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- Gillander Gådin, Katja, 1960-, et al.
(author)
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School health promotion to increase empowerment, gender equality and pupil participation : A focus group study of a Swedish elementary school initiative
- 2013
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In: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 57:1, s. 54-70
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Journal article (peer-reviewed)abstract
- A school health promotion project was carried out in an elementary school in Sweden where active participation, gender equality, and empowerment were leading principles. The objective of the study was to understand challenges and to identify social processes of importance for such a project. Focus group interviews were conducted with 6 single-sex groups (7–12 year olds) in grade 1–2, grade 3–4, and grade 5–6 on 2 occasions. The analysis used a grounded theory approach. The analysis identified the core category “normalization processes of violence and harassment.” It is argued that school health promotion initiatives need to be aware of normalization processes of violence and, which may be counter-productive to the increase of empowerment and participation among all pupils.
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| 2. |
- Landstedt, Evelina, 1978-, et al.
(author)
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Deliberate self-harm and associated factors in 17-year-old Swedish students
- 2011
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In: Scandinavian Journal of Public Health. - : SAGE Publications. - 1403-4948 .- 1651-1905. ; 39:1, s. 17-25
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Journal article (peer-reviewed)abstract
- Background: Deliberate self-harm (DSH) in young people is an important public health issue. To prevent DSH, more knowledge is needed about its prevalence and associated contextual factors in community samples of adolescents. Aims: To determine the prevalence of deliberate self-harm in 17-year-old Swedish students and to explore the association of demographic variables, psychological distress, experiences of violence, and school-related factors with DSH. Methods: Data were derived from a cross-sectional study in which 17-year-old students completed questionnaires during school hours (n=1,663; 78.3%). The variables used in this analysis are as follows: deliberate self-harm, demographic variables, psychological distress, experiences of violence, and school-related factors. Data were analysed using chi-squared statistics and logistic regression. Results: The lifetime prevalence of DSH was 17%, and it was more common among girls (23.3%) than boys (10.5%). There were considerable socioeconomic differences in reports of DSH. Psychological distress was strongly associated with DSH in both boys and girls, as were experiences of bullying, sexual harassment, physical violence and sexual assault. Social support, safety and academic factors in school were related to reports of DSH in both girls and boys. There were some gender differences with respect to which factors were associated with DSH. Conclusions: Deliberate self-harm is common and more frequently reported by girls than boys. Psychological distress, experiences of different types of violence, and school-related factors (academic, social and safety-related), should be considered risk factors for DSH in young people. Findings can be applied to health-promotion policy and interventions in various contexts, for example schools.
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| 3. |
- Landstedt, Evelina, 1978-, et al.
(author)
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Experiences of violence among adolescents: gender patterns in types, perpetrators and associated psychological distress
- 2011
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In: International Journal of Public Health. - : Frontiers Media S.A.. - 1661-8556 .- 1661-8564. ; 56:4, s. 419-427
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Journal article (peer-reviewed)abstract
- Purpose: To explore the psychological distress associations of experiences of several types of violence and the victim-perpetrator relationship of physical violence, a gender analysis was applied. Methods: Data were derived from a cross-sectional questionnaire study among 17-year-old upper secondary school students (N = 1,663). Variables in focus were: self-reported psychological distress, experiences of physical violence, sexual assault, bullying and sexual harassment. Logistic regressions were used to examine associations. Results: Experiences of physical violence, sexual assault, bullying and sexual harassment were associated with psychological distress in boys and girls. The perpetrators of physical violence were predominately males. Whether the perpetrator was unknown or known to the victim seem to be linked to psychological distress. Victimisation by a boyfriend was strongly related to psychological distress among girls. Conclusions: Experiences of several types of violence should be highlighted as factors associated with mental health problems in adolescents. The victim-perpetrator relationships of violence are gendered and likely influence the psychological distress association. Gendered hierarchies and norms likely influence the extent to which adolescents experience violence and how they respond to it in terms of psychological distress.
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| 4. |
- Landstedt, Evelina, 1978-, et al.
(author)
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Seventeen and Stressed : Do Gender and Class Matter?
- 2012
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In: Health Sociology Review. - : Informa UK Limited. - 1446-1242 .- 1839-3551. ; 21:1, s. 82-98
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Journal article (peer-reviewed)abstract
- Despite increasing concerns about stress levels in adolescents, knowledge is scarce about what boys and girls from different social backgrounds find stressful. This cross-sectional study explored gender and class patterning of perceived stress and reported stressors in a sample of 1,663 17-year-old Swedish students. The students, especially girls, were highly stressed. No class difference (indicated by educational programme) was found. Performance-related stressors (e.g. school work) and stress due to pressure on looks was mainly patterned by gender (girls), whilst relational stressors were patterned by class (vocational programme students). There was a complex gender and class patterning of stress due to school work and lack of money. The interplay of gender and class inequalities should be acknowledged in identifying determinants of stress in young people. Challenging normative ideals and implementing policies aiming at reducing gender and class inequalities are central components for stress-reducing interventions in, for example, schools.
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