Motivational changes due to individual differences and situational variations in ingroup identification can influence accessibility of memories of ingroup violence, victimization and glories. In Study 1, high identifiers recalled fewer incidents of ingroup violence and hatred than of ingroup suffering. As well, they recalled fewer incidents of ingroup violence and hatred than did low identifiers. In Study 2, a manipulation of ingroup identity produced shifts in memory. Relative to those in the low identity condition, participants in the high identity condition recalled fewer incidents of violence and hatred and more good deeds by members of their group. Participants in a control condition recalled more positive than negative group actions; this bias was exaggerated in the high identity condition and eliminated in the low identity condition. With respect to memories of ingroup tragedies, Studies 3 and 4 demonstrated that experimental reminders of ingroup suffering enhanced participants' sense of connectedness to the ingroup. The findings suggest that memories of ingroup aggressions threaten ingroup identity whereas memories of ingroup suffering enhance ingroup identity. Societal implications of the findings are discussed. The present research informs the literature on reconstructive memory by extending previous findings on the flexibility of personal memories to historical memory.

Tidigare forskning visar att brottsoffer påverkas i olika avseenden, de löper bland annat risk att utveckla post-traumatiskt stressyndrom och egentlig depression. Det sociala stödet har visat sig betydelsefullt för brottsoffers återhämtning. Den här studien har studerat hur personer som blivit utsatta för ett av tre specifika typer av brott påverkats av händelsen samt betydelsen av deras sociala stöd. Totalt åtta personer mellan åldrarna 25-75 med varierande sysselsättning deltog i studien. Hälften av deltagarna var kvinnor. Datainsamlingen skedde via intervjuer. Gemensamt för alla brottstyperna var upplevelsen av (1) att vara ekonomiskt drabbad, (2) påverkad psykiskt, (3) otrygghet och (4) bristande stöd från samhället. Speciellt framträdande vid personrån var dessutom ångest och rädsla, vid inbrott utanför hemmet ilska och tanken att det bara handlar om ersättbara föremål och vid inbrott i hemmet oro och tanken att det handlar om oersättliga föremål. Resultatet överensstämmer med tidigare forskning, dock framkom även tidigare oupptäckta komponenter.

Author: Tobias Aspegren Title: To call things by their right names – The example of bullying or victimization at work [Translated title] Supervisor: Ulf Drugge Assessor: Kerstin Arnesson   Purpose: The purpose of this study is, by a discourse psychological approach, to investigate how our choice of concept of a bullying situation at work can correlate with managers’ way of handling the situation. The issues I have answered in order to fulfill my purpose was first how the managers defined the concepts in the studies title, and second how the mangers handled a situation of bullying at work.   Method: I have used qualitative methods in my study in order to acquire my data. The method I used was semi-structured interviews. I analysed the results with a discourse psychological perspective by help of the theory’s concepts “interpretation repertoires” and “subjects positioning”. The participants of the study were four managers within the same organisation but in different manager positions, all with a work environment responsibility.   Results: The results and analysis of my study shows that there is a lack of knowledge of the concept “victimization” by those who are obligated the responsibility of the work environment. This can result in a situation of victimization at work that does not follow the correct law-bound recommendations written in AFS 2015:4 – Organisatorisk och Social Arbetsmiljö.   Conclusion: The conclusion of this study is that if the situation defines as either bullying or victimization, there will be follow-up meetings with the victim. But due to the lack of knowledge by the concept “victimization” there is an increased risk that the situation will not be handled in the way it should, in accordance with the AFS 2015:4, but will only be handled as temporary conflict.   Keywords: Use of concepts, bullying, victimization, work environment Nyckelord: Begreppsanvändning, mobbning, kränkande särbehandling, arbetsmiljö

The internet has become an important social context in adolescence, and communicating online with friends has become a natural part of everyday life. The present cross-sectional study examined the effects of social cues and popularity on developing adolescent social cognitions in online settings using a sample of 90, 11- to 14-year-old students from British Columbia, Canada. Participants completed self-report cyber-bullying, cyber-victimization, and cyber-aggression motivation measures. Hostile intent attributions were obtained using an instrument containing 8 hypothetical vignettes, where potentially harmful messages were sent to the protagonist, but the sender’s intentions were ambiguous. The results show an increasing cyber-bullying and cyber-victimization trend from early- to mid- adolescence. There was some evidence to suggest that individuals in mid-adolescence were more sensitive to online social cues and popularity. Individuals in mid-adolescence were more likely to engage in cyber-aggressive behavior to obtain a material or social reward. Despite having a small sample size, this study provides a good foundation for further research examining developmental processes that underlie cyberbullying behavior. / Graduate

The purpose of this paper was to examine how the bullying discourse differs depending on if the person bullying is a student or an employee at the school. Cases from Skolinspektionen and Barn- och elevombudsmannen was analysed using Faircloughs three dimensional critical discourse analysis to be able to identify how the disocurse differs depending on who has been bullying. The analysis showed that the discourse do differ between when it is a student and when it is a employee at the school that bullies. The agency of the employees were hidden and their potentielly bully-like actions were rationalized while the agency of students that bully was clear. / Uppsatsen syfte var att undersöka hur mobbningsdiskursen skiljde sig åt beroende på om det var en elev eller en anställd på skolan som har utsatt en elev för kränkande behandling. Med hjälp av Faircloughs tredimensionella kritiska diskursanalys har ärenden inkomna till skolinspektionen analyserats för att kartlägga eventuella skillnader. Analysen visade att diskursen skiljer sig beroende på vem som var anklagad. Anställdas handlingar bortförklarades och förmildrades i huvudmannens yttranden samtidigt som agentskapet doldes medan elever framställdes som personligt ansvariga för de kränkningar som skett.

The aim of the thesis is to examine how everyday social interactions and relations in a school class in years 8-9 are experienced by pupils and teachers and how they can be understood and improved. The research design is an action research approach and is carried out as a case study involving four teachers and 24 pupils. Four issues are formulated and the teachers and the researcher together suggest how certain problems might be solved, which in turn directs the action process over the period of three school terms. Analytical concepts are used to map and understand pupils’ everyday social relations in terms of peer groups, positions and norms. Eriksson’s (2001) sociological theory on bullying is used to analyze and explain the complexity of a case of bullying. Defined dominating norms that appear to guide the pupils’ social interactions are: (1) You should make room for yourself, be visible and heard, (2) you should have many friends and (3) you should look down on those who study. The everyday social relations are affected by the pupils’ positioning and by the groupings that are formed in the class. Crystalized groups that emerge in the study are: (1) those who make a lot of noise and take up a lot of room, (2) those who study, (3) pupils who are frequently absent, (4) those who feel uncomfortable and (5) those who are outside (a marginalized group). In addition to these findings, three dominating norms among the teachers emerge. These norms guide and affect how the teachers act and think when victimized pupils and their situations are discussed. Teachers’ dominating norms seem to prevail in situations where some pupils are victimized by other pupils in the class. This in turn could contribute to various kinds of moral disengagement on the part of the teachers when dealing with victimizing acts among pupils. From the perspective of the victimized pupils, such a way of acting could be understood as teachers, in their role as “security guarantors”, are unable to prevent the powerlessness of victimized pupils.

This study examined associations between attachment styles, relational aggression and victimization, and sexual behavior in the context of romantic relationships during emerging adulthood. The sample included 306 college students attending an urban university in the southeastern United States. Multiple regression analyses indicated that individuals with dismissive and fearful attachment reported higher levels of relational aggression, and individuals with fearful and preoccupied attachment reported higher rates of relational victimization as compared to those with secure attachment. Neither relational aggression nor relational victimization accounted for a significant portion of the variance in sexual behaviors. However, significant three-way interactions were found that indicated dismissive and secure attachment style, as compared to other attachment styles, moderated associations between relational victimization and sexual behavior and that the strength of these relations differed by gender. These findings highlight the complexity of these interrelations and have important implications for prevention and intervention efforts.

Peer victimization is characterized by acts of physical, relational, and verbal aggression that can contribute to maladjustment. Youths’ responses to peer victimization are guided by social information-processing (SIP) skills that impact their adjustment. Maladjustment can contribute to biases in SIP. Biased processing occurs when youth rely on existing schemas without attending to cues from the immediate social context. These processing deficits contribute to the enactment of problematic responses that may lead to further maladjustment. However, not all youth exhibit SIP deficits. A recent study identified four adjustment clusters based on differences in aggression, anxiety, depression, social acceptance, and victimization within a predominantly African American sample of adolescents (Sullivan & Farrell, 2008). These clusters included aggressive-victims, passive-victims, neglected youth, and well-adjusted youth. Data suggest that cluster membership influences SIP and responses to peer victimization. This study used latent profile analysis (LPA) and the Articulated Thoughts in Simulated Situations (ATSS) paradigm, a think-aloud approach to cognitive assessment, to examine differences in SIP between well-adjusted youth and subgroups of maladjusted youth in response to simulated peer victimization situations. Participants included a primarily African American sample of 523 sixth grade students who completed a series of self-report measures of adjustment. LPA identified a four-class solution that included: Aggressive-victims, Aggressors, Passive-victims, and Well-adjusted youth. This model closely approximated the clusters previously identified. However, the current solution includes a purely aggressive group whereas the prior solution contained a neglected group. A sub-sample of 176 students was then randomly selected to complete ATSS interviews. Logistic regression was used to examine SIP pattern differences across the groups. As hypothesized, aggressors and aggressive-victims were more likely to report intentions to engage in physical aggression compared to well-adjusted youth. In addition, aggressors were more likely to report beliefs that it is ok to fight in response to physical aggression compared to their well-adjusted peers. Further, well-adjusted youth were more likely to report intentions to behave nonviolently compared to their maladjusted peers. However, six of the ten hypotheses were not supported. Additional findings related to gender differences and situation-specific SIP patterns were identified. These findings have important implications for violence prevention interventions.

The sociocultural influence of ethnicity on peer victimization among youth has received little attention in the research literature. Individual ethnicity within school ethnic composition may influence the frequency of victimization and the effect of victimization on adolescents’ well being. The current study investigated these issues using a data set of 5,581 sixth grade students attending 37 schools located in four sites. Multilevel models examined the extent to which individual ethnicity within school ethnic composition influenced the frequency and impact of overt and relational victimization on changes in life satisfaction. Ethnic differences were found in the frequency of victimization, but these differences did not vary across schools that differed in ethnic composition. Individual ethnicity, but not school ethnic composition, influenced the impact of relational victimization on life satisfaction. These findings shed light on the influence of ethnicity on victimization experiences and have implications for the role of ethnicity in adolescents’ development.

For offenders returning to society at record levels, securing work looms as one of the most crucial factors in successful reentry. Work hope is a construct that seeks to measure the relative presence of goals of securing desired work, thoughts about how to achieve those goals, and agency to achieve those goals, even in the presence of obstacles. This study sought to examine relationships among work hope, the socioemotional variables of attachment, emotion regulation, physical, relational, and workplace victimization, and coping, and the career-related variables of perceptions of career-related barriers and complexity level of career goals. The sample comprised cohorts from eight different correctional centers (N = 111, 72.1% male, M = 37.97, SD = 10.02), who participated in three waves of a longitudinal study. Four path models were run to model the relationship among work hope and the socioemotional variables, but none of the models satisfied all designated fit indices. The model with the combination of the most adequate fit and theoretical support found significant direct effects from Time 1 anxious attachment, but not avoidant attachment, to Time 1 difficulties with emotion regulation. Significant direct effects were found from Time 1 avoidant attachment and difficulties with emotion regulation, but not anxious attachment, to Time 3 avoidant coping. Significant direct effects were also found from Time 3 avoidant coping to Time 3 work hope. Relational, physical, and workplace victimization were not significantly related to work hope or other socioemotional variables. This study also found that work hope was significantly related to perceptions of career-related barriers (r = -.30). Overall, study findings add to the construct validity of work hope and highlight the importance of addressing socioemotional variables such as attachment, emotion regulation, and coping in preparing offenders for successful reentry and obtaining work.