Vardagsvåld, mobbning och mobbningsförebyggande arbete i svensk skolkontext

Sammanfattning: Two related phenomena - everyday violence and school bullying - are the subject of this thesis. The thesis's aim was to develop knowledge about everyday violence and bullying in school. The aim was also to develop knowledge about planning and bullying intervention in a local context. Three research questions were formulated that correspond to the aim of the thesis: How can everyday violence be conceptualized and understood? (Articles I and II), what changes can be seen in the school's internal work when a locally adapted anti-bullying model is initiated? (Article III) and what changes in the incidence of bullying can be seen in the schools in a municipality where a locally adapted anti-bullying model is implemented to prevent bullying? (Article VI). In the thesis exercises, a synthesis has been used to merge the results from the articles into an understanding of everyday violence and bullying from a social ecological perspective. The articles use different methods to get answers to the research questions because one method would probably not be enough to achieve the purpose of the thesis. This procedure is called mixed methods, which uses the combination of qualitative and quantitative data to get a better understanding of what is being studied. Thus, I have used mixed methods in the thesis exercises to get answers to the research questions of the thesis. The articles are used to gain knowledge of the phenomenon of everyday violence and bullying from a social ecological perspective. The articles were also used to gain knowledge about the school's bullying prevention work in a municipality and how bullying is understood in relation to everyday violence. Thus, a synthesis of the articles were made to gain additional knowledge, in addition to the research questions of the thesis that are answered in the articles.The social-ecological perspective was used in the thesis as a framework for studying both everyday violence and bullying. The perspective was used to describe everyday violence and bullying which in different ways affect the school. In order to achieve the aim of the thesis, two sub-studies were carried out, which are presented in four articles.The result in article I shows that the most common definition category of violence is hit. Although it is the most common definition, it is at the same time the least used among adults. The result also shows that there is a difference in how different groups, depending on age, define violence. The result in Article II shows that there is a gender difference between individuals' memories of violent events and that the place where most individuals remember violent events is in the schoolyard and the school environment. Article IV also shows that despite the schools implementing a model, it is difficult to prevent bullying. The result shows that the municipality model has not succeeded in reduce bullying in all participating schools. Based on the result, we can assume that the fact that the municipality launched a model does not mean that bullying in schools has decreased.The result is based on the understanding of everyday violence and bullying as an aspect of everyday violence. The school's internal work linked to bullying intervention is problematized. The articles and the thesis are discussed on the basis of a social-ecological framework.

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