| 1. |
- 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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| 2. |
- 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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| 3. |
- Norrman, Emma, et al.
(författare)
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School performance in singletons born after assisted reproductive technology
- 2018
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Ingår i: Human Reproduction. - : Oxford University Press (OUP). - 0268-1161 .- 1460-2350. ; 33:10, s. 1948-1959
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Tidskriftsartikel (refereegranskat)abstract
- STUDY QUESTION: Is school performance in children conceived after assisted reproductive technology (ART) comparable to those conceived after spontaneous conception (SC)? SUMMARY ANSWER: Singleton children born after ART performed better in the crude analysis than singleton children born after SC although after adjustment, small differences were observed in total scores in favour of SC children. WHAT IS KNOWN ALREADY: While it is well known that ART children, also singletons, have an adverse perinatal outcome, studies on cognitive skills in ART children are inconsistent and only few studies have been published on school performances. Although these studies indicate good school performances in ART children many studies suffer from low participation rate and few participants. STUDY DESIGN, SIZE, DURATION: This retrospective population-based cohort study included all singleton children in Sweden, born after ART (n = 8323) or SC (n = 1 499 667), between 1985 and 2001. PARTICIPANTS/MATERIALS, SETTING, METHODS: Singleton children born after ART, identified in national IVF registries, were cross-linked with the Medical Birth Registry (MBR), the National Patient Registry (NPR) and the Swedish Cause of Death Registry (CDR) for characteristics and medical outcomes. Data on school performances, parental education and other parental characteristics was obtained through cross-linking to the National School Register and to Statistics Sweden. The control group was identified from the MBR and consisted of all singletons born after SC during the same time period. The primary outcome was school performance after 9 years at primary school and based on a mean total score of 16 subjects (0-320). The secondary outcomes were the mean school grade in specific subjects (mathematics, Swedish, English, physical education), 'qualified to enter secondary school' (i.e. approved in mathematics, Swedish and English) and 'poor school performance' (total score <160). Since the distribution of school grades was skewed, percentiles were used. Simple and multivariable linear regression was used for analysis of percentiles and logistic regression was used for the corresponding analysis of binary outcomes. Adjustments were made for child gender and year of birth, maternal age, parity, maternal smoking, paternal age, parental region of birth, parental education and socioeconomic class. MAIN RESULTS AND THE ROLE OF CHANCE: Data on 1 507 990 singletons in the ninth grade and registered by the Swedish School Authority were included. In the crude analysis, mean total scores were significantly higher for ART children (mean total score 230.2 (SD 57.2), corresponding to mean percentiles 60.2 (SD 27.7)), than for their SC counterparts (mean total score of 209.7 (SD 63.9), corresponding to mean percentiles 50.2 (SD 29.0)). However, after adjustments for several confounders, SC children had a significant advantage (adjusted mean difference [percentiles] -0.72, 95% confidence interval [CI] -1.31 to -0.12; P = 0.018).When analysing boys and girls together, no significant difference between children born after ART and children born after SC was found in mathematics, Swedish, English or physical education. Neither was there any significant difference between ART children and SC children in qualifying for secondary school (adjusted odds ratio [AOR] 1.05; 95% CI 0.95-1.17, P = 0.35) or in poor school performance (AOR 0.98; 95% CI, 0.89-1.09, P = 0.73). When cross-linking children with missing data on school performances (2.7% for ART and 2.8% for SC) with the NPR for mental disability, 35% of ART and 34% of SC children with missing data, were registered under such a diagnosis. LIMITATIONS, REASONS FOR CAUTION: The main limitation was that test scores were missing in a small percentage in both ART and SC children. Although we were able to crosslink this subpopulation with the NPR using codes for mental disability, such diagnosis only partly explained the missing scores. Other limitations are residual confounding caused by unknown confounders. WIDER IMPLICATIONS OF THE FIN INGS: The findings are generally reassuring and indicate, in the crude analysis, that school performances of ART children compared to children born after SC are better. After adjustment small differences were observed in total scores in favour of SC children. There were no significant differences, when analysing boys and girls together in specific subjects, in secondary school qualification or poor school performance. STUDY FUNDING/COMPETING INTEREST(S): Financial support was received through Sahlgrenska University Hospital (ALFGBG- 70 940), Hjalmar Svensson Research Foundation and Nordforsk, project number 71450. None the authors declare any conflict of interest. © The Author(s) 2018. Published by Oxford University Press on behalf of the European Society of Human Reproduction and Embryology.
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| 4. |
- 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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