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Intellectual Disability Anti-Bullying Course

W​e at the Anti Bullying Research and Resource Centre at DCU​​ are delighted to announce our 7th successful evidence based training programme to help people with intellectual disabilities to learn how to tackle bullying.

This training is aimed at people with intellectual disabilities coupled with a supporter.

The training will start ​2nd Feb and will run for 10 weeks. All 10 sessions will start at 11am and finish at 3.30pm.

We have added 4 more days to this training course as a result of past participants feedback and current research that reflects good practice in the area of training around the issue of bullying.

Cost of completing this course is €200 per learning couple – €100 each

Venue: Dublin City University, Glasnevin, Dublin

Booking steps:

1. Email Geraldine – geraldine.kiernan@dcu.ie to book places

2. Give full details including your name, service and the number of learning couples that you want to book in for course

3. Payment can be made either by cheque or direct bank transfer

Please cc fiona.weldon@dcu.ie in all correspondence detailing this event and future events. Thank you.

Negotiating identities: the experiences and perspectives of Pakistani and Bangladeshi disabled young people living in the u.k
2006
Ali, Zoebia
Coventry University

Employing the sociological concept of reflexivity throughout the research process has led me to argue that there is no one universally successful adult research role, or research tool best suited to gaining young people’s opinions. Any research techniques need to be applied critically. Further reflection on issues which arose from interaction with gatekeepers and respondents throughout fieldwork led to the recognition that emotional involvement and management are also an important aspect of research relationships. In turn this required me to question how my own values and beliefs have influenced the research process and how the research process has influenced the data collected. My research also has two key areas of originality in terms of substantive and theoretical development. On a substantive level, my findings illustrate the complex realities of identity negotiation in the lives of young Bangladeshi and Pakistani disabled people in relation to ethnicity, religion, ‘race’ and gender. This has implications for theory development within the sociology of childhood and disability studies, particularly in the areas of body, identify and self. My findings illustrate how respondents struggle to define selfhood in meaningful and fulfilling ways and show evidence of agency and ingenuity. Respondents’ identities are neither totally imposed nor are they totally chosen or discarded at will. That is, respondents were not simply involved in cultural reproduction characterised by mimicry, but capable of social action. This calls for the development of a social model of disability which is open to the diversity of all disabled young peoples’ experiences. My findings also add to existing debates in policy and practice within the context of these young peoples’ lives. Findings illustrate a need for service providers particularly within educational, health and social service sectors to re-evaluate and adapt existing policies and practice within the areas of combating bullying, communicating health problems, and improving leisure facilities and also suggest that young people would benefit from more guidance and support at school when choosing future career paths and/or academic goals. This thesis and the research on which it is based represent a challenge to previous work by focusing on Pakistani and Bangladeshi disabled young people’s own accounts of their lives.

The safety and wellbeing of looked after young people: an analysis of looked after young people’s experiences and perceptions with implications for contemporary safeguarding policy and practice
2010
Bown, Kim
University of Portsmouth

Looked after young people, the focus of this thesis, are young people in state or public care. They frequently have complex family circumstances, socially excluded backgrounds and often intense need. Whilst it is possible to identify trends and patterns in their backgrounds, their needs and requirements are essentially heterogeneous (Bullock, Parker, Courtney, Sinclair and Thoburn, 2006, p. 1346). The research was undertaken within the national context of persistently poor educational, health and behavioural outcomes for looked after young people, evidence from Inquiry reports of historic abuse, and contemporary concerns that small groups of looked after young people may not be safe (Ofsted, 2008d, p. 5). In addition, a dissonance was found between contemporary social policy developments for looked after young people and effective implementation which impacts positively on their experiences and outcomes. Previous research on the topic from the perspective of young people themselves remains under developed. The study aimed to investigate the views of 25 looked after young people who had recently left a placement about their safety and wellbeing whilst in their previous placement. The researcher adopted a case study design, an interpretivist perspective and conducted in-depth interviews using structured and semi-structured methods. The study found most participants felt safe but some felt unsafe to varying degrees. Participants felt most safe from sexual harm and least safe from physical harm and bullying. Carers, other looked after young people and foster carers’ own children were identified as the main sources of harm. Families were identified as the people who were most effective in listening and looking out for participants’ safety and wellbeing. Formal complaints procedures were found to be inadequate for communicating young people’s concerns about their safety and wellbeing. Many participants valued their participation in education and wanted increased participation in all important decisions that would, or could, impact on their safety and wellbeing. A close interrelationship was found between participation, outcomes, power and engagement. The concepts of ‘voice’ and ‘exit’ were applied to the analysis of participation to denote inclusive, empowered levels of participation and, conversely, levels which contribute to disconnection and disengagement. Close trusting relationships with family, friends, carers and social workers were found to be important but often experienced as inadequate. Participants mostly wanted to discuss important, personal issues with people with whom they had a close, personal relationship. High levels of placement discontinuity and complex care arrangements often resulted in disrupted key relationships and contributed to making key information – including knowing the reasons for being looked after – difficult to understand and recall for some participants. Having a clear sense of self history was identified as contributing to self identity, and the building of resilience and wellbeing. The study identified an absence of person centeredness relating to looked after young people. The study compared aspects of UK and European welfare models and found the UK model to be antithetical to the importance of relationships, participation and the centrality of the young person. European social pedagogic models were generally found to achieve greater synergy with young people’s perspectives and priorities. The study concludes by emphasising the close inter-relationship between the key concepts of ‘safeguarding from harm’ and ‘promotion of wellbeing’. Four emergent categories identified from the analysis of findings are proposed as the key components of a new model of safeguarding and wellbeing for looked after young people. These four components are: feeling safe; inclusion and participation; continuity and quality of relationships; and sense of self and self history. In addition to these four components, the defining feature of the model is presented as the centrality of the voice of the looked after young person, with subsequent implications for policy and practice.

New Webinar “Evidence-based Toolkits for Addressing Online Harms with Boys and Young Men”

An upcoming webinar titled “Evidence-based toolkits for addressing online harms with boys and young men” is scheduled to take place online on Wednesday, May 1, 2024, from 1 pm to 2 pm. This timely event will delve into the digital challenges faced by young males and showcase solutions designed to mitigate these risks.

The digital landscape offers boundless opportunities but also poses significant risks, especially for young individuals. Boys and young men, in particular, are increasingly exposed to negative influences online that can shape their behaviour and perceptions. The webinar, organised by leading academics and experts, aims to equip educators and activists with effective tools to counteract these harmful influences. The session will feature presentations on two major toolkits developed through rigorous research.

#Men4change: Tackling and transforming harmful gendered norms and behaviours (Dr. Fiona O’Rourke and Dr. Craig Haslop): This toolkit is an evidence-based educational resource, which offers youth leaders and activists practical tools that they can use to support young men in recognising, tackling and preventing harmful gendered norms and behaviours in their online and offline peer groups, including sexual and gender-based abuse. The #Men4change toolkit was produced as part of a three-year research project funded by the Economic and Social Research Council.

Teenage boys and sexual consent: Guidance for educators (Dr. Emily Setty): This toolkit was co-developed with teenage boys aged 16-18 via a workshop that explored their perspectives on how best to educate teenage boys about the nuances and challenges of sexual consent. The toolkit outlines boys’ perspectives on sexual consent and presents practical guidance and suggestions for addressing the issues raised within RSE, focusing on the diversity and complexity of masculine sexual subjectivities and cultures, both online and offline.

The webinar will be chaired by Dr. Darragh McCashin, who heads the Observatory on Cyberbullying, Cyberhate, and Online Harassment.

Participants are encouraged to register in advance to secure a spot in this important discussion. The webinar promises to provide invaluable insights and tools for those working to safeguard and empower young men in the digital age.

Register for the webinar here.

Adolescent Social Media Use and Well-Being
2020
Shankleman, Michael
Canterbury Christ Church University

Section A: Presents a thematic synthesis and appraisal of literature, using a systematic search methodology of qualitative research on the views and experiences of adolescents of social media and well-being. The synthesis revealed four themes, each with positive and negative sides: connections, identity, learning and emotions. Each theme is explored and related to theoretical and extant literature. Clinical implications are provided around each theme, describing ideas of how to work positively with adolescents and social media, while negotiating potential drawbacks. Research recommendations are made concerning extrapolating the factors discussed by adolescents and how to enhance research quality in the area. Section B: Presents a cross-sectional and longitudinal study of the relationship between social media and well-being, in a sample of 497 UK adolescents. Several stress and well-being hypotheses are tested, including the moderating roles of gender and self-esteem that is contingent on friendship quality, within a diathesis-stress model. Results show friendship contingent self-esteem to be significantly related to social media investment, and increased stress to significantly influence well-being change. Findings are discussed in terms of the link between contingent self-esteem and problematic social media investment, stress and well-being. Limitations are considered, and implications for future research and practice are provided.

 

Adolescent-to-parent violence and abuse (apva): an investigation into prevalence, associations and predictors in a community sample
2017
McCloud, Elizabeth Jane
University of Portsmouth

Adolescent-to-Parent Violence and Abuse (APVA) is a form of family violence and abuse that has, in recent years, received increasing attention within academic literature. In England and Wales, APVA is beginning to have more of a presence in policing, youth justice and domestic violence and abuse policy. However, there remains a dearth of empirical quantitative research arising from the UK about this topic. In response, this research aims to report the prevalence of APVA from a UK cross-sectional community sample of 890 secondary school students (aged 11 to 18 years). Furthermore, adolescent characteristics and behaviours, familial characteristics, and school bullying experience are measured to ascertain whether these factors are associated with, and can predict, APVA. APVA was found to be prevalent amongst 64.5% of the sample; psychological APVA was more prevalent than physical APVA (64.4% and 4.3% respectively). Significant associations and predictors of APVA have been identified and three statistically significant logistic regression models are presented that can predict the probability of psychological APVA, physical APVA, and severe APVA occurring. This research contributes to the understanding of the experiences and characteristics of young people who exhibit APVA. The findings demonstrate that APVA is a complex phenomenon that is associated with and can be predicted by individual, family and school bullying characteristics. The results have implications for policy and practice, in particular that a holistic and whole-family approach should be taken to the assessment and subsequent planning of intervention for APVA and that APVA can be screened for in universal settings, such as schools. Therefore, awareness raising and prevention strategies could be incorporated into existing policy and practice frameworks. It is proposed that these findings are best interpreted and understood by ecological theories which can provide a useful framework with which to develop future research.

Support for children and young people with behavioural, emotional and social difficulties: the perspectives of children, young people, families and practitioners
2010
Penna Bray, Sally
University of Exeter

This small scale study was informed by Symbolic Interactionism and Interpretivist Analysis and was carried out in a county within the south of England, referred to as ‘Southshire’. File searches and questionnaires were employed to gather contextual data. Semi-structured interviews were used to gather participant views and thematic analysis was used to analyse these interviews. This was a two part study consisting of two papers. The participants in Paper one of the study were young people with behavioural, emotional and social difficulties (BESD) and their parents or carers. Paper one focussed on the participants’ views and experiences of mainstream and special education after they had experienced both. The views of the special school keyworker were also sought in order to improve understanding of the support and barriers that exist for young people and families. Views were elicited through individual semi-structured interviews which were analysed qualitatively using a thematic analysis approach (Braun and Clarke 2006). To gain contextual information within the county and to help in the process of selecting participants, the files of fifty young people identified as experiencing BESD were searched and analysed and relevant information was recorded. Paper two focussed on practitioners’ experiences of supporting young people with BESD. An electronic questionnaire was sent to practitioners from a wide range of agencies and collected qualitative and quantitative data which informed the researcher of the local context and gave insights into practitioner views. Five practitioners were invited to take part in individual semi-structured interviews to explore their views on supporting young people with BESD. Interviews were analysed using a thematic analysis approach. Findings from papers one and two were assimilated and the implications for Educational Psychology practice were considered. The following research aims were addressed: 1. To improve our understanding of the support and barriers experienced by children and young people with BESD in a Local Authority 2. To develop a better understanding of how Educational Psychologists can support children and young people experiencing BESD, their parents, carers and other practitioners. Summary of findings The key finding within Paper 1 was that both the young people and parents/carers reported experiences that were contrary to the intentions of current inclusion policy. Broadly, negative experiences were reported at mainstream school and positive experiences were reported while at special school for BESD. Participants felt that they had been treated negatively by mainstream practitioners in particular and that young people had been denied access to the curriculum and activities within mainstream school. Additionally the young people had experienced bullying at mainstream school and the bullying had been ignored or the young people themselves had been perceived as the bully despite being the victim. Perceptions of and attitudes towards the ‘unseen’ disability of BESD were also referred to and parents and carers reported feeling isolated while their child was attending mainstream education. The key finding within Paper 2 was that practitioners also reported experiences that were contrary to the intentions of the current inclusion policy. They reported many challenges that are faced by practitioners when trying to include young people with BESD in mainstream schools, and when supporting them within the Local Authority. Participants felt that negative attitudes towards BESD exist within mainstream schools, that working with other agencies to support young people with BESD is difficult, that parental involvement is key, but not always possible and that elements within the government and Local Authority context conflict with the inclusion agenda and with meeting children’s needs. Significance and Contribution Through a design informed by Symbolic Interactionism and Interpretivist Analysis the participants authentic voices have been heard in order to deepen our understanding of their experiences. Previous research has explored the views and experiences of young people, families and practitioners; however this is the first time that they have been considered together sufficiently in order to identify shared views. Additionally, young people, families and keyworkers views were sought at a specific point within the young person’s journey – after they had attended both mainstream school and special school. Furthermore experiences of the transition from mainstream school to special school were considered. The findings within this study suggest that the application of a simple solution (i.e. including young people with BESD in mainstream schools) to a complex problem (the social inclusion of young people with BESD), has had a negative impact. In fact the findings seem to imply that the inclusion of young people with BESD within mainstream schools has actually created the social exclusion that inclusion was designed to alleviate. The evidence for this is present within the findings within this study. In relation to BESD, the medical model has been criticised for individualising the ‘problem’, however if an educational model view of BESD is taken we are led to consider that the education system itself is imperfect. Therefore taking the educational model approach and applying the simple solution of ‘inclusion’ to the very complex problem of social inclusion highlights many areas of difficulty. These areas of difficulty have been outlined in the findings of this study and of previous studies. The identified issues are entrenched within the education system and can only be tackled through an examination of the system itself. The reported experiences of inclusion are more nuanced than the powerful message my data suggests, therefore it is essential to note that this study is not simply suggesting that inclusion is ‘negative’ or ‘bad’ and that special school is ‘positive’ or ‘good’ – a much more complex picture has been presented. The complexities that have been highlighted within this study have also been considered alongside the role of the Educational Psychologist and how they can facilitate inclusion and essentially social inclusion through their work with young people, families and practitioners. As a result of the findings, it has been suggested that further research should focus on examining the education system and in particular the dichotomy between the inclusion agenda and results centred teaching and the specialist provision for BESD that exists since the implementation of the inclusion agenda and whether it is meeting the needs of young people. Further research may also focus on whether the case presented for young people with BESD in this study is similar for young people with other types of SEN. This further research on how inclusion policy translates into practice will be particularly pertinent as new government policies and agendas unfold.

About Us

About Us

DCU Anti-Bullying Centre (ABC) is a national university designated research centre located within DCU’s Institute of Education. The Centre is known globally for its research excellence in bullying and online safety. It is home to scholars with a global reputation as leaders in the field. The work of the Centre builds on 25 years of research in which they were the first in Ireland to undertake studies on school, workplace, homophobic and cyberbullying. Today, the Centre brings together over 50 researchers and PhD students from Ireland and abroad to create a critical mass of people with an expertise in tackling bullying, online safety, gaming and other related areas.

The Centre contributes to solving the real-world problems of bullying and online safety through collaboration with an extensive community of academic and industry partnerships. The extent of our resources and the collaboration between disciplines drive quality education, understanding and innovation in this field.

The objectives of the Centre are aligned to support the United Nations overarching goal to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030” (SDG4) and supports the implementation of the Government of Ireland’s Action Plan on Bullying (2022), Action Plan for Online Safety (2018-2019), Wellbeing Policy Statement and Framework for Practice (2018-2024), and the WRC/HSA Joint Code of Practice on the Prevention and Resolution of Bullying at Work (2021).

The Centre hosts the UNESCO Chair on Bullying and Cyberbullying and the peer reviewed International Journal of Bullying Prevention (Springer) which is published 4 times per year. Since 2018, the Centre has attracted €8.8 million in research funding from the EU, the Government of Ireland, the Irish Research Council, and Rethink Ireland, as well as significant funding from industry partners including Meta, Vodafone Foundation Ireland, and TikTok.
Researchers at the Centre are currently working on projects for four government departments and are represented on the National Advisory Council on Online Safety and the Government’s Steering Committee on Bullying.

The Centre has a combined FWCI of 2.7 which represents a significant scholarly and societal impact.

Purpose

To transform the lives of people and global societies through promoting positive social relationships.

Vision

To be a globally recognised centre for innovative research and education in anti-bullying and online safety.

Values

Excellence in research and education is the foundation of what we do. We are guided by our values of integrity and respect; we act with compassion and foster a global culture of inclusion and collaboration.

Spirit

We are united by our purpose and the mutual support from our global community to achieve our aims. We take pride in our ethical way of working and the positive social impact our research has on tackling bullying and promoting online safety. We believe our spirit will flourish because we are ethical, ambitious, collaborative, compassionate and committed to improving well-being in society.

DCU Anti-Bullying Centre Strategic Plan

2021 – 2024

The objectives of Excellence and Inclusion are aligned to DCU’s core vision to be a globally significant university that is renowned for its discovery and translation of knowledge to advance society. To read our strategic plan, click here.