liu.seSearch for publications in DiVA
Change search
Refine search result
1 - 18 of 18
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Bouchard, Karen
    et al.
    Faculty of Education, University of Ottawa, Ottawa, Canada.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Smith, David J
    Faculty of Education, University of Ottawa, Ottawa, Canada.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Showing friendship. fighting back, and getting even: resisting bullying victimisation within adolescent girls´friendships2018In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 21, no 9, p. 1141-1158Article in journal (Refereed)
    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.

  • 2.
    Brüggemann, Adrianus Jelmer
    et al.
    Linköping University, Department of Clinical and Experimental Medicine. Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Colnerud, Gunnel
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wijma, Barbro
    Linköping University, Department of Clinical and Experimental Medicine, Division of Children's and Women's health. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Center of Paediatrics and Gynaecology and Obstetrics, Department of Gynaecology and Obstetrics in Linköping.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bystander passivity in health care and school settings: Moral disengagement, moral distress, and opportunities for moral education2019In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 48, no 2, p. 199-213Article in journal (Refereed)
    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.

  • 3.
    Brüggemann, Jelmer
    et al.
    Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Clinical and Experimental Medicine, Division of Children's and Women's health. Linköping University, Faculty of Medicine and Health Sciences.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Clinical and Experimental Medicine, Division of Children's and Women's health. Linköping University, Faculty of Medicine and Health Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Re-negotiating agency: patients using comics to reflect upon acting in situations of abuse in health care2019In: BMC Health Services Research, ISSN 1472-6963, E-ISSN 1472-6963, Vol. 19, no 1, article id 58Article in journal (Refereed)
    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.

  • 4.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bullying and social categories: Fourth- to eighth grade students’ perspectives2017Conference paper (Refereed)
  • 5.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bullying As Negotiated Identities: Junior High School Girls’ PerspectivesManuscript (preprint) (Other academic)
    Abstract [en]

    This study explores 40 junior high school girls’ perspectives of bullying through pair and group interviews. Data collection and analyses were based on grounded theory and interactionism and focused social processes and interaction. Bullying was constructed as an identity process, including the gendered identity; victim identity; and socially valuable identity, negotiated through selfconfidence. Self-confidence was socially valued but constrained by a gender- and a normative peer structure where pressure to fit in made it difficult to have both self-confidence and have a socially valuable identity. These findings highlight how identity processes influence bullying.

  • 6.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bullying as negotiated identities: Junior-high school girls' perspectives2016Conference paper (Other academic)
  • 7.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Managing social vulnerability2017Conference paper (Other academic)
  • 8.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Students’ Perspectives on Bullying2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the present thesis was to listen to, examine and conceptualise students’ perspectives on bullying. Students’ perspectives have not been commonly heard in research and less qualitative research has been conducted. This study contributes with students’ perspectives on bullying using semi-structured interviews with students from fourth-to eighth grade.

    This thesis includes four studies. The aim with paper I was to investigate how bystander actions in bullying situations and reasons behind these actions were articulated. Paper II was a comparison study between Sweden and US, focused on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. The aim in Paper III was to study how students themselves discuss, reason and make sense of how and why bullying processes emerges in their social worlds. In paper IV the aim was to study how junior high school girls discuss and understand bullying. Findings reveal that students’ reactions as bystanders to bullying depend on how they define the situation. Explanations to the emergence of bullying were understood through a complex social ordering of belonging process. Students position themselves and others in striving to belong, and when defining victims as responsible for bullying. Social norms and negotiation of identities were also discussed among the students. Students discussed how gender and a normative peer structure, where a pressure to fit in, interlinked with how they understood bullying.

    List of papers
    1. Bystanders to bullying: Fourth- to seventh-grade students' perspectives on their reactions
    Open this publication in new window or tab >>Bystanders to bullying: Fourth- to seventh-grade students' perspectives on their reactions
    2014 (English)In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 29, no 5, p. 557-576Article in journal (Refereed) Published
    Abstract [en]

    The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity in which different definition-of-situation processes are evoked (a) relations (friends and social hierarchy), (b) defining seriousness, (c) victim’s contribution to the situation, (d) social roles and intervention responsibilities, and (e) distressing emotions. There are often conflicted motives in how to act as a bystander, which could evoke moral distress among the students. Our analysis is unique in that it introduces the concept of moral distress as a process that has to be considered in order to better understand bystander actions among children The findings also indicate bystander reactions that could be associated with moral disengagement, such as not perceiving a moral obligation to intervene if the victim is defined as a non-friend (‘none of my business’), protecting the friendship with the bully, and blaming the victim.

    Place, publisher, year, edition, pages
    Routledge, 2014
    Keywords
    bullying, bystander, defending, moral disengagement, moral distress, definition of situation, symbolic interactionism, grounded theory, constructivist grounded theory, mobbning, åskådare, moraliskt disengagemang, moralisk stress, moraliskt distress, definition av situationen, symbolisk interaktionism, grundad teori, konstruktivistisk grundad teori
    National Category
    Pedagogy Social Psychology Psychology
    Identifiers
    urn:nbn:se:liu:diva-105641 (URN)10.1080/02671522.2013.878375 (DOI)000341272800003 ()
    Available from: 2014-03-31 Created: 2014-03-31 Last updated: 2017-12-05
    2. Students’ views of factors affecting their bystander behaviors in response to school bullying: A cross-collaborative conceptual qualitative analysis
    Open this publication in new window or tab >>Students’ views of factors affecting their bystander behaviors in response to school bullying: A cross-collaborative conceptual qualitative analysis
    Show others...
    (English)Manuscript (preprint) (Other academic)
    Abstract [en]

    The present study seeks to contribute to qualitative research on students’ perspectives on bystander behaviors to better understand their behaviors in bullying situations. Researchers have found that the prevalence of school bullying in Sweden is amongst the lowest in the world, whereas there is a much higher rate of bullying in the US (Craig et al. 2009). This in turn motivates the inclusion of a Swedish sub-sample and a US sub-sample of students in the current study, and to conduct a qualitative comparative analysis within as well as between these sub-samples. The aim of the present study was to focus on how students in Sweden and in the US articulate and discuss what factors influence their own and other students’ decisions to defend or not defend victims when witnessing bullying. We asked the following questions: How would students respond to bullying? What are students’ perceived reasons for responding in a particular way? What factors do students articulate as supporting defending or not defending in response to bullying? Across each of these questions, we aimed to identify similarities and differences between and within the students from the Swedish and US schools.

    National Category
    Pedagogy Didactics Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-123923 (URN)
    Available from: 2016-01-13 Created: 2016-01-13 Last updated: 2016-05-04Bibliographically approved
    3. The social ordering of belonging: children’s perspectives on bullying
    Open this publication in new window or tab >>The social ordering of belonging: children’s perspectives on bullying
    2016 (English)In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 78, p. 13-23Article in journal (Refereed) Published
    Abstract [en]

    The aim with this study was to listen to how children themselves discuss, reason on and make sense of how and why bullying emerges to extend our knowledge of what social processes that are made important among the children. As stated by Green and Hill (2005), we value children’s perspectives and want to understand their lived experience, and are motivated to “find out more about how children understand and interpret, negotiate and feel about their daily lives” (p. 3). While most studies on bullying have used quant methods, Mishna, Saini, and Solomon (2009) argue that qualitative methodologies present an opportunity for developing a deeper understanding of the group processes of bullying and participants’ perspectives on peer harassment. They are “capable of discovering important discourses and nuances” (p. 1222) that might be less visible in large-scale studies. There is a small but growing body of research on children and adolescents’ perspectives on bullying. Previous qualitative studies have revealed that children report a range of explanations as to why bullying takes place but tend to address either the victim or the bully as the cause of bullying (for a review, see Thornberg, 2011b). The victim is commonly described as deviant, odd or different, and children explain such deviant or odd characteristics or behaviour as causing the bullying (e.g., Bibou-Nakou et al., 2012; Cheng et al., 2011; Frisén, Holmqvist, & Oscarsson, 2008; Teräsahjo & Salmivalli, 2003; Thornberg, 2010, 2015a; Varjas et al., 2008). Another common explanation used among children to describe why bullying occurs addresses the bully, the bully is viewed as striving for power and status (e.g., Frisén et al., 2008; Swart & Bredekamp, 2009; Thornberg, 2010; Thornberg & Knutsen, 2011; Varjas et al., 2008), suffering from psychosocial problems, insecurity or having problems at home (e.g., Frisén et al., 2008; Thornberg, 2010; Thornberg, & Knutsen, 2011; Varjas et al, 2008), or simply being a mean or bad person (e.g., Thornberg, 2010). Further bullying explanations address  peer pressure (e.g., Erling & Hwang, 2004) and having fun and  avoiding boredom (e.g., Hamarus & Kaikkonen, 2008; Owens et al., 2000). Thornberg (2011a) suggests labelling and stigma theory as a theoretical framework to gain a deeper understanding of children’s tendency to blame the victim, where bullying is viewed as a social process manifested as an interactional pattern of inhumanity and power abuse. Bullying could also be understood as a collective action where labelling the victim as the cause justifies the social act of bullying where the bullies are constructed as the “normal us” (Thornberg, 2015). Hence, inclusion and exclusions might be viewed as ongoing processes embedded in childrens’s way to organise their peer activities (e.g., Adler & Alder, 1995; Bliding, 2004; Svahn & Evaldsson, 2011), which means that some actions might not be defined as bullying from the perspectives of the children. In this study it is therefore of interest to explore how and in what ways children discuss bullying, to extend our knowledge of what processes that are made important among the children. In our theoretical and methodological framework we therefore came to adopt a symbolic interactionist perspective and constructivist grounded theory.

    Place, publisher, year, edition, pages
    Elsevier, 2016
    National Category
    Pedagogy Didactics Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-123924 (URN)10.1016/j.ijer.2016.05.008 (DOI)000380869100002 ()
    Available from: 2016-01-13 Created: 2016-01-13 Last updated: 2017-09-25Bibliographically approved
    4. Bullying As Negotiated Identities: Junior High School Girls’ Perspectives
    Open this publication in new window or tab >>Bullying As Negotiated Identities: Junior High School Girls’ Perspectives
    (English)Manuscript (preprint) (Other academic)
    Abstract [en]

    This study explores 40 junior high school girls’ perspectives of bullying through pair and group interviews. Data collection and analyses were based on grounded theory and interactionism and focused social processes and interaction. Bullying was constructed as an identity process, including the gendered identity; victim identity; and socially valuable identity, negotiated through selfconfidence. Self-confidence was socially valued but constrained by a gender- and a normative peer structure where pressure to fit in made it difficult to have both self-confidence and have a socially valuable identity. These findings highlight how identity processes influence bullying.

    Keywords
    Bullying, girls, identity, gender, grounded theory
    National Category
    Pedagogy Didactics Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-123922 (URN)
    Available from: 2016-01-13 Created: 2016-01-13 Last updated: 2016-01-14Bibliographically approved
  • 9.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Horton, Paul
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    A thematic analysis of students’ descriptions of bullying experiences2018Conference paper (Other academic)
  • 10.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rosenbaum, Laura
    Georgia State University.
    Smith, Jennifer
    Georgia State University.
    Varjas, Kristen
    Georgia State University.
    Meyers, Joel
    Georgia State University.
    Jungert, Tomas
    Lunds universitet.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    A cross-cultural study on students' reasons for defending or not defending as a bystander to bullying2014Conference paper (Refereed)
  • 11.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bystanders to bullying: Fourth- to seventh-grade students' perspectives on their reactions2014In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 29, no 5, p. 557-576Article in journal (Refereed)
    Abstract [en]

    The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity in which different definition-of-situation processes are evoked (a) relations (friends and social hierarchy), (b) defining seriousness, (c) victim’s contribution to the situation, (d) social roles and intervention responsibilities, and (e) distressing emotions. There are often conflicted motives in how to act as a bystander, which could evoke moral distress among the students. Our analysis is unique in that it introduces the concept of moral distress as a process that has to be considered in order to better understand bystander actions among children The findings also indicate bystander reactions that could be associated with moral disengagement, such as not perceiving a moral obligation to intervene if the victim is defined as a non-friend (‘none of my business’), protecting the friendship with the bully, and blaming the victim.

  • 12.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Educational Sciences.
    The social ordering of belonging: children’s perspectives on bullying2016In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 78, p. 13-23Article in journal (Refereed)
    Abstract [en]

    The aim with this study was to listen to how children themselves discuss, reason on and make sense of how and why bullying emerges to extend our knowledge of what social processes that are made important among the children. As stated by Green and Hill (2005), we value children’s perspectives and want to understand their lived experience, and are motivated to “find out more about how children understand and interpret, negotiate and feel about their daily lives” (p. 3). While most studies on bullying have used quant methods, Mishna, Saini, and Solomon (2009) argue that qualitative methodologies present an opportunity for developing a deeper understanding of the group processes of bullying and participants’ perspectives on peer harassment. They are “capable of discovering important discourses and nuances” (p. 1222) that might be less visible in large-scale studies. There is a small but growing body of research on children and adolescents’ perspectives on bullying. Previous qualitative studies have revealed that children report a range of explanations as to why bullying takes place but tend to address either the victim or the bully as the cause of bullying (for a review, see Thornberg, 2011b). The victim is commonly described as deviant, odd or different, and children explain such deviant or odd characteristics or behaviour as causing the bullying (e.g., Bibou-Nakou et al., 2012; Cheng et al., 2011; Frisén, Holmqvist, & Oscarsson, 2008; Teräsahjo & Salmivalli, 2003; Thornberg, 2010, 2015a; Varjas et al., 2008). Another common explanation used among children to describe why bullying occurs addresses the bully, the bully is viewed as striving for power and status (e.g., Frisén et al., 2008; Swart & Bredekamp, 2009; Thornberg, 2010; Thornberg & Knutsen, 2011; Varjas et al., 2008), suffering from psychosocial problems, insecurity or having problems at home (e.g., Frisén et al., 2008; Thornberg, 2010; Thornberg, & Knutsen, 2011; Varjas et al, 2008), or simply being a mean or bad person (e.g., Thornberg, 2010). Further bullying explanations address  peer pressure (e.g., Erling & Hwang, 2004) and having fun and  avoiding boredom (e.g., Hamarus & Kaikkonen, 2008; Owens et al., 2000). Thornberg (2011a) suggests labelling and stigma theory as a theoretical framework to gain a deeper understanding of children’s tendency to blame the victim, where bullying is viewed as a social process manifested as an interactional pattern of inhumanity and power abuse. Bullying could also be understood as a collective action where labelling the victim as the cause justifies the social act of bullying where the bullies are constructed as the “normal us” (Thornberg, 2015). Hence, inclusion and exclusions might be viewed as ongoing processes embedded in childrens’s way to organise their peer activities (e.g., Adler & Alder, 1995; Bliding, 2004; Svahn & Evaldsson, 2011), which means that some actions might not be defined as bullying from the perspectives of the children. In this study it is therefore of interest to explore how and in what ways children discuss bullying, to extend our knowledge of what processes that are made important among the children. In our theoretical and methodological framework we therefore came to adopt a symbolic interactionist perspective and constructivist grounded theory.

  • 13.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    The social ordering of belonging: Students’ perspectives on bullying.2016Conference paper (Other academic)
  • 14.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Fourth- to seventh grade students' perspectives on bystander roles and bullying situations2013Conference paper (Refereed)
  • 15.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wood, Laura
    Georgia state university, USA.
    Smith, Jennifer
    Georgia state university, USA.
    Varjas, Kris
    Georgia state university, USA.
    Jungert, Tomas
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Students’ views of factors affecting their bystander behaviors in response to school bullying: A cross-collaborative conceptual qualitative analysisManuscript (preprint) (Other academic)
    Abstract [en]

    The present study seeks to contribute to qualitative research on students’ perspectives on bystander behaviors to better understand their behaviors in bullying situations. Researchers have found that the prevalence of school bullying in Sweden is amongst the lowest in the world, whereas there is a much higher rate of bullying in the US (Craig et al. 2009). This in turn motivates the inclusion of a Swedish sub-sample and a US sub-sample of students in the current study, and to conduct a qualitative comparative analysis within as well as between these sub-samples. The aim of the present study was to focus on how students in Sweden and in the US articulate and discuss what factors influence their own and other students’ decisions to defend or not defend victims when witnessing bullying. We asked the following questions: How would students respond to bullying? What are students’ perceived reasons for responding in a particular way? What factors do students articulate as supporting defending or not defending in response to bullying? Across each of these questions, we aimed to identify similarities and differences between and within the students from the Swedish and US schools.

  • 16.
    Horton, Paul
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Essays on school bullying: Theoretical perspectives on a contemporary problem2015In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 3, no 2, p. 6-16Article in journal (Other academic)
  • 17.
    Horton, Paul
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    School cafeterias as social arenas for school bullying2018Conference paper (Other academic)
  • 18.
    Varjas, Kristen
    et al.
    Georgia State University.
    Meyers, Joel
    Georgia State University.
    Smith, Jennifer
    Georgia State University.
    Rosenbaum, Laura
    Georgia State University.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Jungert, Tomas
    Lunds universitet.
    Motivations of bystander behavior: A cross-cultural comparison2013Conference paper (Refereed)
1 - 18 of 18
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf