-128. Molnar, B. E., Browne, A., Cerda, M., y Buka, S. L. (2005). Violent behavior by girls reporting violent victimization: a prospective study. Archives of Pediatrics y Adolescent Medicine, 159(8), 731-739. Newland, L. A. (2014) Supportive family contexts: promoting child well-being and resilience. Early Child Development and Care, 184(9- 10), 1336-1346. North Carolina Justice and Community Development Center (NCJCDC). (2000). Exposing the gap: Why minority students are being left behind in North Carolina’s education system. Raleigh, NC: Author. Osofsky, J. D. (2004). Community outreach for children exposed to violence. Infant Mental Health Journal, 25(5), 478-487. Popp, A. M., y Peguero, A. A. (2011). Routine activities and victimization at school: The significance of gender. Journal of Interpersonal Violence, 26(12), 2413–2436. Rafferty, Y., y Griffin, K.(2010). Parentingbehaviors among low-income mothers of preschool age children in the USA: Implications for parenting programs. International Journal of Early Years Education, 18(2), 143–157. Rafferty, Y., Griffin, K., y Robokos, D. (2010). Maternal depression and parental distress among families in the early head start research and evaluation project: Risk factors within the family setting. Infant Mental Health Journal, 31(5), 543–569. Sampson, R. J. (2012). Great American city: Chicago and the enduring neighborhood effect. University of Chicago Press. Singleton, R. A. y Straits, B. C. (2004) Approaches to Social Research. New York: Oxford University Press. Stewart, E. A., Simons, R. L., y Conger, R. D. (2002). Assessing Neighborhood and Social Psychological Influences on Childhood Violence in an African-American Sample. Criminology, 40(4), 801-830. Strauss, A., y Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory, 2nd Edition. Thousand Oaks, CA: SAGE Publications. Suárez, C., del Moral, G., y González, M. T. (2013). Consejos prácticos para escribir un artículo cualitativo publicable en Psicología. Psychosocial Intervention, 22(1), 71-79. Supple, A. J., Ghazarian, S. R., Frabutt, J. M., Plunkett, S. W., y Sands, T. (2006). Contextual influences on Latino adolescent ethnic identity and academic outcomes. Child Development, 77(5), 1427-1433. Valera, S. (1997). Estudio de la relación entre el espacio simbólico urbano y los procesos de identidad social. Revista de Psicología Social, 12(1), 17-30. Valera, S. y Pol, E. (1994). El concepto de identidad social urbana: una aproximación entre la Psicología Social y la Psicología Ambiental. Anuario de Psicología, 62(3), 5-24. Valera, S., Guàrdia, J., Cruells, E., Paricio, A., Pol, O., Reixach, N., Schilman, N. y Vallés, N. (1998). Estudio de la identidad social urbana en un barrio de nueva creación. El caso de la Villa Olímpica de Barcelona. Revista de Psicología Social, 13(2), 331- 340. Vanderbilt-Adriance, E., y Shaw, D. S. (2008). Protective factors and the development of resilience in the context of neighborhood disadvantage. Journal of Abnormal Child Psychology, 36, 887–901.
dc.relation.bitstream.none.fl_str_mv	https://revistas.cecar.edu.co/index.php/Busqueda/article/download/56/51
dc.relation.citationedition.spa.fl_str_mv	Núm. 14 , Año 2015 : BÚSQUEDA
dc.rights.uri.none.fl_str_mv	https://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.coar.none.fl_str_mv	http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv	https://creativecommons.org/licenses/by-nc-sa/4.0/ http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.mimetype.none.fl_str_mv	application/pdf
dc.publisher.spa.fl_str_mv	Corporación Universitaria del Caribe - CECAR
dc.source.none.fl_str_mv	https://revistas.cecar.edu.co/index.php/Busqueda/article/view/56
institution	Corporación Universitaria del Caribe - CECAR
bitstream.url.fl_str_mv	https://repositorio.cecar.edu.co/bitstreams/5f966e04-c2f9-4a08-a420-074603dfa4c1/download
bitstream.checksum.fl_str_mv	db89e83b780dc81addc6234d798caf67
bitstream.checksumAlgorithm.fl_str_mv	MD5
repository.name.fl_str_mv	Repositorio Digital de la Corporación Universitaria Del Caribe (Cecar)
repository.mail.fl_str_mv	biblioteca@cecar.edu.co
_version_	1858230872404131840
spelling	Del Moral Arroyo, GonzaloSuárez Relinque, CristianMartínez Ferrer, BelénMusitu Ochoa, Gonzalo2015-06-29 00:00:002025-12-15T16:39:22Z2015-06-29 00:00:002015-06-290123-9813https://repositorio.cecar.edu.co/handle/cecar/1120210.21892/01239813.562500-5766https://doi.org/10.21892/01239813.56application/pdfCorporación Universitaria del Caribe - CECARhttps://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://revistas.cecar.edu.co/index.php/Busqueda/article/view/56Barrios con necesidades de transformación social, violencia escolar e identidad social urbana: Percepciones de niños y adolescentes.Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTREFinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a853114192BúsquedaAragonés, J. I., Corraliza, J. A., Cortés, B., y Amérigo, M. (1992). Perception of territory and social identity. Socio-Environmental Metamorphoses: Builtscape, Landscape, Ethnoscape, Euroscape, 12, 252-259.Barboza, G. E., Schiamberg, L. B., Oehmke, J., Korzeniewski, S, J., Post, L. A., y Heraux, C. G. (2009). Individual characteristics and the multiple contexts of adolescent bullying: An ecological perspective. Journal of Youth and Adolescence, 38(1), 101–121.Benbenishty, R., y Astor, R. A. (2005). School violence in context: Culture, neighborhood, family, school and gender. New York: Oxford University Press.Bradshaw, C. P., Rodgers, C. R., Ghandour, L. A., y Garbarino, J. (2009). Social–cognitive mediators of the association between community violence exposure and aggressive behavior. School Psychology Quarterly, 24(3), 199-210.Brody, G. H., Conger, R., Gibbons, F. X., Ge, X., McBride Murry, V., Gerrard, M., y Simons, R. L. (2001). The influence of neighborhood disadvantage, collective socialization, and parenting on African American children’s affiliation whit deviant peers. Child Development, 72(4), 1231-1246.Buelga, S. y Musitu, G. (2009). Psicología Social Comunitaria. México: Trillas.Byrd, C. M., y Chavous, T. M. (2009). Racial identity and academic achievement in the neighborhood context: A multilevel analysis. Journal of Youth and Adolescence, 38(4), 544-559.Cassidy, T., Inglis, G., Wiysonge, C., y Matzopoulos, R. (2014). A systematic review of the effects of poverty deconcentration and urban upgrading on youth violence. Health y Place, 26, 78-87.Cooley-Strickland, M., Quille, T.J., Griffin, R. S., Stuart, E.A., Bradshaw, C, P. y Furr-Holden, D. (2011). Efectos de la Exposición de los Adolescentes a la Violencia en la Comunidad: El Proyecto MORE. Psychosocial Intervention, 20(2), 131-148.Coyl, D. D., Roggman, L. A., y Newland, L. A. (2002). Stress, maternal depression and negative mother-infant interactions in relation to infant attachment. Infant Mental Health Journal, 23(1–2), 145–163.Dworkin, J. B., Larson, R., y Hansen, D (2003). Adolescents accounts of growth experiences in youth activities. Journal of Youth and Adolescence, 32(1), 17-26.Eccles, J. y Gootman, J. A. (2002). Features of positive devolpmental settings. In J.A. Gootman y J. Eccles (eds.), Community programs to promote youth development (pp. 86-118). Washington, DC: National Academy Press.Fariña, F., Arce, R., y Novo, M. (2008). Neighborhood and community factors: Effects on deviant behavior and social competence. The Spanish Journal of Psychology, 11(1), 78-84.Farrington, D. P. (1996). Understanding and preventing youth crime. York: Publishing Services Limited.Foster, H., y Brooks-Gunn, J. (2013). Neighborhood, family and individual influences on school physical victimization. Journal of Youth and adolescence, 42(10), 1596-1610.Freeman, H. S., Newland, L. A., y Coyl, D. D. (2008). Father beliefs as a mediator between contextual barriers and father involvement. Early Child Development and Care, 178(7-8), 803–819.Garo, L. A. (2013). Children’s exposure to neighborhood poverty and violence: Implications for Black student middle school literacy in Charlotte, North Carolina. Vulnerable Children and Youth Studies, 8(1), 60-96.Hong, J. S., y Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17(4), 311-322.Howell, J.C. (2003). Preventing y reducing juvenile delinquency: A comprehensive framework. Thousand Oaks, CA: Sage.Jansen, P. W., Verlinden, M., Dommisse-Van Berkel, A., Mieloo, C., van der Ende, J., Veenstra, R., Verhulst, F. C., Jansen, W., y Tiemeier, H. (2012). Prevalence of bullying and victimization among children in early elementary school: Do family and school neighborhood socioeconomic status matter? BMC Public Health, 12(1), 494. Consultado el 05 de noviembre de 2014 en http://www.biomedcentral.com/1471-2458/12/494Jencks, C., y Mayer, S. (1990). The social consequences of growing up in a poor neighborhood. In L. E. Lynn y M. F. H. McGeary (Eds.), Inner-city poverty in the United States (pp. 111-186). Washington, DC: National Academy PressKarriker-Jaffe, K. J., Foshee, V. A., Ennett, S. T., y Suchindran, C. (2009). Sex differences in the effects of neighborhood socioeconomic disadvantage and social organization on rural adolescents’ aggression trajectories. American Journal of Community Psychology, 43(3-4), 189-203.Kerr, M., Stattin, H., Biesecker, G., y Ferrer- Wreder, L. (2003). Relationships with parents and peers in adolescence. Handbook of Psychology, 4(16), 395–419.Khoury-Kassabri, M., Benbenishty, R., Astor, R. A., y Zeira, A. (2004). The contributions of community, family, and school variables to student victimization. American Journal of Community Psychology, 34(3-4), 187–204.Lalli, M. (1988). Urban Identity. In D. Canter et al. (Eds.), Environmental Social Psychology. NATO ASI Series, vol. 45(pp. 303-311). The Netherlands: NATO.Latif, Z. (2012). Offending in Karachi’s Neighborhoods: An Empirical Test of the Systemic Model of Social Disorganization. Doctoral Thesis. The City University of New York.Laub, J. H., y Lauritsen, J. L. (1998). The interdependence of school violence with neighborhood and family conditions. In D. S. Elliott, B. A. Hamburg, y K. R. Williams (Eds.), Violence in American schools (pp. 127–155). Cambridge, UK: Cambridge University Press.Lösel, F., y Bender, D. (2003). Protective factors and resilience. In D. P. Farrington y J. W. Coid (Eds.), Early prevention of antisocial behavior (pp. 130-204). Cambridge: Cambridge University Press.Martínez, B., Amador, L.V., Moreno, D. y Musitu, G. (2011). Implicación y participación comunitaria y ajuste psicosocial en adolescentes. Psicología y Salud, 21(2), 205-214.McBride Murry, V., Berkel, C., Gaylord-Harden, N. K., Copeland-Linder, N., y Nation, M. (2011). Neighborhood poverty and adolescent development. Journal of Research on Adolescence, 21(1), 114-128.Molnar, B. E., Browne, A., Cerda, M., y Buka, S. L. (2005). Violent behavior by girls reporting violent victimization: a prospective study. Archives of Pediatrics y Adolescent Medicine, 159(8), 731-739.Newland, L. A. (2014) Supportive family contexts: promoting child well-being and resilience. Early Child Development and Care, 184(9- 10), 1336-1346.North Carolina Justice and Community Development Center (NCJCDC). (2000). Exposing the gap: Why minority students are being left behind in North Carolina’s education system. Raleigh, NC: Author.Osofsky, J. D. (2004). Community outreach for children exposed to violence. Infant Mental Health Journal, 25(5), 478-487.Popp, A. M., y Peguero, A. A. (2011). Routine activities and victimization at school: The significance of gender. Journal of Interpersonal Violence, 26(12), 2413–2436.Rafferty, Y., y Griffin, K.(2010). Parentingbehaviors among low-income mothers of preschool age children in the USA: Implications for parenting programs. International Journal of Early Years Education, 18(2), 143–157.Rafferty, Y., Griffin, K., y Robokos, D. (2010). Maternal depression and parental distress among families in the early head start research and evaluation project: Risk factors within the family setting. Infant Mental Health Journal, 31(5), 543–569.Sampson, R. J. (2012). Great American city: Chicago and the enduring neighborhood effect. University of Chicago Press.Singleton, R. A. y Straits, B. C. (2004) Approaches to Social Research. New York: Oxford University Press.Stewart, E. A., Simons, R. L., y Conger, R. D. (2002). Assessing Neighborhood and Social Psychological Influences on Childhood Violence in an African-American Sample. Criminology, 40(4), 801-830.Strauss, A., y Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory, 2nd Edition. Thousand Oaks, CA: SAGE Publications.Suárez, C., del Moral, G., y González, M. T. (2013). Consejos prácticos para escribir un artículo cualitativo publicable en Psicología. Psychosocial Intervention, 22(1), 71-79.Supple, A. J., Ghazarian, S. R., Frabutt, J. M., Plunkett, S. W., y Sands, T. (2006). Contextual influences on Latino adolescent ethnic identity and academic outcomes. Child Development, 77(5), 1427-1433.Valera, S. (1997). Estudio de la relación entre el espacio simbólico urbano y los procesos de identidad social. Revista de Psicología Social, 12(1), 17-30.Valera, S. y Pol, E. (1994). El concepto de identidad social urbana: una aproximación entre la Psicología Social y la Psicología Ambiental. Anuario de Psicología, 62(3), 5-24.Valera, S., Guàrdia, J., Cruells, E., Paricio, A., Pol, O., Reixach, N., Schilman, N. y Vallés, N. (1998). Estudio de la identidad social urbana en un barrio de nueva creación. El caso de la Villa Olímpica de Barcelona. Revista de Psicología Social, 13(2), 331- 340.Vanderbilt-Adriance, E., y Shaw, D. S. (2008). Protective factors and the development of resilience in the context of neighborhood disadvantage. Journal of Abnormal Child Psychology, 36, 887–901.https://revistas.cecar.edu.co/index.php/Busqueda/article/download/56/51Núm. 14 , Año 2015 : BÚSQUEDAPublicationOREORE.xmltext/xml2798https://repositorio.cecar.edu.co/bitstreams/5f966e04-c2f9-4a08-a420-074603dfa4c1/downloaddb89e83b780dc81addc6234d798caf67MD51falseAnonymousREADcecar/11202oai:repositorio.cecar.edu.co:cecar/112022025-12-15 11:39:22.542https://creativecommons.org/licenses/by-nc-sa/4.0/metadata.onlyhttps://repositorio.cecar.edu.coRepositorio Digital de la Corporación Universitaria Del Caribe (Cecar)biblioteca@cecar.edu.co

Barrios con necesidades de transformación social, violencia escolar e identidad social urbana: Percepciones de niños y adolescentes.

Publicaciones similares