Camilla Forsberg
Biographic Data
| ID | 4420753 |
|---|---|
| NAME | Camilla Forsberg |
| GIVEN NAMES | Camilla |
| FAMILY NAME | Forsberg |
| SIGNATURE | FORSBERG C |
| AFFILIATIONS | Linköping University |
| ORCID | 0000-0003-0715-9703 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 38 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Adolescents' Experiences of Hate Speech and Psychological Needs
INTRODUCTION: Adolescents are increasingly exposed to hate speech in both online and offline contexts, yet limited research has examined how such exposure is experienced and how it relates to adolescents' psychological needs and well-being. Drawing on Self-Determination Theory (SDT), this study explores how adolescents make sense of hate speech and how these experiences affect autonomy, competence, and relatedness in everyday peer and digital env…
An ethnographic study of school bullying, LGBTQI+ subjectivities and the institutional context of schooling in Sweden
While the connection between schooling and spatial factors has been emphasised in studies of bullying, few investigations have explored how these factors contribute to the marginalisation and bullying of students. There has also been limited research on LGBTQI+ marginalisation within the Swedish school context. In this study, we therefore explore the relations between school bullying, LGBTQI+ subjectivities, and the institutional context of schoo…
Inclusive education and the bullying involvement of boys with special educational needs at a Swedish elementary school
Previous research has found that students with special educational needs (SEN) are at increased risk of involvement in school bullying, that they tend to have fewer friends than non-SEN peers, and that they experience higher levels of emotional harm as a result. However, beyond discussions of their differential experiences in segregated and mainstream schooling, there has been little research into how broader school-level factors may contribute t…
How school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms
This paper explores how school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms. The findings in this study stem from an ethnographic research project exploring the relations between school bullying and the institutional context of schooling. The project focuses on the perspectives of teachers and pupils from pre-school class up to grade eight (i.e. approx. ages 5…
The caring adult role
In this article, we contribute to a discussion of ethics within school bullying research by reflecting on our own recent ethnographic study into the relations between school bullying and the institutional context of schooling conducted at three elementary schools and one lower-secondary school in Sweden. We argue for a reflexive, responsive, and flexible adult researcher role when conducting ethnographic research into school bullying; what we ter…
He’s actually very kind’
In this paper, we draw on the concepts of figurations, capital, and hegemonic masculinity to analyse a bullying relation involving two fifth-grade boys at a Swedish comprehensive school. The findings are based on ethnographic fieldwork, which included participant observations and group interviews with eight teachers and fourteen students (seven girls and seven boys) from the same class. Our findings demonstrate the complexity of the relation betw…
The need to belong
This article is based on pair and group interviews with 40 girls in lower secondary school in Sweden and examines their perspectives on friendship forming. Constructivist grounded theory was used throughout the study. The findings address girls' trajectory perspectives on friendship forming and how the school setting, gender norms and social exclusion anxiety influence their friendships over time. In particular, they highlight a fear of being exc…
Fever pitch
We investigate the importance of spatial, material, and organisational factors to gendered peer relations on the school football pitch. The study is part of an ethnographic research project exploring the relations between school bullying and the institutional context of schooling, focusing on the perspectives of teachers and pupils from preschool class up to grade eight (approximately ages 5–13). The findings in this study are based on participan…
Teacher teams
Creating and sustaining a positive school climate is not done in isolation but requires continuous ongoing work by several people within the school, and one of the most important actors are the teachers. In order to fulfil this very important task, the teachers need to collaborate with colleagues at school in an organized manner. In this study, we aim to explore and analyse teachers’ perspectives on how their teacher team might be linked to their…
Longitudinal reciprocal associations between student–teacher relationship quality and verbal and relational bullying victimization
Teachers have a major impact on students’ social cognition and behaviors, and previous research has found that students who have positive relationships with their teachers tend to be less bullied by their peers. However, this line of research is limited in that it has been (a) Dominated by cross-sectional studies and (b) Treated bullying victimization as a global construct without differentiating among its different forms (i.e., verbal, physical,…
Juridification and judgement calls
While teachers are obliged to report and investigate incidents of bullying, harassment, and degrading treatment in Swedish schools, research suggests that they sometimes struggle to decide which incidents to report. In this study, we investigate Swedish schoolteachers’ reflections on dealing with bullying, harassment, and degrading treatment, and on balancing their pedagogical work with juridical demands to report. The study is based on qualitati…
Teacher–Student Relationship Quality and Student Engagement
The overall objective of this study was to examine the links between teacher–student relationship quality and student engagement, delimited to affective and behavioural engagement. We used a sequential explanatory mixed methods research approach that consisted of a quantitative phase, in which survey data were collected and analysed within a short-term longitudinal design, followed by a qualitative phase, in which focus group interviews and const…
School bullying and the ongoing social dynamics
Based on analyses of six individual interviews with young people from a sixth‐grade school class, this study explores how young people talk about bullying and a particular bullying case in their class from various positions. Utilising thematic analysis, three themes were conceptualised as crucial in bullying: social status, powerful positions and fragile social positions. Symbolic interactionism, emphasising perspectives as constructed in interac…
Because I am me
In this study, we draw on Erving Goffman’s work on the presentation of self to explore responses by 12–15-year-old (i.e. 6th–9th grade) school students to an open-ended survey question about why they think they were bullied. In doing so, we contribute to a relatively unexplored aspect of school bullying research by focussing on how those students who are subjected to bullying understand their own bullying experiences. We focus in particular on ex…
The contextual definition of harm
Bullying remains a problem in schools, affecting the health of many young people. In this study, the focus is on exploring how 11- to 15-year-olds talk about their social worlds and social incidents such as bullying. Through semi-structured interviews, analyzed with constructivist grounded theory, the conceptualization of the participants’ perspectives reveals that three types of incidents take place in their social worlds: Diffuse incidents, Qua…
Showing friendship, fighting back, and getting even
Research suggests that about a quarter of bullying incidences occur within friendships. Yet little attention is given to the underlying social processes and wider macro-system forces that shape friendship victimization experiences. Guided by constructivist grounded theory and Wade's work on resistance, this research explored the phenomenon of victimization within adolescent girls’ friendships. Canadian women reflecting on their school-based victi…
Students’ views of factors affecting their bystander behaviors in response to school bullying
The aim of the present study was to focus on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. In this unique qualitative cross-collaborative study, where two research teams collected interviews from two cultural contexts, eighty-nine students with an age-range from 9 to 14 years old participated. Participants included 43 Swedish students and 46 US students (50…
Bullying and Negotiated Identities
The aim of this study is to explore 40 Swedish 7th and 8th grade girls’ perspectives on bullying by listening to how they discuss and understand bullying. Pair and group interviews were conducted and analysed using grounded theory. Symbolic interactionism was used as a theoretical perspective focusing on social processes and interaction. The participants constructed bullying as an identity process involving gendered identities, victim identities …
Bystanders to bullying
The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity …
Bystanders to bullying
The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity …
Juridification and judgement calls
While teachers are obliged to report and investigate incidents of bullying, harassment, and degrading treatment in Swedish schools, research suggests that they sometimes struggle to decide which incidents to report. In this study, we investigate Swedish schoolteachers’ reflections on dealing with bullying, harassment, and degrading treatment, and on balancing their pedagogical work with juridical demands to report. The study is based on qualitati…
Students’ views of factors affecting their bystander behaviors in response to school bullying
The aim of the present study was to focus on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. In this unique qualitative cross-collaborative study, where two research teams collected interviews from two cultural contexts, eighty-nine students with an age-range from 9 to 14 years old participated. Participants included 43 Swedish students and 46 US students (50…
Teacher–Student Relationship Quality and Student Engagement
The overall objective of this study was to examine the links between teacher–student relationship quality and student engagement, delimited to affective and behavioural engagement. We used a sequential explanatory mixed methods research approach that consisted of a quantitative phase, in which survey data were collected and analysed within a short-term longitudinal design, followed by a qualitative phase, in which focus group interviews and const…
Because I am me
In this study, we draw on Erving Goffman’s work on the presentation of self to explore responses by 12–15-year-old (i.e. 6th–9th grade) school students to an open-ended survey question about why they think they were bullied. In doing so, we contribute to a relatively unexplored aspect of school bullying research by focussing on how those students who are subjected to bullying understand their own bullying experiences. We focus in particular on ex…
Longitudinal reciprocal associations between student–teacher relationship quality and verbal and relational bullying victimization
Teachers have a major impact on students’ social cognition and behaviors, and previous research has found that students who have positive relationships with their teachers tend to be less bullied by their peers. However, this line of research is limited in that it has been (a) Dominated by cross-sectional studies and (b) Treated bullying victimization as a global construct without differentiating among its different forms (i.e., verbal, physical,…
Showing friendship, fighting back, and getting even
Research suggests that about a quarter of bullying incidences occur within friendships. Yet little attention is given to the underlying social processes and wider macro-system forces that shape friendship victimization experiences. Guided by constructivist grounded theory and Wade's work on resistance, this research explored the phenomenon of victimization within adolescent girls’ friendships. Canadian women reflecting on their school-based victi…
How school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms
This paper explores how school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms. The findings in this study stem from an ethnographic research project exploring the relations between school bullying and the institutional context of schooling. The project focuses on the perspectives of teachers and pupils from pre-school class up to grade eight (i.e. approx. ages 5…
The contextual definition of harm
Bullying remains a problem in schools, affecting the health of many young people. In this study, the focus is on exploring how 11- to 15-year-olds talk about their social worlds and social incidents such as bullying. Through semi-structured interviews, analyzed with constructivist grounded theory, the conceptualization of the participants’ perspectives reveals that three types of incidents take place in their social worlds: Diffuse incidents, Qua…
Bystanders to bullying
The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity …
Bullying and Negotiated Identities
The aim of this study is to explore 40 Swedish 7th and 8th grade girls’ perspectives on bullying by listening to how they discuss and understand bullying. Pair and group interviews were conducted and analysed using grounded theory. Symbolic interactionism was used as a theoretical perspective focusing on social processes and interaction. The participants constructed bullying as an identity process involving gendered identities, victim identities …
Showing friendship, fighting back, and getting even
Research suggests that about a quarter of bullying incidences occur within friendships. Yet little attention is given to the underlying social processes and wider macro-system forces that shape friendship victimization experiences. Guided by constructivist grounded theory and Wade's work on resistance, this research explored the phenomenon of victimization within adolescent girls’ friendships. Canadian women reflecting on their school-based victi…
Students’ views of factors affecting their bystander behaviors in response to school bullying
The aim of the present study was to focus on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. In this unique qualitative cross-collaborative study, where two research teams collected interviews from two cultural contexts, eighty-nine students with an age-range from 9 to 14 years old participated. Participants included 43 Swedish students and 46 US students (50…
The contextual definition of harm
Bullying remains a problem in schools, affecting the health of many young people. In this study, the focus is on exploring how 11- to 15-year-olds talk about their social worlds and social incidents such as bullying. Through semi-structured interviews, analyzed with constructivist grounded theory, the conceptualization of the participants’ perspectives reveals that three types of incidents take place in their social worlds: Diffuse incidents, Qua…
Because I am me
In this study, we draw on Erving Goffman’s work on the presentation of self to explore responses by 12–15-year-old (i.e. 6th–9th grade) school students to an open-ended survey question about why they think they were bullied. In doing so, we contribute to a relatively unexplored aspect of school bullying research by focussing on how those students who are subjected to bullying understand their own bullying experiences. We focus in particular on ex…
School bullying and the ongoing social dynamics
Based on analyses of six individual interviews with young people from a sixth‐grade school class, this study explores how young people talk about bullying and a particular bullying case in their class from various positions. Utilising thematic analysis, three themes were conceptualised as crucial in bullying: social status, powerful positions and fragile social positions. Symbolic interactionism, emphasising perspectives as constructed in interac…
Teacher–Student Relationship Quality and Student Engagement
The overall objective of this study was to examine the links between teacher–student relationship quality and student engagement, delimited to affective and behavioural engagement. We used a sequential explanatory mixed methods research approach that consisted of a quantitative phase, in which survey data were collected and analysed within a short-term longitudinal design, followed by a qualitative phase, in which focus group interviews and const…
The need to belong
This article is based on pair and group interviews with 40 girls in lower secondary school in Sweden and examines their perspectives on friendship forming. Constructivist grounded theory was used throughout the study. The findings address girls' trajectory perspectives on friendship forming and how the school setting, gender norms and social exclusion anxiety influence their friendships over time. In particular, they highlight a fear of being exc…
Fever pitch
We investigate the importance of spatial, material, and organisational factors to gendered peer relations on the school football pitch. The study is part of an ethnographic research project exploring the relations between school bullying and the institutional context of schooling, focusing on the perspectives of teachers and pupils from preschool class up to grade eight (approximately ages 5–13). The findings in this study are based on participan…
Teacher teams
Creating and sustaining a positive school climate is not done in isolation but requires continuous ongoing work by several people within the school, and one of the most important actors are the teachers. In order to fulfil this very important task, the teachers need to collaborate with colleagues at school in an organized manner. In this study, we aim to explore and analyse teachers’ perspectives on how their teacher team might be linked to their…
Longitudinal reciprocal associations between student–teacher relationship quality and verbal and relational bullying victimization
Teachers have a major impact on students’ social cognition and behaviors, and previous research has found that students who have positive relationships with their teachers tend to be less bullied by their peers. However, this line of research is limited in that it has been (a) Dominated by cross-sectional studies and (b) Treated bullying victimization as a global construct without differentiating among its different forms (i.e., verbal, physical,…
Juridification and judgement calls
While teachers are obliged to report and investigate incidents of bullying, harassment, and degrading treatment in Swedish schools, research suggests that they sometimes struggle to decide which incidents to report. In this study, we investigate Swedish schoolteachers’ reflections on dealing with bullying, harassment, and degrading treatment, and on balancing their pedagogical work with juridical demands to report. The study is based on qualitati…
The caring adult role
In this article, we contribute to a discussion of ethics within school bullying research by reflecting on our own recent ethnographic study into the relations between school bullying and the institutional context of schooling conducted at three elementary schools and one lower-secondary school in Sweden. We argue for a reflexive, responsive, and flexible adult researcher role when conducting ethnographic research into school bullying; what we ter…
He’s actually very kind’
In this paper, we draw on the concepts of figurations, capital, and hegemonic masculinity to analyse a bullying relation involving two fifth-grade boys at a Swedish comprehensive school. The findings are based on ethnographic fieldwork, which included participant observations and group interviews with eight teachers and fourteen students (seven girls and seven boys) from the same class. Our findings demonstrate the complexity of the relation betw…
Inclusive education and the bullying involvement of boys with special educational needs at a Swedish elementary school
Previous research has found that students with special educational needs (SEN) are at increased risk of involvement in school bullying, that they tend to have fewer friends than non-SEN peers, and that they experience higher levels of emotional harm as a result. However, beyond discussions of their differential experiences in segregated and mainstream schooling, there has been little research into how broader school-level factors may contribute t…
How school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms
This paper explores how school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms. The findings in this study stem from an ethnographic research project exploring the relations between school bullying and the institutional context of schooling. The project focuses on the perspectives of teachers and pupils from pre-school class up to grade eight (i.e. approx. ages 5…
Adolescents' Experiences of Hate Speech and Psychological Needs
INTRODUCTION: Adolescents are increasingly exposed to hate speech in both online and offline contexts, yet limited research has examined how such exposure is experienced and how it relates to adolescents' psychological needs and well-being. Drawing on Self-Determination Theory (SDT), this study explores how adolescents make sense of hate speech and how these experiences affect autonomy, competence, and relatedness in everyday peer and digital env…
An ethnographic study of school bullying, LGBTQI+ subjectivities and the institutional context of schooling in Sweden
While the connection between schooling and spatial factors has been emphasised in studies of bullying, few investigations have explored how these factors contribute to the marginalisation and bullying of students. There has also been limited research on LGBTQI+ marginalisation within the Swedish school context. In this study, we therefore explore the relations between school bullying, LGBTQI+ subjectivities, and the institutional context of schoo…
Psychology (17 works) · Bullying, Victimization, and Aggression (15 works) · Sociology (14 works) · Social Psychology (13 works) · Social Psychology (12 works) · Qualitative research (9 works) · Developmental psychology (7 works) · Pedagogy (7 works) · Social science (7 works) · Youth Development and Social Support (7 works)