Självskadebeteenden bland ungdomar är ett allvarligtsamhällsproblem som tycks öka. Ett flertal faktorer såsom utsatthet iskolan och vilken eller vilka sociala grupperingar en ungdom uppleversig tillhöra har i tidigare studier identifierats som riskfaktorer för attutveckla självskadebeteenden. Syftet med studien var att undersökaom utsatthet och alternativa sociala grupperingar utgör riskfaktorer försjälvskadebeteenden, samt om det finns en interaktionseffekt mellandessa faktorer i att predicera självskadebeteenden. Studien baseradespå longitudinell data insamlad bland högstadieungdomar på sju skolori centrala Sverige. En multipel regressionsanalys utfördes för att testainteraktionstermen mellan variablerna över tid. Resultatet bekräftadebåde utsatthet i skolan och identifiering med alternativa socialagrupperingar som riskfaktorer, samt att det fanns en interaktionseffektmellan de båda som ytterligare ökar risken för utvecklandet avsjälvskadebeteenden hos ungdomar. / Self-harm is a major public health concern amongst adolescents thatappears to be increasing. Several risk factors have in previous researchbeen associated with self-harm, such as peer harassment and the peercrowd or crowds an adolescent identifies with. The aim of this studywas to examine whether peer harassment and identification withalternative peer crowds constitutes risk factors and whether there wasan interaction effect between these factors in predicting self-harm. In alongitudinal study, students from seven secondary schools in centralSweden responded to a questionnaire. A multiple regression analysiswas conducted to test the interaction between these variables overtime. The results confirmed that both peer harassment andidentification with alternative peer crowds were risk factors for selfharmingbehaviors, as well as there was an interaction effect, namelythat the adolescents who were exposed to peer harassment andidentified with particular social crowds were particularly at risk fordeveloping self-harm behaviors.

The purpose of the study was to examine whether gender moderated the association between psychopathic traits and peer harassment, as well as examining each psychopathic trait individually alongside the different harassment forms. Secondary data from the Seven School project was used which collected its data from seven middle-sized schools in Sweden. Besides descriptive and correlation analyses, a series of hierarchical regression models were used. The results show that boys in general scored higher than girls on both psychopathic traits and peer harassment. Also, impulsivity predicted peer harassment and so did gender in all outcome steps except for step 1 and 2 for personal harassment. However, gender didn’t moderate the effect between psychopathic traits and peer harassment except for sexual harassment and impulsivity. The conclusion of the study is that impulsivity is a major concern in peer harassment whilst grandiosity and callous-unemotional does not seem to be of major concern. Also, the moderating role of gender only had an effect on impulsivity and sexual harassment in males. / Syftet med studien var att undersöka om kön modererade kopplingen mellan psykopatiska drag och trakasserier bland jämnåriga. Samt även att undersöka de olika psykopatiska dragen separat tillsammans med de olika trakasserierna. Sekundärdata från ”Sju skolor” projektet användes som hämtade in sin data från sju medelstora skolor i Sverige. Utöver descriptive- och korrelationsanalyser, utfördes även en serie av hierarkiska regressionsmodeller. Resultatet visar på att pojkar generellt får högre resultat på psykopatiska drag och trakasserier än flickor. Impulsivitet förutsäger trakasserier bland jämnåriga och det gjorde även kön i alla resultatsteg förutom steg 1 och 2 för personliga trakasserier. Däremot så modererar kön inte effekten mellan psykopatiska drag och trakasserier förutom sexuella trakasserier och impulsivitet. Slutsatsen av studien är den att impulsivitet är ett stort problem för trakasserier bland jämnåriga medan grandiositet och känslokallhet inte verkar vara ett större problem. Den modererande koppling mellan könen hade bara en effekt på impulsivitet och sexuella trakasserier bland män.

L’étude du harcèlement systématique entre pairs à l’école (school bullying) est-il éclairé par l’approfondissement de la relation aux normes qu’entretiennent les jeunes acteurs ? Quels sont les éléments clé aidant l’identification et la compréhension du phénomène ?A partir d’une redéfinition du bullying insistant sur les apports croisés de chaque protagoniste sur la scène des dynamiques indésirables, le travail propose une étude située du problème. Chaque acte et chaque initiative de type bullying sont ainsi analysés dans le cadre de la situation spécifique qu’ils dessinent et dont ils relèvent à la fois. Pour cela, l’attention est portée sur les attributions de sens et sur la perception réciproque d’adhésions normatives mises en avant par les élèves concernés. Quatre classes scolaires italiennes sont analysées dans leurs dynamiques relationnelles et conflictuelles ; du point de vue de leur organisation, de l’ordre et de la discipline ; en termes d’investissements axiologiques opérés par les jeunes et leur entourage et encouragés par les enseignants. / School bullying: does the study of peer harassment in schools delve deeper into the relationships of young people with rules and values? What are the key factors that can help to better identify and understand the phenomenon ? The work starts from a re-definition of school bullying based on the cross contribution of each character acting in the educational scene where the undesirable dynamics take place to propose a local analysis of the problem. Each school bullying initiative is analysed in the context of the specific situation that it create and from which it raises. Attention is also brought to the attribution of meanings as well as to the reciprocal perception of the compliance with the rules by students. Four Italian classrooms are examined taking into account the dynamics of their relationships and conflicts; their organization, rules and discipline; the axiological investments made by young people and promoted by their teachers.

Despite the increase in bullying behavior that has occurred among high school students, there is a lack of age appropriate intervention programs available to assist secondary administrators and staff with this problem. The purpose of this case study in 1 high school in a suburb of a major Mid-Atlantic city in the United States was to determine the perceptions held by secondary administrators and staff of an adapted antibullying program, originally created for use in elementary schools, in reducing the incidences of bullying behavior and feelings of strain. This study was also designed to explore how administrators and staff perceived if the bullying prevention program fostered prosocial behavior, and the extent to which the program reduced peer aggression, peer harassment, and strain. The conceptual framework was general strain theory described by Durkheim and Merton. The design for this case study included interviews with 5 teachers and 3 administrators who had been involved in implementation of the antibullying program. Open coding was used to organize and analyze the data for the emergence of significant concepts and patterns. Codes were formulated into four associated meanings or themes; relationships, student responsibility, positive culture, and trusting and supportive environment. The results indicated that school personnel were able to modify an existing bullying prevention program that has changed the culture of the school and the mindset of its student body while helping the students to alleviate strain and issues of aggression and harassment. The current research may affect social change by encouraging other secondary schools to assess their bullying prevention programs to determine if the material being used is age appropriate for secondary students and if the programs are indeed alleviating bullying behavior and strain in their students.

The successful social development of adolescent girls is dependent on the acquisition of the skills required to face the challenges of adult life. Young girls are faced with the problem of a growing aggressive behaviour displayed by the girls who are supposedly their friends. This aggressive behaviour may negatively affect social, psychological or emotional development, possibly resulting in long term social adjustment problems. This investigation identifies the types and causes of aggressive behaviour displayed by adolescent girls, with the intention of ultimately identifying strategies to address aggressive behaviour. The implementation of a schoolbased approach, including all sectors involved in the education of the child in a whole-school programme to address aggressive behaviour, is recommended. Including all parties, firmly committed to addressing aggressive behaviour from a preventative perspective, may result in reducing aggressive behaviour and possibly provide adolescent girls with the coping skills required for successful social development. / Educational Studies / M.Ed. (Socio-Education)

The successful social development of adolescent girls is dependent on the acquisition of the skills required to face the challenges of adult life. Young girls are faced with the problem of a growing aggressive behaviour displayed by the girls who are supposedly their friends. This aggressive behaviour may negatively affect social, psychological or emotional development, possibly resulting in long term social adjustment problems. This investigation identifies the types and causes of aggressive behaviour displayed by adolescent girls, with the intention of ultimately identifying strategies to address aggressive behaviour. The implementation of a schoolbased approach, including all sectors involved in the education of the child in a whole-school programme to address aggressive behaviour, is recommended. Including all parties, firmly committed to addressing aggressive behaviour from a preventative perspective, may result in reducing aggressive behaviour and possibly provide adolescent girls with the coping skills required for successful social development. / Educational Studies / M.Ed. (Socio-Education)