Bias Bullying Problems Among School Children

Blaya, Catherine

doi:10.1002/9781118482650.ch15

Cited by 1 publication

(1 citation statement)

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“…However, in terms of transferability, the transfer of findingsthe fittingnessto a different setting, group, or population (Lincoln & Guba, 1985) and the described purposeful sampling, analysis, and results provide information for future research to build on. A beneficial avenue for future research could also be to focus on marginalized identities, such as LGBTQ+, disability, or ethnic, which are often at an increased risk of being bullied (for a review, see Blaya, 2021), in order to achieve a fuller picture of how resilience might work in relation to long-term outcomes of being bullied and emerging adulthood.…”

Section: Limitationsmentioning

confidence: 99%

From childhood bullying victimization to resilience in emerging adulthood

Lidberg,

Berne,

Frisén

2024

Scandinavian J Psychology

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IntroductionThe aim of this study was to explore how resilience is manifested in the experiences of emerging adults who were subjected to bullying victimization in school and have high levels of psychological functioning in emerging adulthood.MethodsFifteen Swedish emerging adults (Mage = 29.13, SD = 0.52) who, despite experiences of bullying victimization at age 10, had high levels of psychological functioning as emerging adults were interviewed. The interviews focused on experiences of bullying victimization and the long‐term outcomes of these experiences. Qualitative methods were used in the analysis, with a specific focus on resilience.Results/ConclusionThe findings illustrate how long‐term outcomes of bullying victimization in school, in relation to resilience, comprise a dynamic process between personal agency and social resources in the environmental context.

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Section: Limitationsmentioning

confidence: 99%