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Mobbning och socialt stöd från lärare och klasskamrater: en longitudinell studie av barns erfarenheter av mobbning
Örebro University, School of Law, Psychology and Social Work.
Örebro University, School of Law, Psychology and Social Work.ORCID iD: 0000-0002-3134-5461
Örebro University, School of Law, Psychology and Social Work. (Mobbning som socialt fenomen och problemområde)
2014 (Swedish)In: Sosiologi i dag, ISSN 0332-6330, E-ISSN 1893-4617, Vol. 44, no 4, 79-104 p.Article in journal (Refereed) Published
Abstract [sv]

Syftet med studien är att undersöka elevers utvecklingsvägar när det gäller upplevd utsatthet för mobbning samt att undersöka hur dessa olika utvecklingsvägar är relaterade till elevers upplevda sociala stöd från lärare och klasskamrater. En longitudinell design tillämpades där 3349 svenska elever i årskursena fyra till nio, besvarade en enkät vid två olika tillfällen, separerat med ett år. Fyra olika grupper kunde identifieras inom datamaterialet (1) ej utsatta elever, elever som inte var utsatta för mobbning vid något av mättillfällena, (2) undkomna offer, elever vars situation förändrades till det bättre, (3) nya offer, elever vars situation försämrades samt (4) fortsatt utsatta elever, elever som var utsatta för mobbning under hela mätperioden. Barn som aldrig varit utsatta för mobbning rapporterade de högsta nivåerna av upplevt socialt stöd från lärare såväl som klasskamrater vid mätning två. Gällande socialt stöd från klasskamrater hade undkomna offer högre nivåer än såväl nya som fortsatt utsatta elever. De nådde dock inte upp till samma nivå som de elever som aldrig varit utsatta för mobbning under mät­perioden. När det gäller lärarstöd fanns dock inga signifikanta skillnader mellan de elever som undkommit mobbning, nya offer eller fortsatt utsatta elever.

Place, publisher, year, edition, pages
2014. Vol. 44, no 4, 79-104 p.
Keyword [sv]
mobbning, socialt stöd, klasskamrater, lärare, utvecklingsvägar
National Category
Sociology Social Work
Research subject
Social Work; Sociology
Identifiers
URN: urn:nbn:se:oru:diva-38658OAI: oai:DiVA.org:oru-38658DiVA: diva2:763717
Available from: 2014-11-17 Created: 2014-11-17 Last updated: 2017-10-17Bibliographically approved
In thesis
1. The Hurt Self: Bullied Children´s Experiences of Social Support, Recognition and Trust at School
Open this publication in new window or tab >>The Hurt Self: Bullied Children´s Experiences of Social Support, Recognition and Trust at School
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

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 ‘self’ 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.

Place, publisher, year, edition, pages
Örebro: Örebro university, 2016. 148 p.
Series
Örebro Studies in Social work, ISSN 1651-145X ; 18
Keyword
Bullying victimization, stability, consequence, relationship, recognition, social support, teachers, peers
National Category
Social Work
Research subject
Social Work
Identifiers
urn:nbn:se:oru:diva-49818 (URN)978-91-7529-143-7 (ISBN)
Public defence
2016-06-10, Långhuset, Hörsal 2, Örebro universitet, Fakultetsgatan 1, Örebro, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2016-04-13 Created: 2016-04-13 Last updated: 2017-10-17Bibliographically approved

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