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Social support from teachers as a buffering factor for bullied victim’s well-being
Örebro University, School of Law, Psychology and Social Work. (Mobbning som socialt fenomen och problemområde)ORCID iD: 0000-0001-9439-9486
Örebro University, School of Law, Psychology and Social Work.ORCID iD: 0000-0002-3134-5461
Örebro University, School of Law, Psychology and Social Work.
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Background: A significant body of research indicates that being victim of bullying increases the risk for negative health consequences, short term as well as throughout the lifespan. Children involved in bullying either as victims or bully-victims have higher risk for psychosomatic problems than their uninvolved peers. This risk is evenly distributed among victims of all different age groups, for both genders and between countries world over. Depression, psychosomatic problems, low self esteem and even thoughts of suicide are common consequences of being the victim of bullying. It is therefore important to study factors that may improve or protect these victims well-being. Social support has proven to be an important factor for handling different kind of stressors as well as being positive correlated with academics achievements and health. However little research has studied how social support may influence bullied children’s well being, especially social support deriving from teachers. The aim of this study is to explore the effects that social support from teachers may have on bullied children’s health, in particular, to explore if there are differences between bullied children experiences high or low levels of social support from teachers in relation to their well-being.

Method: Data were collected during the spring of 2013 by using an online web-based questionnaire containing a variety of questions. The sample included all children in elementary schools, grades 4 to 9 in a mid-size Swedish m. In total, 5078 pupils completed the survey which gives a response rate at 82,01 %.

Result: The result will explore how social support from teacher may serve as a protective factor for bullied children in relation to their total well-being as well as show how bullied children experiences different levels of victimization benefits from teachers social support. We will also discuss which implications the results gives to the importance of taking teacher and pupils relation into consideration when formulation anti bullying prevention programs and policies.

Place, publisher, year, edition, pages
2013.
Keywords [en]
bullying, victimization, social support, psychosomatic problems, well-being
National Category
Social Work
Research subject
Social Work
Identifiers
URN: urn:nbn:se:oru:diva-43486OAI: oai:DiVA.org:oru-43486DiVA, id: diva2:794157
Conference
13th Annual Conference of the European Society of Criminology, Budapest, Hungary, September 4-7, 2013
Available from: 2015-03-10 Created: 2015-03-10 Last updated: 2019-03-20Bibliographically approved

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Hellfeldt, KarinJohansson, BjörnLindberg, Odd

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Citation style
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