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| 2. |
- Wängqvist, Maria, 1977, et al.
(författare)
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Identitet och internet
- 2020
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Ingår i: Ann Frisén & Philip Hwang (red). Ungdomar och identitet andra reviderade utgåvan. - : Natur och kultur. - 9789127827738 ; , s. 175-195
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Abdullahi, Amina K., et al.
(författare)
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Framing Ethnicity in Initial Teacher Education: A Focus Group Study with Student Teachers
- 2024
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Ingår i: IDENTITY-AN INTERNATIONAL JOURNAL OF THEORY AND RESEARCH. - 1528-3488 .- 1532-706X.
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Tidskriftsartikel (refereegranskat)abstract
- This study aimed to explore how student teachers experienced the framing of ethnicity in initial teacher education in Sweden. Ten focus group discussions were conducted (N = 42; 21% minoritized ethnic background). An inductive thematic analysis was used. The findings showed that ethnicity was framed as mainly concerning "others" and that it was framed as sensitive. The current framing of ethnicity suggests that initial teacher education does not prepare student teachers to support positive youth ethnic-racial identity development. The findings highlight a need for student teachers, and teacher educators, to explore their own ethnic-racial identities through critical discussions that challenge notions of ethnicity as something that concerns "others". Furthermore, the findings highlight student teachers' and teacher educators' needs for structured support in how to critically engage in "sensitive" discussions. Further, the results illustrate how the framing of ethnicity resonates with aspects of social identity theory and with the postcolonial concept "othering".
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| 4. |
- Almeida, Ana, et al.
(författare)
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A transnational analysis of published guidelines for cyberbullying prevention: Similarities and differences
- 2011
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Ingår i: 15th European Conference on Developmental Psychology, 23-27 August 2011 - Bergen - Norway.
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Konferensbidrag (refereegranskat)abstract
- A comprehensive review of nationally published guidelines for positive uses of information and communication technology (ICT) and cyberbullying prevention was conducted as part of a set of interrelated studies in the framework of a COST Action research network devoted to studying cyberbullying and the positive and negative uses of ICT in relationships in educational settings. Guidelines from 27 countries were evaluated using criteria generated from a review of empirical findings. With the aim of determining the similarities and differences as well as the strengths and weaknesses of their content, each guideline was measured in four key domains: 1) Supportive social environment; 2) Proactive policies, plans and practices to prevent and manage cyberbullying behaviors; 3) Staff, student and parent key understanding and competencies; 4) Collaborative school-family-community partnerships across the four target groups (i.e. students, teachers, schools and parents). Results revealed that parents were the least represented target group, while students and teachers where the groups most likely to be targeted by these guidelines. A summary of the criteria findings across the above mentioned domains will be discussed regarding thestrenghts and weakness of the guidelines for cyberbullying prevention and promotion of positive uses of ICT.
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| 5. |
- Berne, Sofia, 1977, et al.
(författare)
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Adolescents’ Experiences of Cybervictimization and Body-related Concerns
- 2021
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Ingår i: Digitalt på WABF, 2021 webbsida.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research so far indicate that adolescent’s that are victims of cyberbullying also struggle with poor body image. However, since previous research on the connection between cyberbullying and body concerns has focused solely on body image little is known about the relationship between cyberbullying and other body concerns. The aim of this study was therefore to examine the relationships between cybervictimization and three body-related concerns: body-esteem, self-objectification, and internalization of body ideals (Frisén & Berne, 2020). The aim was also to examine these relationships not only to cybervictimization in general but also to appearance-related cybervictimization more specifically. The sample comprised 482 adolescents (233 girls and 247 boys; aged 13-15) from four Swedish schools. The results showed that 20.5% of the participants reported being the victim of cyberbullying directed at their appearance. Victims of appearance-related cyberbullying suffered from more body-related concerns: they had a poorer view of their general appearance and of their weight. They also reported more body shame, thin-ideal internalization, and appearance-related pressure from the media. A novel finding was also that body-related concerns were not related to cyberbullying in general, as has been implied in earlier research, but specifically related to cyberbullying directed at the victim’s appearance. The findings from this study can be used when developing preventions and interventions since it shows that victims of appearance-related cyberbullying suffer from the double burden of both struggling with victimization and also struggling with a range of body concerns. Frisén, A. & Berne, A. (2020). Swedish adolescents’ experiences of cybervictimization and body‐related concerns. Scandinavian Journal of Psychology, 61 (1), 68-76. https://doi.org/10.1111/sjop.12561
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| 6. |
- Berne, Sofia, 1977, et al.
(författare)
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Adolescents´view on how different criteria define cyberbullying
- 2011
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Ingår i: Symposium on the 15 th European Conference on Developmental Psychology, 23-27 August 2011-Bergen_Norway.
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Konferensbidrag (refereegranskat)abstract
- Aim. This study aims to explore how Swedish adolescents view different criteria from traditional bullying in relation to cyberbullying: intentionality, repetition, and imbalance of power. Additionally, it examines criteria that are specific to cyberbullying: public versus private, and anonymity. Methods. Forty-eight adolescents, age 12 and 15, participated in 8 focus groups, divided by gender and age. Results. The focus groups showed that adolescents consider the criteria of intentionality, repetition, and imbalance of power different in cyberbullying compared to traditional bullying. Furthermore, the respondents considered the criteria public versus private, and anonymity as unique to cyberbullying. We found that the criterion of imbalance of power differs in cyberbullying regarding the tendency to retaliate. The adolescents claimed some victims of cyberbullying dared retaliate on the Internet, in contrast to traditional bullying, where victims are unable to defend themselves. “If a person has been bullied she/he could retaliate on Internet” (twelve year old boy). On the subject of intentionality: the fact that you cannot observe the person behind the screen makes it difficult to understand the intention. Some adolescents however, were of the opinion that it is easy to understand when a comment/picture is a joke and when it is aggressive. This also relates to a characteristic unique of cyberbullying: anonymity; the respondents thought the impact worse if the victim is unsure of the cyberbully’s identity. The adolescents found repetition different in cyberbullying with regards to photo/video clip harassment; e.g. embarrassing photo/video clips could be uploaded to a webpage where each visit might be counted as part of the repetitive act. The criteria public versus personal became a recurring topic where participants experienced a bigger problem when many people accessed embarrassing material on the Internet than if the target was the only recipient. Conclusions. The results of this study indicate that, adolescents consider the criteria of intentionality, repetition and, imbalance of power different in cyberbullying compared to traditional bullying. The criteria public versus private and, anonymity were described as unique to cyberbullying.
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| 7. |
- Berne, Sofia, 1977, et al.
(författare)
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Appearance-Related Cyberbullying: A Qualitative Investigation of Characteristics, Content, Reasons, and Effects
- 2014
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Ingår i: Body image. - : Elsevier BV. - 1740-1445. ; 11:4, s. 527-533
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore 15-year-old adolescents’ experiences of appearance-related cyberbullying. Twenty-seven adolescents participated in four focus groups. The adolescents in this study perceived that it is common to be targeted in appearance-related cyberbullying, especially for girls, and that appearance-related cyberbullying is considered to be a potent strategy when attempting to hurt girls. Girls often received comments about being fat, while among boys, it was common to receive comments about looking or seeming “gay.” According to the adolescents, an important reason for engaging in appearance-related cyberbullying was to attain higher social status in the peer group. The girls and boys reacted differently to appearance-related cyberbullying. Boys tended to act out or take no offence, while girls experienced lower self-esteem and feelings of depression. Findings in this study contribute to research on cyberbullying as well as to research on girls’ body esteem development.
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| 8. |
- Berne, Sofia, 1977, et al.
(författare)
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Cyberbullying assessment instruments: A systematic review
- 2013
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Ingår i: Aggression and Violent Behavior. - : Elsevier BV. - 1359-1789. ; 2013:18, s. 320-334
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Tidskriftsartikel (refereegranskat)abstract
- Although several instruments to assess cyberbullying have been developed, there is nevertheless a lack of knowledge about their psychometric properties. The aim of the present systematic review is to provide a representative overview of the current instruments designed to assess cyberbullying. Further, emphasis will be placed on the structural and psychometric properties of cyberbullying instruments, such as validity and reliability, as well as their conceptual and definitional basis. It will also provide criteria for readers to evaluate and choose instruments according to their own aims. A systematic literature review, limited to publications published prior to October 2010, generated 636 citations. A total of 61 publications fulfilled the delineated selection criteria and were included in the review, resulting in 44 instruments. Following a rater training, relevant information was coded using a structured coding manual. The raters were the nine authors of this review. Almost half of the instruments included in this review do not use the concept cyberbullying. The constructs measured by the instruments range from internet harassment behavior to electronic bullying behavior to cyberbullying. Even though many of the authors use other concepts than cyberbullying they claim that their instruments do measure it. For the purpose of this systematic review, we have chosen to categorize them as two different groups, cyberbullying instruments and related instruments. Additionally, most of the included instruments had limited reports of reliability and validity testing. The systematic review reveals a need for investigating the validity and reliability of most of the existing instruments, and resolving the conceptual and definitional fluctuations related to cyberbullying.
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| 9. |
- Berne, Sofia, 1977
(författare)
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Cyberbullying in Childhood and Adolescence - Assessment, Coping, and the Role of Appearance
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Cyberbullying is a relatively new form of bullying that is conducted through modern information and communication technology. This thesis examines different aspects of cyberbullying, and is comprised of three parts. The first part (including Studies I and II) aims to extend our understanding of an almost unexplored area – the relationship between cyberbullying and appearance – using self-report questionnaires and focus groups. The aims of Study I were twofold. The first was to explore the relationship between cybervictimization and body esteem among 1,076 pupils in the 4th, 6th and 9th grades, and whether there were any age or gender differences in this relationship: cybervictims reported a poorer view of their general appearance and of their weight than non-cybervictims, and girls who were victims of cyberbullying reported a poorer view of their general appearance compared to boys who were victims of cyberbullying. The second aim was to examine how often pupils in the 6th and 9th grades believed that cyberbullying was directed at the victim’s appearance, and moreover, whether pupils’ views on these matters varied with gender and age: this belief was more common among 9th graders, and when girls were cybervictims. Study II used a different sample and approach than Study I. Twenty-seven 9th-grade pupils participated in four focus groups, divided by gender. The aim of this Study was to explore pupils’ experiences of appearance-related cyberbullying by examining characteristics of the cybervictims and cyberbullies as well as the reasons for and the content and effects of the cyberbullying. The pupils stated that cyberbullying was often directed at the victim’s appearance, especially when the victim was a girl, and that appearance-related cyberbullying is considered to be a potent strategy when attempting to hurt girls. Girls often received comments about being fat, while among boys who were cyberbullied it was common to receive comments about looking or seeming “gay.” The pupils reported different reasons for writing mean things about someone’s appearance, for example jealousy or a desire to attain higher social status. The negative effects associated with appearance-related cyberbullying differ for boys and girls. Boys tend to act out or not take offense at all, while girls reported taking greater offense. Girls also described the effects as sometimes being irreversible. The second part of this thesis, Study III, investigated the coping strategies that 697 pupils in the 4th and 6th grades suggested they would use if they were cyberbullied, with a special focus on whether there were differences in these strategies related to age and gender. The most commonly suggested coping strategy was telling someone (70.5%), especially parents (39.5%) and teachers (20.2%). Surprisingly, few pupils reported that they would tell a friend (2.6%). Differences in suggested coping strategies were found related to age and gender. The third and final part of this thesis, Study IV, aimed to offer a representative overview of instruments designed to assess the prevalence of cyberbullying. There is a lack of consensus regarding the term cyberbullying and its definition, and most of the included instruments had limited reports of reliability and validity testing. In sum, this thesis indicates that appearance-related cyberbullying may be gendered. It also showed that differences in suggested coping strategies were found related to age and gender, thus indicating that these aspects need to be considered when developing prevention strategies. Finally, this thesis reveals a need for investigating the validity and reliability of cyberbullying instruments, and resolving the conceptual and definitional fluctuations related to cyberbullying.
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