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- Berman, Rakel, 1976, et al.
(författare)
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Children in dual-residence arrangements: a literature review
- 2022
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Ingår i: Journal of Family Studies. - : Informa UK Limited. - 1322-9400 .- 1839-3543. ; 28:4, s. 1448-1465
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Tidskriftsartikel (refereegranskat)abstract
- Dual residence is a post-divorce living arrangement where children spend up to 50% of their time in each parent’s household after separation or divorce. Reflecting societal changes and shifting norms, these arrangements have increased in many Western societies during recent years. The consequences for children have attracted much interest, resulting in a growing body of research. This literature review has a broad scope, reviewing three decades’ international research about children’s dual-residence arrangements (111 peer-reviewed articles in total) with the aim of analysing the development of the research field. Findings demonstrate that research on the topic has progressed since the first-generation studies and reached several important conclusions. However, it is geographically restricted and heterogeneous in terms of disciplinary perspectives, the choice of aspects to investigate, methodology, data and research design. Furthermore, diverse terms, definitions and cultural, demographic and jurisdictional contexts complicate cross-country comparisons. While some distinct components of dual-residence arrangements seem to increase the likelihood of positive outcomes for children, this study points out the difficulties in using the cumulative body of research in the field when drawing conclusions and making recommendations for practice. Despite the rapidly growing body of research, essential gaps in our understanding of dual residence still remain.
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- Bjereld, Ylva, 1984, et al.
(författare)
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Adults' responses to bullying: the victimized youth's perspectives
- 2021
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 36:3, s. 257-274
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Tidskriftsartikel (refereegranskat)abstract
- Children are generally encouraged to tell adults about bullying. Although telling can be effective in ending bullying, adults do not necessarily respond in a way that is helpful. Previous research has rarely included victims' own thoughts and feelings regarding what adult actions and reactions are experienced as positive and helpful, and which are experienced as negative and unhelpful in managing bullying situations. This paper reports on interviews with bullied youth, with the overall aims of describing adults' responses to bullying from the victimized youth's perspectives and discussing how the youth experienced these responses. The analysis comprised grounded theory, emphasizing the victimized youth's points of view. When adults became aware of bullying, they responded in three ways; verbal, physical or avoiding/ignoring. Responses that included increasing adult presence were typically experienced as helpful, as were responses whereby the youth felt adults listened without blaming the victim for the bullying or, listened without excusing the behaviour of the youth that bullied. No response was depicted by the participants as unambiguously helpful although when adults avoided or ignored the bullying it was never helpful.
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- Bjereld, Ylva, 1984, et al.
(författare)
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Differences in prevalence of bullying victimization between native and immigrant children in the Nordic countries: A parent-reported serial cross-sectional study
- 2015
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Ingår i: Child Care Health and Development. - : Wiley. - 0305-1862 .- 1365-2214. ; 41:4, s. 593-599
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Tidskriftsartikel (refereegranskat)abstract
- Background Bullying among children is a problem with severe consequences for the victim. The present study examined parent-reported bullying victimization among children in the Nordic countries at two points in time, 1996 and 2011, and studied differences in prevalence of bullying victimization between immigrant and native children. Methods Data came from the parent-reported NordChild, carried out in the Nordic countries in 1996 and 2011. NordChild is a serial cross-sectional comparative study. A total of 7107 children aged 7–13 were included in the analyses. Results The prevalence of bullying victimization in the total Nordic countries was lower in 2011 (19.2%) than 1996 (21.7%). Difference in prevalence of bullying victimization was found both between native and immigrant children, and between countries. The largest difference in prevalence of bullying victimization was measured in Sweden 2011, where 8.6% of the native children were bullied, to be compared with the 27.8% of the immigrant children. Immigrant children had higher odds to be bullied than native children in Norway, Sweden and in the total Nordic countries at both measurements, also when adjusted for potentially confounding factors. Conclusions The higher prevalence of bullying victimization among immigrant children should be taken into consideration in the design and development of preventive work against bullying.
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- Bjereld, Ylva, 1984, et al.
(författare)
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Do bullied children have poor relationships with their parents and teachers? A cross-sectional study of Swedish children
- 2017
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Ingår i: Children and Youth Services Review. - : Elsevier BV. - 0190-7409. ; 73, s. 347-351
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Tidskriftsartikel (refereegranskat)abstract
- Parents and teachers play an important role in helping victims of bullying to prevent, cope with and end bullying. Despite that, victims' relationships with adults have often been overlooked in previous research. The aim of this study was to investigate bullied and not bullied children's perception of the quality of their relationship with teachers and parents and to examine if there were any differences in the perception associated with bullying frequency or type of victimization. Data came from the Swedish Health Behavior in School-aged Children (HBSC) survey from 2013/14, which included 7867 students aged 11,13 and 15. A multi-level multinomial logistic regression model was created to estimate association between the type of bullying victimization and the quality of relationships with parents and teachers. The result showed that bullied children had poorer relationships with parents and teachers than nonvictims. Victims had higher odds of finding it difficult to talk to parents about things bothering them, of feeling that the family was not listening to what they had to say, and of having low confidence in their teacher. Frequent cyber victims had the highest AdjOR (2.09-337) compared with non victims to have poor quality relationships with teachers and parents. (C) 2017 Elsevier Ltd. All rights reserved.
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| 7. |
- Bjereld, Ylva, 1984, et al.
(författare)
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Mental health problems and social resource factors among bullied children in the Nordic Countries: A population based cross-sectional study
- 2015
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Ingår i: Child Psychiatry and Human Development. - : Springer Science and Business Media LLC. - 0009-398X .- 1573-3327. ; 46:2, s. 281-288
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Tidskriftsartikel (refereegranskat)abstract
- This study estimated internalising and externalising mental health problems among bullied-, unclear if bullied- and not bullied children aged 4–16 in the Nordic countries, and identified resource factors to bullied children’s mental health. Data comes from the cross-sectional NordChild survey 2011 and the Strength and Difficulties Questionnaire, including 6,214 children in the analyses. Mental health problems were most prevalent among children parent-reported as bullied (29.2–44.3 %), followed by children with unclear status if bullied (13.0–25.6 %) and not bullied children (5.3–7.9 %). Externalising problems were more prevalent in all groups except among bullied girls aged 7–16, where internalising problems were more prevalent. Ten potential resource factors to bullied children’s mental health were analyzed, finding that (1) children with at least three close friends had higher odds to be mentally healthy than children with fewer close friends and (2) bullied boys had higher odds to be mentally healthy if they regularly practiced sport.
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- Borgström, Åsa, 1971, et al.
(författare)
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Young People with Intellectual Disabilities and Social Media : A Literature Review and Thematic Analysis
- 2019
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Ingår i: Scandinavian Journal of Disability Research. - : Stockholm University Press. - 1501-7419 .- 1745-3011. ; 21:1, s. 129-140
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Forskningsöversikt (refereegranskat)abstract
- Background: The aim of this review is to identify and analyse the research findings in the field of young people with intellectual disabilities and social media.Method: Twelve peer-reviewed papers published in well-established and recognized journals between 2001 and 2017 were identified from electronic database searches (Web of Science, Scopus and Google Scholar), the Internet (Facebook) and correspondence with experts.Results: Six topics were identified through thematic analysis of the texts: opportunities, risk and vulnerability, sexuality, identity, barriers and support.Conclusion: The latest research on young people with intellectual disabilities is characterized by issues of risk, vulnerability and support. The concept of positive risk-taking is suggested for the development of methodological approaches in practice and research. Furthermore, vulnerability, online and offline activities and identity formation should be examined more closely, and there is a call for new research methods in this area, for example observations and netnography.
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