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Addressing the Influence of Leadership Incivility upon Employees: Understanding Individual Experiences and Developing Organisational Interventions
2019
Dodd, Frances M.G.
University of Northumbria at Newcastle

This thesis explored the influence of leadership incivility upon employees, with the aim of understanding individual experiences and developing organisational interventions. The research was undertaken within an acute NHS Trust setting, where through the author’s professional work, the issue of lack of confidence in dealing with uncivil leadership became apparent. Recent research has explored incivility within different workplaces, but studies within the clinical setting are limited, and incivility within the Allied Health Professionals (AHPs), including Physiotherapy, is a current literature gap.

A qualitative exploration of uncivil leadership was undertaken within the NHS Trust, and template analysis used to analyse data from semi structured interviews (N=20) conducted within the Physiotherapy department. The findings were presented and discussed in relation to 6 key themes, of “What it feels like to work with these leaders”, “Hierarchy”, “Why they behave that way”, “Patient care”, “Workplace culture and culture of leadership” and “Challenging the behaviours” (study 1). These themes informed the basis and design of an organisational intervention to give AHPs increased confidence in managing situations with uncivil behaviour. The intervention examined different strategies and coping techniques, ranging from directly challenging the uncivil individual, to learning to live with the behaviour through various techniques. A quasi-experimental study (study 2) consisted of pre- and post-measurements among AHPs in the NHS Trust. Participants completed a survey prior to the intervention (T1) and then after the intervention workshop (T2), split into an experimental group (n=50) and a control group (n=23). Measures of confidence (self-efficacy), Resilience (CD-RISC) were analysed using two-way mixed ANOVA’S. Measures of confidence in having a challenging conversation across different groups in the workplace, and in two different situations were analysed with paired t-tests.

The intervention was successful and levels of confidence and resilience in having a challenging conversation significantly increased after the intervention. The results also demonstrated a significant increase in the confidence of the participants in having challenging conversations, across the groups and within different situations, so when the uncivil behaviour was directed at themselves or their team. Overall, the research programme contributes an evidence base for interventions to develop confidence and resilience in challenging uncivil behaviour of those in senior leadership positions.

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A longitudinal study of precursors of bullying involvement in primary school children in a British cohort
2008
Samara, M. M.
University of Warwick

This study evaluated the factors assessed from pregnancy until 8.5 years of age which predict bullies, victims and bully/victims versus neutral for both direct and relational bullying.  The inclusion of these variables depended on previous research.  The model which was used to build up the precursors set and analysis was the ecological model with modifications to suit the nature of the data set and measures. The data set was obtained from the Avon Longitudinal Study of Parents And Children (ALSPAC) study. ALSPAC investigates the development of more than 10,000 children and their families from pregnancy in the UK. All families have been contacted several times per year via questionnaires since pregnancy and the children had individual standard interviews of their bullying involvement at 8.5 years of age. In total, data for 6781 children (3561; 50.3% girls) had complete data for direct bullying and 6637 children (3495: 50.4% girls) for relational bullying. Findings are presented regarding the relative influence of child characteristics, family (proximal), and environmental (distal) factors related to bullying involvement in primary school. The results indicate that bullying status group membership was most strongly predicted and related to child characteristics before school entry with few proximal and distal factors adding to the prediction model. This was especially obvious with relational bullying status groups with only relational bullies being predicted mainly by proximal factors. In addition, relational bullying status groups, except relational victims, were not predicted or related to cognitive deficit or negative verbal abilities compared to direct bullying status groups. A particularly high-risk group are those pupils who are bully/victims that shared the characteristics of bullies and victims, distinguished by more behavioural, cognitive preschool problems and adverse family background. Implications for developmental models of bullying and for intervention strategies are discussed.

Lesbian and gay parenting: a feminist social constructionist analysis
2002
Clarke, Victoria
Loughborough University

In this thesis, I explore the construction of lesbian and gay parenting in psychology (Part 1), in the media (Part 2), and in lesbian and gay parents’ talk (Part 3). My research brings together a diverse range of influences and ideas from lesbian and gay psychology, feminist psychology, and constructionist and discursive research. I draw on varied data sources: the psychological and lesbian feminist literature on lesbian (and gay) parenting, television talk shows, documentaries and newspaper articles, and research interviews with lesbian and gay parents. These data are analysed within a feminist constructionist framework, using discourse analysis. The thesis is divided into three parts. In Part 1.1 present my analysis of the psychological and lesbian feminist literature on lesbian (and gay) parenting. In this part of the thesis, I treat the literature as data and explore what it reveals about the social construction of lesbian and gay parenting. First, I provide a historical overview of the literature on lesbians and parenting over the last one hundred years. Then, I focus in detail on how discourses of sameness and difference and discourses of science inform the construction of lesbian (and gay) parenting in the literature. In Part 2, I analyse media constructions of lesbian and gay parenting. First, I identify arguments against lesbian and gay parenting in talk shows and in newspaper articles. Second, I focus specifically on talk show debates and analyse how these debates are constructed and identify the key themes informing pro-lesbian/gay parenting discourse on talk shows. In Part 3, I focus in detail on lesbian and gay parents’ talk about two issues that significantly inform psychological and media debates about their fitness to parent: homophobic bullying and male role models. I explore how lesbian and gay parents engage with anti-lesbian/gay claims about homophobic bullying and male role models, and the ways in which they construct bullying and role models in the process of discursively managing their identity as ‘bad’ parents. In the final chapter, I discuss the contributions and implications of my research, and indicate some future developments for research on lesbian and gay parenting and for lesbian and gay psychology.

Alessio Cornia
‘what is racism in the new eu anyway?’: examining and comparing the perceptions of british ‘minority ethnic’ and eastern european ‘immigrant’ youth in buckinghamshire
2013
Thomas, Emel Emily
University of Cambridge

Throughout the last twenty years, following accession to the European Union (EU), legal economic migrants (and their families) have the right to live and work in European member states. Economic migrants who are European citizens of member states now assume immigrant status and co-exist in countries with pre-existing immigrant communities that have affiliations to the former British Empire. With demographic composition changes of immigrant communities in Europe, difference and discrimination of populations from diverse cultural backgrounds has become a focal issue for European societies. A new, multi-ethnic Europe has thus emerged as one context for understanding cultural uncertainties associated with youth and migration at the end of the twentieth century and the start of the twenty first century. These uncertainties are often associated with the impact of new nationalisms and xenophobic anxieties which impact mobility, young people, and their families (Ahmed, 2008; Blunt, 2005). In this dissertation I seek to examine young peoples’ experiences of migration and school exclusion as they pertain to particular groups of immigrant and minority ethnic groups in England. In particular, the study explores the perceptions and experiences of two groups of diverse young people: British ‘minority ethnic’ and more recently migrated Eastern European ‘immigrant’ youth between the ages of 12-16. It provides some account of the ways in which migrant youth’s experiences with both potential inclusion and exclusion within the English educational system, particularly in relation to the comparative and temporal dimensions of migration. Young people’s opinions of inclusion and exclusion within the English educational system are explored in particular, drawing, in part, upon the framework of Critical Race Theory (CRT) and other theoretical positions on ethnicity and migration in order to paint a picture of contemporary race relations and migration in Buckinghamshire county schools. The methodological approach is ethnographic and was carried out using qualitative ethnographic methods in two case secondary schools. The experiences and perceptions of 30 young people were examined for this research. Altogether, 11 student participants had Eastern European immigrant backgrounds and 19 had British minority ethnic backgrounds (e.g. Afro Caribbean heritage, Pakistani/South Asia heritage, and African heritage). The methods used to elicit data included focus groups, field observations, diaries, photo elicitation, and semi-structured interviews. Pseudonyms are used throughout to ensure the anonymity of participants and to consider the sensitivity of the socio-cultural context showcased in this dissertation. Findings of the study revealed that Eastern European immigrants and British minority ethnic young people express diverse experiences of inclusion and exclusion in their schooling and local communities, as well as different patterns of racism and desires to be connected to the nation. The denial of racism and the acceptance of British norms were dominant strategies for seeking approval amongst peers in the Eastern European context. Many of the Eastern European immigrant young people offered stories of hardship, boredom and insecurity when reflecting on their memories of post-communist migration. In contrast, British minority ethnic young people identified culture shock and idealised diasporic family tales when reflecting on their memories of their families’ experiences of post-colonial migration. In the schooling environment both Eastern European immigrants and British minority ethnic young people experienced exclusion through the use of racist humour. Moreover, language and accents formed the basis for racial bullying towards Eastern European immigrant young people. While Eastern European immigrant youths wanted to forget their EU past, British minority ethnic young people experienced racial bullying with respect to being a visible minority, as well as in relation to the cultural inheritance of language and accents. The main findings of the research are that British minority ethnic young people and Eastern European immigrant young people conceptualise race and race relations in English schools in terms of their historical experiences of migration and in relation to their need to belong and to be recognised, primarily as English, which is arguably something that seems to reflect a stronghold of nationalist ideals in many EU countries as well as the United Kingdom (UK). Both of these contemporary groups of young people attempted both, paradoxically, to deny and accept what seems to them as the natural consequences of racism: that is racism as a national norm. The findings of this study ultimately point towards the conflicts between the politics of borderland mentalities emerging in the EU and the ways in which any given country addresses the idea of the legitimate citizen and the ‘immigrant’ as deeply inherited and often sedimented nationalist norms which remain, in many cases, as traces of earlier notions of empire (W. Brown, 2010; Maylor, 2010; A. Pilkington, 2003; H. Pilkington, Omel’chenko, & Garifzianova, 2010).

Aggressive behaviour amongst young people: school bullying and aggressive fighting
1994
Phillips, C.E.
The University of Manchester

This thesis explores the extent and nature of aggressive behaviour engaged in by young people. This is accomplished by focusing on two areas: school bullying amongst pupils and physical fighting – specifically amongst young women. It is speculated that bullying as one form of aggressive behaviour that young people engage in, is extremely commonplace. Furthermore, it is predicted that young women do engage in physically aggressive behaviour, both physical bullying and fighting, but they may be socialised out of this behaviour towards the end of their school careers. It is hypothesised that social pressures exerted on them led them to ‘swap’ aggression for femininity. The research hypotheses are examined using two data sources. These were 957 pupils at two secondary schools, and 31 young women from two further education colleges. The school pupils each completed a victimisation and self-report bullying questionnaire. The young women students were engaged in an in-depth interview which sought to find out about their experiences of aggressive behaviour, both as victims and perpetrators. The data found that various forms of bullying and harassment occur frequently in the lives of young people. These include verbal, exclusionary, intimidatory and physical types of bullying, as well as racial bullying and sexual bullying. Similarly, physical bullying and fighting amongst girls was reported, although limited support was found for the hypothesis that young women ‘grow out’ of using physical aggression. Further analysis of the data indicated that young people justify and sanction much aggressive behaviour amongst peers. Using concepts derived from the disciplines of ethology, criminology and victimology, a framework is presented which conceptualises this aggressive behaviour by young people as ‘normal’ everyday behaviour. The implications of this for prevention and future research are discussed.

Exploring the relationship between attachment and bullying in boarding school pupils
2004
Yeates, Nic
University of East Anglia

Background: Attachment relationships have long been recognised as fundamental to the development of peer relations and mental health in adolescence.  A growing body of literature has recently highlighted the importance of attachment relationships in an individual’s subsequent involvement in bullying. There has however, been very little research into boarding school pupils, despite the fact that the attachment relationships of this population are likely to be affected by the separation of these children from their families. Aims: to investigate the relationship between peer and parental attachment relationships, bullying and mental health in boarding school pupils. Participants: 476 parents and 196 pupils between the ages of 13 and 16 at single sex and co-educational boarding schools in the southeast of England. Design: A cross-sectional, between subjects design in which main and interaction effects of boarding and parental and peer attachments were explored in relation to bullying behaviour and emotional and behavioural strengths and difficulties. Measures: parents and pupils completed their respective versions of the Strengths and Difficulties Questionnaire (a measure of children’s emotional and behavioural functioning). Pupils also completed the Olweus Bully / Victimisation Scale and the Inventory of Parental and Peer Attachment. Results: Contrary to predictions boarders report stranger attachments to their mothers than day pupils.  No differences were observed between the paternal and peer attachments of day and boarding pupils.  Boarding pupils also report higher rates of victimisation than day pupils.  Security of attachment to parents and peers was related to many aspects of adolescent mental health and bullying behaviour.  This was particularly true of boarding pupils’ peer attachments. Conclusions: Based on the study’s results it is essential that schools are aware of the particular importance of developing positive peer relationships for boarding pupils.  Interventions designed to limit victimisation in boarding schools should take this into account and tailor preventative strategies to meet the specific needs of day and boarding pupils.