| 1. |
- Alsaadi, Sarah, 1987-, et al.
(författare)
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Collective moral disengagement at school : A validation of a scale for Swedish children
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study was to evaluate a recently developed classroom collective moral disengagement scale (CMD). The 18-item scale was evaluated on a sample of 1626 fourth grade students in Sweden. Through confirmatory factor analysis, the unidimensional structure of the scale was verified, and the internal consistency was good. The scale is related to individual moral disengagement and to bullying behavior both on an individual level, which supports the criteria validity of the scale and on class level, which supports the construct validity of the scale. Multigroup analyses demonstrated measurement invariance across gender. These results indicate that the scale can be used in studies on CMD, and girls’ and boys’ mean scores may be compared.
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| 2. |
- Bouchard, Karen, et al.
(författare)
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Showing friendship : Negotiating resistance to victimization within adolescent friendships
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Extant quantitative data suggest that about a quarter of bullying incidences occur within reciprocated friendships. Yet, little attention is given to the underlying social processes and wider macro-system forces that shape friendship victimization experiences. Guided by constructivist grounded theory, this research developed a theoretical framework of victimization within adolescent friendships, from the retrospective accounts of Canadian women. Our findings suggest that participants resisted victimization in important ways but that their resistance strategies were negotiated within gendered and discursive constructions of resistance, bullying, and victimhood. The results illuminate the ways that discourses that conceal women’s resistance and privilege overt responses to bullying run counter to gendered expectations for resistance, leaving women in a double bind.
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| 3. |
- Bouchard, Karen, et al.
(författare)
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Showing friendship. fighting back, and getting even : resisting bullying victimisation within adolescent girls´friendships
- 2018
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Ingår i: Journal of Youth Studies. - : Routledge. - 1367-6261 .- 1469-9680. ; 21:9, s. 1141-1158
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Tidskriftsartikel (refereegranskat)abstract
- Research suggests that about a quarter of bullying incidences occur within friendships. Yet little attention is given to the underlying social processes and wider macro-system forces that shape friendship victimization experiences. Guided by constructivist grounded theory and Wade's work on resistance, this research explored the phenomenon of victimization within adolescent girls’ friendships. Canadian women reflecting on their school-based victimization experiences were interviewed for this study. Results suggest that participants resisted victimization in important ways but that their resistance strategies were negotiated within gender expectations and ambient discursive constructions of resistance and victimization. Our findings illuminate the ways that discourses concealing women's resistance and privileging overt responses to bullying run counter to gendered expectations for resistance, leaving women in a double bind. Consequently, we found that retaliatory relational aggression allowed girls to deny their victim status while complying with gendered expectations for resistance but led to their bullying experiences being normalized and overlooked.
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| 4. |
- Brüggemann, Adrianus Jelmer, 1981-, et al.
(författare)
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Bystander passivity in health care and school settings : Moral disengagement, moral distress, and opportunities for moral education
- 2019
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Ingår i: Journal of Moral Education. - : Routledge. - 0305-7240 .- 1465-3877. ; 48:2, s. 199-213
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Tidskriftsartikel (refereegranskat)abstract
- Bystander passivity has received increased attention in the prevention of interpersonal harm, but it is poorly understood in many settings. In this article we explore bystander passivity in three settings based on existing literature: patient abuse in health care; bullying among schoolchildren; and oppressive treatment of students by teachers. Throughout the article we develop a theoretical approach that connects Obermann's unconcerned and guiltybystanders to theories of moral disengagement and moral distress respectively. Despite differences between the three settings, we show striking similarities between processes of disengagement, indicators of distress, and the constraints for intervention that bystanders identify. In relation to this, we discuss moral educational efforts that aim to strengthen bystanders’ moral agency in health care and school settings. Many efforts emphasize shared problem descriptions and collective responsibilities. As challenging as such efforts may be, there can be much to gain in terms of welfare and justice.
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| 5. |
- Brüggemann, Jelmer, 1981-, et al.
(författare)
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Re-negotiating agency : patients using comics to reflect upon acting in situations of abuse in health care
- 2019
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Ingår i: BMC Health Services Research. - : BioMed Central. - 1472-6963. ; 19:1
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundThere is a growing body of international research that displays the prevalence and character of abuse in health care. Even though most of these studies are conducted from a patient perspective little is known about how patients conceptualize their agency in relation to such situations. This study aimed to explore how patients reason about their potential to act in abusive situations.MethodsQualitative interviews were conducted with thirteen patients in Sweden. Central in the interviews were three comics, inspired by Boal’s Forum Theatre and part of an earlier online intervention study in which the informants had participated. Each comic showed a situation in which a patient feels abused, and on the opposite side were suggestions for how the patient could act in response. Informants were asked to reflect about situations of abuse and in specific upon the comics. We used the methodology of constructivist grounded theory throughout the study, including the analysis.ResultsIt appeared that the informants constantly re-negotiated their and other patients’ agency in relation to the specifics of the event, patients’ and staff’s responsibilities, and the patients’ needs and values. This process questions views of agency as fixed and self-evident, and can be understood as part of changing discourses about patients’ social role and possibilities to organize their care. Using a feminist theory of power we expected the informants to elicit instances of resistance to domination, which is central to the comics. While doing that, the informants also hinted at parallel stories of empowerment and less visible forms of agency in spite of domination.ConclusionThe current analysis showed different ways in which the informants constantly re-negotiated their agency in potentially abusive situations. Not only did the informants engage in reflections about immediate responses to these untoward situations, they also engaged in thoughts about strategies that could protect them and counteract abuse in health care over the long-term. This opens up for future research into ways patients organize their care and identify threats and barriers to the care they need, which could be valuable knowledge for care quality improvement.
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| 6. |
- Fasth, Amanda, et al.
(författare)
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Kvinnors upplevelser av bemötandet kring sin sexualitet under sin tonårstid som HVB-hems placerade
- 2021
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Ingår i: Socialmedicinsk Tidskrift. - : Stiftelsen Socialmedicinsk Tidskrift. - 0037-833X. ; 98:5-6, s. 872-881
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Tidskriftsartikel (refereegranskat)abstract
- I denna artikel utforskas kvinnors upplevelser av hur de blev bemötta kring sin sexualitet av personalen under sin tidigare HVB-hems placering. Mate-rialet består av fem intervjuer med kvinnor som var HVB-hems placerade under sin tonårstid. Resultaten visar att kvinnorna har en kollektiv upple-velse av att personalens bemötande fick dem att känna skam, skuld och att de var avvikande från det ”normala”. Samtal gällande sex, sexualitet och sexuella övergrepp begränsades på olika sätt. Utifrån bemötandet uppstod ett spänningsläge för kvinnorna där de upplevde både en vilja och ovilja av att få samtala om dessa ämnen med personalen. Utifrån kvinnornas upple-velser av personalens bemötande framträder en bild av kompetensbrist hos personalen i frågor gällande sex, sexualitet och sexuella övergrepp, och en institutionskultur som undviker att prata om sexualitet
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| 11. |
- Forsberg, Camilla, 1983-, et al.
(författare)
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Fever pitch: spatial, material, and temporal organisational dimensions of gendered peer relations on the school football pitch
- 2023
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Ingår i: Ethnography and Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1745-7823 .- 1745-7831. ; 18:2, s. 183-198
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Tidskriftsartikel (refereegranskat)abstract
- We investigate the importance of spatial, material, and organisational factors to gendered peer relations on the school football pitch. The study is part of an ethnographic research project exploring the relations between school bullying and the institutional context of schooling, focusing on the perspectives of teachers and pupils from preschool class up to grade eight (approximately ages 5-13). The findings in this study are based on participant observations and semi-structured interviews with pupils at three schools in Sweden. Our findings illustrate how social-ecological elements of spatial, material, and organisational factors such as school design, the material construction of the pitches, and the temporal organisation of the space through scheduling promote gendered positioning and fevered interactions which influence peer relations and sometimes contribute to degrading treatment, harassment and bullying. Our study demonstrates how these processes need to be understood as complexly related to social-ecological factors beyond the football pitch setting.
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| 12. |
- Forsberg, Camilla, 1983-, et al.
(författare)
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“I think we have a good time if there are no disputes” : pupils’ dynamic perspectives on being on breaktime
- 2022
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Ingår i: Educational studies (Dorchester-on-Thames). - : Routledge; Taylor & Francis. - 0305-5698 .- 1465-3400.
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Tidskriftsartikel (refereegranskat)abstract
- School climate is crucial for understanding everyday school life. For pupils, breaktime seems to be associated with how they feel about their school climate. To better understand school climate and what social processes pupils address, this study explores pupils perspectives on school climate with attention on how they perceive their breaktimes. The study was based on 29 focus group interviews (n = 164) with pupils from two public schools in grades 1-9 (i.e. 7-15 years old). Constructivist grounded theory guided data gathering and analysis. Findings revealed how breaktime was an indicator of how pupils perceived their school climate, but their perceptions were dynamic. We conceptualised breaktime as a social process influenced by three main categories: peer climate, levels of unsafe incidents, and availability of activities. We adopted a social-ecological perspective to conceptualise how pupils perceptions of breaktimes varied due to how breaktimes were nested within different social-ecological systems.
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| 13. |
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| 15. |
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| 16. |
- Forsberg, Camilla, 1983-, et al.
(författare)
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Relational bullying among girls and its association to collective efficacy and collective moral disengagement
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Although there is a growing interest in girls’ relational bullying, the current study was the first to examine whether classroom collective efficacy to stop relational aggression and classroom moral disengagement in relational aggression were associated with girls’ relational bullying perpetration and relational victimization. Self-reported survey data were collected from 871 Swedish schoolgirls (M=11.54, SD=0.32) from 111 classrooms. Multilevel analysis found that older classmates and girls with a foreign ethnic background were more inclined to engage in relational bullying. When classroom level variables were added, collective moral disengagement in relational aggression was positively associated with girls’ relational victimization and relational bullying, whereas collective efficacy to stop relational aggression was negatively associated with girls’ relational bullying.
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| 17. |
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| 18. |
- Forsberg, Camilla, 1983-
(författare)
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Sociala processer avgör hur elever reagerar som åskådare vid mobbning
- 2017
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Ingår i: Venue. - : Linköping University Electronic Press. - 2001-788X.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- När elever i fjärde till sjunde klass intervjuas om hur de reagerar som åskådare till mobbning framkommer att sociala processer såsom vad som räknas som mobbning, sociala relationer och skuldbeläggande av den utsatta påverkar om de hjälper till eller inte.
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| 19. |
- Forsberg, Camilla, 1983-
(författare)
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Students’ Perspectives on Bullying
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present thesis was to listen to, examine and conceptualise students’ perspectives on bullying. Students’ perspectives have not been commonly heard in research and less qualitative research has been conducted. This study contributes with students’ perspectives on bullying using semi-structured interviews with students from fourth-to eighth grade.This thesis includes four studies. The aim with paper I was to investigate how bystander actions in bullying situations and reasons behind these actions were articulated. Paper II was a comparison study between Sweden and US, focused on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. The aim in Paper III was to study how students themselves discuss, reason and make sense of how and why bullying processes emerges in their social worlds. In paper IV the aim was to study how junior high school girls discuss and understand bullying. Findings reveal that students’ reactions as bystanders to bullying depend on how they define the situation. Explanations to the emergence of bullying were understood through a complex social ordering of belonging process. Students position themselves and others in striving to belong, and when defining victims as responsible for bullying. Social norms and negotiation of identities were also discussed among the students. Students discussed how gender and a normative peer structure, where a pressure to fit in, interlinked with how they understood bullying.
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| 20. |
- Forsberg, Camilla, 1983-, et al.
(författare)
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Så kan lärare öka elevers trygghet på rasten
- 2023
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Ingår i: Venue. - Linköping : Linköping University Electronic Press. - 2001-788X.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Elever i årskurs tre till sex känner sig tryggare i skolan om lärare finns närvarande, är vaksamma och ingriper mot framförallt mobbning och ensamhet på rasten. För att öka elevers trygghet i skolan efterfrågar eleverna därför insatser i relation till rasten. En aspekt som elever efterfrågar för att öka deras trygghet på rasten är att lärare finns närvarande. Utöver att finnas närvarande på raster behöver lärare också vara vaksamma på vad som händer mellan elever. I synnerhet behöver lärare vara vaksamma på att ingen är utsatt för mobbning eller ensam. Dessutom menar eleverna att det inte räcker med att lärare är närvarande och ser vad som händer utan de behöver även behöver ingripa mot mobbning och ensamhet. Ibland behöver de ingripa mer än vad de gör idag för att öka elevers trygghet och få stopp på mobbning och ensamhet.
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| 21. |
- Forsberg, Camilla, 1983-
(författare)
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The Importance of Being Attentive to Social Processes in School Bullying Research : Adopting a Constructivist Grounded Theory Approach
- 2022
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Ingår i: International Journal of Bullying Prevention. - : Springer. - 2523-3653 .- 2523-3661. ; 4, s. 180-189
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Tidskriftsartikel (refereegranskat)abstract
- School bullying is a complex social phenomenon in need of further exploration regarding its connections to contextual aspects, group norms, and societal structures. This calls for research approaches that can get closer to participants’ experiences and the different social processes involved in school bullying. One such approach is the constructivist grounded theory (CGT) approach, which aims to be attentive to participants’ main concerns and social processes through both analysis and data collection. This approach comes as a theory-method package with its use of a symbolic interactionism perspective. In this paper, I will show how CGT as a theory-method package, as well as symbolic interactionism and sociology of childhood, has been helpful in my research on school bullying (focusing on social structures, norms, and processes). More specifically, I give different examples from the whole research process, e.g., maintaining a focus on participants’ main concerns, the coding process, being guided by sensitizing concepts, addressing issues of social justice and equity — and overall forming and maintaining a theoretically and ethically prepared researcher role. I also suggest that this approach is helpful in dealing with ethical and theoretical challenges when researching topics known to negatively affect people’s lives and wellbeing — and when the social context makes it difficult for participants to address victimizing structures, positions, and processes.
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| 22. |
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| 23. |
- Hammar Chiriac, Eva, Professor, 1961-, et al.
(författare)
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Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case study
- 2023
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Ingår i: Cogent Education. - : Taylor & Francis Group. - 2331-186X. ; 10:2
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Forskningsöversikt (refereegranskat)abstract
- The aim of this study was to explore and analyse teachers’ perspectives on factors influencing the school climate, to better understand teachers’ everyday efforts in influencing the school climate, including obstacles they might experience. Bronfenbrenner’s social-ecological theory was utilized as the overarching theoretical perspective. Data were collected by means of 14 semi-structured focus group interviews with 73 teachers from two compulsory schools in southeast Sweden. Findings revealed that teachers experienced the school climate as both positively and negatively influenced by a number of internal and external factors, perceived as influenceable or uninfluenceable. According to the teachers, four types of factors affected the quality of the school climate: social processes and values in school (i.e. influenceable internal factors), school premises and support structures (i.e. uninfluenceable internal factors, external relations (i.e. influenceable external factors) and external means of control (i.e. uninfluenceable external factors). A grounded theory of teachers’ perceptions of factors influencing school were developed. Our conclusion is that the teachers talked about a multidimensional and malleable phenomenon, emanated by a complex interplay across multiple agents and contexts both within and outside the school, aligning with all domains and features and acting as preconditions for the school climate.
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| 24. |
- Hammar Chiriac, Eva, Professor, 1961-, et al.
(författare)
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Teachers´ perspectives on factors influencing their everyday efforts in facilitating and sustaining a positive school climate
- 2022
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Ingår i: Education and involvement in precarious times. Abstract book. NERA confrence 2022. - Reykjavik. - 9789935468222 ; , s. 241-242
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Teachers with their unique key position in school, their everyday influence on school climate, and their professional responsibility to establish a positive and healthy school climate, possess crucial information for facilitating and sustaining a positive school climate. Previous research commonly describes the multidimensional features acting as precondition for the school climate in four domains: academic climate, community, safety, and institutional environment. Each domain contributes individually but also jointly to the school climate and how it is collectively experienced both from inside and outside the school. While teachers have a significant impact on the school climate, less is known about teachers’ perspectives on these matters. To better understand teachers’ everyday efforts in influencing the school climate, the aim of this study was to explore and analyse a) teachers’ perspectives on factors influencing the school climate and b) the teachers’ apprehension of their possibility to influence these factors Bronfenbrenner’s social-ecological theory was adopted as a theoretical framework in the present study. Data were collected by means of 14 semi-structured focus groups interviews with 73 teachers from two compulsory schools in southeast Sweden. The analysis was guided by a constructivist grounded theory approach. The results reveal that teachers experienced the school climate as both positively and negatively influenced by several internal and external factors perceived as either influenceable or uninfluenceable. According to how teachers reasoned, four types of factors affected the quality of the school climate and their everyday efforts in facilitating and sustaining a positive school climate: Social processes and values in school (i.e. influenceable internal factors), school premises and support structures (i.e. uninfluenceable internal factors impossible to influence), external relations (i.e. influenceable external factors) and external means of control (i.e. uninfluenceable external factors). The conclusion is that the teachers’ talked about school climate as a multidimensional and malleable phenomenon, emanated by a complex interplay across multiple agents and contexts both within and outside the school aligning with all domains and features acting as precondition for the school climate. The findings are relevant to Nordic educational research and suggest that teachers try to accommodate desired school climate and work with the conditions that exist in a constructive way. Further, the findings shed light on a contemporary societal discussion about what characterises the responsibility of the school. Notwithstanding, highlighted in this study, there are factors outside the school influencing the school climate that are beyond the influence of the school and its teachers.
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| 25. |
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