Joakim Strindberg

Bio: Joakim Strindberg is an academic researcher from Linköping University. The author has contributed to research in topics: Psychology & Friendship. The author has an hindex of 2, co-authored 3 publications receiving 16 citations.

Coolness and social vulnerability: Swedish pupils’ reflections on participant roles in school bullying

Abstract: 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 u ...

The Fear of Being Singled Out: Pupils' Perspectives on Victimisation and Bystanding in Bullying Situations.

Abstract: The article explores 5th and 6th grade pupils’ reflections on why pupils may refrain from intervening in bullying, despite understanding that bullying is wrong. The findings are based on focus grou...

Relations between school bullying, friendship processes, and school context

Abstract: ABSTRACT Background Despite considerable anti–bullying efforts and greater awareness of the social processes underpinning bullying, bullying is still a serious problem across schools in many countries. In exploring the social processes that contribute to school bullying, research indicates complex relationships between bullying and the maintenance and building of friendships. While such findings provide important information about the social context of school bullying, more needs to be understood about the institutional context within which school bullying – and friendship – occur. Purpose The aim of this study is to better understand how school bullying relates to friendship processes, and how these are, in turn, influenced by the institutional constraints of the school context. Method The findings discussed draw on 3 months of ethnographic fieldwork conducted at one Swedish elementary school. The fieldwork involved participant observations, as well as semi–structured group interviews with 34 sixth-grade pupils (approx. 12 years of age), which were conducted towards the end of the fieldwork. Data were analysed thematically. Findings The analysis highlighted the importance of friendships to pupils but also identified the ways in which understandings of friendship relations were closely tied to the importance of social perceptions and the organisational constraints of the school context. Conclusions Taken together, the findings suggest that school bullying cannot be de–contextualised from the social and institutional contexts of school but may rather be connected to the perceived need for control in that particular arena. The study draws attention to how the complex relations between bullying, friendship and school context need to be better understood, in order to support efforts to prevent school bullying.

“I’m Often Alone”: An Ethnographic Study of School Loneliness and Bullying in a Swedish Elementary School

Abstract: Abstract Background Despite extensive work to prevent and reduce bullying interactions, bullying is still a prevalent problem in many schools. Children and youth also report that they feel involuntarily left out in school. While research has demonstrated the ways in which school bullying is connected to risk factors across different ecological layers or contexts, relatively little consideration has been given to aspects beyond the individuals directly involved in bullying situations, such as the exo, and macrosystem layers. Objective The aim of this study was to examine three pupils’ experiences of school loneliness and bullying. The following questions guided the study: (1) What are the pupils’ experiences of school loneliness and bullying? (2) How can the pupils’ experiences of school loneliness and bullying be understood beyond the individuals directly involved in the bullying situations? Method The research is based on ethnographic fieldwork conducted at one Swedish elementary school including 34 pupils and 7 teachers in two sixth-grade classes (i.e., ages 11–12). The findings presented in this article are based on a group interview with three pupils about their experiences of school loneliness and bullying. The interview responses are put into perspective using findings from the ethnographic fieldwork. The findings were analysed using methods from constructivist grounded theory and through the lens of Bronfenbrenner’s ecological theory of human development as well as critical bullying studies. Results The findings of this study demonstrate the ways bullying interactions are tied to the different layers, or “settings”, of the bullying ecology as the pupils draw from a range of differential points of reference so as to socially evaluate themselves, their classmates, and their peers. Conclusions An important conclusion of the study is for principals, teachers, and other school personnel to consider more thoroughly the interdependent interplay of the bullying ecology.

Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade.

Abstract: Bullying among youth at school continues to be a global challenge. Being exposed to bullying may be especially hurtful in adolescence, a vulnerable period during which both peer group belonging and status become key concerns. In the current review, we first summarize the effectiveness of the solutions that were offered a decade ago in the form of anti-bullying programs. We proceed by highlighting some intriguing challenges concomitant to, or emerging from these solutions, focusing especially on their relevance during adolescence. These challenges are related to (1) the relatively weak, and highly variable effects of anti-bullying programs, (2) the complex associations among bullying, victimization, and social status, (3) the questions raised regarding the beneficial (or possibly iatrogenic) effects of peer defending, and (4) the healthy context paradox, that is, the phenomenon of remaining or emerging victims being worse off in contexts where the average levels of victimization decrease. We end by providing some suggestions for the next decade of research in the area of bullying prevention among adolescents.

The Fear of Being Singled Out: Pupils' Perspectives on Victimisation and Bystanding in Bullying Situations.

Abstract: The article explores 5th and 6th grade pupils’ reflections on why pupils may refrain from intervening in bullying, despite understanding that bullying is wrong. The findings are based on focus grou...

Understanding Young People's Experiences and Perceptions of Relational Bullying: a Mixed Methods Study

Abstract: .................................................................................................................................... 1 Acknowledgements.................................................................................................................... 4 List of tables ............................................................................................................................ 10 List of figures ........................................................................................................................... 12 Abbreviations .......................................................................................................................... 14 Chapter 1: Introducing the research ......................................................................................... 15 1.

Formation of protagonist adolescents to prevent bullying in school contexts.

Abstract: Objective: to develop a participative strategy of health education in the formative process of protagonist adolescents aimed at preventing school bullying. Method: qualitative interventive-participatory research, based on the Community-Based Participatory Research and in the Culture Circles of Paulo Freire. The sample was intentional, with the participation of 12 adolescents who were considered leaders. For data production at the moment of educational intervention, observation techniques were employed with note-taking in a field diary, plus photographic and video records. Results: the pedagogical intervention model raised the opportunity for the adolescents’ active participation, aiming at the development of skills that create pro-social behaviors, empathetic and assertive relations, which are able to face bullying and transform the school environment. Final considerations: the use of participative methodologies, in the youth protagonism perspective, has the potential to support educational practices of school nurses in collaboration and leadership of antibullying programs.

‘Because I am me': school bullying and the presentation of self in everyday school life

Abstract: In this study, we draw on Erving Goffman’s work on the presentation of self to explore responses by 12–15-year-old (i.e. 6th–9th grade) school students to an open-ended survey question about why th...