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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.

Individual experiences of bullying behaviours : a portfolio of research and therapeutic practice
2017
Ditchfield, D.
The City University (London)

Tackling bullying within the healthcare profession is a major priority considering the costs and risks associated with it, and a full understanding of what behaviours constitute bullying is crucial (Allen, 2015). This mixed-methods study’s QUAL/Quant aims were, firstly, to establish what ALT staff considered to be their experiences of bullying (QUAL) and, secondly, to consider the prevalence of negative acts and their potential relationships to levels of reported depression (Hypothesis 1), stress (Hypothesis 2) and anxiety (Hypothesis 3) (Quant). A pragmatic epistemological framework was utilised for this study with a qualitative focus. Employees from five divisions of ALT were invited to participate in this study, and 303 (response rate 27.5%) took part in the quantitative questionnaire-based study. Eight participants who had described experiences of being bullied were interviewed qualitatively. Prevalent negative behaviours, as reported were: being exposed to an unmanageable workload, having your opinions and views ignored, excessive monitoring of work, being ordered to do work below your level of competence, and being ignored or facing a hostile reaction when you approach. All three hypotheses were strongly supported, in that there was a significant positive relationship between reported experiences of negative acts and levels of depression, anxiety and stress. A constructivist grounded theory approach was adopted for the analysis of the qualitative data. The findings suggested that the experience of bullying was far more complex than the reporting of negative acts and included a stealth-like nature prior to individuals recognising a bullying event. The integration of both methods during the analysis enabled a more thorough exploration of the experience of bullying behaviours than either a qualitative or quantitative approach would have achieved in isolation.

Who is More Stressed? An investigation into the effect that stress has on blue-collar workers versus white-collar workers
2020
O'Reilly, Seán
National College of Ireland

This research hones in on the differing stress levels between blue and white-collar employees. The research looked at the particular reasons for developing stress in the workplace of blue and white-collar workers, as the author found an opening for such research. Previous research states that it is the white-collar industry that has to endure the higher levels of stress, however further research states that blue-collar workers have to put up with similar and even more stress than those in the white-collar industry. Therefore this study will attempt to explore the different reasons for stress in both industries and see which sector has to deal with the most stress. The individuals who participated in this quantitative study participated in an online survey, which was comprised of 10 demographic questions, and a 35-question questionnaire developed by the Health Service Executive (HSE) put together to calculate participants stress level. The results showed that the only significant result displayed a negative correlation between work being brought home and stress. All the other correlations were not statistically significant.

Research Seminar Series: ABC hosts Dr. Esther Martínez Pastor

Dr. Esther Martínez Pastor, professor at the Universidad Rey Juan Carlos, delivers a presentation on her research project titled “Media Representation of Self-harm among Minors in the Media and Networks”. Dr. Pastor’s project focuses on self-harm among young people, as our knowledge on young people’s experiences is relatively unknown.

Key facts

  • From 24 November 2022 to 9 January 2023, 700 tweets per day on self-harm were confirmed in a sample of 8,914 users and 32,231 tweets related to incidents of self-harm.
  • From 350 hours of news programmes from media networks, such as TVE, Antena 3, La Sexta and Tele 5, findings show that 30 minutes of information on self-harm were detected in 20 news programmes, which represents 0.14% of the total television programmes.
  • Of the 2.700 hours of content released by Netflix in 2022, there were only 11 series and 12 characters linked to self-harm, a very small percentage of the platform’s total broadcasts.
  • The self-harm messages (in social media networks) are accompanied by very childish images such as pink knives with puppy prints, user profiles with kittens, messages with childish language, funny emoticons, etc.

Presenting the results of the research project, Dr. Pastor said: “We have been struck by the fact that young people in our university environment know many friends and family members who self-harm or have done so in the past, compared to adults who are generally surprised by this phenomenon because they do not know about it  and think it is not a risk for their children.”

“There is no real proportion between what is reported in the media and what is disseminated on social media networks. The representation of self-harm in the media is scarce compared to the numerous messages that appear on social networks disseminated by people who self- harm. Perhaps this is the reason for the lack of information about this phenomenon among adults.”

“There should be greater control over this content by social networks and greater informative treatment of this issue.”

Kanishk Verma
Scientific Reports

Scientific Reports

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.

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.

Genetic and Environmental Contributions to Trajectories of Depressive Symptoms
2020
Kwong, Alex Siu Fung
University of Bristol

Depression is a complex mental health disorder, predicted to be the highest global burden of disease by 2030. Research has examined the antecedents of adolescent depression in order to limit and prevent depression from occurring. However, depression during this phase of development is multifactorial and variability in depression is characterised by important features such as the age of onset, chronicity and severity. Identifying these features, and how depressive mood changes across time along with potential risk factors may aid in our understanding of the nature of adolescent depression and help develop new interventions and treatments.

This thesis uses longitudinal methods to explore the nature of trajectories of depressive symptoms and examine how genetic and early environmental risk factors contribute to trajectories of depressive symptoms across adolescence and young adulthood in a UK population based cohort, the Avon Longitudinal Study of Parents and Children. Using group-based and multilevel frameworks, trajectories of depressive symptoms are estimated across adolescence and then various risk factors are explored to investigate how these trajectories change across time.

Genetic risk for depression, childhood bullying, female sex and

childhood trauma are all associated with less favourable trajectories of depressive symptoms. Importantly, several risk factors are associated with changes in depression across time, and not just at certain stages of development. This implies they have lasting effects and that it may be possible to identify when particular risk factors are having their greatest effect on later depression.

This work provides further evidence that depressive symptoms

across adolescence to young adulthood are complex and associated with both genetic and environmental contributions. Examining depressive symptoms across time within a longitudinal framework provides a powerful opportunity to examine the nature of depression in more detail than in previous research.

Tackle Bullying Redesign

We have redesigned the national anti-bullying website to make it more attractive and easier to use so spread the word.