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- Beckman, Linda, 1980-, et al.
(författare)
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Disability in Relation to Different Peer-Victimization Groups and Psychosomatic Problems
- 2016
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Ingår i: Children & Schools. - : Oxford University Press. - 1532-8759 .- 1545-682X. ; 38:3, s. 153-161
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to examine the associations between disability, victims, perpetrators, and so-called "bully-victims" (someone reporting being both a victim and a perpetrator) of traditional, cyber, or combined victimization or perpetration and psychosomatic health among adolescents. Authors analyzed cross-sectional data from 3,820 Swedish students (ages 13 through 15) using linear and multinomial regression. The results show that students with a disability were more likely to be bully-victims and, more particularly, involved in both traditional and cyber victimization. Authors did not find any differences between adolescents with a disability and others with respect to the association between peer victimization and psychosomatic health. When developing intervention programs, schools may take a comprehensive approach due to the relatively large overlap between traditional and cyber victimization. Targeting groups with known disadvantages may also help reach out to bully-victims.
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| 2. |
- Medin, Eva, 1980-, et al.
(författare)
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Children’s Perspectives on a School-Based Social and Emotional Learning Program
- 2020
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Ingår i: Children & Schools. - : Oxford University Press (OUP). - 1532-8759 .- 1545-682X. ; 42:2, s. 121-130-
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Tidskriftsartikel (refereegranskat)abstract
- Research has indicated that social and emotional learning (SEL) programs can offer benefits to students and school environments. However, students’ experiences of participation in such programs have not received as much attention. This focus group study describes elementary students’ (N = 23) experiences of and beliefs about participation in a school-based SEL program commonly used in Sweden, Life Skills Training. The results suggest questionable acceptability of the program by the students, indicating a clear belief that the school’s implementation of the program was due to their problematic behavior. Although students experienced the program content as predictable, consistent, and structured, there was great variation in their attitudes toward the program: Both strong negative and positive attitudes were revealed. The students also expressed discomfort with the personal nature of the discussions promoted by the program and uncertainty about its place in the school setting. These findings can inform SEL program implementation.
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