Unjustified Violence in Early Childhood (UVEC) Spanish version
Creators: name: González-Cabrera, Joaquín
name: Machimbarrena, Juan Manuel
name: Escortel, Raquel
name: Delgado-Domenech, Beatriz
Publisher: name: figshare
Year: 2024
Subjects: classificationCode: 529999
subject: Other psychology not elsewhere classified

description: <b>Instruments</b>To fully meet the study objectives, we designed the "Unjustified Violence in Early Childhood (UVEC)," a pictorial questionnaire on unjustified violence targeting students between 5-7 years old. The questionnaire is based on an individual interview process guided by the teacher, which uses anthropomorphic cartoons with a pleasing format consisting of a comic with four oblong vignettes. Regarding the design procedure, the authors of this manuscript prepared a semi-structured pictorial interview on unjustified violence, as far as possible, following international standards for the design of educational and psychological tests (American Educational Research Association; American Psychological Association; National Council on Measurement in Education, 2014). Specifically, for content validity, five experts in coexistence and school violence suggested the behaviors to be addressed, their representation, and the common thread of the narrative. All this was articulated in a table of specifications for the construct, adapted to the uniqueness of the instrument (Muñiz &amp; Fonseca, 2019). After the first construction of the interview, an external process was carried out with teachers of Early Childhood Education (5-year-old students) and first-year Primary Education (6-year-olds). High inter-judge reliability was obtained throughout the process (Cohen’s κ &gt; 0.85) for the different behaviors and roles. These same teachers carried out a pilot test with more than 30 children between 5 and 7 years old to analyze the adequacy and comprehension of the interview (these data were not part of the final sample). This last phase improved the narrative and instructions for teachers and children to better understand the UVEC. In parallel with the entire process, an external graphic design company created the design and the indications for the various needs of each phase while respecting the anthropomorphic and asexual design of the stories’ characters. The design work was subsequently compared and ratified by the experts and teachers involved in the previous phases.<br>The questionnaire evaluated three behaviors of high relevance and prevalence in the processes of violence: physical (hitting), verbal (insulting), and social (exclusion from the group). The distribution of the vignettes in each behavior was as follows: two at the top and two at the bottom. To avoid associating sex roles, each character is designed as non-sexed, with identifiers (geometric shapes) on the T-shirts (see Supplement 1). The structure and storytelling are the same for all three behaviors (physical, verbal, and social). Thus, in the application directions, teachers are instructed to start by showing the 4 vignettes and narrate the following: <i>“In Vignette 1, you can see some friends playing ball in the yard; you will see that one has a striped shirt, another a circle, and another a triangle.” </i>In the next vignette, aggression (physical, verbal, or social) takes place. At the bottom are Vignettes 3 and 4, in which the behavior is assessed. Specifically, in Vignette 3, the bystander is added to the behavior, and this is where the children are requested to color the role with which they identify, using the following instruction: <i>“Has this ever happened at school?"</i> <i>"To which character did the same thing happen as it did to you?”</i> The coding of these responses for role and behavior was dichotomous (coloring means they assume a specific role in a behavior = 1; not coloring means they are not involved = 0). Finally, Vignette 4 focuses on the role of the bystander. If the participant chose this role in Vignette 3, they could now color which coping strategy they would choose: assist the aggressor, simply observe, or help the victim. In Vignette 3, a child could also color two of the three characters (assuming dyadic forms) or even all three figures (declaring themselves victim-aggressor-bystander). In this way, this vignette allows up to 8 roles related to each of the behaviors evaluated (physical, verbal, and social): pure victim, pure aggressor, pure bystander, victim-aggressor, victim-bystander, aggressor-bystander, as well as victim-aggressor-bystander and not involved (does not color any role). If a participant says they were not involved in any role, they are allowed to color Vignette 1 for fun.