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  • 1.
    Colins, Olivier F.
    et al.
    Ghent University, Ghent, Belgium; Örebro University, Örebro, Sweden.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Fanti, Kostas A.
    University of Cyprus, Cyprus.
    The incremental usefulness of teacher-rated psychopathic traits in 5- to 7-year olds in predicting teacher-, parent-, and child self-reported antisocial behavior at a six-year follow-up2022In: Journal of criminal justice, ISSN 0047-2352, E-ISSN 1873-6203, Vol. 80, article id 101771Article in journal (Refereed)
    Abstract [en]

    The incremental usefulness of the multidimensional psychopathy construct in predicting future antisocial behavior has rarely been tested in general population samples of children. To fill this significant knowledge gap, data were used from 1729 5- to 7-year old Swedish children who enrolled in a large Swedish prospective longitudinal study. Psychopathic traits and other risk factors at age 5–7 were assessed through teacher-, and parent-reports. Six years later, multiple informants (teacher, parents, and children) completed measures of antisocial behavior, including symptoms of conduct disorder, aggression, and bullying. Results show that the teacher-rated psychopathy total score (i.e., the composite of interpersonal, callous-unemotional, and behavioral-lifestyle traits) was predictive of severe and stable antisocial behavior, above and beyond levels of other risk factors, including conduct problems. Interaction effects suggested that the psychopathy total score at age 5–7 was predictive of future stable conduct disorder symptoms 6 years later, even in the absence of conduct problems at age 5–7. In conclusion, current findings indicate that the multidimensional child psychopathy construct identifies 5–7-year olds at risk for negative maladjustment in adolescence. Results support existing attempts of the developmental extension of psychopathy to young children.

  • 2.
    Fanti, Kostas A.
    et al.
    University of Cyprus, Nicosia, Cyprus.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Colins, Olivier F.
    Leiden University Medical Center, Leiden, the Netherlands; Örebro University, Örebro, Sweden.
    Meehan, Anna
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Worried, sad, and breaking rules?: Understanding the developmental interrelations among symptoms of anxiety, depression, and conduct problems during early childhood2019In: Journal of criminal justice, ISSN 0047-2352, E-ISSN 1873-6203, Vol. 62, p. 23-28Article in journal (Refereed)
    Abstract [en]

    Research investigating the developmental interrelations among symptoms of anxiety, depression, and conduct problems in early childhood is lacking. The present study aims to fill this significant knowledge gap. A large Swedish prospective longitudinal data set (SOFIA study) was utilized, in which approximately 2.000 children have been assessed by parents and school staff at four time points, beginning at ages 3–5 and the fourth assessment conducted at ages 8–10. Results showed that symptoms of anxiety and depression were positively related to conduct problems, both cross-sectionally and longitudinally, and among both boys and girls. However, when all other variables were controlled for in the path analysis, a different picture emerged. Cross-sectional unidirectional positive effects from conduct problems to depressive symptoms were identified at each time point, with the effect from conduct problems to depressive symptoms during middle childhood being only significant among girls. Furthermore, conduct problems predicted anxiety symptoms during middle childhood among both boys and girls. Neither depressive nor anxiety symptoms predicted conduct problems. These findings suggest that conduct problems are associated with increased risk for depressive and anxiety symptoms, and may contribute to the development of psychopathological symptoms during childhood.

  • 3.
    Frogner, Louise
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Ångström, Anna-Karin
    Örebro University, School of Medical Sciences.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Källström, Åsa
    Örebro University, School of Law, Psychology and Social Work.
    Fanti, Kostas A.
    Department of Psychology, University of Cyprus, Cyprus.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Stability and Change in Early Social Skills Development in Relation to Early School Performance: A Longitudinal Study of a Swedish Cohort2022In: Early Education and Development, ISSN 1040-9289, E-ISSN 1556-6935, Vol. 33, no 1, p. 17-37Article in journal (Refereed)
    Abstract [en]

    Research Findings: This study aimed to investigate the developmental path of social skills in early childhood, the associated predictors, and its impact on later school performance. This prospective longitudinal study included 2,121 children, ages 3-5 at baseline, from the general population in a mid-sized Swedish municipality. Results show both stability and change in social skills. Stable low social skills increased the risk for poor school performance, while stable high social skills increased the chance for good school performance in primary school. With some notable gender differences, both individual and family factors were significant predictors of stable low and stable high paths of social skills during early childhood.

    Practice or Policy: Whether the goal is to improve children’s social skills or their performance in school, this study provides important clues for prevention. We identified several potential targets for interventions to promote early social skills development, which may in turn promote positive school performance. It is also notable that there seem to be gender differences in which factors are important, indicating the need for gender-differentiated interventions. 

    Download full text (pdf)
    Stability and Change in Early Social Skills Development in Relation to Early School Performance
  • 4.
    Glatz, Terese
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Källström, Åsa
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Thunberg, Sara
    Örebro University, School of Law, Psychology and Social Work.
    Physical Violence in Family Sub-Systems: Links to Peer Victimization and Long-Term Emotional and Behavioral Problems2019In: Journal of family Violence, ISSN 0885-7482, E-ISSN 1573-2851, Vol. 34, no 5, p. 423-433Article in journal (Refereed)
    Abstract [en]

    Although childhood violence by any person is negative for children, little is known about whether violence by different family members is linked differently to problems in young adulthood, as family relationships might play different roles in children’s individual development. In this study, we examine parent and sibling violence and associations with emotional and behavioral problems, directly and indirectly via peer victimization. We used retrospective reports from 347 young adults (aged 20–24) who all reported childhood family physical violence, and we performed a path analysis using Mplus. The results showed that participants who had been victimized by a sibling only or by both a sibling and parent were more likely to report peer victimization than were participants who had been victimized by parents only. Peer victimization was, in turn, linked to more aggres- sion, criminality, and anxiety. Theoretical and clinical implications of these results are discussed.

    Download full text (pdf)
    Physical Violence in Family Sub-Systems: Links to Peer Victimization and Long-Term Emotional and Behavioral Problems
  • 5.
    Golovchanova, Nadezhda
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Boersma, Katja
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Feelings of unsafety and well-being in advanced age2021Conference paper (Other academic)
  • 6.
    Golovchanova, Nadezhda
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Boersma, Katja
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Perceived reasons of unsafety among independently living older adults in Sweden2022In: Nordic Journal of Criminology, ISSN 2578-983X, Vol. 23, no 1, p. 44-60Article in journal (Refereed)
    Abstract [en]

    Feeling safe is important for quality of life in advanced age. The current study aimed to investigate whether different perceived reasons for unsafety uniquely contribute to the feelings of unsafety in the neighbourhood and at home while ageing. Data from a cross- sectional survey study on older adults living independently in Sweden were analysed (N = 622, age range 64–106 years, 60.6% female). Binary logistic regressions revealed unique associations between fear of crime, unattractive social climate in the neighbour-hood, and inconvenient infrastructure at home with experienced feelings of unsafety, while controlling for socio-demographic fac-tors. When distinguishing between reasons for feeling unsafe in the neighbourhood and at home, different associations with socio- demographic factors emerged. Higher age was positively asso-ciated with health-related unsafety both in the neighbourhood and at home and was not related to fear of crime neither in the neighbourhood nor at home. Female gender was associated with both health-related unsafety and fear of crime in the neighbour-hood and with health-related unsafety at home. Overall, the find-ings highlight the presence of a range of perceived reasons of unsafety relevant for older adults and the importance to consider these subjective unsafety reasons in further research and practice.

  • 7.
    Golovchanova, Nadezhda
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    The +65 and Safe Study: Feelings of unsafety and fear of crime in advanced age2019Conference paper (Refereed)
  • 8.
    Golovchanova, Nadezhda
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Boersma, Katja
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Affective Fear of Crime and Its Association with Depressive Feelings and Life Satisfaction in Advanced Age: Cognitive Emotion Regulation as a Moderator?2021In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 18, no 9, article id 4727Article in journal (Refereed)
    Abstract [en]

    Fear of crime is a substantial problem for older adults and is associated with reduced subjective well-being. However, less is known about factors that could moderate the associations between fear of crime and mental health problems and well-being in advanced age. Cognitive emotion regulation could serve as a potentially buffering factor for adverse health outcomes related to fear of crime due to its potential importance in managing feelings when facing threatening situations. The current study investigated the associations between affective fear of crime with depressive feelings and life satisfaction and examined whether adaptive and maladaptive cognitive emotion regulation strategies moderated these associations in a sample of older adults (age 64–106) in Sweden (N = 622). The results showed that affective fear of crime was associated with more depressive feelings, less life satisfaction, and more frequent use of such maladaptive cognitive emotion regulation strategies as rumination, catastrophizing, and blaming others. Moreover, rumination and self-blame moderated the associations between affective fear of crime and life satisfaction. Adaptive emotion regulation strategies were not associated with affective fear of crime and did not decrease the strength of its association with depressive feelings and with life satisfaction. These findings allow us to conclude that maladaptive emotion regulation could be considered a vulnerability factor in the association of fear of crime with life satisfaction.

  • 9.
    Golovchanova, Nadezhda
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Boersma, Katja
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Affective fear of crime and its associations with depressive feelings and life satisfaction in older adults: Cognitive emotion regulation as a moderator?2021In: The Stockholm Criminology Symposium: Program & Abstracts, The Swedish National Council for Crime Prevention (Brå) , 2021, p. 29-29Conference paper (Other academic)
  • 10.
    Golovchanova, Nadezhda
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Evans, Brittany
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Boersma, Katja
    Örebro University, School of Law, Psychology and Social Work.
    Older and feeling unsafe? Differences in underlying vulnerability, anxiety, and life satisfaction among older adultsManuscript (preprint) (Other academic)
  • 11.
    Golovchanova, Nadezhda
    et al.
    Örebro University, School of Behavioural, Social and Legal Sciences.
    Evans, Brittany
    Örebro University, School of Behavioural, Social and Legal Sciences.
    Hellfeldt, Karin
    Örebro University, School of Behavioural, Social and Legal Sciences.
    Andershed, Henrik
    Örebro University, School of Behavioural, Social and Legal Sciences.
    Boersma, Katja
    Örebro University, School of Behavioural, Social and Legal Sciences.
    Older and feeling unsafe? Differences in underlying vulnerability, anxiety and life satisfaction among older adults2023In: Aging & Mental Health, ISSN 1360-7863, E-ISSN 1364-6915, Vol. 27, no 8, p. 1636-1643Article in journal (Refereed)
    Abstract [en]

    Objectives: Feeling safe in the daily environment is important in late life. However, research on configuration of vulnerability factors for perceived unsafety in older adults is scarce. The current study aimed to identify latent subgroups of older adults based on their vulnerability for perceived unsafety.

    Method: We analyzed the data from a cross-sectional survey of residents in senior apartments in a mid-sized Swedish municipality (N = 622).

    Results: The results of the latent profile analysis based on frailty, fear of falling, social support, perceived neighborhood problems, and trust in others in the neighborhood indicated the presence of three profiles. These profiles were labelled as compromised body and social networks (7.2%), compromised context (17.9%) and non-vulnerable (74.9%). Profile membership was statistically predicted by age, gender, and family status and profiles differed in perceived unsafety, anxiety and life satisfaction.

    Conclusion: Overall, the study findings suggested the existence of latent subgroups of older people based on patterns of vulnerability.

  • 12.
    Golovchanova, Nadezhda
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Evans, Brittany
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Boersma, Katja
    Örebro University, School of Law, Psychology and Social Work.
    Vulnerability for perceived unsafety among older adults: A latent profile analysis2022Conference paper (Refereed)
  • 13.
    Golovchanova, Nadezhda
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Owiredua, Christiana
    Örebro University, School of Law, Psychology and Social Work.
    Boersma, Katja
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Presence of Meaning in Life in Older Men and Women: The Role of Dimensions of Frailty and Social Support2021In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 12, article id 730724Article in journal (Refereed)
    Abstract [en]

    Presence of meaning in life is an important component of eudemonic wellbeing while aging. While subjective health and interpersonal relationships are among important sources of meaning for older adults, less research has explored the gender differences in the potential contribution of these sources to the presence of meaning in late life. The current study aims to examine the associations of frailty dimensions (daily activities, health problems, and psychosocial functioning) and social support with the presence of meaning in late life, and whether these associations differ for older men and women. The study employs the data from the 65+ and Safe Study – a cross-sectional survey of residents of senior apartments. The data were collected in 2019 in a mid-sized Swedish municipality (N = 618; age range from 64 to 106 years, 60.5% female). Results showed significant associations of health problems, psychosocial functioning, and social support with the presence of meaning in life. Further, the results demonstrated no statistically significant gender differences in the associations between frailty dimensions, social support, and presence of meaning. However, since the interaction between health problems and gender approached statistical significance, this association was further explored indicating a more detrimental role of health problems in relation to the presence of meaning in life among older men than among older women. Overall, the study highlights the importance of physical and psychosocial health and social support for the presence of meaning in life among older adults and warrants further research on possible gender differences in the relation between health problems and meaning in late life.

  • 14.
    Golovchanova, Nadezhda
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Owiredua, Christiana
    Örebro University, School of Law, Psychology and Social Work.
    Boersma, Katja
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Humanities, Education and Social Sciences. Örebro University, School of Law, Psychology and Social Work.
    Presence Of Meaning In Older Men And Women: The Role Of Frailty Dimensions And Social Support2021Conference paper (Refereed)
  • 15.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Bullying and well-being: Social support from teachers as a buffering factor for bullied childrenManuscript (preprint) (Other academic)
  • 16.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Mobbning i skolan: dess olika uttryck, konsekvenser samt behovet av stöd och hjälp för den utsatta2014Conference paper (Refereed)
    Abstract [sv]

    Mobbningens negativa konsekvenser är väldokumenterade. Trots denna kunskap finns lite forskning kring hur utsatthet för mobbning utvecklas över tid samt vilket behov av stöd och hjälp elever som varit eller är mobbade har. Under föreläsningen presenteras utifrån ett pågående forskningsprojekt inom Örebro kommun, olika utvecklingsvägar för elever utsatta för mobbning i relation till hälsa, relation till lärare samt kamrater. Vidare diskuteras vilken implikationer dessa resultat ger för arbete kring stöd och hjälp för utsatta elever.

  • 17.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Mobbning och kränkningar i skolan: olika utvecklingsvägar samt socialt stöd från lärare som en skyddande faktor2014Conference paper (Refereed)
    Abstract [sv]

    Att arbeta mot mobbning och kränkande handlingar är en viktig och lagstadgad uppgift för skolor. Förutom att förebygga det kortsiktiga såväl som långsiktiga lidandet för den utsatte, handlar det även om att skapa en god miljö där unga får möjlighet att lära och utveckla sig själva. Idag finns ett starkt forskningsstöd för de negativa konsekvenserna som följer av mobbning. Depression, psykosymatiska problem, låg självkänsla, dåliga skolresultat och även tankar på självmord är vanliga konsekvenser för unga utsatta för mobbning. Fortfarande finns dock lite kunskap om hur mobbade elever kan stödjas och hjälpas i sin utsatthet, vilka behov olika grupper av utsatta har samt hur dessa förändras över tid. Det är därmed viktigt att undersöka vilka olika utvecklingsvägar som finns för unga utsatta för mobbning i relation till hälsa, trygghet och tillit till andra samt att få kunskap om vilka eventuella skyddande faktorer som skulle kunna hjälpa de utsatta. Syftet med studien är därför tvådelad. För det första åsyftas att undersöka vilka olika utvecklingsvägar som finns för mobbade samt hur dessa påverkar de utsattas hälsa och tillit till andra. För det andra syftar studien till att undersöka om socialt stöd från lärare i skolan kan fungera som en skyddande faktor i relation till mobbade elevers hälsa. 

    Metod: Resultaten bygger på ett pågående samarbetsprojekt mellan Örebro kommun och Örebro universitet. En longitudinell kvantitativ studie genomförs där elever i årskurs fyra till nio följs på individnivå. Totalt besvarar cirka 7000 elever vid två tillfällen med ett års mellanrum samma enkät. Svarsfrekvensen var 77 % respektive 82 % för enkätmätning ett och två. Enkäten berör frågor kring kräkningar, hälsa, tillit till lärare och kamrater samt elevens uppfattning om skolans anti-mobbningsarbete. Studien är godkänd och granskad av den regionala etiknämnden i Uppsala.

    Resultat: I studien framkommer att mobbning är ett mycket mindre statiskt fenomen än vad som tidigare framkommit i forskning. Fyra grupper är möjliga att identifiera (1) de som ej är utsatta för mobbning vare sig vid enkättillfälle ett eller två, (2) de som får en förbättrad situation, dvs som var mobbade vid mättillfälle ett men inte två (3) de som får en försämrad situation, dvs de som inte var utsatta vid mättillfälle ett men var det vid mättillfälle två samt (4) de långvarigt utsatta, dvs elever som anger sig vara mobbade både vid enkättillfälle ett och två. Dessa olika utvecklingsvägar kommer att diskuteras i förhållande till hälsa och mående. I studien framkommer även att mobbade generellt upplever lägre stöd från lärare. Huruvida lärare kan fungera som en skyddande buffert mot olika negativa hälsokonsekvenser kommer därför att belysas under presentationen. Vilka implikationer dessa resultat ger för vikten av att ta hänsyn till lärar- och elevrelation vid formandet av antimobbningsarbete kommer även att diskuteras.

  • 18.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    The Hurt Self: Bullied Children's Experiences of Social Support, Recognition and Trust at School2016Doctoral 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.

    List of papers
    1. Mobbning och socialt stöd från lärare och klasskamrater: en longitudinell studie av barns erfarenheter av mobbning
    Open this publication in new window or tab >>Mobbning och socialt stöd från lärare och klasskamrater: en longitudinell studie av barns erfarenheter av mobbning
    2014 (Swedish)In: Sosiologi i dag, ISSN 0332-6330, E-ISSN 1893-4617, Vol. 44, no 4, p. 79-104Article 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.

    Keywords
    mobbning, socialt stöd, klasskamrater, lärare, utvecklingsvägar
    National Category
    Sociology Social Work
    Research subject
    Social Work; Sociology
    Identifiers
    urn:nbn:se:oru:diva-38658 (URN)
    Available from: 2014-11-17 Created: 2014-11-17 Last updated: 2019-03-20Bibliographically approved
    2. Longitudinal analysis of links between bullying victimization and psychosomatic maladjustment in Swedish schoolchildren
    Open this publication in new window or tab >>Longitudinal analysis of links between bullying victimization and psychosomatic maladjustment in Swedish schoolchildren
    (English)Manuscript (preprint) (Other academic)
    National Category
    Social Work
    Research subject
    Social Work
    Identifiers
    urn:nbn:se:oru:diva-50356 (URN)
    Available from: 2016-05-20 Created: 2016-05-20 Last updated: 2019-03-20Bibliographically approved
    3. The importance of recognition: teacher-pupil relations from the perspective of the bullied child
    Open this publication in new window or tab >>The importance of recognition: teacher-pupil relations from the perspective of the bullied child
    (English)Manuscript (preprint) (Other academic)
    National Category
    Social Work
    Research subject
    Social Work
    Identifiers
    urn:nbn:se:oru:diva-50357 (URN)
    Available from: 2016-05-20 Created: 2016-05-20 Last updated: 2019-03-20Bibliographically approved
    4. Bullying and well-being: Social support from teachers as a buffering factor for bullied children
    Open this publication in new window or tab >>Bullying and well-being: Social support from teachers as a buffering factor for bullied children
    (English)Manuscript (preprint) (Other academic)
    National Category
    Social Work
    Research subject
    Social Work
    Identifiers
    urn:nbn:se:oru:diva-50358 (URN)
    Available from: 2016-05-20 Created: 2016-05-20 Last updated: 2019-03-20Bibliographically approved
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    Introductory chapter
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    Spikblad
  • 19.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    The importance of recognition: teacher-pupil relations from the perspective of the bullied childManuscript (preprint) (Other academic)
  • 20.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    The importance of social support and recognition from teachers for pupil´s experiencing bullying victimization2017Conference paper (Other academic)
    Abstract [en]

    Research has indicated that teachers have a vital role in implementing effective anti-bullying strategies, as well as in supporting children who are experiencing bullying. Research has highlighted how teachers deal with bullying, including the positive aspects and outcomes of teacher support. However, few studies have examined how bullied children understand and experience this support from their teachers. Also, there is a lack of theoretical approaches aimed at understanding this vital relationship. Social support has been proven an important factor for handling and dealing with different kinds of stressors. However little research has studied how social support, and especially social support from teachers, may influence bullied children’s well-being. This aim of this paper presentation is to explore possible influences of social support from teachers on bullied children’s health and to understand consequences of bullying by exploring how victims of bullying experience varying forms of social recognition by their teachers, during and after episodes of bullying victimization.

    The presentation is based on results from a Swedish dissertation. The dissertation included questionnaire data from a one-year longitudinal study of Swedish pupils included 3,345 school-aged children, shorter qualitative written stories and in-depth interviews with former victims of bullying. The results indicate the importance of teacher support and recognition for children during and after episodes of bullying victimization. The possible positive aspects of teacher-pupil relation for bullied children will be discussed in order to be able to offer more targeted support for those schoolchildren who are, or have been subjected to bullying.

  • 21.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Understanding and identifying preschool developmental pathways to early school adjustment2017Conference paper (Refereed)
    Abstract [en]

    Early school adjustment has emerged as one of the key factors for educational performance and lower rates of psychosocial problems later in life. Thus, it is essential that we come to a better understanding of why some children exhibit positive early school adjustment while others do not. School adjustment is a comprehensive term, describing how children adapt both socially, behaviorally and academically, including aspects such as (i) children’s connectedness to school, i.e., liking school, (ii) children’s school involvement, i.e., school avoidance and task engagement and, (iii) children’s school performance, i.e., academic achievement. Several factors have been clearly linked to psychosocial adjustment in middle childhood but have, to a large extent, been studied in separate lines of research, and not specifically in relation to early school adjustment. These factors include various preschool/school factors, family and parent-child factors, peer factors, and specific individual factors of the child. Most existing studies are cross-sectional, non-developmental, and many studies focus on adolescence and not on the important phase immediately prior to or at the starting phase of school.

    This poster will present the outline for and some preliminary descriptive results from a research project aimed at advancing knowledge about early school adjustment: how important factors develop from an early age, how they combine in developmental pathways for different children in their relation to positive and negative school adjustment, and how this plays out in terms of gender. The study uses data from four waves of the SOFIA-study (Social and Physical Development, Interventions and Adaptation), an ongoing prospective longitudinal research program. Data was collected through questionnaires answered by parents, preschool teachers, and principals of the preschool departments and schools. The target population was all children born between 2005 and 2007 attending preschools during the spring of 2010 (>2.000 children) in a midsized Swedish municipality. The first data collection was conducted in 2010 (when the children were 3-5-year-old preschoolers), the second in 2011, the third in 2012, and the fourth in 2015 (when the children were 8-10 years old, and all were in school). More than 95% of teachers and preschool/school head masters have responded and approximately 80% of parents, at each of the four waves.

    The knowledge produced in this project can be used to develop strategies and interventions to promote early positive school adjustment, and prevent early negative school adjustment.

  • 22.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Göransson, Sara
    Stockholm University, Stockholm, Sweden.
    Meehan, Anna
    Örebro University, School of Law, Psychology and Social Work.
    Sverke, Magnus
    Stockholm University, Stockholm, Sweden.
    Student Generated Violence towards Teachers in Swedish Schools: Prevalence and Characteristics of Victimization and Identification of Risk and Protective Factors2018Conference paper (Refereed)
    Abstract [en]

    Violence against teachers, caused by students, has been a neglected area in research on school violence. The presents study addresses this lack of studies by examining the prevalence and characteristics of different types of student generated teacher victimization as well as how factors on both the individual and school level protect or put teachers at risk of different types of student generated teacher victimization, using a nationwide randomized sample of 6th to 9th grade teachers in Swedish schools. The final sample included 1,230 teachers (61.5%), 47.7 % males (n: 587) and 52.3 % (n: 643) females. Results showed that nearly one-third of the teachers had experienced at least one incident of student generated violence during the past 12 months. Results also show that factors on both the individual and school level were related to student generated teacher victimization. Being female, older, having higher levels of collegial support as well as working at schools with assertive anti-bullying/harassment strategies protected teachers against student generated violence. In conclusion, the study indicates that teacher victimization needs to be prioritized by school leaders since a large proportion of teachers has experienced different types of student generated violence.

  • 23.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Göransson, Sara
    Meehan, Anna
    Örebro University, School of Law, Psychology and Social Work.
    Sverke, Magnus
    Department of Psychology, Stockholm University, Stockholm, Sweden.
    Teacher-victimization in Swedish schools: Identification of risk factor2018Conference paper (Refereed)
    Abstract [en]

    Background: Studies indicate that teacher victimization is a prominent aspect of school violence. It’s it therefore important to further study what types of student generated victimization teachers are subjected to and which risk factors are related to them in order to work preventive within the school setting.

    Objectives: The aim of the present study is to examine individual (gender, years of teaching, age, and ethnicity) and school level predictors (collegial support, school size, school’s anti-bullying strategies, bullying among students and staff) of overall, verbal and physical teacher victimization.

    Method: The present study uses data from a Swedish national sample of 1,230 upper secondary school teachers (grade 6-9). The sample consisted of 47.7 % males (n: 587) and 52.3 % (n: 643) females with a mean age of 47 years (sd:11). Data was collected by means of paper-and-pencil questionnaires in 2010.

    Results: The results indicate that predictors on both the individual as well as the school level are associated with both overall, verbal, and physical student directed teacher victimization. In sum, older, female teachers with a degree in pedagogics were more likely to experience overall violence from students. Further, collegial support as well as assertive anti-bullying strategies at the school reduced the levels of teacher victimization, whereas bullying amongst students and smaller schools were associated with higher risk of overall teacher victimization.  

    Conclusion: This study show that nearly every third teacher had experienced at least one incident of student generated teacher victimization during the last 12 month, emphasizing the importance of the issue. The knowledge from this study can be used to develop strategies and interventions to prevent violence against teachers.

  • 24.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Frogner, Louise
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Anna-Karin
    Örebro University, School of Law, Psychology and Social Work.
    Källström, Åsa
    Örebro University, School of Law, Psychology and Social Work.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Understanding preschool precursors to early school adjustment2017Conference paper (Other academic)
    Abstract [en]

    Positive early school adjustment has been suggested to provide an important base for future school performance. In fact, positive adjustment to school has emerged as one of the key factors for educational performance and lower rates of psychosocial and conduct problems. Thus, it is essential that we come to a better understanding of why some children exhibit positive early school adjustment while others do not. School adjustment is a comprehensive term, describing how children adapt both socially, behaviorally and academically, including aspects such as (i) children’s connectedness to school, i.e., liking school, (ii) children’s school involvement, i.e., school avoidance and task engagement and, (iii) children’s school performance, i.e., academic achievement. This presentation will give the outline for, and some preliminary descriptive results from a research project aimed at advancing knowledge and identifying the various developmental pathways of potential influential factors on school adjustment; early childhood risk and protective factors that are related to early positive and negative school adjustment. Potential risk and protective factors that will be studied include various preschool/school factors, family and parent-child factors, peer factors, and specific individual factors of the child. The study uses data from four waves of the SOFIA-study, an ongoing prospective longitudinal research program including all children born between 2005 and 2007 attending preschools during the spring of 2010 (>2,000 children) in a midsized Swedish municipality. The knowledge produced in this project can be used to develop strategies and interventions to promote early positive school adjustment, and to prevent early negative school adjustment.

  • 25.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Gill, Peter Edward
    Academy for Education and Economics, University College Gävle, Gävle, Sweden.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Longitudinal Analysis of Links Between Bullying Victimization and Psychosomatic Maladjustment in Swedish Schoolchildren2018In: Journal of School Violence, ISSN 1538-8220, E-ISSN 1538-8239, Vol. 17, no 1, p. 86-98Article in journal (Refereed)
    Abstract [en]

    Cross-sectional studies of bullying mask variability in categories of andpersistence of bullying victimization. Longitudinal, individual-level dataoffers a greater insight into schoolchildren’s psychosomatic maladjustmentas a consequence of bullying. Swedish schoolchildren (n = 3,349),with unique identifiers, in 44 schools (4th–9th grade), answered aquestionnaire at baseline and 1-year follow-up. Longitudinal trendsfor nonvictims (88%), ceased victims (4.7%), new victims (5.7%), andcontinuing victims (1.6%) revealed that new victims had the largestdecrease in well-being; continuing victims had a smaller though notsignificant decrease; while ceased victims showed a small, (nonsignificant)increase in well-being over the measurement period. It was alsodiscovered that children not bullied at baseline but bullied subsequently,differed, at baseline, from their never-bullied peers throughlower levels of overall well-being. It is argued that this finding hasimplications for prevention strategies.

  • 26.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Gill, Peter
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Longitudinal analysis of links between bullying victimization and psychosomatic maladjustment in Swedish schoolchildrenManuscript (preprint) (Other academic)
  • 27.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Isakovic, Belma
    Örebro University, School of Law, Psychology and Social Work.
    Källström, Åsa
    Örebro University, School of Law, Psychology and Social Work.
    Utsatthet för våld under uppväxten bland personer med funktionsnedsättning2022Report (Other academic)
    Download full text (pdf)
    Utsatthet för våld under uppväxten bland personer med funktionsnedsättning
  • 28.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Lindberg, Odd
    Örebro University, School of Law, Psychology and Social Work.
    Mobbning och socialt stöd från lärare och klasskamrater: en longitudinell studie av barns erfarenheter av mobbning2014In: Sosiologi i dag, ISSN 0332-6330, E-ISSN 1893-4617, Vol. 44, no 4, p. 79-104Article in journal (Refereed)
    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.

  • 29.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Johansson, Björn
    Örebro University, School of Law, Psychology and Social Work.
    Lindberg, Odd
    Örebro University, School of Law, Psychology and Social Work.
    Social support from teachers as a buffering factor for bullied victim’s well-being2013Conference paper (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.

  • 30.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Källström, Åsa
    Örebro University, School of Law, Psychology and Social Work.
    Multipel utsatthet: En särskild risk för barn och unga2019In: Barns och ungas utsatthet: våld och kränkningar i barns och ungas relationer / [ed] Björn Johansson och Åsa Källström, Lund: Studentlitteratur AB, 2019, 1, p. 91-103Chapter in book (Refereed)
    Abstract [sv]

    För att förstå barn och ungas utsatthet för våld och kränkningar i sina nära relationer måste vi se till hela dess spektra av våldsupplevelser som sådan utsatthet kan bestå av. En mindre grupp av barn och unga är särskilt drabbade av våld och övergrepp vid upprepade tillfällen, av olika förövare och i olika miljöer, så kallade multipelt utsatta. Hur kan vi förstå att en viss grupp av barn är särskilt utsatta och vilka är dessa barn? Vad blir konsekvenserna för dessa barn och hur kan samhällsaktörer erbjuda dem stöd? I detta kapitel riktar vi fokus på de särskilt våldsutsatta barnen i samhället.

  • 31.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Källström, Åsa
    Örebro University, School of Law, Psychology and Social Work.
    Nylander, Per Åke
    Örebro University, School of Law, Psychology and Social Work.
    Efter en barndom med en förälder i fängelse: Hälsa, utsatthet och sociala relationer2018In: Kriminalvården: Innanför och utanför / [ed] Annelie Björkhagen Turesson & Annika Staaf, Lund: Studentlitteratur AB, 2018, p. 177-188Chapter in book (Refereed)
  • 32.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    López-Romero, Laura
    Department of Clinical Psychology and Psychobiology, Universidade de Santiago de Compostela, Santiago de Compostela, Spain.
    Andershed, Henrik
    Örebro University, School of Law, Psychology and Social Work.
    Cyberbullying and Psychological Well-being in Young Adolescence: The Potential Protective Mediation Effects of Social Support from Family, Friends, and Teachers2019In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 17, no 1, article id E45Article in journal (Refereed)
    Abstract [en]

    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 10-13 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 discussed.

  • 33.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Behavioural, Social and Legal Sciences.
    Olsson, Karl
    Örebro University, School of Behavioural, Social and Legal Sciences.
    Frogner, Louise
    Örebro University, School of Behavioural, Social and Legal Sciences.
    Strand, Susanne
    Örebro University, School of Behavioural, Social and Legal Sciences.
    Processutvärdering av GVI Örebro: en strategi för att minska och förebygga utvecklingen av grovt och dödligt våld kopplat till kriminella grupper2023Report (Other academic)
    Download full text (pdf)
    Processutvärdering av GVI Örebro: en strategi för att minska och förebygga utvecklingen av grovt och dödligt våld kopplat till kriminella grupper
  • 34.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Strand, Susanne
    Örebro University, School of Law, Psychology and Social Work.
    Grupparbete2018In: Kriminologi: en studiehandbok / [ed] Caroline Mellberg, Marie Väfors Frits & Eva Tiby, Lund: Studentlitteratur AB, 2018, 2, p. 153-162Chapter in book (Refereed)
  • 35.
    Hellfeldt, Karin
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Thunberg, Sara
    Örebro University, School of Law, Psychology and Social Work.
    Moberg Stephenson, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Barn och unga som brottsoffer2019In: Barns och ungas utsatthet: Våld och kränkningar i barns och ungas relationer / [ed] Björn Johansson & Åsa Källström, Lund: Studentlitteratur AB, 2019, p. 107-124Chapter in book (Refereed)
  • 36.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Att stödja utsatta elever i skolan2019In: Barns och ungas utsatthet: Våld och kränkningar i barns och ungas relationer / [ed] Björn Johansson & Åsa Källström, Lund: Studentlitteratur AB, 2019, p. 155-168Chapter in book (Other academic)
  • 37.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Godkänd eller icke godkänd? : En studie om hur erfarenheter av mobbning, skolk och socialt umgänge inverkar på elevers skolprestationer2017Report (Other academic)
    Download full text (pdf)
    GODKÄND ELLER ICKE GODKÄND? EN STUDIE OM HUR ERFARENHETER AV MOBBNING, SKOLK OCH SOCIALT UMGÄNGE INVERKAR PÅ ELEVERS SKOLPRESTATIONER
  • 38.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Pass or fail?: A study concerning how experiences of bullying, truancy and social relations influence pupils’ academic performance2018Report (Other academic)
    Download full text (pdf)
    Pass or fail?: A study concerning how experiences of bullying, truancy and social relations influence pupils academic performance
  • 39.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Relationsarbete i skolan - att bryta mönster präglade av mobbning och kränkningar2018In: Relationer i socialt arbete: i gränslandet mellan profession och person / [ed] Anders Bruhn & Åsa Källström, Stockholm: Liber , 2018, 1, p. 168-183Chapter in book (Refereed)
  • 40.
    Johansson, Björn
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Flygare, Erik
    Örebro University, School of Law, Psychology and Social Work.
    Utsatthet i skolan2019In: Barns och ungas utsatthet: Våld och kränkningar i barns och ungas relationer / [ed] Björn Johansson & Åsa Källström, Lund: Studentlitteratur AB, 2019, p. 47-61Chapter in book (Other academic)
  • 41.
    Källström, Åsa
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Glatz, Terese
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Thunberg, Sara
    Örebro University, School of Law, Psychology and Social Work.
    Physical Violence in Family Sub-Systems: Links to Peer Victimization and Long-Term Emotional and Behavioral Problems2019Conference paper (Refereed)
    Abstract [en]

    Although childhood violence by any person is negative for children little is known about whether violence by different family members is linked differently to problems in young adulthood as family relationships might play different roles in children’s individual development. In this study we examine parent and sibling violence and associations with emotional and behavioral problems directly and indirectly via peer victimization. We used retrospective reports from 347 young adults (aged 20–24) who all reported childhood family physical violence and we performed a path analysis using Mplus. The results showed that participants who had been victimized by a sibling only or by both a sibling and parent were more likely to report peer victimization than were participants who had been victimized by parents only. Peer 127 victimization was in turn linked to more aggression criminality and anxiety. Theoretical and clinical implications of these results are discussed.

  • 42.
    Källström, Åsa
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Nylander, Per Åke
    Örebro University, School of Law, Psychology and Social Work.
    Parental imprisonment, child victimization and adult problems2019In: European Journal of Criminology, ISSN 1477-3708, E-ISSN 1741-2609, Vol. 16, no 6, p. 671-688Article in journal (Refereed)
    Abstract [en]

    This study addresses, in a Swedish sample, whether exposure to violence and/or crime during childhood, and mental health and/or behaviour problems as an adult, are overrepresented among young men and women who had a parent in prison at some time when they were a child. Results show that almost all the studied types of childhood victimization and adult problems were overrepresented, but verbal victimization, neglect, witnessing violence, Attention Deficit Hyperactivity Disorder (ADHD) and depression were significantly overrepresented. Although the associations between having a parent in prison and childhood victimization as well as having mental health and behaviour problems are weak, these results indicate that it is important for practitioners who meet such children to be aware that they are more likely than other children not only to suffer from mental health and/or behaviour problems but also to have experienced violence and/or neglect.

  • 43.
    Nylander, Per Åke
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Källström, Åsa
    Örebro University, School of Law, Psychology and Social Work.
    Att ha haft en förälder i fängelse under uppväxten - har det betydelse senare i livet?2018In: Tidskrift för kriminalvård, ISSN 0040-6821, Vol. 73, no 2, p. 9-11Article in journal (Other (popular science, discussion, etc.))
  • 44.
    Nylander, Per Åke
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Källström, Åsa
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    After a childhood with a parent in prison: Relationships and well-being as a child and young adult2018In: International Journal of Prisoner Health, ISSN 1744-9200, E-ISSN 1744-9219, Vol. 14, no 1, p. 34-45Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this study is to explore whether young adults who had a parent in prison while growing up in Sweden are disadvantaged in terms of parental support, school well-being and functioning, and socioemotional and/or behavioral problems, compared to young adults whose parents were not in prison when they were a child.

    Design/methodology/approach: Retrospective self-report information about parental imprisonment and childhood and adulthood welfare was collected from 2,500 Swedish young adults as part of the RESUME project. The 52 of these who had had a parent in prison during their childhood were compared to the young adults who had not had a parent in prison, by measuring differences concerning their family relations, school well-being, and well-being as adults, and the risk of some events occurring later in life.

    Findings: Findings Having had a parent in prison was significantly related to feeling less loved during childhood, and having less contact and support from both parents during adulthood, in comparison with other young adults. In school they experienced lower well-being and were more often placed in special education than other children. They were at greater risk of not attending higher education, of planning or attempting suicide, and of being hospitalized for mental health problems than the rest of the young adults.

    Research limitations/implications: Even taking into consideration the complexity of childhood conditions and the limitations of retrospective data, prison and social-services professionals should pay special attention to the fact that a child has a parent in prison.

    Originality/value: This is a unique study of young adults' experiences of a childhood with parent in prison.

  • 45.
    Persdotter, Birgitta
    et al.
    Centre for Research on the Mental Health and Life Circumstances of Children and Youth (CBU), Karlstad University, Karlstad, Sweden.
    Landstedt, Evelina
    Centre for Research on the Mental Health and Life Circumstances of Children and Youth (CBU), Karlstad University, Karlstad, Sweden.
    Hellfeldt, Karin
    Örebro University, School of Behavioural, Social and Legal Sciences.
    Detection of children at risk of maltreatment: longitudinal understanding of teachers' concern for children's home situation in Sweden2023In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, article id 2248428Article in journal (Refereed)
    Abstract [en]

    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 teachers' temporary and prolonged concerns for children's home situations (CCHS), from preschool (age 3-5 years) to year 1-3 of elementary school (age 8-10 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 teachers' CCHS were associated with person-, process-, and context-related factors. Both temporary and prolonged CCHS were primarily associated with teachers' concern for different aspects of the children's 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.

  • 46.
    Thunberg, Sara
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    ”Det är komplicerat” – Om ungas tjejers konstruktioner av offerskap efter utsatthet för våld i nära relation samt deras behov av stöd2021Conference paper (Other (popular science, discussion, etc.))
  • 47.
    Thunberg, Sara
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Hellfeldt, Karin
    Örebro University, School of Law, Psychology and Social Work.
    Våld i ungas nära relationer2022In: Texter om våld, ISSN 2004-3775, no 1, p. 25-31Article in journal (Other (popular science, discussion, etc.))
  • 48. Thunberg, Sara
    et al.
    Hellfeldt, Karin
    Källström, Åsa
    Barn och unga som brottsoffer2023Book (Other academic)
1 - 48 of 48
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