| 1. |
|
|
| 2. |
|
|
| 3. |
- Gill, Peter Edward, et al.
(författare)
-
Dealing with a Schoolyard Bully : A Case Study
- 2005
-
Ingår i: Journal of School Violence. - 1538-8220 .- 1538-8239. ; 4:4, s. 47-62
-
Tidskriftsartikel (refereegranskat)abstract
- Most accounts of bullying and intervention programs against violence in school deal with aggregate prevalence estimates and outcome measures. Case studies are rare. Bullying occurs regularly within classrooms. Psychological aggression through teasing and harassment is more difficult to detect. Bullying and bullies are relatively persistent, victimhood less so. The aim of this study is to increase understanding of the mechanisms by which bullying persists and to identify some of the factors which may facilitate successful single-case interventions. A single-case, holistic design based on opportunistic (that is, non-professional) involvement is used. One of the authors was a participant observer throughout the period of the case and acted as an action-researcher in implementing the intervention strategy, including contacting and informing the 'facilitator.' The case arose opportunistically within a rural, close-knit community. The bullying occurred in a one-teacher school with one classroom and 28 children aged 5-13. How the nature and extent of the bullying was discovered is described. A facilitator agreed to act, did act by enlisting three of the bully's peers to “police” the bully, and followed up the outcome until it was clear that the bullying had ceased. The successful outcome was put down to the facilitator's perceived seriousness, the collective intervention by peers, the immediacy of the reaction, the legitimacy of the physical force used (restraint of a schoolyard bully by peers), continued peer threat of it and the obvious intentionality of the intervention. The most important outcome for the victim was an expression of justice having being done.
|
|
| 4. |
- Hellfeldt, Karin, 1985-, et al.
(författare)
-
Longitudinal Analysis of Links Between Bullying Victimization and Psychosomatic Maladjustment in Swedish Schoolchildren
- 2018
-
Ingår i: Journal of School Violence. - : Informa UK Limited. - 1538-8220 .- 1538-8239. ; 17:1, s. 86-98
-
Tidskriftsartikel (refereegranskat)abstract
- Cross-sectional studies of bullying mask variability in categories of and persistence of bullying victimization. Longitudinal, individual-level data offers a greater insight into schoolchildren’s psychosomatic maladjustment as a consequence of bullying. Swedish schoolchildren (n = 3,349), with unique identifiers, in 44 schools (4th–9th grade), answered a questionnaire at baseline and 1-year follow-up. Longitudinal trends for nonvictims (88%), ceased victims (4.7%), new victims (5.7%), and continuing victims (1.6%) revealed that new victims had the largest decrease in well-being; continuing victims had a smaller though not significant decrease; while ceased victims showed a small, (nonsignificant) increase in well-being over the measurement period. It was also discovered that children not bullied at baseline but bullied subsequently, differed, at baseline, from their never-bullied peers through lower levels of overall well-being. It is argued that this finding has implications for prevention strategies.
|
|
| 5. |
- Hellström, Lisa, 1979-, et al.
(författare)
-
Self-reported peer victimization : Concordance and discordance between measures of bullying and peer aggresion among Swedish adolescents
- 2013
-
Ingår i: Journal of School Violence. - : Taylor & Francis. - 1538-8220 .- 1538-8239. ; 12:4, s. 395-413
-
Tidskriftsartikel (refereegranskat)abstract
- The current study examined concordance and discordancebetween a measure of bullying and measures of peer aggressionwith respect to the number of students identified as victims.Swedish adolescents (N= 1,760) completed a web-based questionnaire.A measure of bullying and measures of peer aggressionwere compared in order to elucidate the unique contribution ofeach measure as well as the overlap: 13% of students who experiencedpeer victimization reported only bullying, 44% reported onlyrepeated peer aggression, and 43% reported both. Concordancewas further elucidated by phi-square coefficient tests revealing that18% of the variance in either measure was accounted for by theother measure. Given recent research showing similar associationswith mental health for bullying and peer aggression victimization,it is suggested that questions about peer aggression as wellas bullying should be used simultaneously in order to capture theprevalence and full magnitude of peer victimization.
|
|
| 6. |
- Kloo, Mattias, et al.
(författare)
-
Classroom-Level Authoritative Teaching and Its Associations with Bullying Perpetration and Victimization
- 2023
-
Ingår i: Journal of School Violence. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1538-8220 .- 1538-8239. ; 22:2, s. 276-289
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to investigate and clarify the association between authoritative teaching at the classroom level and bullying perpetration and victimization among Swedish upper elementary school students. For this purpose, authoritative teaching was analyzed both as combined construct, and as the effects of the two dimensions that characterize authoritative teaching (i.e. structure and support). In all, 1,522 students (M-age = 10.54 SD = 0.35) from 110 classrooms completed a questionnaire in their classrooms. The findings from the multilevel regression analyses showed that students in classrooms with less authoritative teachers engaged more in bullying behaviors and were more often victimized. When authoritative teaching was divided into structure and support, only teacher support showed a significant negative association with bullying perpetration and victimization.
|
|
| 7. |
- Modin, Bitte, et al.
(författare)
-
Bullying in context : An analysis of psychosomatic complaints among adolescents in Stockholm
- 2015
-
Ingår i: Journal of School Violence. - : Informa UK Limited. - 1538-8220 .- 1538-8239. ; 14:4, s. 382-404
-
Tidskriftsartikel (refereegranskat)abstract
- Using multilevel modeling, this study examined how different types of bullying, involving both peers and teachers, relate to psychosomatic health complaints. Data were obtained via the Stockholm School Survey from 41,032 ninth- and eleventh-grade students in the years 2004, 2006, 2008, and 2010. Results showed that students involved in bullying as either a bully, a victim, or both a bully and a victim displayed poorer psychosomatic health than those not involved in bullying. Victims of peer-bullying also reported significantly poorer health than perpetrators. Two class-aggregated measures of bullying remained positively associated with ninth-grade student health complaints even when their individual-level analogues were taken into account. Thus, both the proportion of victims of teacher-bullying and peer-bullying in the school class appeared to generate health problems that go beyond the directly exposed students. However, an interaction revealed that the latter association was confined to female students only.
|
|
| 8. |
- Thornberg, Robert, 1968-, et al.
(författare)
-
Moral Disengagement and School Bullying Perpetration in Middle Childhood : A Short-Term Longitudinal Study in Sweden
- 2019
-
Ingår i: Journal of School Violence. - : Routledge. - 1538-8220 .- 1538-8239. ; 18:4, s. 585-596
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of the current study was to longitudinally investigate the bi-directional relationship between moral disengagement and bullying perpetration in a sample of 1,354 students from 108 elementary classes in 69 public schools. Students participated in the study both at Time 1 (fourth grade) and around one year later at Time 2 (fifth grade). Structural equation model analyses showed that bullying perpetration at Time 1 predicted moral disengagement at Time 2, when controlling for moral disengagement stability over time. In addition, we found that moral disengagement at Time 1 also predicted bullying perpetration at Time 2, when controlling for bullying perpetration at Time 1. These findings suggest that teachers, school staff, and professionals should consider interventions that address moral disengagement when working with children involved in bullying.
|
|
| 9. |
- Östberg, Viveca, et al.
(författare)
-
Exposure to School Bullying and Psychological Health in Young Adulthood : A Prospective 10-Year Follow-Up Study
- 2018
-
Ingår i: Journal of School Violence. - : Informa UK Limited. - 1538-8220 .- 1538-8239. ; 17:2, s. 194-209
-
Tidskriftsartikel (refereegranskat)abstract
- Being bullied at school is strongly related to psychological health complaints at the same time point. Studies have also found long-term associations, but few have combined a prospective design with children’s own reports on bullying, and conducted gender-specific analyses. The present study assesses health consequences in young adulthood of self-reported victimization in adolescence using data from Child-LNU in 2000 and the follow-up in 2010 (including 63% of the original sample, n = 813). At ages 10–18 a clear cross-sectional association was found for both girls and boys. Among girls, exposure to bullying also predicted psychological complaints 10 years later, at ages 20–28 (OR = 2.86). This association was not explained by socioeconomic circumstances, neither in adolescence nor in young adulthood. Instead, it can partly be understood as victimization, among adolescent girls, being associated with negative self-image and psychological health as well as with deficits in social resources more generally.
|
|
