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School Bullying and Social Relations, 15 credits
Mobbning och sociala processer, 15 hp
949A23
Main field of study
Pedagogical WorkCourse level
Second cycleCourse type
Programme courseExaminer
Paul HortonCourse coordinator
Paul HortonDirector of studies or equivalent
Margareta EngvallECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L7MPD | Master program in Pedagogical Practices, Part time (half time) (Pedagogical Practices, Part time (half time)) | 4 (Spring 2020) | 202004-202023 | Swedish | Linköping, Valla | E |
| L7MPD | Master program in Pedagogical Practices, Part time (half time) (Pedagogical Practices, Part time (half time)) | 6 (Spring 2020) | 202004-202023 | Swedish | Linköping, Valla | E |
| L7MPD | Master program in Pedagogical Practices, Part time (half time) (Pedagogical Practices, Part time (half time)) | 8 (Spring 2020) | 202004-202023 | Swedish | Linköping, Valla | E |
Main field of study
Pedagogical WorkCourse level
Second cycleAdvancement level
A1XCourse offered for
- Master´s programme in Pedagogical Practices/Education with Emphasis in Outdoor Didactics/Special Education
Intended learning outcomes
After completion of the course, the student should be able to:
- Account for the central concepts within school bullying research
- Discuss school bullying from different methodological and theoretical perspectives
- Explain the importance of power relations to school bullying
- Critically reflect over dominant bullying discourses
- Critically analyse school bullying interventions
Course content
The course introduces a number of different perspectives for understanding the problem of school bullying and for critically analysing the various interventions used to prevent and reduce its prevalence in schools. The course is structured around six themes related to aggressive behaviour, social relations, the school context, gender and sexuality, power relations, and anti-bullying interventions. The first theme focuses on early research into bullying and aggressive behaviour. The second theme introduces more social psychological perspectives on bullying and social relations in schools. The third theme deals with sociological and pedagogical research on bullying, violence and pedagogical practices. The fourth theme discusses bullying in relation to gender and sexuality. The fifth theme considers the power relations central to school bullying. The sixth theme considers the ways in which intervention programmes have approached the problem and their effectiveness.
Teaching and working methods
Teaching takes the form of lectures, seminars, group work and self-study.
Examination
The course consists of both oral and written examinations, both individually and in groups. Written assignments may be written in either English or Swedish.
Examination codes:
MRE1 – Group oral presentation with written documentation, 2.5 hp – Pass/Fail
MRE2 – Group oral presentation with written documentation, 2.5 hp – Pass/Fail
MRE3 – Group oral presentation with written documentation, 2.5 hp – Pass/Fail
SRE1 – Group written assignment, 2.5 hp – Pass/Fail
SRE2 – Individual written assignment, 5 hp – Pass with distinction/Pass/Fail
Applies to all courses regardless of grading scale.
- Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.
If the course has a three-graded grading scale (U - VG), following applies:
- Students who have passed an examination may not retake it in order to improve their grades.
The following applies to courses that include a compulsory component:
- If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.
If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it. If the coordinator has instead recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.
Grades
Three-grade scale, U, G, VGOther information
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.
Department
Institutionen för beteendevetenskap och lärande| Code | Name | Scope | Grading scale |
|---|---|---|---|
| SRE2 | Written presentation | 5 credits | U, G, VG |
| MRE3 | Oral presentation | 2.5 credits | U, G |
| MRE2 | Oral presentation | 2.5 credits | U, G |
| MRE1 | Oral presentation | 2.5 credits | U, G |
| SRE1 | Written presentation | 2.5 credits | U, G |
Kursmoment 1: Skolmobbning och aggressivt beteende
Lagerspetz, Kirsti, Kaj Björkqvist, Marianne Berts, and Elisabeth King (1982). Group
aggression among school children in three schools. Scandinavian Journal of
Psychology, 23: 45-52.
Olweus, Dan (1993). A profile of bullying at school. Educational Leadership, 60 (6):
12-17.
Olweus, Dan (1997). Bully/victim problems in school: facts and intervention.
European Journal of Psychology of Education, XII (4): 495-510.
Rigby, Ken and Phillip T. Slee (1991). Bullying among Australian school children:
Reported behavior and attitudes toward victims. The Journal of Social Psychology,
131 (5): 615-627.
Rivers, Ian and Peter K. Smith (1994). Types of bullying behavior and their
correlates. Aggressive Behavior, 20: 359-368.
Smith, Peter K. and Paul Brain (2000). Bullying in schools: lessons from two decades
of research. Aggressive Behavior, 26: 1-9.
Horton, Paul (2016). Portraying monsters: framing school bullying through a macro
lens. Discourse: Studies in the Cultural Politics of Education, 37 (2): 204-214.
Kursmoment 2: Skolmobbning och sociala relationer
Salmivalli, Christina, Kirsti Lagerspetz, Kaj Björkqvist, Karin Österman, and Ari
Kaukiainen (1996). Bullying as a group process: participant roles and their relations
to social status within the group. Aggressive Behavior, 22: 1-15.
Strindberg, Joakim, Paul Horton, and Robert Thornberg (2019). Coolness and social
vulnerability: Swedish pupils’ reflections on participant roles in school bullying.
Research Papers in Education. https://doi.org/10.1080/02671522.2019.1615114
Espelage, Dorothy L. (2014). Ecological theory: preventing youth bullying,
aggression, and victimization. Theory into Practice, 53 (4): 257-264.
Thornberg, Robert (2015). The social dynamics of school bullying: the necessary
dialogue between the blind men around the elephant and the possible meeting point
at the socialecological square. Confero: Essays on Education, Philosophy and
Politics, 3 (2): 161-203.
Horton, Paul (2016). Unpacking the bullying doll: reflections from a fieldwork at the
social-ecological square. Confero: Essays on Education, Philosophy and Politics, 4
(1): 71-95.
Jacobson, Ronald B. (2010). A place to stand: Intersubjectivity and the desire to
dominate. Studies in Philosophy and Education, 29 (1): 35-51.
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Søndergaard, Dorte Marie (2012). Bullying and social exclusion anxiety in schools.
British Journal of Sociology of Education, 33 (3): 355-372.
Kursmoment 3: Skolmobbning och skolan
Eriksson, Björn (2001). Mobbning: En sociologisk diskussion. Sociologisk Forskning,
38 (2): 8–43.
Eriksson, Björn, Odd Lindberg, Erik Flygare, and Kristian Daneback (2002). Skolan
– en arena för mobbning (kap. 7 – s. 124–132). Stockholm: Skolverket.
Yoneyama, Shoko and Asao Naito (2003). Problems with the paradigm: the school as
a factor in understanding bullying (with special reference to Japan). British Journal
of Sociology of Education, 24 (3): 315-330.
Harber, Clive (2002). Schooling as violence: an exploratory overview. Educational
Review, 54 (1): 7-16.
Swearer, Susan M., Dorothy L. Espelage, Tracy Vaillancourt, and Shelley Hymel
(2010). What can be done about school bullying? Linking research to educational
practice. Educational Researcher, 39 (1): 38-47.
Duncan, Neil (2013). ’If you tolerate this, then your children will be next’.
Compulsion, compression, control, and competition in secondary schooling.
International Journal on School Disaffection, 10 (1): 29-45.
Horton, Paul (2018). Towards a critical educational perspective on school bullying.
Nordic Studies in Education, 38 (4): 302-318.
Kursmoment 4: Skolmobbning, genus och sexualitet
Björkqvist, Kaj (1994). Sex differences in physical, verbal, and indirect aggression: a
review of recent research. Sex Roles, 30 (3): 177-188.
Besag, Valerie E. (2006). Bullying among girls: friends or foes? School Psychology
International, 27 (5): 535-551.
Owens, Laurence, Rosalyn Shute, and Phillip Slee (2000). “Guess what I just heard!”:
Indirect aggression among teenage girls in Australia. Aggressive Behavior, 26 (1): 67-
83.
Carrera, María Victoria, Renée DePalma, and María Laeiras (2011). Toward a more
comprehensive understanding of bullying in school settings. Educational Psychology
Review, 23 (4): 479-499.
Ringrose, Jessica and Emma Renold (2010). Normative cruelties and gender
deviants: the performative effects of bully discourses for girls and boys in school.
British Educational Research Journal, 36 (4): 573-596.
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Pascoe, C. J. (2013). Notes on a sociology of bullying: Young men’s homophobia as
gender socialization. QED: A Journal in GLBTQ Worldmaking, Inaugural Issue: 87-
104.
Horton, Paul (2019). The bullied boy: masculinity, embodiment, and the gendered
social-ecology of Vietnamese school bullying. Gender and Education, 31 (3): 394-
407.
Kursmoment 5: Skolmobbning och maktrelationer
Vaillancourt, Tracy, Shelley Hymel, and Patricia McDougall (2003). Bullying is
power. Journal of Applied School Psychology, 19 (2): 157-176.
Walton, Gerald (2005). ‘Bullying widespread’: a critical analysis of research and
public discourse on bullying. Journal of School Violence, 4 (1): 91-118.
Bansel, Peter, Bronwyn Davies, Cath Laws, and Sheridan Linnell (2009). Bullies,
bullying and power in the contexts of schooling. British Journal of Sociology of
Education, 30 (1): 59-69.
Davies, Bronwyn (2011). Bullies as guardians of the moral order or an ethic of truths?
Children & Society, 25 (4): 278-286.
Walton, Gerald (2015). Bullying and the philosophy of shooting freaks. Confero:
Essays on Education, Philosophy and Politics, 3 (2): 17-35.
Jacobson, Ronald, B. (2010). Narrating characters: the making of a school bully.
Interchange, 41 (3): 255-283.
Horton, Paul (2019). School bullying and bare life: challenging the state of exception.
Journal of Educational Philosophy and Theory, 51 (14): 1444-1453.
Kursmoment 6: Skolmobbning och interventioner
Olweus, Dan (1996). Bullying at school: knowledge base and an effective intervention
program. Annals of the New York Academy of Sciences, 794: 265-276.
Vreeman, Rachel C. and Aaron E. Carroll (2007). A systematic review of school-based
interventions to prevent bullying. Archives of Pediatrics & Adolescent Medicine, 161:
78-88.
Brottsförebyggande rådet (2009). Effekter av anti-mobbningsprogram – vad säger
forskningen? Stockholm: Brottsförebyggande rådet.
Kimber, Birgitta, Rolf Sandell, and Sven Bremberg (2008). Social and emotional
training in Swedish schools for the promotion of mental health: an effectiveness
study of 5 years of intervention. Health Education Research, 23 (6): 931-940.
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Temko, Ezra (2018). Missing structure: A critical content analysis of the Olweus
Bullying Prevention Program. Children & Society. https//doi.org/10.1111/chso.12280
Valentine, Desi S. (2014). A critical foundations analysis of “The Bully” in Canada’s
schools. Radical Pedagogy, 11 (2).
Horton, Paul, and Camilla Forsberg (2019). Juridification and the ungendering of
school bullying. In Johannes Lunneblad (Ed.). Policing Schools: School Violence and
the Juridification of Youth (pp. 127-139). Switzerland: Springer Nature.
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