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  • Mobbning lämnar alltid spår : En kvalitativ litteraturstudie om mobbningens påverkan på elevernas identitet och identitetskonstruktion 
    Pihlaniemi, Misa (2023)
    Aim. Bullying at school is a perennial problem. Bullying is a phenomenon that always leaves traces and which have long-term negative consequences. Bullying affects the individual, relationships people between, the school and also society. During the fall of 2022, it has been reported in the media cases of bullying in Finland that have ended in serious acts of violence. When the students find themselves a significant part of their everyday life at school, it is important that they enjoy school and want to go there. In addition, the school has statutory obligation to intervene immediately in the event if bullying, violence, racism or other discrimination occurs. The purpose of my study was to investigate how bullying affects students' identity and identity construction. The research questions were the following: 1) How does bullying affect students' identity? 2) How does bullying affect students' identity construction? Methods. I have carried out my study as a qualitative literature review. The featured articles were included according to predetermined selection criteria. The final research material consisted of five scientific articles that I analyzed through thematic content analysis and two different steps. In the first step I have analyzed and summarized the research material according to an article summary and in the second step I then made a meaningful summary where I categorized the central content of the articles in relation to my research questions. Results and conclusions. In the final analysis process, five main theme areas emerged on how bullying affects students' identity and identity construction. Thematic areas were the following;appearance and body hatred, self-esteem and sense of worthlessness, closeness and social relationships, normal and deviant, socially interacting and personal characters. The results show that exposure to bullying affects students' identity and identity construction in a very negative way . The participants in the studies stated that exposure to bullying led to problems with the identity construction in the form of insecurity, feelings of inadequacy, body hatred, anxiety and depression. In summary, the results demonstrate that loss of belonging, self-loathing and identity struggle followed close to the feeling of being socially discredited by classmates. The results also show that the social identity was negatively affected in that the vulnerable were often excluded from friend groups and was labeled as deviant.Bullying continued to lead to impaired adaptation to the adult role,including forming lasting relationships,integrating into working life and being financially independent .
  • "Vi byter lek till riddarborgen, i den leken ryms bara två" : Barns sätt att exkludera och inkludera andra barn i ett daghem 
    Pekuri, Emmi (2022)
    The purpose of this study was to research how the children in one early childhood education center exclude and include each other and what kind of tools the ECE-staff uses to support inclusion and prevent exclusion. The study also examines whether the children’s behavior matches the staff’s ways of describing exclusion and inclusion in the group. According to Helgekand and Lund (2016) exclusion is something children are most afraid of. Öhman (2010) points out that the excluding child has developed faulty communication patterns and manners for relations. Physically aggressive behavior is the most common and easiest to spot. Relational exclusion, like leaving someone outside the fellowship, is much more difficult to recognize (Öhman, 2010). The data collection consisted of 16 hours of observation of 19 five-year-old children and interviews with three different educators. The study was conducted in one Swedish speaking daycare center during December 2021 and January 2022. Qualitative content analysis was used for analyzing the data. According to the results, the most common way of excluding someone was ignoring another child non-verbally. The children also excluded each other verbally by saying to another that they are not allowed to play with them. The most common way of including someone was verbally asking someone to join them or non-verbally letting someone join in a play situation. Chosen and involuntary loneliness also occurred but the latter was slightly more common. The staff mentioned three kinds of ways of exclusion, verbal, non-verbal and unconscious exclusion. The unconscious exclusion refers to when the children do not notice if someone is excluded or alone. According to the staff, the ways of inclusion were verbal or unconscious inclusion. Tools for supporting the inclusion were playing stations, randomly drawn playmates, or using the program ‘SET in preschool’. The staff also mentioned the importance of spontaneous discussions with the children. Playing stations were often used, but the lack of resources led to very few spontaneous discussions or conflict resolutions.

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