20 research outputs found
Cyberbullying and Psychological Well-being in Young Adolescence: The Potential Protective Mediation EïŹects of Social Support from Family, Friends, and Teachers
In the current study, we tested the relations between cyberbullying roles and several psychological well-being outcomes, as well as the potential mediation effect of perceived social support from family, friends, and teachers in school. This was investigated in a cross-sectional sample of 1707 young adolescents (47.5% girls, aged 10â13 years, self-reporting via a web questionnaire) attending community and private schools in a mid-sized municipality in Sweden. We concluded from our results that the Cyberbully-victim group has the highest levels of depressive symptoms, and the lowest of subjective well-being and family support. We also observed higher levels of anxiety symptoms in both the Cyber-victims and the Cyberbully-victims. Moreover, we conclude that some types of social support seem protective in the way that it mediates the relationship between cyberbullying and psychological well-being. More specifically, perceived social support from family and from teachers reduce the probability of depressive and anxiety symptoms, and higher levels of social support from the family increase the probability of higher levels of subjective well-being among youths being a victim of cyberbullying (i.e., cyber-victim) and being both a perpetrator and a victim of cyber bullying (i.e., cyberbully-victim). Potential implications for prevention strategies are discussedKarin Hellfeldtsâ contribution to this study was partially funded by Groschinskyâs Memory Foundation. Laura LĂłpez-Romeroâcontribution to this study was partially funded by Programa de Axudas ĂĄ Etapa Posdoutoral da Xunta de Galicia (2017)S
Mobbning och social stöd frÄn lÀrare och klasskamrater: En longitudinell studie av barns erfarenheter av mobbning
Syftet med studien Ă€r att undersöka elevers utvecklingsvĂ€gar nĂ€r det gĂ€ller upplevd utsatthet för mobbning samt att undersöka hur dessa olika utvecklingsvĂ€gar Ă€r relaterade till elevers upplevda sociala stöd frĂ„n lĂ€rare och klasskamrater. En longitudinell design tillĂ€mpades dĂ€r 3349 svenska elever i Ă„rskursena fyra till nio, besvarade en enkĂ€t vid tvĂ„ olika tillfĂ€llen, separerat med ett Ă„r. Fyra olika grupper kunde identifieras inom datamaterialet (1) ej utsatta elever, elever som inte var utsatta för mobbning vid nĂ„got av mĂ€ttillfĂ€llena, (2) undkomna offer, elever vars situation förĂ€ndrades till det bĂ€ttre, (3) nya offer, elever vars situation försĂ€mrades samt (4) fortsatt utsatta elever, elever som var utsatta för mobbning under hela mĂ€tperioden. Barn som aldrig varit utsatta för mobbning rapporterade de högsta nivĂ„erna av upplevt socialt stöd frĂ„n lĂ€rare sĂ„vĂ€l som klasskamrater vid mĂ€tning tvĂ„. GĂ€llande socialt stöd frĂ„n klasskamrater hade undkomna offer högre nivĂ„er Ă€n sĂ„vĂ€l nya som fortsatt utsatta elever. De nĂ„dde dock inte upp till samma nivĂ„ som de elever som aldrig varit utsatta för mobbning under mĂ€tĂÂperioden. NĂ€r det gĂ€ller lĂ€rarstöd fanns dock inga signifikanta skillnader mellan de elever som undkommit mobbning, nya offer eller fortsatt utsatta elever
The Hurt Self : Bullied ChildrenÂŽs Experiences of Social Support, Recognition and Trust at School
The aim of this dissertation is to add to the development the knowledge base of bullying research with particular focus on processes of victimization within a Swedish context. The goal is to a contribute to understanding the consequences of being bullied by examining patterns of change in bullying victimization over time and how potential positive social interactions and relationships might promote the well-being of bullied children. A mix-methods research design was used, including quantitative data from a one-year longitudinal study, using individual data, from 3,347 pupils (grades 4 to 9, in 44 schools) and five in-depth qualitative interviews with former victims of bullying. From an overview of the research field it was concluded that there is a general shortage of theoretical perspectives within the field of bullying research. Correlation studies have linked negative health consequences with bullying. However, this kind of research design provides few insights into how and why bullied children experience the kinds of problems that they do. By adopting a theoretical understanding of how âselfâ is realized through interactions with others, this dissertation moves beyond correlation- based explanations of the mechanisms behind the link between bullying and its consequences in order to be able to offer more targeted support for those schoolchildren who are, or have been subjected to bullying. An argument is made for the importance of understanding the social processes behind bullying It is argued that being subjected to bullying victimization is a transient life experience for about three quarters of the small cohort (about 7%) of Swedish schoolchildren who are victims of bullying at any one time. The trajectories of bullying experiences these children are unstable. However, the negative consequences are likely to remain even after the bullying has ceased. For others, the persistent victims (1.6%). the state of being bullied may become stable and continue over periods of years. Nevertheless, peers and teachers may serve as important resources in supporting transitory and continuing victims of bullying
The Hurt Self : Bullied ChildrenÂŽs Experiences of Social Support, Recognition and Trust at School
The aim of this dissertation is to add to the development the knowledge base of bullying research with particular focus on processes of victimization within a Swedish context. The goal is to a contribute to understanding the consequences of being bullied by examining patterns of change in bullying victimization over time and how potential positive social interactions and relationships might promote the well-being of bullied children. A mix-methods research design was used, including quantitative data from a one-year longitudinal study, using individual data, from 3,347 pupils (grades 4 to 9, in 44 schools) and five in-depth qualitative interviews with former victims of bullying. From an overview of the research field it was concluded that there is a general shortage of theoretical perspectives within the field of bullying research. Correlation studies have linked negative health consequences with bullying. However, this kind of research design provides few insights into how and why bullied children experience the kinds of problems that they do. By adopting a theoretical understanding of how âselfâ is realized through interactions with others, this dissertation moves beyond correlation- based explanations of the mechanisms behind the link between bullying and its consequences in order to be able to offer more targeted support for those schoolchildren who are, or have been subjected to bullying. An argument is made for the importance of understanding the social processes behind bullying It is argued that being subjected to bullying victimization is a transient life experience for about three quarters of the small cohort (about 7%) of Swedish schoolchildren who are victims of bullying at any one time. The trajectories of bullying experiences these children are unstable. However, the negative consequences are likely to remain even after the bullying has ceased. For others, the persistent victims (1.6%). the state of being bullied may become stable and continue over periods of years. Nevertheless, peers and teachers may serve as important resources in supporting transitory and continuing victims of bullying
VÀlfÀrd, jÀmstÀlldhet och demokrati
The purpose of the essay is to analyze the welfare state from a gender perspective. Further, the paper analyzes and critically examines three different normative solutions provided by Irish Marion Young, Nancy Fraser and JĂŒrgen Habermas for the realization of a welfare state that includes women. Habermas argues that the welfare state has created a situation of dependency and state paternalism which reduces both individual and collective self-determination. Young follows Habermasâ argument. She argues for a political climate where justice is reduced to the distribution of material goods rather than the elimination of underlying relations of domination and gender specific patterns. Fraser and Young therefore argue that the new client role is female and that the welfare state rests on the heterogeneous nuclear family norm with a male provider which restricts possibilities for women. The Scandinavian welfare model tends to be considered as "women friendly" because of its broad gender debate, well-developed social security that brackens the line between public-private together with a high degree of representation of women in political institutions. What is critical about the Scandinavian model is that it restricts political participation to representation. Rather, what is needed is a model of democracy that gives room for women to discuss in their own voice what their needs are and to use the discussion as a means for broader political debate. For women to be given such a voice in society, we need a model like Habermasâ deliberative democracy with procedural rights. The strength in Habermasâ model is that it makes it possible for women to participate in political will-formation through critical rationality. The deliberative rationality makes it possible for women to come together in the public sphere to influence the welfare state, its design and the allocation of resources. Habermasâ democracy model has certain shortcomings because it overlooks the gender structures which affect women's access to the public sphere. It is therefore important to understand how rational communication can be achieved in a society that is socially stratified. I argue for a welfare state in which recognition, redistribution and political participation are secured and where women can participate as equals in the public sphere. This is achieved by adopting Fraser concepts of society as consisting of a multiplicity of publics rather than by a single public. It is important however, that the public sphere makes room for groupsâ particularity and I therefore argue for Youngsâ concept of a politics of difference. It also requires an interaction between institutions and political participation through procedural rights. These rights enable women to influence societysâ institutions and overcome the client role and gender structures in society
GodkÀnd eller icke godkÀnd? : En studie om hur erfarenheter av mobbning, skolk och socialt umgÀnge inverkar pÄ elevers skolprestationer
Editors: Anders Bruhn och Ă
sa KÀllström</p
Detection of children at risk of maltreatment : longitudinal understanding of teachersâ concern for childrenâs home situation in Sweden
Teachers in preschools and schools have a central role in detecting children at risk of maltreatment. The aim of this study was to provide a longitudinal understanding of teachersâ temporary and prolonged concerns for children's home situations (CCHS), from preschool (age 3â5 years) to year 1â3 of elementary school (age 8â10 years). Teacher- and parent reports from an ongoing prospective longitudinal study was used (baseline n = 2,113; 5-year follow-up n = 1,829). The study applied the bio-ecological systems framework by assessing how teachersâ CCHS were associated with person-, process-, and context-related factors. Both temporary and prolonged CCHS were primarily associated with teachersâ concern for different aspects of the childrenâs development, poor contact with parents and low parental SES, while school-related factors were less prominent. The longitudinal pattern indicates three risk levels and highlights the importance of the contact between teachers and parents in understanding when CCHS arises, ceases, or persists over time.