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The present study investigated the extent to which moral disengagement and the tendency to consider moral rules as socio-conventional rules are distinct dimensions of morality, and their association with three different forms of participation in bullying (perpetrating bullying, defending the victim and passive bystander behavior). These two types of moral cognitions have been theorized in different models of morality and are usually studied independently, even if research onmoral shifts(the interpretation of a moral rule transgression as a socio-conventional rule transgression) suggests some possible overlaps. A group of 276 Italian students from primary and middle school (aged 8–15) completed self-reports assessing moral disengagement, socio-conventional perception of moral rules, and participation in bullying as bully, defender of the victim and passive bystander. Results from structural equation modeling analysis confirmed that moral disengagement and socio-conventional comprehension of aggressions are separate and moderately connected morality dimensions. Controlling for age, gender and SES, only moral disengagement was positively associated with perpetrating bullying. These results point to moral disengagement as the critical component of moral cognitions to be addressed in interventions.

Bullying between peers is a well-known fact and during the last 20 years there has been considerable research on this topic. A topic that has received much less attention is bullying by teachers towards students. This article aims to review the research literature that exists on this important topic. The review covers articles about teacher bullying in elementary, primary, lower, and upper secondary schools, in a retrospective, prospective, or current perspective. The results show that teacher bullying occurs within school contexts all over the world in various ways and to various extents. Although the prevalence rates of bullying behaviors from school staff towards students vary greatly, from 0.6 to almost 90%, this review clearly shows there is a need to pay more attention to this challenge. Several studies show that being exposed to teacher bullying can adversely affect a child’s physical and mental health, participation in education and working life, and sense of well-being in adulthood. There is a need to address this topic in practical work, in teacher education, and in anti-bullying programs. Teacher bullying is also an important topic for future research.

The aim of this study was to investigate upper secondary teachers’ experiences of promoting belonging and engagement in culturally diverse classrooms. The selected teachers in this study were employed in two upper secondary schools and had substantial experience in teaching in culturally diverse classes. They participated in focus group interviews to discuss their experiences. The interview topics were relationships in class, academic and social learning, discrimination and victimisation, academic resources and expectations, adaptation and support in learning activities. The interview data were transcribed, analysed and discussed using thematic analysis. The findings showed that the interviewed teachers considered 1) teacher-student relationships, 2) acceptance of diversity and student-student relationships, and 3) participation in learning activities to be important aspects of students’ belonging and engagement. Moreover, the findings indicated challenges in creating stable relationships to promote cross-cultural friend­ships. Based on these findings, teachers need more strategies to develop cross-cultural friendships. Furthermore, teachers need to know how and when to intervene in situations of exclusion or segregation. For the prevention of exclusion and segregation, it is important to further develop knowledge of how to promote belonging and engagement among culturally diverse student groups.

This study aims at investigating parental involvement in bullying cases. Immigrant and non-immigrant parents are compared regarding their experience and understanding of causes of the bullying behaviour that their child is exposed to, how they experience the school’s handling of the bullying case, the home-school cooperation, and parents’ cooperation with other parents. A qualitative approach was used, and semi-structured interviews with 16 parents of targets of bullying were carried out (5 immigrant, 11 Norwegian, including two Sami parents). The targets were from primary and lower secondary school. Content analysis was conducted using the deductively developed and inductively enriched system of categories. The results of the study provided insights into parents’ experiences of a problematic school-parent collaboration, and also problematic relations to the other parents of the students involved in the respective bullying cases. Immigrant parents were more satisfied with the school than non-immigrant parents, but not with the relation to other parents. Vulnerability and ethnicity-based bullying appeared as aspects which should be paid especially attention to, regarding both implications and future research.

This article investigates symptoms of post-traumatic stress in victims of long lasting cases of traditional and/or cyber victimization. The article presents findings from semi structured interviews with nine victims; eight girls and one boy, five Norwegian and four Irish—who had experienced either traditional or both traditional and cyber bullying. The informants were chosen because they had been victims of closed bullying cases lasting from 1–7 years. The findings showed that victims who had experienced only traditional bullying reported fewer symptoms of post-traumatic stress than “poly victims”, i.e., those who had experienced both traditional and cyber victimization. Furthermore, differences were detected between these two groups—victims of traditional bullying and poly victims—regarding when and where the symptoms were experienced and the kind of sub-symptoms that were described. It is important to be aware of these different symptoms when working with children who have experienced traditional and/or cyber victimization to ensure that these children obtain support customized to their needs. The findings could also have practical implications for anti-bullying programs that work with victims involved in both ongoing and closed cases of bullying.

The aim of this paper was to investigate structural aspects of inclusion of immigrant students in Norwegian multicultural schools and, more specifically, their experiences of introductory classes and other segregated efforts. Due to their need for Norwegian language education, newly arrived immigrant students are not necessarily physically integrated into mainstream classes during their first two years of schooling, and they are also often taken out of their classes after they have been assigned to mainstream classes. This study had a qualitative design, and semi structured interviews are used to gather the data. The sample consisted of six immigrant boys, six native Norwegian boys and six teachers in secondary schools. The immigrant students had lived in Norway for two to four years. The results showed that introductory classes seemed not to be sufficiently adjusted to the students’ need for inclusion but operated more as a fixed structural measure for second language learning. As the introductory classes and other segregated efforts often diverged from ordinary subjects and class times, it is possible that introductory and segregated efforts contribute to maintaining segregation more than they result in inclusion experiences.

The aim of this study was to investigate how different indicators of inclusion were experienced and emphasized in multicultural classrooms in Norway. More specifically, we investigated how belonging, trust, safety, friendship, participation, and shared collaborative activities were described by pupils and their class teachers and how diversity was interpreted and encouraged with a special focus on culturally responsive teaching. A resilience perspective was adopted because immigrant pupils may be in a more vulnerable situation compared to their native peers in terms of feeling included in a class. The outcomes of the interactions between pupils and both their teachers and their environments and the processes that contribute to these outcomes are important when working toward increased inclusion in the class context. This study applied a qualitative design, and semi-structured interviews were conducted to collect the data. The sample consisted of six teachers, six immigrant boys, and six native Norwegian boys from six different classes in different secondary schools. Thematic analysis showed that although most pupils described their classrooms as safe and secure, the feeling of membership in a subgroup seemed to be stronger than the feeling of membership in the class, especially among the immigrant pupils. Acceptance of diversity seemed to be the norm; however, diversity did not seem to be appreciated, encouraged, or used in teacher practices aiming to increase feelings of inclusion. Specifically, compared to the teachers, the pupils more strongly emphasized ethnic background as an important dimension of diversity. Teachers used culturally responsive teaching but in a limited manner. The results are discussed in relation to the resilience perspective and the vision of inclusive education, which posits that all pupils should learn together as a class community.

A growing body of research shows a correlation between an authoritative school climate and lower levels of bullying. One objective of this study is to conceptualize authoritative intervention in bullying cases. A second goal is to explore whether, and how, the pupils, having experienced traditional and /or cyber victimization, perceive that the class teacher is demonstrating authoritative leadership when intervening in long-lasting cases of bullying. Class teacher refers to the teacher that has a special responsibility for the class. The article presents the findings from nine semi-structured interviews with four Irish and five Norwegian pupils. The informants were between 12 to 18 years of age and had experienced either traditional victimization or both traditional and cyber victimization for 1 to 7 years. The informants were selected because their cases had been reported as resolved. The findings showed no descriptions of the class teacher that appeared to fit with the authoritative style of leadership, both high on warmth and control. The possible practical implications of these findings are discussed.

Despite the rapid increase in immigration all over Europe and concerns expressed for the adjustment of immigrant children and young people, studies on peer victimisation among them are scarce. By combining the predictions of the acculturative stress model with the social–ecological perspective of peer victimisation, this study compared different forms of peer victimisation in native Norwegian and immigrant young people, and explored whether depressive symptoms and the ethnic composition of peer groups in multicultural classes were related to levels of victimisation. Victimisation and depressive symptoms were investigated with self-assessments. Social cognitive mapping was used to identify peer groups in classes. The sample comprised 97 native adolescents and 59 immigrant adolescents attending 10 grade 8, 9 and 10 classes in a multicultural urban Norwegian secondary school. In line with the predictions of the acculturative stress model, young immigrants reported higher global victimisation compared with na...

This study investigated (1) to what extent the goal to be accepted by friends is an underlying function of overt aggressive behavior in adolescents, and (2) whether this function is more predictive than reactive aggression for overt aggressive behavior in first and second generation immigrants compared with natives. The sample comprised 339 native Austrians (51.6% girls), 126 first generation immigrants (48.4% girls), and 175 second generation immigrants (54.3% girls) aged 14 to 19 (M = 15.61). Data were collected via self-assessments. Multiple group latent means and covariance structures (MACS) models revealed that the goal to be accepted by friends was a stronger predictor than reactive aggression for overt aggressive behavior in first generation immigrants compared with second generation immigrants and natives. Furthermore, gender moderated these associations. The goal to be accepted by friends was a very strong predictor of overt aggressive behavior in first generation immigrant boys, but not in first generation immigrant girls. Results are discussed regarding the process of acculturation in first generation immigrant youth. Language: en

This study (1) investigated the extent to which native Norwegian and immigrant girls and boys bully others and (2) examined peer groups to find out with whom pupils affiliate with when bullying others. Furthermore, the study explored whether immigrant boys, more than native Norwegian boys, were carrying out bullying together with others. To identify bullies, self-assessments, nominations by co-bullies and nominations by victims were used. Social cognitive mapping (SCM) was used to identify peer groups. Peer groups were classified according to number of bullies and non-bullies in the group. The sample comprised 97 native Norwegian adolescents (55 girls, 42 boys) and 59 immigrant adolescents (34 girls, 25 boys) attending grades 8, 9 and 10. Configural frequency analyses showed that immigrant boys were less often identified as non-bullies but more often identified as bullies than expected by chance. On the contrary, immigrant girls were more often identified as non-bullies but less often identified as bullie...

This study compares levels of bullying others, victimization, and aggressiveness in native Norwegian and immigrant adolescents living in Norway and shows how bullying is related to proactive and reactive aggressiveness. The sample consists of 2,938 native Norwegians (1,521 girls, 1,417 boys) and 189 immigrant adolescents (97 girls, 92 boys) in school grades 8, 9, and 10. Data were collected via self-assessments. Structural equation models were conducted separately for girls and boys in both groups. The levels of victimization, reactive and proactive aggressiveness were the same for both native Norwegians and immigrant adolescents but there was a significant difference in the levels of bullying others. Compared with the native Norwegians, immigrant adolescents were found to be at higher risk of bullying others. Structural models revealed significantly stronger relations between affiliation-related proactive aggressiveness and bullying others in immigrant boys compared with the other groups. This indicates that the wish for affiliation is an important mechanism of bullying others in immigrant boys. We also suggest further research and the practical importance of the findings for prevention of targeting immigrant adolescents.

The study investigates depressive symptoms among 3,431 adolescents aged 13–15 years. The sample comprises both native Norwegian and immigrant adolescents living in Norway. The main finding of the study is that the level of depressive symptoms is significantly higher among the immigrant adolescents than their Norwegian counterparts. When analysed separately for boys and girls, the difference is still significant for boys. Generally depressive symptoms are significantly higher among girls than among boys. Depressive symptoms, especially in boys, may also be related to the degree of urbanization of the area they live in. In cities, there is a significant difference between native Norwegian and immigrant boys, with immigrant boys having a higher level of depressive symptoms than native Norwegians. The implications for future research about immigrant adolescents and their psychosocial adjustment are discussed.

First, in this article previous research on the issue of friendship during adolescence is reviewed regarding cultural variations in the understanding of differentiating between individualistic and collectivistic cultures. The main theme is then to raise issues that may question the importance and appropriateness of differentiating cultural variations in these two categories. How the identity consists of different dimensions is focused. Furthermore, the impact of social and cultural changes on peer interaction and friendships is paid attention to. This article concludes with a discussion of future directions for friendship in research on adolescence and cultural variations.

Este estudio (1) comparó el nivel general de comportamiento agresivo y el acoso a los demás e (2) investigó el poder predictivo de dos motivos subyacentes – la agresión reactiva y las necesidades de aceptación por los iguales y de afiliación – entre jóvenes no inmigrantes e inmigrantes viviendo en dos países europeos. En Austria, se disponía de datos sobre el comportamiento agresivo, en Noruega, por su parte, el acoso a los demás, una subcategoría del comportamiento agresivo, fue analizado. La muestra incluía a 302 noruegos no inmigrantes (48,7% chicas), 161 adolescentes inmigrantes de primera generación que vivían en Noruega (51,6% chicas), 339 austríacos no inmigrantes (51,6% chicas), y 126 inmigrantes de primera generación (48,4% chicas) que vivían en Austria, de edades entre 14 y 16 años. El estatus de inmigrante se asociaba a niveles más altos de acoso a los demás en Noruega. En Austria, no se encontraron diferencias en el comportamiento agresivo. En ambos países, modelos de ecuaciones estructurales pusieron de manifiesto que la necesidad de aceptación por los iguales y de afiliación – pero no la agresión reactiva - predecía el acoso a los demás y el comportamiento agresivo entre los inmigrantes, pero no entre los no inmigrantes. Se comentan los resultados sobre el proceso de aculturación entre jóvenes inmigrantes viviendo en dos países europeos.

The paper will focus on methodological challenges in an immigrant study in Norway. The study investigates psychological and sociocultural adaptation among adolescents in Norway with immigrant background compared to natives in Norway. More specifically depressive symptoms and bullying were studies i relation to different variables. First, problems concerning small immigrnt samples, generalization and issue concerning immigrants as a homogenous group will be discussed. Second, important considerations when using specific concepts or cultural categories (as e.g. depression) will be focused. Third issues related to measures on ethnic versus native peer contact will be raised. Last the measurement of acculturation strategies will be discussed in relation to behaviour.

This study investigated (1) to what extent the goal to be accepted by friends is an underlying function of overt aggressive behavior in adolescents, and (2) whether this function is more predictive than reactive aggression for overt aggressive behavior in first and second generation immigrants compared with natives. The sample comprised 339 native Austrians (51.6% girls), 126 first generation immigrants (48.4% girls), and 175 second generation immigrants (54.3% girls) aged 14 to 19 (M = 15.61). Data were collected via self-assessments. Multiple group latent means and covariance structures (MACS) models revealed that the goal to be accepted by friends was a stronger predictor than reactive aggression for overt aggressive behavior in first generation immigrants compared with second generation immigrants and natives. Furthermore, gender moderated these associations. The goal to be accepted by friends was a very strong predictor of overt aggressive behavior in first generation immigrant boys, but not in first generation immigrant girls. Results are discussed regarding the process of acculturation in first generation immigrant youth.

The present study compared native Austrian, first and second generation immigrant adolescents regarding their level of depressive symptoms, critical live events, and daily hassles. Furthermore, the associations between these constructs were tested in the three groups. The sample comprised 330 native Austrian (52.1% girls), 120 first generation immigrants (49.2% girls and 159 second generation immigrants (54.2% girls) aged 14-19 (M=15.61). Compared with native adolescents, first generation immigrant adolescents reported more depressive symptoms and daily hassles related to parents, the self, leisure, romantic partner, and future, whilst second generation immigrant adolescents reported more daily hassles related to parents, school, and romantic partner. Controlling for gender, multiple group structural equation models revealed that daily hassles fully mediated the path between critical live events and depressive symptoms in all three groups of adolescents. Implications for future research on immigrant adolescents' psychological well-being are discussed.