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The contextual definition of harm: 11-to 15-year-olds perspectives on social incidents and bullying
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
2019 (English)In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680Article in journal (Refereed) Epub ahead of print
Abstract [en]

Bullying remains a problem in schools, affecting the health of many young people. In this study, the focus is on exploring how 11- to 15-year-olds talk about their social worlds and social incidents such as bullying. Through semi-structured interviews, analyzed with constructivist grounded theory, the conceptualization of the participants perspectives reveals that three types of incidents take place in their social worlds: Diffuse incidents, Quarrel incidents and Bullying. Incidents are framed differently, which reveals how the social context plays an integral part in how different incidents and interactions were defined and considered as harmful bullying or not. Four contextual aspects are taken into consideration: (1) Iteration, (2) Type of target, (3) Social and emotional harm for the target, (4) Social relationship to target. Even if not all type of incidents are framed as harmful bullying, they interact by being grounded in normative identity constructions that use both social categories such as gender and sexuality and locally produced social categories.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD , 2019.
Keywords [en]
Bullying; identity; youth; social processes; grounded theory
National Category
Social Work
Identifiers
URN: urn:nbn:se:liu:diva-156580DOI: 10.1080/13676261.2019.1580351ISI: 000463289400001OAI: oai:DiVA.org:liu-156580DiVA, id: diva2:1315468
Available from: 2019-05-14 Created: 2019-05-14 Last updated: 2019-10-25

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Forsberg, Camilla
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