Search Results for “2024 Newest SHRM SHRM-SCP Test Vce Free 🩺 Go to website { www.pdfvce.com } open and search for ▷ SHRM-SCP ◁ to download for free 👓SHRM-SCP New Dumps Book”

International Journal of Bullying Prevention: Special Issue on The Legacy of Dan Olweus

The International Journal of Bullying Prevention has a special issue published in memory of Prof. Dan Olweus.

Dan Olweus, a founder of research on bullying, died September 29th, 2020, at his home in Bærum, Norway, at the age of 89. He was born April 18th, 1931, in Nässjö, Sweden, and trained in psychology at the University of Stockholm. Olweus obtained his PhD in 1969, studying aggressive behavior among young boys. He moved to Norway and the University of Bergen in 1970, as a Professor of Psychology (until 1995) and Research Professor (1996 to 2010). He worked at the Regional Centre for Child and Youth Mental Health and Child Welfare from 2010 until 2016. Olweus was affiliated with the Department for Health Promotion and Development at the University of Bergen from 2019 until his death.

In 1970, Olweus conducted what is widely considered as the first scientific study on bullying, with 900 boys in Solna, Sweden. The findings were published in his book, ‘Aggression in Schools: Bullies and Whipping Boys (1978)’. In 1982, three adolescents died by suicide in Norway after having been severely bullied and these events, together with Olweus’ research, led to the First National Campaign against Bullying in Norway. As part of this effort, Olweus developed an assessment instrument (the Olweus Bullying Questionnaire), and the Olweus Bullying Prevention Program (OBPP).

Olweus was among the first to recognize bullying as a violation of human rights. In 1994, he noted that “it is a fundamental…right for a child to feel safe in school and to be spared the oppression and repeated, intentional humiliation implied in bullying. No student should be afraid of going to school for fear of being harassed or degraded, and no parent should need to worry about such things happening to his or her child!” (Olweus, 1994, p. 1183).

Olweus was involved in other areas of bullying research, which included important research on the definition and measurement, outcomes of bullying and cyberbullying. He was actively conducting research and publishing until his death. Further, Olweus received numerous honors and awards for his work, such as the ‘Outstanding aggression research’ award by the International Society for Research on Aggression (ISRA) in 1976, the ‘Spirit of Crazy Horse’ award by the US Reclaiming Youth International organisation in 2000, the ‘Nordic Public

Health Prize’ by the Nordic Minister Council in 2002 and the Queen Sofia of Spain Medal in 2005. His pioneering research, writings, and prevention program have changed the lives of schoolchildren around the world and inspired the work of countless researchers and professionals. Less known was his talent as a jazz musician. He was active as a jazz pianist in several groups and in 2005 released the CD “Dan Olweus and Friends Play Jazz Standards.”

Olweus was survived by his wife (who subsequently died in March 2021), two daughters, and several beloved grandchildren. He also is mourned by a global family of researchers, collaborators, Olweus Bullying Prevention Program trainers, and educators in schools who will carry on his important work.

“Oi! Dancing Boy!”: How Adolescent Boys Recuperate Masculinity and (Hetero) Sexuality in Dance Schools and Secondary Schools
2019
Marlow, Christopher Thomas
Lancaster University

This thesis is an empirical study into the experiences of young male dancers, aged 11-18 years, in the north west of England who, outside of their secondary schools, attend private-sector dance schools for tuition in one or more dance genres such as ballet, ballroom/latin-american, contemporary, jazz, tap and urban dance. Its prime focus is to explore the ways in which these young dancers contest the two dominant Western discourses that position dance as a ‘feminine’ activity (e.g., Sanderson, 2001; Stinson, 2001; Risner, 2002a; Gard, 2003) and males who dance as subject to a homosexual presumption (e.g., Rodgers, 1966; Grant, 1985; Hamilton, 1999; Risner, 2007).

Data were generated from semi-structured interviews with 26 male dancers, 4 parents, 6 teachers and 4 dance policymakers / administrators. Explored through the theoretical lens of ‘inclusive masculinity theory’, characterised by a softening of masculinity and an erosion of homophobia (Anderson, 2009), data were analysed thematically (Braun and Clarke, 2006). Findings suggest that most male dancers continue to experience bullying, marginalisation, and stigmatisation, especially from their male peers in secondary schools, where orthodox forms of masculinity proliferate still.

While my analysis finds ‘inclusive masculinity theory’ inadequate to explain the lived experiences of most of these young male dancers, I nonetheless find much value in the related concepts of ‘masculine recuperation’ (Hansen, 1996) and ‘heterosexual recuperation’ (McCormack, 2012), these being identity-management techniques adopted by some males who transgress heteromasculine boundaries. Drawing on these 2 concepts, I pinpoint 6 strategies employed by boys to shore up their masculine and/or heterosexual identities: professing attraction to females; acquiring a ‘sporty’ boy identity; reconceptualising dance as a sport; opting for ‘cool’ dance genres; acquiring popularity through dance and, finally, the policing of movement and choreographic practices. I find that by employing some, most or all of these recuperative techniques, boys are able to contest the aforementioned dominant discourses – that dance is for females (via masculine recuperation) and that boys who dance are presumed gay (via heterosexual recuperation).

Attention is also given to boys’ experiences of dance in their secondary schools. I conclude that while ostensibly a prescribed component of the P.E. curriculum (at Key Stage 3), dance continues to be marginalised and coded as a ‘feminine’ subject and one delivered mostly by non-specialist, female teachers – a problematic, discursive, and material (re)production of gender normativity. Attempts to woo boys into dance via heteronormative schemes of work in schools or through external initiatives such as ‘Project B’ from the Royal Academy of Dance, are also deemed problematic in their gender essentialism. Furthermore, the philosophy of dance education in schools, one that privileges ‘process’ over ‘product’, does little to foster boys’ engagement with dance. Taken collectively, these findings are a cause for concern as well as a call to action.

By furthering our understanding of how young male dancers contest the dominant discourses that pertain to dance and masculinity, this thesis contributes to knowledge in the fields of both dance and education, the former still hitherto under-researched in the UK, especially regarding boys’ experiences of dance education and training in the private sector. In drawing upon the concepts of ‘masculine recuperation’ (Hansen, 1996) and ‘heterosexual recuperation’ (McCormack, 2012), I illuminate how young male dancers re-inscribe their masculinity, and heterosexuality if appropriate, by their deployment of various recuperative strategies – findings that are apt, novel, and original to the sociology of dance in England.

Critical success factors in early secondary education
2005
Wilson, D.
Trinity College Dublin

The school chosen for the purposes of the study was an all boys independent school, located in south Dublin. The annual intake of year one students was just under 100 and each year group were looked after by a ‘Year Head’. These year heads provided much of the daily information relating to behaviour, attendance and punctuality and also acted as a reference point for weekly briefings regarding the progress of the group. Class teachers, form teachers and extra-curricular staff also provided information which was added to the continuous stream of formal input and which was valuable in terms of providing a complete account of each student’s experiences. On their entry into year one of secondary school, the study group (91 students aged 12-13) began a series of tests, surveys and assessments that would continue for the three years of their junior cycle experience. Ten variable categories were studied and numerous data collection techniques were employed: –  Ability and intelligence tests were administered to all students; –  Daily reports were compiled in the areas of behaviour, attendance and punctuality; –  Six-weekly continuous assessment reports were presented by individual teachers; –  Twice years surveys on esteem, attribution and socialisation were organised; –  Annual assessments of involvement in extra-curricular activities and involvement in bullying were completed; and –  The normal school records (eg: academic results at Christmas and summer of each year) were also made available for the purposes of the study. Each of these tests, surveys and assessments was administered directly by the researcher, who was working as a teacher in the school for the duration of the project. The information gathered was added to a selection of computerised data files at the end of every day and a summary of the results in each category was produced at the middle and end of each academic year. These results were collated over a three year period and were cross-referenced and correlated in an attempt to identify trends and patterns in the data.

DCU’s ABC Hosts International Consortium to Tackle Cyberbullying Through €2.8 Million Marie-Curie Doctoral Network

In a significant stride towards combating cyberbullying, DCU’s ABC recently hosted 10 new PhD candidates and their project partners for an intensive three-day meeting for the “PARTICIPATE Project: Parents and Technology in Cyberbullying: Intervention and Prevention for Future Experts”. The €2.8 million project, spearheaded by DCU, is dedicated to unravelling the complex dynamics of cyberbullying and understanding the pivotal role parents play in mitigating its impact. This collaborative effort involves esteemed institutions such as the University of Stavanger (Norway), Aarhus University (Denmark), University of Turku (Finland), National and Kapodistrian University of Athens (Greece), and the International Parents Alliance (The Netherlands).

The meeting marked the commencement of a collaborative effort that brings together leading experts, doctoral researchers, and project partners from various corners of the globe. The goal is to pool their collective expertise and resources in tackling the multifaceted challenges posed by cyberbullying.

The PARTICIPATE Marie-Curie Doctoral Network, funded with a substantial €2.8 million investment, demonstrates DCU and its partners’ dedication to addressing the pressing issue of cyberbullying. The PARTICIPATE project focuses on the role of parents in this context, recognising their potential to serve as a crucial line of defence against cyberbullying. As part of the broader Marie-Curie Doctoral Network, the project aims to foster international collaboration, ensuring a diverse and inclusive approach to address cyberbullying’s global implications. By bringing together scholars and practitioners, the initiative seeks to bridge the gap between research and practical solutions. The project not only supports cutting-edge research but also nurtures the development of the next generation of scholars dedicated to the cause. The inclusion of 10 new PhD candidates, each bringing their unique perspectives, showcases the diversity of thought that will drive their research forward.

The three-day meeting encompassed intensive discussions, workshops, and collaborative sessions designed to set the foundation for the research journey ahead. The participants delved into the latest advancements in the field, shared their insights, and outlined the strategic roadmap for the forthcoming research endeavours.

As the PARTICIPATE project gains momentum, it holds the promise of not only advancing our understanding of cyberbullying but also shaping policies and practices that can create a safer digital environment for individuals worldwide. The collective efforts of the international consortium reflect a shared commitment to building a future where cyberbullying is addressed proactively, empowering individuals and communities to navigate the digital landscape with resilience and empathy.

An analysis of changing government policy towards the Further Education sector: 1992-2003
2003
Hammond, M.J.
University of Lincoln

This thesis investigates three issues in relation to governments’ policies towards the Further Education (FE) sector between 1992 and 2003.  This investigation entails using lengthy, semi-structured interviews with four senior post- holders within the FE sector (all of whom were influential during the period of the changes) and a comparison of their views with those from government policy documents, policy statements and secondary literature.  This data explores first, the ideologies behind the incorporation of the FE college sector, as FE colleges were taken out of Local Authority control and incorporated into their own independent organisations.  This ideology is found to be centred on the concept of new managerisalism, which postulates that managers should be allowed to manage.  This means that any democratic accountability structures and other controls that are perceived to inhibit management freedom in the public sector have to be removed.  Secondly, this thesis analyses the ideologies of incorporation, and reviews the motivators that persuaded the newly elected Labour Government in 1997 that there needed to be a change from the Further Education Funding Council (FEFC) model of FE to that of the Learning and Skills Council (LSC) model.  The dominant motivators cited by the respondents for this phenomena were the problems in some FE colleges of bullying and mismanagement, sleaze, uncontrolled expansion of franchised provision and a failure of the governors in many FE colleges to make their senior management accountable.  Thirdly, the thesis seeks views on the likely effects of the LSC on the FE sector and the possible effectiveness of the different ideologies of the LSC, compared with those of the FEFC.  Respondents felt that the LSC planning model proposed, might not work in practice in the way that the LSC intended, as they felt it was extremely difficult to obtain accurate data on skill needs from which FE colleges could work.  The thesis also shows that the senior post holders’ views strongly reinforced the expectations of the secondary literature and government policies.  There is also a concurrence among the interviewees, that the structural changes made by Government in the FE college sector since 1992, have brought (and may bring) some negative consequences for FE colleges.

The social organisation of bullying in nursing: accounts of clinical nurses and nurse managers
2006
Lewis, Malcolm Allan
Manchester Metropolitan University

This research explores the social organisation of bullying in UK nursing from subjective accounts of clinical nurses who were self-referred “targets” of bullying, and nurse managers (a potential “bullying group”).  Focusing on a nationwide sample of 10 clinical nurses, and 10 nurse managers from an Acute Hospital Trust, bullying is identified as a social phenomenon primarily mediated through workplace interactions.  Previous research indicating bullying as being mainly psychological/personality mediated is questioned by applying a Symbolic Interactionist approach to its study which has not previously been attempted. Using both vignettes and relatively unstructured interviews bullying is perceived as intentional and well planned, it’s temporal and processual nature established, and its impact on professional working examined. A mechanism of bullying awareness has been identified in both bullies and targets by a re-examination of Awareness context Theory (Glaser and Strauss 1965). This provided a new focus on the bullying process, enabling a more comprehensive understanding of bullying events within a specific occupational group; nurses, which had not before been attempted. Nurse accounts of bullying identify bullying negotiations in the NHS as being open to manipulation by the bully; and groups and individuals with specific agendas who may impose their definitions of the situation on to them. Such actions leave bullying targets at a distinct disadvantage in gaining redress for their perceived bullying. I conclude that awareness of such issues and examination of negotiations in context can aid in developing more effective bullying interventions and policy. These often remain inadequate, frequently being based on previous quantitative study research, which has failed to appreciate bullying as a complex interactive event in the workplace.

“I want them to have a good education”: The “New Irish” parents and the primary school system
2019
Connaughton, Claire
Mary Immaculate College

Just over one in 10 primary school age children in Ireland are first-generation immigrants (Department of Education and Skills [DES] 2018a). An even larger number of Irish primary school pupils have at least one immigrant parent (DES 2018; Central Statistics Office 2017). However, surprisingly little is known about the experiences of these “new Irish” parents (Roder et al. 2014, p.15) as they navigate the Irish primary school system. In extending the work of Cotter and Kolawole (2015) and Martin et al. (2018), this small-scale study employed semi-structured interviews to explore the lived realities of a small ethnically diverse group of immigrant parents. Some key people, including migrant rights advocates and ethnic minority community representatives, also shared their perspectives. This study used Bourdieu’s theoretical framework to understand how immigrant parents learn how to “do school” in Ireland (Hickes 2002, p.217). An examination of the personal narratives provided some insight into how immigrant parents view and enact their role in their children’s education. The qualitative findings also reveal the value which immigrant parents place on education and the high aspirations they hold for their children. Several obstacles to immigrant parent involvement were also identified. The results may help provide a better understanding of how immigrant parent-school partnerships can be supported in the Irish primary school context. Key words: immigrant parents; parent-school relationships; parental involvement; ethnic capital.

Young people’s understandings of youth suicide: A qualitative study
2020
Labor, Melanie Nicole
Trinity College Dublin

In Ireland, youth suicide is a serious public health issue accounting for approximately thirty percent of all deaths among young people aged between 15 and 24 years old. Youth suicide has received considerable attention from academics, policy makers and campaigners. Nonetheless, the phenomenon has commonly been approached from a singular medicalized perspective. By contrast, the youth perspective has received far less attention. Hence, this was a poorly understood topic. This study asked: what does youth suicide mean to young people in Ireland? The present study aims to gain a better understanding of the meanings of youth suicide, seeking to build a conceptual framework. This will be achieved by exploring participants’ individual understandings of suicide in relation to local community discourses, norms, values, and beliefs. This study makes an original contribution to suicidology by exploring the phenomenon from the youth perspective leading to greater conceptual clarity. This research offers an alternative reading of suicidality in addition to the dominant bio-psycho-medical model encouraging new approaches to suicide prevention. This study views suicide as a multifactorial phenomenon and that young people’s constructions of suicide are subjective. This research is underpinned by a symbolic interactionist theoretical perspective which asserts that meanings are socially constructed through one’s interactions with social phenomena. Hence, the meanings young people attribute to youth suicide are shaped by local norms, values and beliefs. This is a constructivist grounded theory study. Data were generated through qualitative interviews with 25 young men and women between 18 and 22 years old who lived in Dublin. Participants were selected based on the criteria that they were neither bereaved by suicide nor experienced suicidal ideation within the twelve months prior to the interview. Data was analysed simultaneously and iteratively. The study resulted in a conceptual framework through initial, focussed and theoretical coding consisting of five core categories: i) Perceptions of suicide; ii) Stigmatisation of suicidality; iii) Problems associated with suicide; iv) Explanations of suicide; and v) Help-seeking behaviour: barriers and facilitators. These categories are underpinned – primarily – by concepts of stigma and shame, as well as traditional understandings of gender.

Understanding adolescent shame and pride in a school context: the impact of perceived academic competence and a growth mindset
2015
Cook, Ellen
University of Southampton

Shame has important implications in educational contexts for educators, children and young people. The first paper presented here is a review of the current literature on shame and explores the implications of this self-conscious achievement emotion within educational contexts. The systematic literature review demonstrated that shame experiences can have both a dysfunctional and functional role, are independent of acculturation status and are influenced by parental attitudes. Crucially, shame management can reduce bullying within schools. The review concludes by drawing attention to implications of these findings for educators and educational psychologists. The second paper, reports empirical research carried out in the field of self-conscious achievement emotions. This study investigated whether holding a growth (intelligence) mindset could reduce shame experiences and/or promote pride experiences, within a secondary school context. The study also focused on the role of perceived academic competence (i.e. the perception that one has sufficient skills and knowledge) on young people’s feelings of shame and pride. Secondary school students (N = 121, Mage= 14.3 years) completed the Scale of Personal Conceptions of Intelligence to measure their mindset, and then completed a 10-day online diary, to rate their daily shame and/or pride experiences. Participants also rated their daily perceptions of academic competence. Results revealed a negative relation between growth mindset and daily shame intensity, and a positive relation between growth mindset and daily pride intensity. Both associations were mediated by perceived academic competence. That is, a growth mindset predicted increased perceived academic competence, which, in turn, predicted reduced shame and increased pride. The findings have far-reaching implications for educators. This research also makes a novel connection between growth mindset, perceived academic competence and self-conscious emotions, within a school setting.