The social ordering of belonging: Children’s perspectives on bullying

Forsberg, Camilla; Thornberg, Robert

doi:10.1016/j.ijer.2016.05.008

Cited by 42 publications

(47 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our analysis suggests that, from the perspectives of the Swedish lower secondary school students that we interviewed, the core process of bullying is social positioning, and the main concern of those engaged in bullying was to achieve or maintain a high social status in the hierarchical peer landscape of the school. This is in line with how students reason in other studies (Forsberg and Thornberg 2016;Erling and Hwang 2004;Frisén et al 2008;Thornberg 2010;Thornberg and Knutsen 2011;Varjas et al 2008). At the same time, our findings problematise these previous studies and prior ethnographic as well as quantitative peer-nomination studies demonstrating that bullying is linked with social status in which bullies are usually more popular or have a high social status (for reviews, see Pouwels, Lansu, and Cillessen 2018;Thornberg 2011).…”

Section: Discussionsupporting

confidence: 92%

“…There is a small but growing body of studies exploring how students explain bullying, which shows that children and adolescents report a range of explanations, including being a result of victims' differentness (Cheng et al 2011;Frisén et al 2008;Hamarus and Kaikkonen 2008;Purcell 2012;Teräsahjo and Salmivalli 2003;Thornberg 2010;Thornberg and Knutsen 2011;Varjas et al 2008), bullies' pursuit of social status, dominance and popularity (Forsberg and Thornberg 2016;Erling and Hwang 2004;Frisén et al 2008;Thornberg 2010;Thornberg and Knutsen 2011;Varjas et al 2008), bullies suffering from psychosocial problems (Frisén et al 2008;Thornberg 2010;Thornberg and Knutsen 2011;Varjas et al 2008), bullies' mean or bad personality (Thornberg 2010), peer pressure (Erling and Hwang 2004;Thornberg 2010), and just having fun and avoiding boredom (Hamarus and Kaikkonen 2008;Thornberg 2010).…”

Section: Students' Explanations Of Bullyingmentioning

confidence: 99%

See 1 more Smart Citation

How do secondary school students explain bullying?

Thornberg

Delby

2019

Educational Research

Self Cite

View full text Add to dashboard Cite

Background: In order to support efforts to prevent bullying, more needs to be understood about students' own explanations of bullying in their everyday school lives. In-depth qualitative analysis can contribute important insights regarding insider perspectives in terms of how students understand and explain the social interaction patterns of bullying. Purpose: The aim of the study was to examine, in detail, how a small sample of lower secondary school students explain why bullying happens and to develop a grounded theory analysis based on the students' perspectives. Method: The participants in the study were 17 Swedish lower secondary school students aged between 13 and 15 years. A total of 17 qualitative interviews and 3 follow-up interviews were conducted. Grounded theory methods based on a constructivist position were used to explore and analyse the data. Findings: The findings are based on data collected from young people who had witnessed bullying. The analysis of their explanations of why bullying happens resulted in six categories: social positioning, victim constructing, bullying normalising, rule diffusion, rule resistance and cultural ideals. These categories are interrelated, and the core process of bullying was identified as social positioning. The analysis suggested that the main concern of those who engage in bullying is to gain and maintain a high social status. Victims, in turn, were socially constructed as 'different' and 'wrong', and were connected with a low-status position. Conclusions: The study draws attention to the need for students' understandings of bullying to be consideredfor example, through student consultations. It is hoped that the current findings could be helpful as a starting point when investigating students' perspectives and giving students a voice in bullying prevention approaches at school.

show abstract

Section: Discussionsupporting

confidence: 92%

Section: Students' Explanations Of Bullyingmentioning

confidence: 99%

How do secondary school students explain bullying?

Thornberg

Delby

2019

Educational Research

Self Cite

View full text Add to dashboard Cite

show abstract

“…Such processes in the context of school bullying have been described based on research carried by i.e. Thornberg (2015b), Forsberg and Thornberg (2016), Konieczna (2015).…”

Section: Process-centered Analytical Approach In School Bullying Resementioning

confidence: 99%

Two Sides of the Coin: A Person- And Process-Centered Analytical Approach to School Bullying Phenomenon

Tłuściak-Deliowska

2017

View full text Add to dashboard Cite

Over the past four decades of research on school bullying have produced an extensive body of knowledge about the nature of this phenomenon, its determinants and consequences. Bullying has been examined and explained in individual as well as in contextual terms, and from a wide range of different theories and research methods. In the literature, it can be found some attempts to sort out scientific approaches to bullying.In this article, which should be treated as review-style essay, I will present two complementary approaches to analyzing school bullying, namely (1) personoriented analytical approach which focuses on analyzing of individual traits and characteristics of children involved in school bullying, and (2) processual analytical approach that emphasizes the processes involved. These approaches were distinguished based on the review of Polish and foreign literature on school bullying.

show abstract

“…Currently, the increase in pupils' aggressive behaviour is becoming a considerably serious problem (Forsberg, C. & Th ornberg, R., 2016, Hollá, K. & Kurincová, V., 2013. Th e aggressive behaviour of elementary and secondary children may lead even to crime.…”

Section: School Social Pedagogue In the Slovak Republicmentioning

confidence: 99%

School Preventive Socio-Educational Work of Social Pedagogues in the Slovak Republic and an Outline of Their Activities in the Other V4 Countries

Emmerová¹

2016

tner

View full text Add to dashboard Cite

Th e profession of social pedagogue is classifi ed as a helping profession. Social pedagogues can prove their worth in various sectors and work with various target groups. Th e study analyses legislative possibilities and actual activities of social pedagogues in schools in Slovakia. Social pedagogues working in Slovak elementary and secondary schools carry out primary and secondary prevention, deal with pupils' problem behaviour, screen for threatened pupils, provide counselling, actively work with pupils from socially disadvantaged environments, cooperate with pupils' parents and with specialists. Th e author also briefl y elucidates school preventive socio-educational work of social pedagogues in the other V4 countries comparable geographically, historically and culturally.

show abstract

The social ordering of belonging: Children’s perspectives on bullying

Cited by 42 publications

References 44 publications

How do secondary school students explain bullying?

How do secondary school students explain bullying?

Two Sides of the Coin: A Person- And Process-Centered Analytical Approach to School Bullying Phenomenon

School Preventive Socio-Educational Work of Social Pedagogues in the Slovak Republic and an Outline of Their Activities in the Other V4 Countries

Contact Info

Product

Resources

About