hig.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Larsson, Paula
Publications (8 of 8) Show all publications
Larsson, P. (2018). Bullying Prevention in a Swedish Municipality: Supported Decentralised Reasoning. Forskning og Forandring, 1(2), 66-90
Open this publication in new window or tab >>Bullying Prevention in a Swedish Municipality: Supported Decentralised Reasoning
2018 (English)In: Forskning og Forandring, ISSN 2535-5279, Vol. 1, no 2, p. 66-90Article in journal (Refereed) Published
Abstract [en]

The national context of Sweden is particularly illustrative for international research, in that bullying and degrading treatment have been a central aspect of policy-making for some time. In Sweden, schools and municipalities are obliged to produce detailed action plans to counteract bullying. The aim of this study is to describe and analyse how practitioners in schools, during implementation of the Municipality Bullying Prevention Model (MBPM), change the way they work and apply decentralised reasoning to prevent bullying. This study makes use of an action-research approach. In the project, bullying prevention is addressed by the participating schools. The findings indicate that practitioners introduced various measures in different places and at different levels during implementation of the MBPM. It also became apparent that bullying prevention work needs to build on a school’s contextual knowledge and have a whole-school approach.

Keywords
Bullying, bullying prevention, action research, Sweden, MBPM
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-28766 (URN)10.23865/fof.v1.1217 (DOI)
Available from: 2018-12-05 Created: 2018-12-05 Last updated: 2018-12-17Bibliographically approved
Gill, P. E., Larsson, P., Matton, P., Simonsson, B.-E. & Levin, E. (2016). Research to Practice: Rolling Implementation of Evidence-Based Anti-Bullying Strategies in a Swedish Municipality. In: : . Paper presented at ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, 22-26 August 2016, Dublin, Ireland. , Article ID 305.
Open this publication in new window or tab >>Research to Practice: Rolling Implementation of Evidence-Based Anti-Bullying Strategies in a Swedish Municipality
Show others...
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

There is a dearth of research into the consequences of systematic reductions of prevalence of target behaviors, such as bullying, in school-based prevention science.  Reducing prevalence may also result in making bullying more difficult to uncover (Cunningham et al., 2015). Preventing bullying at school is a much researched field (Ttofi & Farrington, 2011).  In international comparisons, prevalence of bullying at school varies widely, with rates for Swedish schools regularly being lowest (e.g., among 66 countries, Due & Holstein, 2008).  Conditions influencing program efficacy are likely to vary as prevalence of target behavior is reducing.  School-wide prevention strategies, in schools with one or more victims in every class, present a very different challenge compared to schools where victims are found in every second of third class.  Recent longitudinal data from Sweden (Swedish Agency for Education, 2011; Hellstedt, Johansson & Gill, 2016 forthcoming) has revealed a cyclical replacement of victims, after successful intervention, showing that while rates at cross-sectional measurement intervals may remain the same (typically 6/7% in Swedish schools), up to 75% of victims at one time will self-report not being victimized at one-year follow-up (op.cit.).  Low rates of bullying in Sweden are the result intervention strategies based on a wide variety of ‘standard’ (International, Scandinavian & National) prevention programs, at least 21 according to Skolverket (2003).  A national evaluation revealed extensive program cross-contamination, proving the unviability of “gold standard” evaluation practices. “What works” conclusions were described in terms of program components.  When “promising” evidence for effective program components is produced, there is an inevitable momentum to package components into replicable “programs”.  We argue that this momentum may hamper response flexibility, particularly when program providers, in seeking to be “evidence based” may place more importance on implementation functions such as program fidelity and dosage rather than individual outcomes. We argue that considerations such as dosage and program fidelity are less relevant when anti-bullying initiatives are being adapted to variations in school contexts and climates (Gregory, Henry & Schoeny, 2007).  Component efficacy and effectiveness may also be masked by confidentiality requirements in program evaluations and outcome assessments that are based on follow-up, cross-sectional, cohort statistics.  What works in Sweden, for example, found by Frisén, Hasselblad & Holmqvist (2012), based on evidence from former victims, in descending order of importance: Support from school personnel; Transition to new school level; Change of coping strategies; Support from parents; Change of appearance or way of being; Change of school or class as a deliberate attempt to make the bullying stop; New friends; The bullies changed their attitude; No particular reason; and Support from peers, may not translate to other cultures, school systems and traditions.  With observed low prevalence, extensive program implementation, research evidence on effective components and extensive judicial obligations, it is likely, that in most Swedish municipalities, active anti-bullying programs may, theoretically, be located at the later phases of an implementation research continuum (Chalamandaris &  Piette, 2015, after Flay,1986, & Flay et al., 2005).  This, late stage program/component developemt, also has an impact on schools’ potential capacity to improve (Oterkiil & Ertesvåg, 2012).  Given these contexts, it is important to research the present state of evidence based anti-bullying strategies in Sweden.  Using best practice in program implementation evaluation a descriptive case study of scaled-up, school district-wide (Rhoades, Bumbarger & Moore 2012), research-to-action (Guhn et al., 2012) anti-bullying strategies in a Swedish municipality is presented. The goal is to investigate conditions, participants, hindrances, responses and outcomes at different stages of a rolling implementation process.  This Swedish example may be of value in other European school systems where prevalence is reducing toward Swedish levels.

Keywords
rolling implementation, research-to-practice, anti-bullying
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-23062 (URN)
Conference
ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, 22-26 August 2016, Dublin, Ireland
Note

Network 5: Children and Youth at Risk and Urban Education

Available from: 2016-12-15 Created: 2016-12-15 Last updated: 2018-09-07Bibliographically approved
Gill, P. E. & Larsson, P. (2015). Incident-Level Analysis of 703 Retrospective Self-Reports of Ordinary Violence Recalled by 334 Swedes Aged 6 to 45 Years. Journal of Interpersonal Violence, 30(12), 2129-2150
Open this publication in new window or tab >>Incident-Level Analysis of 703 Retrospective Self-Reports of Ordinary Violence Recalled by 334 Swedes Aged 6 to 45 Years
2015 (English)In: Journal of Interpersonal Violence, ISSN 0886-2605, E-ISSN 1552-6518, Vol. 30, no 12, p. 2129-2150Article in journal (Refereed) Published
Abstract [en]

There is wide variation in how exposure to violence is conceptualized. Perceptions of ordinary violence are linked to people's actual experiences, which may be direct, indirect, observed, or vicarious, and all through filters of gender, class, community, and culture. Event-recall interviews were conducted among a convenience sample of Swedish males (n = 132) and females (n = 202) aged 6 to 45 years. Respondents spontaneously recalled 703 events (averaging 2.3 events for males, 2.1 for females). For men, 93% of events were male(s)-on-male(s), 2% female-on-female, and 2% male(s)-on-female(s). For women, 42% of events were male(s)-on-male(s), 19% female(s)-on-female(s), 24% male(s)-on-females, and 10% female(s)-on-male(s). Interviewee's roles differed. Of males, 17% were aggressors, 40% victims, and 43% observers. Of females, 12% were aggressors, 30% victims, and 58% observers. For males, there was a significant increase in degree of seriousness of events from junior-, to high school, to college. For females, events became more serious as interviewees progressed from aggressor to victim to observer. For males, violent events between strangers were significantly more serious than all other combinations of acquaintanceship. Most recently recalled events were the most serious for males (no effect for females). Participation in sports was linked to seriousness of events recalled by females, events being described as more serious by females who participated in sports, this effect being stronger for those females who participated in contact/collision and self-defense sports. The significant correlation between trauma and seriousness is nearly twice as strong for females which might be taken as an indication of stronger moral pathos.

Keywords
event-recall interviews, ordinary violence, Swedes, gender differences
National Category
Psychology
Identifiers
urn:nbn:se:hig:diva-17686 (URN)10.1177/0886260514552270 (DOI)000355264900007 ()25304671 (PubMedID)2-s2.0-84930335736 (Scopus ID)
Available from: 2014-10-22 Created: 2014-10-14 Last updated: 2018-03-13Bibliographically approved
Larsson, P. & Plomp, L. (2013). Co-creation : partnership in development. In: : . Paper presented at Collaborative Action Research Conference (CARN), 7–9 November 2013, Tromsø, Norway.
Open this publication in new window or tab >>Co-creation : partnership in development
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim is to present two action research projects conducted in

Sweden and The Netherlands. In The Swedish project the teachers are collaboratively developing a way of working with the bully-preventions in the schools. In the Dutch project teachers are designing an educational approach for participation in research between the pupils and their teachers. Both projects are about finding models to organize the co-creation with professionals in the educational context. This paper is focusing on what characteristics are important for co-creation, how these characteristics relate to each other in the process of designing and to the “product” they are developing. Data from the Swedish project consisted in surveys to the participants and the pupils, evaluations from the participants, minutes from the meetings and field notes from the researcher. Data from the Dutch project consisted in ‘one minute papers’ from the participants, minutes from the meetings, interviews with the facilitators and field notes from the researcher. Both projects looked at how the participants connect to each other and to the “product” they are developing. The results show that engagement, shared values, roles and role changes, professional attitude, reflection and knowledge are important when the professionals are engaging in a new product in their own practice. The results show also that time enables them to work with the project. Action Research helps this process by adequate phasing and continuously evaluation, keeping focus on the engagement of all participants and the intended outcomes. A steering group with external support and knowledge can help to sustain the project over time.    

National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-15998 (URN)
Conference
Collaborative Action Research Conference (CARN), 7–9 November 2013, Tromsø, Norway
Available from: 2014-01-13 Created: 2014-01-13 Last updated: 2018-03-13Bibliographically approved
Larsson, P. (2013). Implementering av den "bästa" tillgängliga forskningen för att förebyggga mobbning i skolan. Ett aktionsforsknings projekt.. In: 7:e NORALF-konferensen19-20 september 2013 i Göteborg: . Paper presented at 7:e NORALF-konferensen, 19-20 september 2013, Göteborg, Sverige.
Open this publication in new window or tab >>Implementering av den "bästa" tillgängliga forskningen för att förebyggga mobbning i skolan. Ett aktionsforsknings projekt.
2013 (Swedish)In: 7:e NORALF-konferensen19-20 september 2013 i Göteborg, 2013Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Alla skolor i Sverige måste förebygga kränkningar, trakasserier och diskriminering och främja likabehandling därför väljer många skolor att använda sig av färdiga program som ska hjälpa dem med detta arbete. Skolverket (2011) genomförde en stor undersökning där de 8 vanligaste programmen utvärderades. Undersökningen visade att inga utav de programmen som används i skolorna leder till mindre kränkningar, trakasserier eller diskriminering. Skolverkets resultat påverkar kommunerna, skolorna, lärarna och övrig personal i det mobbningsförebyggande arbete. Syftet med föreliggande projekt var att delta i en mobbningsförebyggande kommuninsats på sex skolor där målet var att implementera den ”bästa” tillgängliga forskningen. Ett socialkritiskt aktionsforskning projekt genomfördes i en medelstor kommun i Mellansverige. Aktionsforskning är användbart där praktiker involveras i kritiska förändringar i sin praktik. Socialkritisk teori är användbart vid ett kritiskt förhållningssätt och i denna studie var deltagarnas kritiska förhållningssätt viktig när de ifrågasatte föreställningar om mobbning och de teoretiska grunderna för de mobbningsprogram som används i svenska skolor. Planeringsprojektgruppen bestod av tre anställda i kommunen och två forskare (inklusive författaren). Projektgruppen kom att senare bestå av tre anställda i kommunen och författaren. Utgångspunkten för projektgruppen var att basera sin strategi på Skolverkets undersökningsresultat. Denna strategi bestod bland annat i Skolverkets enkät som projektgruppen reducerade från 99 frågor till ca 50 frågor som alla elever från årskurs 4 till nio fick svara på. Enkäten besvarades under vecka 42 och vecka 17. Resultatet visar att insatsen leder till förändrat förebyggande arbete i skolorna och att skolorna applicerar framgångsfaktorerna som Skolverket lyfte som viktiga i det mobbningsförebyggande arbete. Resultatet visar också att mobbning i skolorna uppmärksammas med hjälp av projektet och att personalen arbetar utifrån kartläggningen som använts. Aktionsforskningsprojektet ledde till ökad förståelse för begreppen. Projektet underlättade för personalen att få tid till det förebyggande arbetet.

National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-20991 (URN)
Conference
7:e NORALF-konferensen, 19-20 september 2013, Göteborg, Sverige
Available from: 2016-01-11 Created: 2016-01-11 Last updated: 2018-03-13Bibliographically approved
Larsson, P. & Gill, P. E. (2013). Lay Definitions of Violence among Swedish Children, Teenagers, and Adults. Journal of Aggression, Maltreatment & Trauma, 22(3), 282-299
Open this publication in new window or tab >>Lay Definitions of Violence among Swedish Children, Teenagers, and Adults
2013 (English)In: Journal of Aggression, Maltreatment & Trauma, ISSN 1092-6771, E-ISSN 1545-083X, Vol. 22, no 3, p. 282-299Article in journal (Refereed) Published
Abstract [en]

Definitions of violence vary and are almost always operationalized by the researcher. Perceptions of violence often determine levels of tolerance of violence. Little research has focused on lay definitions. A total of 309 Swedes (78 children, 85 teenagers, 99 younger adults, and 47 adults (30+); 48% male) were interviewed using a specially developed interview protocol. Content analysis was used to assign definitional categories. A folk taxonomy emerged. Immediate physical violence accounted for 73% of all assigned categories. Hit was the word that occurred most frequently. If global physical violence was included, physical violence accounted for 89% of 780 assigned categories. Immediate non-physical violence accounted for 9% and vicarious violence (including media violence) accounted for 2%. Distributions of categories by respondents' gender, age, and participant role in incidents of violence showed the underlying definitions of violence to be extremely stable. The conclusion is that ordinary Swedes share a robust lay definition of violence as a behavior that is immediate, done in close quarters, and physical.

Keywords
definition of violence, lay taxonomy, Swedes
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-14041 (URN)10.1080/10926771.2013.764954 (DOI)000209303300004 ()2-s2.0-84875383879 (Scopus ID)
Available from: 2013-04-04 Created: 2013-04-04 Last updated: 2018-03-14Bibliographically approved
Larsson, P. (2012). Implementation strategy of best available research for bully prevention in schools. In: Joint international Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA) and the Focal Meeting of the World Education Research Association (WERA), Sydney, December 2-6, 2012.: . Paper presented at AARE-APERA 2012, Sydney, December 2-6, 2012.
Open this publication in new window or tab >>Implementation strategy of best available research for bully prevention in schools
2012 (English)In: Joint international Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA) and the Focal Meeting of the World Education Research Association (WERA), Sydney, December 2-6, 2012., 2012Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Following the discussions of different bully prevention programs in the Swedish schools, the National Agency for Education´s evaluation of bully prevention programs is described. The evaluations have implications for the schools and for the school staff who have a role in the bully prevention groups. Due to the schools' commitment to prevent bullying and discrimination, it is imperative to describe the Swedish context and political climate where the prevention programs are implemented. With a critical social theory perspective, an Action Research [AR] Project was conducted in a midsized Swedish town. Action research is useful when practitioners are to be involved in changing critical issues of their life. AR is political and it is a democratic activity where the researcher uses herself as a democratic tool and strives for a result that leads to more questions and more research. One can say that AR is a powerful tool in order to change and improve with practitioners their own life and workplace.

The aim was to participate in a planned municipal intervention on bullying where the explicit goal was to base the implementation strategy on the best available research. Critical social theory promotes critical thinking and in this study the critical thinking from the participants had been important in order to question bullying and the bullying programs in schools. The project group consisted of four members of staff that work in the municipality and have a connection to the schools.

At the first meeting the group decided to use the survey that The National Agency for Education had used on the students in the schools. This survey is very extensive and it was necessary to reduce it for this purpose but the choice of using it was based on the details of the questions. The group continued to meet and evaluate the steps. Four pedagogical tools were used during the project; the survey to the pupils, the meetings with the principals, the training that was offered to the anti-bullying groups in the schools, and the evaluations of the different steps that was conducted in the project group where thoughts were discussed. The Action Researcher also kept a journal during the process.  The result will show the entire process of the Action Research and it will include possible strategies that may contribute to sustainable school health for all pupils.

Keywords
Bullying prevention, Action Research, evidence-based, Swedish National Agency for Education.
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-14037 (URN)
Conference
AARE-APERA 2012, Sydney, December 2-6, 2012
Available from: 2013-04-04 Created: 2013-04-04 Last updated: 2018-03-13Bibliographically approved
Larsson, P. & Gill, P. (2010). Understanding how Swedish children, teenagers and adults define violence. In: : . Paper presented at NERA's 38th Congress, 11-13 March, 2010, Malmö.
Open this publication in new window or tab >>Understanding how Swedish children, teenagers and adults define violence
2010 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-20994 (URN)
Conference
NERA's 38th Congress, 11-13 March, 2010, Malmö
Available from: 2016-01-11 Created: 2016-01-11 Last updated: 2018-03-13Bibliographically approved
Organisations

Search in DiVA

Show all publications