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The World Anti-Bullying Forum 2019 is just 1 Week Away!

The National Anti-Bullying Centre (ABC) is the host for the World Anti-Bullying Forum 2019 in Dublin City University which takes place next week. Many of ABC’s staff and students will be presenting their latest research work and contributions to national and international anti-bullying policy.

Some of the world’s most renowned anti-bullying researchers and practitioners will be attending, presenting and working at the conference, which is a once in a lifetime event for Dublin to be the host city.

Aside from academic contributions, several industry and organisational sessions by the likes of Facebook, Vodafone, Webwise, Bulldog Solutions, McAfee, Comhairle na nÓg and UNESCO will also deliver their input into how they tackle bullying and promote online safety within their industries.

In terms of specific topics, there will be a wide range of research areas presented including: school bullying, cyberbullying, sexting, peer and sibling bullying, bystanders, interventions, harassment, policy evaluation, among many others. See the full conference programme here for more detail on the specific talks and presentations.

The conference will be using the hashtag #WABF2019 for Twitter and updating the progress of the event on social media. Currently the conference organizers are trying to reach out to more people who would be interested in volunteering. Volunteers can apply here if they are interested, and will have access to the conference talks and lunches.

As hosts, we are excited to meet everyone and welcome everyone to Dublin!

How can young people, aged 14-16 years with mental health problems, be better supported in mainstream education?
2016
Hart, Tania Elizabeth
University of Leicester

Although research suggests that learning and well-being are synergistic there is a lack of research focusing on the school experiences of children with intrinsic mental health problems. The aim of this research was to explore how these children perceived they could be better supported at school. The additional perspectives of their parents and teachers gave further insight into their worlds. The research objective was to examine how schools and Child and Adolescent Mental Health Services (CAMHS) could strengthen their assistance. A qualitative design was used, underpinned by a social constructionist theoretical framework. Fourteen children were recruited via CAMHS. Children, parents and teachers participated in semi-structured interviews. Data was analysed using thematic analysis. The findings indicated, to thrive emotionally and academically, these children needed to feel they belonged at school. This was pre-requisite to accepting enhanced individualised support. A sense of belonging was only apparent when the child was free from victimisation (bullying, discrimination and stigmatisation) and had good peer and teacher relationships. Belonging was promoted by increasing the child’s emotional security, which was enhanced by promoting teacher mental health knowledge, nurturing teacher and peer relationships and sensitively ensuring disclosure and confidentiality. When the children accepted assistance, they valued support that empowered them to cope resiliently at school. For example, practical one-to-one teacher help and CAMHS assistance in deciding what personal information should be shared with the school, along with emotional help with school problems. In conclusion, schools must promote a safe caring ethos, whereby emotionally literate teachers balance child wellbeing with attainment goals. Schools and CAMHS should tackle school distress and promote child resilience together. Presently, a lack of resource and time can prevent this, so more directives and mechanisms are needed. At the heart of this planning should be the child’s voice, as presently support is predominantly adult driven.

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.

Developmental coordination disorder: risk and resilience
2012
Lingam, Raghu
University of Bristol

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 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.

The nature and extent of bullying in north west secondary schools: investigating pupil and staff perceptions of the problem
2005
Maunder, Rachel Elizabeth
Liverpool John Moores University

Bullying is a widespread problem in schools and a vast amount of research has been conducted on the subject. In order to examine how members of the school community perceive bullying, self-report questionnaires were devised for completion by secondary school pupils from two year groups, teachers and support staff. The scenario-based questionnaires compared their views on defining bullying, the perceived seriousness of different behaviours and the bullying perceived to occur in the school. The questionnaires indicated that perceptions of bullying were mediated by the age, gender and group (pupil, teacher and support staff) of participants. Indirect behaviours (such as social exclusion) were less likely to be defined as bullying and were perceived as less serious than direct behaviours. Where the victim portrayed in the questionnaire was female, perceptions of seriousness for the incidents described were higher than for male victims. Staff rated direct and indirect behaviours more seriously than did pupils. Differences between schools indicated that perceptions were not fixed and there was potential for change. Open-ended comments made on the questionnaires revealed further complexity in perceptions of bullying and illustrated the benefits of utilising qualitative techniques to study bullying. Therefore, an additional study was conducted whereby a sample of teachers and support staff from participating schools were interviewed, using a semistructured approach, about their experiences of bullying. Results were analysed using Interpretive Phenomenological Analysis (Smith, 2003) and findings suggested the need to consider bullying in a wider context, focusing on schools as organisations with external and internal influences affecting their functioning. The research highlighted the importance of schools working together to focus on what is understood by the term bullying. Interventions need to recognise the complexity of bullying and not treat it in isolation. Practical issues for studying bullying in schools and the potential benefits of combining quantitative and qualitative research are discussed.

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.
‘Fighting Fake News Webinar Series’

A series of webinars for South Dublin Libraries called ‘Fighting Fake News Series’, will take place in April, every Tuesday at 7pm starting next week.

The topics will be:
– Disinformation & COVID19 (06/04)
– Fighting Fake News (13/04)
– Data Privacy/Surveillance (20/04)
– News Media, Journalism and the Information Crisis: who should we trust? (27/04).

Click the below link to register:

– Disinformation & COVID19 (06/04)

– Fighting Fake News (13/04)
– Data Privacy/Surveillance (20/04)
– News Media, Journalism and the Information Crisis: who should we trust? (27/04).
This series is being run by ABC’s Ricardo Castellini da Silva
Dr Mairéad Foody
Young Ambassadors Against Bullying and Cyberbullying (YAB) Project

The transition year students and Staff of Castletroy College, Limerick have been working with the team from the Anti-Bullying Centre and DCU School of Inclusive and Special Education on the Young Ambassadors Against Bullying and Cyberbullying (YAB) project. The YAB Project is an Erasmus+ funded project led by Spain with Italy, Croatia, and Ireland as partners. The YAB Project aims to provide innovative support to facilitate the agency and voices of young people with and without disabilities in the area of bullying prevention. The YAB project aimed to support young people with or without disabilities to become ambassadors against bullying in their schools and provide specialist training for teachers working with them to promote equity, diversity, and inclusion in schools.


The partners from across the different partner countries worked together to develop an online platform to support the training and support of participating school staff and students. It is envisaged that an online platform would also provide resources and support to educators working with young people. There were two inter-country meetings, one in Dublin and a second in Madrid.

In Ireland, the team from the ABC and the School of Inclusive and Special Education worked with Castletroy College to develop anti-bullying campaigns, peer education activities, and projects in schools. These were devised by the students with the support of their teachers to tackle bullying/cyberbullying issues and contribute to the development of inclusive school cultures and social climate. These can be seen in this video where the students talk about their experiences of the project and discuss the impact that the YAB project had on their understanding of bullying and cyberbullying.

The Anti-Bullying Centre are greatly looking forward to platforming and celebrating the work of the staff and students of Castletroy at an event on Monday, February 26th between 10am and 1pm. The range of initiatives and projects the students have produced are a testament to the creativity and commitment the students have shown in their engagement with the YAB project and are greatly impressive. The commitment and support of the staff at Castletroy College are also clear in these initiatives.