Tímarit um menntarannsóknir - 01.01.2009, Page 25

Tímarit um menntarannsóknir - 01.01.2009, Page 25
23 Tímarit um menntarannsóknir, 6. árgangur 2009 to have the easiest communications. In general, communication with stepfathers is worse than with biological fathers, and more so amongst victims than other groups. Those students that are neither bullies or victims have the easiest communications with both mothers and stepmothers, although the quality of the latter is rated substantially lower. Discussion: The results of the current study are similar to other new studies in Iceland. Bullying is not as frequent in Iceland as in many other countries. Boys are more likely to be victims of bullying, but are also more likely to bully others. Bully-victims decrease in numbers with increasing age, but the reverse is true of bullies. We see that the ease of communication with family and friends correlates negatively with bullying. Those involved in bullying, both the bullies and the victims on the receiving end, are less likely to report easy communications and are more likely to be parts of a stepfamily. However, our results seem to indicate that bullies have strong relationships with both friends and family. Even if the relatively low prevalence of bullying in Iceland is a welcome result, we should not forget that behind those low percentages are children in great distress. Heimildaskrá Björkquist, K., Ekman, K. og Lagerspetz, K. M. J. (1982). Bullies and victims: Their ego picture, ideal ego picture and normative ego-picture. Scandinavian Journal of Psychology, 23(4), 307-313. Boulton, M. J. og Smith, P. K. (1994). Bully/victim problems in middle school children: Stability, self-perceived competence, peer perceptions and peer acceptance. British Journal of Developmental Psychology, 12, 315-329. Boulton, M. J., Trueman, M., Chau, C., Whitehand, C. og Amatya, K. (1999). Concurrent and longitudinal links between friendship and peer victimization: Implications for befriending interventions. Journal of Adolescence, 22(4), 461-466. Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. Personality and Individual Differences, 24(1), 123–130. Currie, C., Gabhainn, S. N., Godeau, E., Roberts, C., Smith, R., Currie, D. o.fl. (2008). Inequalities in young people’s health: HBSC international report from the 2005/2006 survey. Kaupmannahöfn: WHO Regional Office for Europe. Currie, C., Samdal, O., Boyce, W. og Smith, B. (2001). Health Behaviour in School- Age Children: A WHO Cross-National Study. Research Protocol for the 2001/2002 Survey. Edinburgh: Child & Adolescent Health Research Unit. Due, P., Holstein, B. E., Lynch, J., Diderichsen, F., Gabhain, S. N., Scheidt, P. o.fl. Bullying and symptoms among school-aged children: international comparative cross sectional study in 28 countries. European Journal of Public Health, 15(2), 28–32. Fekkes, M., Pijperr, F. I. M. og Verloove- Vanhorick, S. P. (2005). Bullying: who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research, 20(1), 81-91. Forero, R., McLellan, L., Rissel, C. og Bauman, A. (1999). Bullying behaviour and psychosocial health among school students in New South Wales, Australia: Cross sectional survey. British Medical Journal, 319(7206), 344–8. Einelti og samskipti við fjölskyldu og vini meðal 6., 8. og 10. bekkinga
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