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Radical Documentaries, Neoliberal Crisis and Post-Democracy
2017
Siapera, E. and Papadopoulou, L.
tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society
16(1), pp.1-17.
(Digital) Activism at the Interstices: Anarchist and Self-Organizing Movements in Greece
2017
Siapera, E. and Theodosiadis, M.
tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society
15(2), pp.505-523.
Appointment of New Director of Engagement and Innovation

DCU Anti-Bullying Centre is delighted to announce the appointment of Darran Heaney as our new Director of Engagement and Innovation.

As the Centre’s Director of Engagement and Innovation Darran will lead our engagement with partners and stakeholders across the University’s five faculties and various other research centres, as well as relevant external stakeholders. Darran will ensure that our research and educational activities are informed by the University, Faculty and Centre Strategic Plans and the IUA’s Guidelines on Engaged Research Principles & Good Practices.

Darran has worked in DCU for 17 years, previously working in The Helix, DCU Access Office and as Projects Manager in DCU Anti-Bullying Centre since 2019. We wish Darran every success in his new and important role.

Training

Training

More training information will be available soon
Bullying victimisation and alcohol-misuse in adolescence: investigating the functional relationship and new prevention strategies
2012
Topper, Lauren
University of London, King's College

This thesis aimed to examine the functional relationship between adolescent bullying victimisation and alcohol-misuse using two comorbidity models: a causal model and a common underlying mechanism model. This research had 4 main aims: 1) to investigate the risk conferred by adolescent bullying victimisation on alcohol-misuse, focusing on the role of coping-drinking motives; 2) to understand the risk conferred for victimisation from neurotic personality traits previously implicated in alcohol-misuse, whilst focusing on the role of emotional symptoms; 3) to compare the behavioural and neurological emotional vigilance of adolescents who have either experienced bullying victimisation or a severe trauma to non-victimised participants; 4) to investigate the effect over 18-months of personality-targeted coping-skills interventions on reducing victimisation, coping-drinking motives and alcohol-related problems in victims with high levels of neurotic personality traits. These objectives were addressed using data from three independent studies: The Preventure and Adventure studies which administered personality-targeted interventions for adolescents (aged 13-16 years) and the IMAGEN study. Evidence was provided for both comorbidity models. A causal comorbidity model was supported with results showing that bullying victimisation predicted future alcohol-misuse, a relationship mediated by coping-drinking motives. Two neurotic personality domains, which have been previously implicated in alcohol-misuse, predicted risk for victimisation, mediated by the development of emotional symptoms, therefore supporting a common mechanism model of comorbidity. Victims displayed a hypervigilance for fearful face stimuli, which was similar to trauma-exposed adolescents. A combined-victim group with a high level of emotional impact showed increased brain activation for angry and ambiguous faces. Within this group, emotional symptoms were positively associated with increased neural response to angry and ambiguous faces in areas including the anterior cingulate cortex. Finally, results suggest that personality-targeted interventions can reduce victimisation and increase positive coping strategies, in addition to reducing coping-drinking motives and alcohol-related problems specifically for victims of bullying.

BeFore Project Hosts Event to Combat Bullying in Sports

On June 14, 2024, DCU Anti-Bullying Centre hosted a significant event marking the culmination of the Erasmus+ funded BeFore project. This initiative focuses on improving educational training programs for coaches, trainers, teachers, and managers to enhance their skills in dealing with bullying, particularly in sporting contexts. The project has developed a comprehensive, far-reaching, and interdisciplinary online course offering evidence-informed insights on preventing and responding to bullying.

The event began with a presentation by the BeFore team, showcasing the main outcome of the project: the BeFore online training course on anti-bullying in sports. This was followed by keynote presentations from esteemed national and international experts in the field of inclusion in sport.

Declan O’Leary, Head of Coaching Services in Sport Ireland, was the first keynote speaker. He provided insights into evidence-informed inclusive coaching practices. Dr. Gus Ryrie of Liverpool John Moores University followed with a detailed discussion on developing contextually relevant coach research beyond practice, emphasising the need for co-creation and effective dissemination. The final presentation was delivered by Dr. Elisa Bisagno from the University of Modena and Reggio Emilia, Italy, who spoke on ‘Can Coaches do the Trick? Psycho-educational Guidelines to Promote Inclusive Sports Environments’.

The event was well received by a passionate and enthusiastic audience, comprising academics, sports organisations, policymakers, and members of various sporting communities. Key takeaways from the event included the importance of disseminating key evidence to relevant sports coaches and the necessity of developing strong relationships between academics and sporting bodies to foster inclusive and supportive environments in sports. The event left attendees motivated and equipped with new strategies to combat bullying in their respective fields.

School bullying: victim perspective past and present: an assessment of university students perceived long-term consequences utilising retrospective accounts and post-primary school pupils attitude and response to typical scenes of bullying
2008
Madden, Emma
University of Ulster

One of the main aims of this research was to determine the perceived long-term consequences of bullying behaviour in schools. Furthermore, this study examined individual’s recollections of the nature and prevalence of bullying and experiences of other forms of violence throughout their life-course; in doing so the reliability of individual’s retrospective accounts were also assessed. Further still, school pupil’s experiences of bullying and exposure to violence and trauma was also examined, as were their typical behavioural responses to scenes of school bullying. This thesis presents the findings of three studies, focusing on individuals experiences of bullying in school, in a sample of undergraduate university students and post- primary school pupils. In Chapter One, a review of the literature surrounding bullying behaviour research is presented, in addition to an overview of the ‘cycle of violence’ hypothesis, which permeates all aspects of this research. Chapter Two provides an outline of the continuing debate concerning the use of retrospective in bullying behaviour research and a detailed review of all the scales utilised in the first study. The results of Study One are presented in Chapter Three, in which a short-term longitudinal study assessed the reliability and stability of participants (N = 824) memories, the nature of their life-course victimisation experiences and perceived negative consequences of such experiences. A qualitative approach was adopted in Study Two, involving a series of in-depth interviews with self-reported victims (N = 13) of child abuse, bullying in school and domestic violence, all of whom had previously taken part in the first quantitative study; the results of which are presented in Chapter Four. In Chapter Five, the questionnaire booklet was administered to a sample of post-primary pupils (N = 213), within the local area, to assess their experiences of bullying in school and evaluate their perceived ‘rules’ for behaviour according to their status group. Finally, a summary and discussion of the results are presented in Chapter Six. Results suggest that 31.1 % (N = 256) of university participants recalled having been bullied in school at some point, and a further 11.9% (N = 98) acknowledged having actively taken part in victimising other pupils at school, with individuals most commonly citing verbal bullying (i.e. name calling). Just over two in five victims (44%) stated that they attempted suicide, with the majority reporting more than one attempt. It was determined that 43.0% of victims reported having experienced abuse during childhood (i.e. physical abuse/neglect, sexual abuse, etc), 35.9% indicated that they had experienced bullying in later-life (i.e. workplace harassment); resulting in one in five participants (N = 53; 20.7%) revealing that they had experienced both abuse and further victimisation. Measures in the questionnaire booklet revealed that participants were more likely to experience depression, anger and hostility, compared to those with no experience of bullying in school. Over one in three ‘victim only’ participants reported a ‘fearful’ relationship style, and moreover reported the lowest mean scores relating to same and opposite sex self-esteem, but the highest levels regarding emotional loneliness and social isolation. Further still, symptornology analogues with PTSD were found in 11 % of victims. Finally, reliability analysis revealed that individual’s recollections were both accurate and stable across the three data collection point (initial, 6 months post, and 12-14 months post). Reponses from the face-to-face interviews supported these findings with participants expressing how their experiences of bullying in school have affected many aspects of the adult life. Results from the schools based research revealed that 18.8% of pupils reported to be ‘victim only’ and a further 6.6% stated that they were both the victim and a perpetrator of bullying in school, with name calling and exclusion the most commonly cited forms of behaviours reported. With regards to pupil’s experiences of violence, individuals reported experiencing ‘vivid memories’ recollections and feelings of distress in situations which remind victims of their experiences, leading to outbursts of anger and a general sense of wariness. Furthermore, ‘bully only’ pupils reported the highest overall mean on a measure of aggression, and on a measure of parenting style reported the highest means relating to ‘indifference’, ‘over-control’ and ‘abuse’. Self- identified victims reported lowest levels of both same and opposite-sex self-esteem and general self-esteem; and highest levels of both emotional loneliness and social isolation.

The effects of interpersonal communication style on task performance and well being
2007
Taylor, Howard
Buckinghamshire New University

This thesis is based around five studies examining the psychology of interpersonal communication applied to organizational settings. The studies are designed to examine the question of how the way that people in positions of power in organizations communicate with subordinates, affects various measures of health, wellbeing and productivity. It is impossible to study modern organisational communication without recognising the importance of electronic communication. The use of e-mail and other forms of text messaging is now ubiquitous in all areas of communication. The studies in this thesis include the use of e-mail as a medium of communication and examine some of the potential effects of electronic versus face-to-face and verbal communication. The findings of the studies support the basic hypothesis that: it is not what is said that matters but how it is said. The results showed that an unsupportive, formal, authoritarian style of verbal or written communication is likely to have a negative effect on health, well-being and productivity compared with a supportive, informal and egalitarian style. There are also indications that the effects of damaging communications may not be confined to the initial recipient of the message. Organizational communication does not take place in a vacuum. Any negative consequences are likely to be transmitted by the recipient, either back to the sender or on to other colleagues with implications for the wider organisational climate. These findings are based on communications that would not necessarily be immediately recognised as obviously offensive or bullying, or even uncivil. The effects of these relatively mild but unsupportive communications may have implications for the selection and training of managers. In the final section of the thesis there is a discussion of how examples of various electronically recorded messages might be used as training material.