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Lindqvist, H., Weurlander, M., Wernerson, A. & Thornberg, R. (2019). Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations. European Journal of Teacher Education
Open this publication in new window or tab >>Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations
2019 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Article in journal (Refereed) Epub ahead of print
Abstract [en]

ABSTRACTStudent teachers have to cope with distressing emotions during teacher education. Coping is important in relation to both attrition and bridging the gap between being a student teacher and starting work. The data consist of semi-structured interviews with 25 student teachers, which were analysed using a constructivist grounded theory framework. The aim of the current study was to examine student teachers? perspectives on distressing situations during teacher education, as well as how boundaries were established as a way of coping with emotions related to these situations. The findings show that the student teachers? main concern was to make sense of the imbalance between resources and the demands placed by distressing situations. As a coping strategy, student teachers established professional boundaries linked to emotional labour and relationship maintenance.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Student teachers; coping; teacher education; boundaries
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-159693 (URN)10.1080/02619768.2019.1652904 (DOI)
Available from: 2019-08-19 Created: 2019-08-19 Last updated: 2019-08-19
Brüggemann, A. J., Forsberg, C., Colnerud, G., Wijma, B. & Thornberg, R. (2019). Bystander passivity in health care and school settings: Moral disengagement, moral distress, and opportunities for moral education. Journal of Moral Education, 48(2), 199-213
Open this publication in new window or tab >>Bystander passivity in health care and school settings: Moral disengagement, moral distress, and opportunities for moral education
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2019 (English)In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 48, no 2, p. 199-213Article in journal (Refereed) Published
Abstract [en]

Bystander passivity has received increased attention in the prevention of interpersonal harm, but it is poorly understood in many settings. In this article we explore bystander passivity in three settings based on existing literature: patient abuse in health care; bullying among schoolchildren; and oppressive treatment of students by teachers. Throughout the article we develop a theoretical approach that connects Obermann's unconcerned and guiltybystanders to theories of moral disengagement and moral distress respectively. Despite differences between the three settings, we show striking similarities between processes of disengagement, indicators of distress, and the constraints for intervention that bystanders identify. In relation to this, we discuss moral educational efforts that aim to strengthen bystanders’ moral agency in health care and school settings. Many efforts emphasize shared problem descriptions and collective responsibilities. As challenging as such efforts may be, there can be much to gain in terms of welfare and justice.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
bystander passivity, moral disengagement, moral distress, school, health care
National Category
Social Psychology Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:liu:diva-150900 (URN)10.1080/03057240.2018.1471391 (DOI)000463712200004 ()2-s2.0-85049631558 (Scopus ID)
Note

Funding agencies: Swedish Research Council [2011-2478, 2013-7753, 2014-2749]

Available from: 2018-09-04 Created: 2018-09-04 Last updated: 2019-05-14Bibliographically approved
Lindqvist, H., Weurlander, M., Wernerson, A. & Thornberg, R. (2019). Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations. Research Papers in Education, 1-20
Open this publication in new window or tab >>Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations
2019 (English)In: Research Papers in Education, ISSN 0267-1522, p. 1-20Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of the present study was to use the narratives of beginning teachers to investigate the emotionally challenging situations they face, with a focus on how their perspectives and definitions of such situations guided their actions and made coping possible. A short term longitudinal qualitative interview study was adopted. Twenty participants were interviewed at the outset of their last year of teacher education and then followed up with an interview at their first year of teaching. In between self-reports were written in addition to the interviews. The material was analysed using constructivist grounded theory tools. The findings show that new teachers experienced conflicts that were both interpersonal (with students, parents and colleagues) and intrapersonal (being ‘good enough’; establishing boundaries related to time and engagement; suppression of emotions) as they started out in teaching. In order to cope with these challenges, the beginning teachers used various strategies including collaboration, conformity, influencing and autonomy.

Place, publisher, year, edition, pages
Routledge, 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-158709 (URN)10.1080/02671522.2019.1633559 (DOI)000475174700001 ()
Note

Funding agencies:  Swedish Research Council [7212013-2310]; Vetenskapsradet [721-2013-2310]

Available from: 2019-07-12 Created: 2019-07-12 Last updated: 2019-08-19Bibliographically approved
Strindberg, J., Horton, P. & Thornberg, R. (2019). Coolness and social vulnerability: Swedish pupils’ reflections on participant roles in school bullying. Research Papers in Education, 1-20
Open this publication in new window or tab >>Coolness and social vulnerability: Swedish pupils’ reflections on participant roles in school bullying
2019 (English)In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, p. 1-20Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of the study was to examine Swedish school pupils’ perspectives on why some pupils engage in bullying, support bullying or avoid standing up for the one(s) being bullied, despite a shared understanding that bullying is wrong. Through the use of focus group interviews combined with two bullying vignettes, a total of 74 pupils from grades 5 and 6 (i.e. 11–12 years of age) from two public primary schools in socioeconomically diverse areas were asked for their perspectives on various participant roles in bullying. In interpreting the vignette scenario, the participants emphasised the importance of perceived coolness, as well as the risk of being bullied. In seeking to avoid becoming a ‘victim’ of bullying, the situational roles of ‘bully’, ‘assistant’, ‘reinforcer’ and ‘outsider’ were understood as potential means for promoting, maintaining or protecting one’s own social position. The findings of the study challenge previous understandings of bullying as an act of harmful or aggressive intentionality and rather highlight the relational and situational aspects of bullying.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Bullying, bystanders, coolness, school, social positioning
National Category
Educational Sciences Pedagogy Social Psychology
Identifiers
urn:nbn:se:liu:diva-158097 (URN)10.1080/02671522.2019.1615114 (DOI)000470396600001 ()2-s2.0-85065711050 (Scopus ID)
Funder
Swedish Research Council, D0775301
Note

Funding agencies: Swedish Research Council [D0775301]; Vetenskapsradet [D0775301]

Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-08-06Bibliographically approved
Bjärehed, M., Thornberg, R., Wänström, L. & Gini, G. (2019). Mechanisms of Moral Disengagement and their Associations with Indirect Bullying, and Pro-Aggressive Bystander Behavior. Journal of Early Adolescence
Open this publication in new window or tab >>Mechanisms of Moral Disengagement and their Associations with Indirect Bullying, and Pro-Aggressive Bystander Behavior
2019 (English)In: Journal of Early Adolescence, ISSN 0272-4316, E-ISSN 1552-5449Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study examined the links between seven specific mechanisms of moral disengagement and indirect bullying, direct bullying, and pro-aggressive bystander behavior. In addition, the moderating role of gender on these associations was examined. Participants were 317 Swedish students in Grades 4 to 8 (𝑋⎯⎯⎯age=12.6X¯age=12.6, SD = 1.35; 62% girls). Multivariate multiple regression analyses showed that indirect bullying was predicted by gender and victim attribution. Direct bullying was predicted by moral justification, and for girls, by victim attribution. Pro-aggressive bystander behavior was predicted by diffusion of responsibility, victim attribution, gender, and age. That is, boys and younger students were more prone to take the aggressor’s side compared with girls and older students. Furthermore, the relation between pro-aggressive bystander behavior and distortion of consequences appeared stronger in boys than in girls. These results highlight the relative importance of specific moral disengagement mechanisms and may have implications for interventions targeting bullying.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
bullying, aggression, moral development, middle school
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:liu:diva-159663 (URN)10.1177/0272431618824745 (DOI)2-s2.0-85060626909 (Scopus ID)
Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2019-08-20Bibliographically approved
Thornberg, R., Wänström, L., Pozzoli, T. & Hong, J. S. (2019). Moral Disengagement and School Bullying Perpetration in Middle Childhood: A Short-Term Longitudinal Study in Sweden. Journal of School Violence, 18(4), 585-596
Open this publication in new window or tab >>Moral Disengagement and School Bullying Perpetration in Middle Childhood: A Short-Term Longitudinal Study in Sweden
2019 (English)In: Journal of School Violence, ISSN 1538-8220, E-ISSN 1538-8239, Vol. 18, no 4, p. 585-596Article in journal (Refereed) Published
Abstract [en]

The aim of the current study was to longitudinally investigate the bi-directional relationship between moral disengagement and bullying perpetration in a sample of 1,354 students from 108 elementary classes in 69 public schools. Students participated in the study both at Time 1 (fourth grade) and around one year later at Time 2 (fifth grade). Structural equation model analyses showed that bullying perpetration at Time 1 predicted moral disengagement at Time 2, when controlling for moral disengagement stability over time. In addition, we found that moral disengagement at Time 1 also predicted bullying perpetration at Time 2, when controlling for bullying perpetration at Time 1. These findings suggest that teachers, school staff, and professionals should consider interventions that address moral disengagement when working with children involved in bullying.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Bullying, perpetration, children, middle childhood, moral disengagement
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-159662 (URN)10.1080/15388220.2019.1636383 (DOI)2-s2.0-85068228912 (Scopus ID)
Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2019-08-20Bibliographically approved
Brüggemann, J., Forsberg, C. & Thornberg, R. (2019). Re-negotiating agency: patients using comics to reflect upon acting in situations of abuse in health care. BMC Health Services Research, 19(1), Article ID 58.
Open this publication in new window or tab >>Re-negotiating agency: patients using comics to reflect upon acting in situations of abuse in health care
2019 (English)In: BMC Health Services Research, ISSN 1472-6963, E-ISSN 1472-6963, Vol. 19, no 1, article id 58Article in journal (Refereed) Published
Abstract [en]

Background

There is a growing body of international research that displays the prevalence and character of abuse in health care. Even though most of these studies are conducted from a patient perspective little is known about how patients conceptualize their agency in relation to such situations. This study aimed to explore how patients reason about their potential to act in abusive situations.

Methods

Qualitative interviews were conducted with thirteen patients in Sweden. Central in the interviews were three comics, inspired by Boal’s Forum Theatre and part of an earlier online intervention study in which the informants had participated. Each comic showed a situation in which a patient feels abused, and on the opposite side were suggestions for how the patient could act in response. Informants were asked to reflect about situations of abuse and in specific upon the comics. We used the methodology of constructivist grounded theory throughout the study, including the analysis.

Results

It appeared that the informants constantly re-negotiated their and other patients’ agency in relation to the specifics of the event, patients’ and staff’s responsibilities, and the patients’ needs and values. This process questions views of agency as fixed and self-evident, and can be understood as part of changing discourses about patients’ social role and possibilities to organize their care. Using a feminist theory of power we expected the informants to elicit instances of resistance to domination, which is central to the comics. While doing that, the informants also hinted at parallel stories of empowerment and less visible forms of agency in spite of domination.

Conclusion

The current analysis showed different ways in which the informants constantly re-negotiated their agency in potentially abusive situations. Not only did the informants engage in reflections about immediate responses to these untoward situations, they also engaged in thoughts about strategies that could protect them and counteract abuse in health care over the long-term. This opens up for future research into ways patients organize their care and identify threats and barriers to the care they need, which could be valuable knowledge for care quality improvement.

Place, publisher, year, edition, pages
BioMed Central, 2019
Keywords
Patient agency; Abuse in health care; Constructivist grounded theory; Comics; Sweden
National Category
Medical Ethics Nursing Health Care Service and Management, Health Policy and Services and Health Economy
Identifiers
urn:nbn:se:liu:diva-154028 (URN)10.1186/s12913-019-3902-y (DOI)000456529800006 ()30674310 (PubMedID)2-s2.0-85060371005 (Scopus ID)
Available from: 2019-01-24 Created: 2019-01-24 Last updated: 2019-03-01Bibliographically approved
Thornberg, R., Landgren, L. & Wiman, E. (2018). It Depends': A qualitative study on how adolescent students explain bystander intervention and non-intervention in bullying situations. School Psychology International, 39(4), 400-415
Open this publication in new window or tab >>It Depends': A qualitative study on how adolescent students explain bystander intervention and non-intervention in bullying situations
2018 (English)In: School Psychology International, ISSN 0143-0343, E-ISSN 1461-7374, Vol. 39, no 4, p. 400-415Article in journal (Refereed) Published
Abstract [en]

The aim of the current study was to examine how junior high school students interpret, motivate, and explain various bystander behaviors in bullying situations. The participants were 17 junior high school students recruited from four schools in Sweden. Semi-structured interviews were conducted and analysed with grounded theory methods. The analysis generated a conceptual model of bystander interpreting-considering process in school bullying. A core category named it depends' was developed to explain how the participants in the study motivated their own and their peers' actions as bystanders in various bullying situations. Whether they intervened or not depended on how they interpreted the situation in terms of: (a) seriousness of the situation, including trivialization; (b) social relationships with the involved; (c) locus of responsibility, including displacement of responsibility, and victim blame; (d) social status; (e) perception of risk; and (f) defender self-efficacy. The implications of these results for bullying prevention and intervention efforts are discussed.

Place, publisher, year, edition, pages
SAGE PUBLICATIONS LTD, 2018
Keywords
bullying; bystander; defender; displacement of responsibility; victim blame
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150218 (URN)10.1177/0143034318779225 (DOI)000440690900004 ()
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2019-03-05
Bouchard, K., Forsberg, C., Smith, D. J. & Thornberg, R. (2018). Showing friendship. fighting back, and getting even: resisting bullying victimisation within adolescent girls´friendships. Journal of Youth Studies, 21(9), 1141-1158
Open this publication in new window or tab >>Showing friendship. fighting back, and getting even: resisting bullying victimisation within adolescent girls´friendships
2018 (English)In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 21, no 9, p. 1141-1158Article in journal (Refereed) Published
Abstract [en]

Research suggests that about a quarter of bullying incidences occur within friendships. Yet little attention is given to the underlying social processes and wider macro-system forces that shape friendship victimization experiences. Guided by constructivist grounded theory and Wade's work on resistance, this research explored the phenomenon of victimization within adolescent girls’ friendships. Canadian women reflecting on their school-based victimization experiences were interviewed for this study. Results suggest that participants resisted victimization in important ways but that their resistance strategies were negotiated within gender expectations and ambient discursive constructions of resistance and victimization. Our findings illuminate the ways that discourses concealing women's resistance and privileging overt responses to bullying run counter to gendered expectations for resistance, leaving women in a double bind. Consequently, we found that retaliatory relational aggression allowed girls to deny their victim status while complying with gendered expectations for resistance but led to their bullying experiences being normalized and overlooked.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Resistance, bullying, victimization, qualitative, friendship, gender
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology) Social Psychology
Identifiers
urn:nbn:se:liu:diva-150901 (URN)10.1080/13676261.2018.1450970 (DOI)000444091200001 ()2-s2.0-85044073563 (Scopus ID)
Available from: 2018-09-04 Created: 2018-09-04 Last updated: 2018-10-04Bibliographically approved
Lindqvist, H., Weurlander, M., Wernerson, A. & Thornberg, R. (2018). Talk of Teacher Burnout among Student Teachers.. In: : . Paper presented at 2018 Annual Meeting of AERA, New York, USA. April 13 – April 17, 2018..
Open this publication in new window or tab >>Talk of Teacher Burnout among Student Teachers.
2018 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Student teachers recurrently and spontaneously talk of burnout when considering coping with future teacher duties. The following paper aims to investigate how student teachers relate to the concept of burnout before starting to teach. In this qualitative constructivist grounded theory, data material from four focus groups and 52 semi-structured interviews (N=67) were analyzed. Findings reveal that student teachers use the concepts of burnout as the ultimate and potential risk of not being able to cope with future teacher duties. In using this talk of teachers as prone to suffer burnout, student teachers portrayed the work of teaching as negotiations of individual boundaries to protect against work demands. The student teachers saw these negotiations as part of future teaching endeavors.

National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-147546 (URN)
Conference
2018 Annual Meeting of AERA, New York, USA. April 13 – April 17, 2018.
Available from: 2018-04-25 Created: 2018-04-25 Last updated: 2018-05-18
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9233-3862

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