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Cyberbullying and Young People: Behaviours, Experiences and Resolutions
2019
Dennehy, Rebecca
University College Cork

Introduction: Cyberbullying is a complex and multifaceted public health issue among young people. Research indicates deleterious effect on the mental health and wellbeing of victims which warrants action to address this issue. Adults do not have first-hand experience of cyberbullying in their youth and so the development of prevention and intervention strategies can benefit from the engagement of young people’s perspectives. However, young people’s voices are largely absent from the current discourse. This thesis aims to explore the nature, causes, and consequences of cyberbullying from the perspective of young people with a view to informing the development of evidence-based prevention and intervention strategies.

Methods: The research was framed by the Medical Research Council guidelines for intervention development. Qualitative and participatory research methods were employed. In the first instance a systematic review and meta-ethnographic synthesis of qualitative studies related to young people’s conceptualisations of cyberbullying was conducted. Secondly, a rights-based model was developed to facilitate the active involvement of young people in the research process. A Young Person’s Advisory Group was purposefully formed to collaborate in the design, conduct, and interpretation of a qualitative study of young people’s perspectives on cyberbullying as well as in priority setting for intervention development. Young People’s involvement in the Advisory Group was evaluated to determine the effectiveness off the model in facilitating young people’s participation in the research process and the acceptability of the approach. The co-designed qualitative study comprised focus groups with secondary school students which were conducted in the school setting.

Findings: The meta-ethnography highlighted that the fundamental role of cyber technology in young people’s lives and the complexity and ambiguity of the cyber world in which they connect are inherent to young people’s conceptualisations of cyberbullying. The participatory evaluation of young people’s involvement in the research process indicated that the elements necessary for the effective realisation of young people’s participation rights were present in this study. Based on their interpretation of preliminary findings from the qualitative study, Advisory Group Members identified the non-consensual distribution of nude images and the mental health impact of cybervictimisation as serious concerns for young people and priorities for intervention development. Findings indicate that non-consensual distribution involves a complex process that is produced by, and reinforces, gender power dynamics. Young males, under pressure to conform to societal constructs of masculinity, coerce females to send explicit images which are screenshot and intentionally distributed, without consent, to male peers in exchange for social kudos. Regarding the mental health impact, cyberbullying was described as more psychological in nature and impact than traditional bullying with increased deleterious effect on the mental health and wellbeing of victims. Analysis identified several barriers which prevent victims from seeking social support and participants’ perception that suicide is a viable escape route for young victims defeated and entrapped by cybervictimisation.

Conclusion: This research makes a valuable contribution to the existing knowledge base in that it privileges youth voice on the nature, causes, and consequences of the phenomenon and highlights young people’s priorities with regard to intervention development. In response to research findings and suggestions from the Young Person’s Advisory Group a number of recommendations are made in relation to research, policy, and practice which are grounded in young people’s experiences, values, and norms.

Risk and Preventive Factors Related to School-Bullying and Cyber-Bullying: Comparing the Effects of Socio-Demographic, Family Environment, Friend Environment, Personality and Behavioural Factors Between School-Bullying and Cyber-Bullying
2019
Tzani-Pepelasi, Kalliopi
University of Huddersfield

Background: Research in the field of school-bullying has been expanding for at least three decades while research in cyber-bullying is still evolving. There has been an enormous amount of empirical works and projects throughout the years, all aiming to understand how bullying functions, the motivation behind such behaviour, the related factors, the consequences, and of course to create efficient prevention and intervention models. However, in spite of the continuous efforts to decrease the rates for both forms, previous research has shown that school-bullying remains stable whereas cyber-bullying is on the rise and evolving.

Aim: This three-year project aimed to explore highly studied as well as neglected risk and preventive factors in relation to SB and CB; examine relationships, differences, and predictive effects, whilst providing a comparison of the factors’ effect on SB and CB.

Methodology: For this project 408 participants were recruited to complete the online survey in Google Forms. The questionnaire aimed to measure school-bullying and cyber-bullying both from the perspective of the victim and the perpetrator, empathy, self-esteem, aggression, anger, impulsivity, self-control, guilt, morality, copying strategy/minimisation, factors related to family, and friends. To achieve these 11 previously validated scales were employed and a series of questions were constructed to measure other related aspects.

Findings: Results showed that there are complicated relationships, differences, and predictive effects between the factors and the two forms of bullying, with some factors relating to both forms of bullying, while there appears to be an overlap between the two forms. To collectively present the results, a four-level model was developed and the school-bullying/cyber-bullying prevention/intervention model emerged.

Conclusion: Bullying is a complicated phenomenon regardless of the expressed form. There are numerous gaps in research that require further examination and several limitations that future research should address. In spite of the current project’s limitations that are addressed in detail, this project managed to provide a collective comparative picture of risk factors for both forms of bullying and has developed a detailed anti-bullying model that could potentially tackle both school-bullying and cyber-bullying.

Prof. James O’Higgins Norman Awarded DCU Invent Commercialisation Award

Director of the National Anti-Bullying Centre Professor James O’Higgins Norman was presented with a Commercialisation Award by the DCU Invent commercialisation and technology transfer unit on the 20th of March, 2019. The Commercialisation Award was awarded to Prof. James O’Higgins Norman because of his efforts to align National Anti-Bullying Centre’s policies, practices and research projects with industry and commercial needs.

The DCU Invent team regularly partner with DCU’s research centres, researchers, entrepreneurs and companies who aim to prioritise innovation and collaboration within their practice and scope. James accepted this award alongside many other innovative multidisciplinary projects across life sciences and technology. It was the first time that DCU Invent awarded a Commercialisation Award in the field of the social sciences at DCU.

Becoming a recipient of DCU Invent’s Commercialisation Award further reinforces the operations of the National Anti-Bullying Centre in multidisciplinary contexts; both commercially and in academia. This remains an overarching aim of the National Anti-Bullying Centre more generally.

Lecturer-student interaction in english-medium science lectures: an investigation of perceptions and practice at a sri lankan university where english is a second language
2012
Abdul Majeed, Mohamed Navaz
University of Nottingham

This study arises from two contextualised problems faced by the students at the Faculty of Applied Sciences (FAS) of a small university in Sri Lanka. These problems are: students’ lecture comprehension difficulties and limited oral language proficiency in their second language (i.e. English). The ideas developed in this study are based on the argument that dialogic lecturer student interaction, which enables students to take a more active role in discussions compared to the use of recitation scripts (questions-answers evaluations) developed in non-dialogic interactions, is likely to be beneficial for students’ content and language development. Although there have been studies at primary level, there has so far been little research into dialogic interaction in tertiary-level L1 Science classes, and none yet carried out in the L2 context. Therefore, this study investigates the extent of dialogic interaction practised at FAS, in conjunction with a thorough consideration of the factors that influence interaction between lecturers and students. This study, involving 30 students and 4 lecturers, was undertaken as a pioneer study in this context in Asia by analysing L2 lectures given at FAS. Data were collected from lecturer and student questionnaires, lecturer interviews, student group interviews, observations of 24 lectures and audio recordings. Of the observed lectures, a total of 12 from Biotechnology, Animal Physiology, Physics and Statistics were transcribed verbatim and analysed using an analytical framework, which was especially designed to analyse the FAS lecture discourse. This framework was also used to locate these lectures on a scale from monologic to dialogic. The study revealed the complexity of the perception-practice dynamic, and the multi-faceted sub-set of factors which influenced students’ and lecturers’ behaviour in class, and their perception of that behaviour. Students’ lecture comprehension problems and classroom interaction were influenced by their language proficiency, though the students considered the lecturers’ lecture delivery style to be more important than their own language proficiency. In this study it was revealed that a culturally embedded behaviour perpetuated by senior students, known as ragging (a kind of bullying), restricted the classroom interaction of the students. In terms of lecture delivery style, of all the observed lectures only two contained some interactional episodes in addition to monologic segments, while the others were found to be highly or mostly monologic. Students were also found not to be cooperating with lecturers in classroom interaction, despite stating a preference for learning through interaction. The students asked only very few questions in all the observed lectures, and answered in a limited number of lectures. The lecturers asked more knowledge testing questions than any other kind, while there were only a few concept development questions – the type which can help develop dialogic interaction. Overall, this investigation, which demonstrates the importance of combining studies of perception with detailed analysis of the discourse itself, indicates limited lecturer student interaction as well as a clear lack of dialogic interaction in English-medium Science lectures at this particular university. In addition, it is argued that the innovative analytical framework designed to analyse the lectures delivered in the English Medium Instruction (EMI) context of the present study can be useful for other lectures which are commonly delivered as monologic in both L1 and L2 contexts. Finally, it also stresses the importance of investigating the influence of cultural and behavioural factors, such as ragging, on classroom learning.

The experience as a document: Designing for the future of collaborative remembering in digital archives
2020
Delatte Espinosa, Marta
University of Hull

How does it feel when we remember together on-line? Who gets to say what it is worth to be remembered? To understand how the user experience of participation is affecting the formation of collective memories in the context of online environments, first it is important to take into consideration how the notion of memory has been transformed under the influence of the digital revolution. I aim to contribute to the field of User Experience (UX) research theorizing on the felt experience of users from a memory perspective, taking into consideration aspects linked to both personal and collective memories in the context of connected environments. Harassment and hate speech in connected conversational environments are specially targeted to women and underprivileged communities, which has become a problem for digital archives of vernacular creativity (Burgess, J. E. 2007) such as YouTube, Twitter, Reddit and Wikipedia. An evaluation of the user experience of underprivileged communities in creative archives such as Wikipedia indicates the urgency for building a feminist space where women and queer folks can focus on knowledge production and learning without being harassed. The theoretical models and designs that I propose are a result of a series of prototype testing and case studies focused on cognitive tools for a mediated human memory operating inside transactive memory systems. With them, aims to imagine the means by which feminist protocols for UX design and research can assist in the building and maintenance of the archive as a safe/brave space. Working with perspectives from media theory, memory theory and gender studies and centreing the user experience of participation for women, queer folks, people of colour (POC) and other vulnerable and underrepresented communities as the main focus of inquiring, my research takes an interdisciplinary approach to interrogate how online misogyny and other forms of abuse are perceived by communities placed outside the center of the hegemonic normativity, and how the user experience of online abuse is affecting the formation of collective memories in the context of online environments.

Teacher Cyber Research Survey

Are you a post-primary teacher? ABC is researching the Cyberbullying of Post-Primary Teachers with teachers who have and have not been cyber-bullied. Teacher cyberbullying may lead to increased stress, psychosomatic effects, negative school climate and reduced academic attainment. The survey is confidential and will take 15 minutes to complete and your responses will allow for insights into the phenomenon and aid in supporting other teachers. https://www.surveymonkey.com/r/BR6RKJR

I’m a student, in a wheelchair: the experiences of disabled pupils attending resourced provision in a mainstream secondary school
2010
Keegan, Gay
Open University

This study investigates the views and experiences of ten disabled pupils who attended a resourced provision attached to a mainstream secondary school.  It used semi-structured interviews within a social constructivist paradigm carried out with disabled teenagers by a disabled researcher.  The transcriptions of the interviews were analysed thematically with the categories for the analysis developed by grounded theory. Detailed consideration was given to the ethical issues raised by research which focuses on the need to promote the engagement of the children and ensure their voice is heard and these issues were addressed in the context of the present study. Evidence from this study indicates that the pupils welcomed the opportunity to talk to a disabled researcher and were fully willing to explore their experience of being a disabled pupil in the school. They reported issues around transition to the secondary school with the resourced provision, feeling ‘forced away’ from their local community and from friendships established in their primary schools. They commented on bullying in the school and feelings of being perceived as ‘different’, as lesser human beings. Most of the children did not take on board the descriptor of ‘disabled’ for themselves, talking instead about their impairments, which they did not see as important to their sense of identity of self. Conclusions stressed the need for teachers and policy makers to listen and respond to pupils’ voice, taking into account individual needs, and engaging in joint problem solving with pupils at both an individual and systemic level.

Gender and sexuality in non-traditionally female work: an intersectional analysis of the experience of women in different occupational groups in the uk construction and transport industries
2011
Wright, Tessa
Queen Mary University of London

Intersectionality is a much-debated concept within gender and race studies, but there are few empirical studies that operationalise the concept in examining work organisations and occupational careers. This thesis applies an intersectional analysis to a study of the UK construction and transport sectors exploring how gender, sexuality and occupational class shape women’s work experiences. Sexuality is one of the least explored intersections, in particular its interaction with class; additionally the thesis addresses gaps in research evidence concerning the experience of women in non-professional occupations in construction and transport. In seeking to avoid prioritising either structure or agency, the research employs a multilevel framework (Layder, 1993) that addresses several dimensions of women’s experience of male-dominated work: the current policy context; women’s choices and identifications in relation to traditionally male occupations; gendered, sexualised and classed workplace interactions; participation in separate support networks and trade union structures; and the interaction of domestic circumstances with work participation. The multi-strategy qualitative methodology includes 50 interviews with key experts and heterosexual and lesbian women working in professional/managerial and nonprofessional occupations in the construction and transport sectors, plus two focus groups with women workers in construction and observation of events to raise awareness of non-traditional work. This intersectional approach permits consideration of both advantage and disadvantage and questions cumulative conceptions that presume, for example, that gender and sexuality compound to disadvantage lesbians at work. The contribution of this thesis is to reveal the circumstances in which sexuality, occupational class or gender is most salient in shaping work identity or experience, together with the ways they interact. Thus sexualised workplace interactions could at times be avoided by open lesbians, but all women were at risk of sexual or homophobic harassment, although it was more prevalent in the workplaces of non-professional women. Interviewees also highlighted benefits of male-dominated occupations, including increased gendered self-confidence from doing ‘men’s work’, and material pay advantages, particularly for nonprofessionals, which in some cases produced a shift in the domestic division of labour within households.

Children’s explanations of aggressive incidents at school within an attributional framework. (BL: DXN049072)
1999
Joscelyne, T.
Open University

Background and aims: This study explores the types of attributions children make about school bullying situations and how these attributions may be related to subsequent behaviour and feelings. The relevant research background is explored – both from a bullying perspective and an attribution perspective. Psychological models that are thought relevant are discussed – particularly the learned helplessness and the Beck’s cognitive-behavioural model. The aims of the study were: to explore the kinds of attributions made about bullying by a non-clinical population; to explore the different types of attributions made by children within a framework of later attribution theories; to explore the relationship between type of attribution and type of solution offered; and to explore the themes linking different types of attributions in children’s stories. Results: The results of the content analysis suggested that children made a range of attributions which could be coded into characterological and behavioural attributions. There was some suggestion from correlational data that these were related to the type of solution offered by the participants. Qualitative analysis explored some of the connections between the types of attributions and concluded by describing a typical framework for a ‘story’ about the bullying incidents. Implications: Several implications are explored for both bullying and attribution research. Suggestions are given for school interventions – particularly the importance of working with the powerlessness of victims. For clinical interventions, some ideas are explored for working with children who have been bullied or bully – although future research would benefit from looking at attributions within a clinical population.

New insights into school bullying: an empirical analysis into perceptions of bullying behaviour by primary school pupils through children’s drawings
2007
Blair, Denis
Trinity College Dublin