Immigrant and Non‑immigrant Parents’ Involvement in Bullying Cases

This study aims at investigating parental involvement in bullying cases. Immigrant and non-immigrant parents are compared regarding their experience and understanding of causes of the bullying behaviour that their child is exposed to, how they experience the school’s handling of the bullying case, the home-school cooperation, and parents’ cooperation with other parents. A qualitative approach was used, and semi-structured interviews with 16 parents of targets of bullying were carried out (5 immigrant, 11 Norwegian, including two Sami parents). The targets were from primary and lower secondary school. Content analysis was conducted using the deductively developed and inductively enriched system of categories. The results of the study provided insights into parents’ experiences of a problematic school-parent collaboration, and also problematic relations to the other parents of the students involved in the respective bullying cases. Immigrant parents were more satisfied with the school than non-immigrant parents, but not with the relation to other parents. Vulnerability and ethnicity-based bullying appeared as aspects which should be paid especially attention to, regarding both implications and future research.publishedVersio

Feasibility and Early Outcomes of a Parent Training Intervention to Engage Parents in Children’s Media Education

The importance of parents in mediating adolescents’ Internet use is documented by many studies in the literature. Very few, however, regard interventions to support parents in this role. We wanted to assess the feasibility and the early outcomes of an Internet-based parent educational group course aimed to support parents in adolescents’ media education. The intervention was conducted with two different groups of parents (N = 20, 75% women; mean age = 46.9 y; SD = 6.3) at different time-points. The intervention included five sessions, during which information about parental mediation strategies was provided and practical exercises based on the Acceptance and Commitment Therapy (ACT) approach were proposed. The intervention generated greater awareness, openness and flexibility and increased parental familiarity with technological devices. Overall, the proposed web-based and group-based parent training model has shown good feasibility and promising early outcomes in supporting parents as Internet mediators.publishedVersio

Two Dimensions of Moral Cognition as Correlates of Different Forms of Participation in Bullying

The present study investigated the extent to which moral disengagement and the tendency to consider moral rules as socio-conventional rules are distinct dimensions of morality, and their association with three different forms of participation in bullying (perpetrating bullying, defending the victim and passive bystander behavior). These two types of moral cognitions have been theorized in different models of morality and are usually studied independently, even if research on moral shifts (the interpretation of a moral rule transgression as a socio-conventional rule transgression) suggests some possible overlaps. A group of 276 Italian students from primary and middle school (aged 8–15) completed self-reports assessing moral disengagement, socio-conventional perception of moral rules, and participation in bullying as bully, defender of the victim and passive bystander. Results from structural equation modeling analysis confirmed that moral disengagement and socio-conventional comprehension of aggressions are separate and moderately connected morality dimensions. Controlling for age, gender and SES, only moral disengagement was positively associated with perpetrating bullying. These results point to moral disengagement as the critical component of moral cognitions to be addressed in interventions.publishedVersio

Intentions to quit upper secondary education among first generation immigrants and native Norwegians: the role of loneliness and peer victimization

Dropout from upper secondary education is a persistent educational problem, particularly among first-generation immigrant youth. This study examined factors associated with intentions to dropout to gain further insight into the process of leaving upper secondary education. The analyses of 1299 Norwegian first-year upper secondary school students’ (88% native Norwegians, 12% first-generation immigrants) self-reported intentions to quit school, loneliness, and peer victimization in school showed that first-generation immigrants experienced higher levels of loneliness than native Norwegians. In contrast, there were no differences in the levels of peer victimization and intentions to quit between native Norwegians and first-generation immigrants. However, loneliness showed a significantly stronger association with intentions to quit among first-generation immigrants. The results underscore the importance of tackling first-generation immigrants’ loneliness in school to reduce their intentions to quit upper secondary education and thus potentially improve conditions for school completion.publishedVersio

La necesidad de aceptación por los iguales como motivo subyacente del comportamiento agresivo y el acoso a los demás entre los jóvenes inmigrantes que viven en Austria y Noruega

This study (1) compared the overall levels of aggressive behaviour and bullying others and (2) investigated the predictive power of two underlying motives – reactive aggression and the need for peer acceptance and affiliation – between non-immigrant and immigrant youth living in two European countries. In Austria, data on aggressive behaviour was available for analyses, while in Norway bullying others, a subcategory of aggressive behaviour was investigated. The sample comprised 302 non-immigrant Norwegians (48.7% girls), 161 first generation immigrant adolescents living in Norway (51.6% girls), 339 non-immigrant Austrians (51.6% girls), and 126 first generation immigrants (48.4% girls) living in Austria aged 14 to 16 years. Immigrant status was associated with higher levels of bullying others in Norway. In Austria, no differences regarding aggressive behaviour were found. In both countries, multiple group structural equation models revealed that the need for peer acceptance and affiliation – but not reactive aggression - was a predictor of bullying others and aggressive behaviour among immigrants, but not among non-immigrants. Results are discussed regarding the process of acculturation among immigrant youth living in two European countries.Este estudio (1) comparó el nivel general de comportamiento agresivo y el acoso a los demás e (2) investigó el poder predictivo de dos motivos subyacentes – la agresión reactiva y las necesidades de aceptación por los iguales y de afiliación – entre jóvenes no inmigrantes e inmigrantes viviendo en dos países europeos. En Austria, se disponía de datos sobre el comportamiento agresivo, en Noruega, por su parte, el acoso a los demás, una subcategoría del comportamiento agresivo, fue analizado. La muestra incluía a 302 noruegos no inmigrantes (48,7% chicas), 161  adolescentes inmigrantes de primera generación que vivían en Noruega (51,6% chicas),  339 austríacos no inmigrantes (51,6% chicas), y 126  inmigrantes de primera generación (48,4% chicas) que vivían en Austria, de edades entre 14 y 16 años. El estatus de inmigrante se asociaba a niveles más altos de acoso a los demás en Noruega. En Austria, no se encontraron diferencias en el comportamiento agresivo. En ambos países, modelos de ecuaciones estructurales pusieron de manifiesto que  la necesidad de aceptación por los iguales y de afiliación – pero no la agresión reactiva - predecía el acoso a los demás y el comportamiento agresivo entre los inmigrantes,  pero no entre los no inmigrantes. Se comentan los resultados sobre el proceso de aculturación entre jóvenes inmigrantes viviendo en dos países europeos

Fordommer, krenking og mobbing som problem i religionsundervisningen

Hvordan kan religionsundervisningen åpne for ulike syn uten at dette behøver å innebære risiko for krenkelser og mobbing? Hvilken rolle spiller fordommer i denne sammenheng? Artikkelen diskuterer dette på bakgrunn av skolens styringsdokumenter og perspektiver fra mobbeforskning og religionsdidaktisk forskning. Det argumenteres for at en mer nyansert forståelse av begreper som konflikt, krenking og mobbing kan gjøre det lettere å lykkes med å etablere fellesskap omkring læring i religionsfag

Fordommer, krenking og mobbing som problem i religionsundervisningen

Hvordan kan religionsundervisningen åpne for ulike syn uten at dette behøver å innebære risiko for krenkelser og mobbing? Hvilken rolle spiller fordommer i denne sammenheng? Artikkelen diskuterer dette på bakgrunn av skolens styringsdokumenter og perspektiver fra mobbeforskning og religionsdidaktisk forskning. Det argumenteres for at en mer nyansert forståelse av begreper som konflikt, krenking og mobbing kan gjøre det lettere å lykkes med å etablere fellesskap omkring læring i religionsfag.How can religious education practice be open for different views without risking violation and bullying? What role does prejudice play in this context? This article discusses this based on policy documents as well as perspectives from bully ing research and religious education research. It is argued that a more nuanced understanding of concepts like conflict, violation and bullying may make it easier to succeed in establishing communities regarding learning in religion subjects.publishedVersio

Immigrant and Non‑immigrant Parents’ Involvement in Bullying Cases

This study aims at investigating parental involvement in bullying cases. Immigrant and non-immigrant parents are compared regarding their experience and understanding of causes of the bullying behaviour that their child is exposed to, how they experience the school’s handling of the bullying case, the home-school cooperation, and parents’ cooperation with other parents. A qualitative approach was used, and semi-structured interviews with 16 parents of targets of bullying were carried out (5 immigrant, 11 Norwegian, including two Sami parents). The targets were from primary and lower secondary school. Content analysis was conducted using the deductively developed and inductively enriched system of categories. The results of the study provided insights into parents’ experiences of a problematic school-parent collaboration, and also problematic relations to the other parents of the students involved in the respective bullying cases. Immigrant parents were more satisfied with the school than non-immigrant parents, but not with the relation to other parents. Vulnerability and ethnicity-based bullying appeared as aspects which should be paid especially attention to, regarding both implications and future research

Inkluderende elevmangfold i religions- og livssynsundervisningen. Hva gjør vi med identitetsbaserte krenkelser?

Dette kapittelet tar utgangspunkt i religionsundervisningen for d diskutere utfordringer knyttet til læringsmiljø og mer spesifikt de spennin­ger som forholdet mellom majoritet og minoritetsgrupper kan innebære i sko­len. Dette kan handle om mobbing og krenkelser basert på etnisitet, kultur eller religion. Gjennom d bruke innsikt både fra religionsdidaktisk forskning og mobbeforskning bidrar kapittelet til d belyse hvordan relasjonelle prosesser i klasserommet kan være knyttet til undervisning i fag, og til d forstd og disku­tere hvordan mobbing eller krenkelser kan se ut og håndteres ndr hendelsene er knyttet til fagundervisning. Artikkelen legger vekt pil behovet for il bevisst­gjøre lærere om hvordan man kan kommunisere pil tvers av uenighet og mot­setninger, uten at krenkelser skjer, men slik at det samtidig foregilr bilde faglig og sosial læring

Inkluderende elevmangfold i religions- og livssynsundervisningen. Hva gjør vi med identitetsbaserte krenkelser?

Dette kapittelet tar utgangspunkt i religionsundervisningen for d diskutere utfordringer knyttet til læringsmiljø og mer spesifikt de spennin­ger som forholdet mellom majoritet og minoritetsgrupper kan innebære i sko­len. Dette kan handle om mobbing og krenkelser basert på etnisitet, kultur eller religion. Gjennom d bruke innsikt både fra religionsdidaktisk forskning og mobbeforskning bidrar kapittelet til d belyse hvordan relasjonelle prosesser i klasserommet kan være knyttet til undervisning i fag, og til d forstd og disku­tere hvordan mobbing eller krenkelser kan se ut og håndteres ndr hendelsene er knyttet til fagundervisning. Artikkelen legger vekt pil behovet for il bevisst­gjøre lærere om hvordan man kan kommunisere pil tvers av uenighet og mot­setninger, uten at krenkelser skjer, men slik at det samtidig foregilr bilde faglig og sosial læring.publishedVersio