Aim The aim of this study was to analyse the impact of Developmental Coordination Disorder (DCD) on the lives of young people and identify factors that promote resilience to mental health difficulties within this population. Methods The study used a mixed methods approach. Results from the analysis of data from a longitudinal population-based birth cohort, the Avon longitudinal Study of Parents and Children {n=6,902) were synthesised with qualitative data from a purposive sample of 11 young people with clinically diagnosed DCD aged 11 to 16 years. Findings from the qualitative study highlighted areas that were important in the lives of the young people interviewed. These areas, such as the importance of friendship groups, bullying and a positive sense of self, were added to the final analytical model as explanatory mediators in the relationship between DCD and mental health difficulties. Findings In total, 123 young people (1.8% of the eligible cohort aged seven years), met all four diagnostic aThis thesis presents research that explored the nature of bullying amongst girls aged 12 to 15 years old in Northern Ireland. The aim of the research was to provide insight into bullying amongst girls of this age through investigating types of female friendships and the impact they may have on the ways in which girls can experience bullying. The roles adopted by girls in relation to bullying are seen from multiple viewpoints of bully, target and bystander. Furthermore, the thesis considers the relatively new phenomenon of ‘cyberbullying’ by exploring how girls use technology such as mobile phones and the Internet in their everyday lives and how this technology offers new and alternative ways to participate in and experience bullying. In order to investigate the participants’ different perceptions and experiences of bullying. Goffman’s theory of social interactions as a performance has been used as an analytical framework. The study sample consisted of 494 questionnaire responses from girls aged 12 to 15 years old across eight schools in Northern Ireland, and eight semi-structured interviews conducted online using instant messenger. A social networking site, Bebo, was used to communicate more widely with possible participants. The study found that the majority of girls have been a target of bullying at some stage with participants reporting experiences involving a diverse range of methods. The findings provide insight regarding the methods girls use to bully and how age is a significant factor regarding the ways in which girls tend to participate in bullying. The study found that over ninety five percent of participants owned a mobile phone and had internet access at home. As these technologies may be used as alternative ways to bully, it is important that adults understand this new area in order to assist girls in their experiences of bullying.
criteria for DCD using strict (5th centile) cut-offs (severe DCD). In addition, 346 young people met wider inclusion criteria (15th centile of a motor test and activity of daily living scales) and were defined as having moderate or severe DCD. These young people with moderate or severe DCD had increased odds of difficulties in attention, short-term memory, social communication, non-verbal skills, reading and spelling. They also had increased odds of self-reported depression, odds ratio: 2.08 (95% confidence interval (Cl) 1.36 to 3.19) and parent reported mental health difficulties, odds ratio: 4.23 (95% Cl 3.10 to 5.77) at age nine to ten years. The young people interviewed did not see themselves as disabled. Factors that increased a positive sense of self were inclusion in friendship groups, information that helped them understand their difficulties and being understood by parents and teachers. These findings were mirrored in the quantitative analysis which showed that the odds of mental health difficulties reduced after accounting for social communication difficulties, bullying, lower verbal intelligence and self-esteem. Conclusions Developmental Coordination Disorder is a common developmental disorder in childhood. The difficulties seen in these young people are complex and assessment needs to be multidisciplinary and consider neurological causes of poor motor coordination, the presence of coexisting developmental difficulties and associated mental health difficulties. Due to the high prevalence of the condition, ongoing one-to-one therapeutic interventions are not feasible. School based interventions, using therapists as trainers, working within a socio-medical model of disability, could work to promote resilience within the individual and improve the acceptance of differences in abilities within the school.

Cyberstalking is a new phenomenon that is facing our society. It is a poorly researched and widely misunderstood concept that is only now coming to the attention of researchers. There are numerous features of the internet that make it an attractive tool for harassment such as low cost, deliberately low regulation, ease of use, immediacy, potentially anonymous nature, law restrictions, widespread availability, stealth, insignificance of physical distance and victim depersonalisation. In this way a space has been opened up that allows individuals a forum to harass, intimidate and threaten others. The purpose of the research is to investigate the prevalence of cyberstalking in an Irish sample and to explore the possibility that cyberstalking should be viewed as an addictive disorder. A literature review of the small but growing body of research relating to cyberstalking was undertaken. In order to address the research question a survey questionnaire was devised so that the results assess aspects of cyberstalking behaviour that may be indicative of an addictive disorder. Email and social networking sites were the cyberstalking tools of interest in the study. 100 participants were recruited online through Email and Facebook to take part in the study. Participation consisted of completing the online questionnaire. The results were compared to the criteria for addictive disorders suggested by Goodman. The findings suggest that cyberstalking is indeed a pervasive problem in contemporary Irish society and some evidence supports the contention that it should be considered an addictive disorder. Furthermore, the results support a number of trends present in the cyberstalking literature. The conclusions drawn indicate that the phenomenon of cyberstalking deserves examination and that further and more extensive research is needed in the area to adequately address the issue.

Background: Social and emotional (SE) skills play an important role in a person’s development, while a range of negative outcomes are associated with poor SE skills (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2013; 2015; Gresham & Elliott, 2008). The targeting of these skills in school-based programmes can produce positive outcomes (Durlak, Dymnicki, Taylor, Weissberg, & Schellinger, 2011). Get Up! Stand Up! (Version 2) (GUSU2) (National Educational Psychological Service, 2017) is a SE skills programme currently in use in Irish schools. However, to date, no substantial evaluation of GUSU2 has been conducted. CASEL outline a framework for such school-based programmes which identifies several essential elements, including being well-designed, addressing five SE competencies, offering support and training to facilitators and being offered over multiple years. Programmes which meet these standards are noted to be associated with a range of positive outcomes for participants.

Aim: This study aims to evaluate GUSU2 as a SE skills programme in the context of the CASEL framework. This study will consider the impact of GUSU2 on participants’ SE skills, whilst also considering the perspectives of the relevant stakeholders on GUSU2 and the training and support provided.

Methodology: A mixed-method, partially mixed sequential equal status design was used to evaluate GUSU2. Documentary analysis was conducted on the GUSU2 manual. Thematic analysis, using a combination of deductive and inductive analysis (Braun, Clarke, Hayfield, & Terry, 2018; Tashakkori & Teddlie, 2010) was conducted on data from four pupil focus groups involving 27 pupils and from seven semi-structured teacher interviews. Data collected by the school psychology service, using the Social Skills Improvement System-Rating Scales (SSIS-RS) (Gresham & Elliott, 2008), was analysed using a mixed between-within subjects’ analysis of variance and post-hoc t-tests to determine the impact of participating in GUSU2 compared to participants in a business-as-usual control group. Data included pre- and post-intervention measures of SE skills from 225 pupils in 14 schools, including three control schools consisting of 68 pupils. In addition to the full study sample, a lower ability sample (n = 37) were identified based on their pre-intervention scores and analysed accordingly.

Findings: There was a statistically significant increase in participants’ total standard scores in both the GUSU2 and business-as-usual groups in both the full study and lower ability samples. There was no significant interaction effect identified, suggesting that GUSU2 is as effective as the business-as-usual approach. However, qualitative analysis suggests that pupils engaged with the programme and demonstrated learning in several competencies. Analysis of the qualitative data indicates that several aspects of GUSU2 require further development to align with the CASEL framework. Several potential barriers to implementation and learning were identified, including a lack of ongoing external support, brief training, concerns over resources, pupil over-familiarity, and small school size.

Conclusions: Several implications from this evaluation are discussed, including areas for development within GUSU2 in relation to the CASEL framework, issues regarding programme fidelity and the collection of appropriate data. Suggestions for further research and policy are also made.

Ireland has a comprehensive yet complex, statutory framework for the resolution of employment disputes. Various bodies offer conciliation, mediation, arbitration and regulation, however the processes are taking too long. The focus of this dissertation is on another form of dispute resolution – collaborative law and its suitability to the resolution of Irish employment disputes. The overarching question of this research is: Can a dispute resolution model based on collaborative practice be a useful addition to alternative dispute resolution in Irish employment law? A review of ADR and employment literature provides a context for this research. The first phase of the primary research consisted of a survey of collaborative practitioners in Ireland to identify the current usage and success of collaborative law and whether practitioners felt collaborative law was suitable for the resolution of Irish employment disputes. The second phase entailed depth interviews with key employment stakeholders to verify the findings from phase A. Analysis of the findings indicate that collaborative law could be a successful method of dispute resolution and that practitioners feel it is an appropriate method of dispute resolution for employment disputes.