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  • 51.
    Östberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
    Fransson, Emma
    Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
    Låftman Brolin, Sara
    Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
    Inequalities in subjective health complaints in Swedish adolescents: An intersectional approach2016In: European Journal of Public Health, ISSN 1101-1262, E-ISSN 1464-360X, Vol. 26, no 1Article in journal (Other academic)
    Abstract [en]

    Background

    Health inequality has been defined as the association between individuals’ health and their position in societal hierarchies. Such associations can be used as a starting-point in the search for social determinants of health. With regard to subjective health complaints among adolescents the evidence of socio-economic inequalities has been inconclusive. Inequalities by gender are, in contrast, clear and a female excess emerge or increase during adolescence. The aim of this study is to apply an intersectional approach and analyse differences in health complaints by parental education among girls and boys, taking age into account. Furthermore, data with information from both adolescents and their parents will be used which is ideal since adolescents seldom have correct information on parental education.

    Methods

    The data was obtained from a Swedish nationally representative survey (ULF) and its child supplement (Child-ULF) from the years 2007-2011 (n = 5280). Subjective health complaints were reported by adolescents (aged 10-18) and measures indicating psychological (e.g. feeling sad) and somatic complaints (i.e. head- and stomach ache) calculated. Information on education was obtained for one parent and five educational groups distinguished. Binary logistic regression was used and odds ratios with 95% confidence limits computed.

    Results

    Among girls, a clear gradient was found. From higher to lower level of parental education the odds ratios for psychological complaints were; 1.00 (ref); 1.07 (0.7-1.6); 1.38 (1.0-2.0); 1.73 (1.3-2.4); 2.05 (1.3-3.3); and for somatic complaints; 1.00 (ref); 1.27 (0.8-1.9); 1.55 (1.1-2.3); 1.69 (1.2-2.4); 2.82 (1.8-4.5). No association was found among boys. Gender differences per se were pervasive and, in ages where female excess is present, substantial within all educational groups.

    Conclusions

    The higher burden of subjective health complain

  • 52.
    Östberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
    Modin, Bitte
    Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
    Brolin Låftman, Sara
    Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
    Exposure to School Bullying and Psychological Health in Young Adulthood: A Prospective 10-Year Follow-Up Study2018In: Journal of School Violence, ISSN 1538-8220, E-ISSN 1538-8239, Vol. 17, no 2, p. 194-209Article in journal (Refereed)
    Abstract [en]

    Being bullied at school is strongly related to psychological health complaints at the same time point. Studies have also found long-term associations, but few have combined a prospective design with children’s own reports on bullying, and conducted gender-specific analyses. The present study assesses health consequences in young adulthood of self-reported victimization in adolescence using data from Child-LNU in 2000 and the follow-up in 2010 (including 63% of the original sample, n = 813). At ages 10–18 a clear cross-sectional association was found for both girls and boys. Among girls, exposure to bullying also predicted psychological complaints 10 years later, at ages 20–28 (OR = 2.86). This association was not explained by socioeconomic circumstances, neither in adolescence nor in young adulthood. Instead, it can partly be understood as victimization, among adolescent girls, being associated with negative self-image and psychological health as well as with deficits in social resources more generally.

  • 53.
    Östberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
    Modin, Bitte
    Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
    Brolin Låftman, Sara
    Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
    Social utsatthet i skolan. Erfarenheter av mobbning och psykisk hälsa bland unga vuxna2014In: Ojämlikhetens dimensioner: uppväxtvillkor, arbete och hälsa i Sverige / [ed] Marie Evertsson & Charlotta Magnusson, Stockholm: Liber, 2014, p. 98-124Chapter in book (Other academic)
  • 54.
    Östberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences.
    Plenty, Stephanie
    Stockholm University, Faculty of Social Sciences, The Swedish Institute for Social Research (SOFI). Institute for Futures Studies, Sweden.
    Låftman, Sara B.
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences.
    Modin, Bitte
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences.
    Lindfors, Petra
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Work and organizational psychology.
    School Demands and Coping Resources - Associations with Multiple Measures of Stress in Mid-Adolescent Girls and Boys2018In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 15, no 10, article id 2143Article in journal (Refereed)
    Abstract [en]

    Stress, and stress-related health complaints, are common among young people, especially girls. Since studies have shown that school demands are an important driver of stress in adolescents, identifying if school-based resources can protect against stress is highly relevant. The aim of this study was to analyse task-related demands and task-related coping resources as aspects of the school work environment of potential relevance for stress in mid-adolescent girls and boys. The data came from “The School Stress and Support study” (TriSSS) conducted among students in grades 8 and 9 (aged 14–16 years). Self-reports of demands, coping resources, stress, as well as recurrent pain, were collected through questionnaires (n = 411). A subsample of students (n = 191–198) also provided salivary samples, which were analysed for the stress marker cortisol. Linear (OLS) and binary logistic regression analyses showed that higher demands were associated with more perceived stress, a higher likelihood of recurrent pain, and a lower cortisol awakening response. Greater coping resources were associated with less perceived stress and a lower likelihood of recurrent pain, but there was no association with cortisol. The strength of the associations differed by gender. The findings suggest that schools can promote student wellbeing by providing clear and timely information and teacher support to the students, especially for boys. Identifying specific features of the schoolwork that give rise to stress and to modify these accordingly is also of importance, especially for girls.

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