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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.

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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HEA Rewards DCU for Impact Achieved through DCU Anti-Bullying Centre

DCU has been awarded €1 million in Performance Funding 2024 for its work in establishing the globally recognised DCU Anti-Bullying Centre (ABC), whose research has contributed to national policy, while its government endorsed FUSE Anti-Bullying & Online Safety programme has been rolled out across schools nationwide.

Located within DCU’s Institute of Education (IOE), ABC was first established over 12 years ago, and following substantial development and adaptation, it achieved designation as a DCU Research Centre in 2016. The purpose of ABC is to transform the lives of people and global societies through promoting positive social relationships in offline and online environments. The objectives of the Centre align with DCU’s mission to ‘transform lives and societies.’

From 2018 to 2022, the Centre published 192 Scopus ranked publications. In 2024, there were 41 doctoral candidates being supervised by Centre members who are based in all of the university’s faculties.

An example of the impactful work that DCU achieved through ABC is its innovative FUSE programme. ABC developed FUSE  Ireland’s only research-based anti-bullying and online safety programme for primary and post-primary schools. Launched in 2019, FUSE consists of a suite of lessons and accompanying resources facilitated by primary and post-primary teachers in a classroom setting. FUSE builds capacity among students to understand their own behaviour, be able to recognise bullying and online safety risks, and be confident in how to report and seek support when they need it.

Supported by Government and other entities, FUSE has been funded with grants totalling €1.75 million over 5 years since 2019. The programme is available across Ireland and free to all schools. ABC has developed partnerships with a significant number of schools who are participating in the Centre’s research related to the FUSE programme. FUSE is now referenced in the new programme for Government and also in the Cineáltas Action Plan on Bullying, which was launched in 2022.

The HEA award also referenced ABCs Observatory on Cyberbullying, Cyberhate and Cyber Harassment (Funded by the Department of Justice), the Centre’s policy work, and its international collaboration and engagement.

More information on the award and ABC available here.

A research on the impact of the stress on the service quality of the Indian call centre employees.
2008
Teotia Singh, Ajeet
Dublin Business School

This dissertation examines the effect of stress on the service quality of the call centre employees. Stress is a much known phenomenon in every industry, but in this dissertation the researcher evaluated its impact on call centre employee’s service quality performance. It has been widely recognised that stress at work can result in a host of adverse outcomes for both employees and organisations (Nigam et al, 2003). The literature related to the stress and its impact on service quality in call centre industry will explored many factors and situations which work as job stressors in call centre industry and how they affect the service quality. The following research also focuses on the issues related to employee safety and health and how those stressful conditions making employees emotional exhausted. The study also sought various management interventions to find the solution for the stress reducing schemes in order to give relief to its employees so they can perform in much better environment. The research methodology used in this dissertation includes research philosophy, research approach, and research strategy, sampling design and data collection methods. The data was collected by using quantitative questions questionnaires which will help researcher to reach a conclusion. Based on the data analysis findings, conclusion has been drawn which will help to support the laid hypothesis of the research. Recommendations also have been made on the basis of result generated for future research in the same area and also guiding the management to take recommended action to sort out the problems related to stress in call centre industry.

ABC Consult on the Online Harassment Bill with the Joint Oireachtas Committee

ABC were among the consultant groups to consult with the Joint Oireachtas Committee on the upcoming Online Harassment Bill.

Prof. James O’Higgins Norman, Dr. Tijana Milosevic and Dr. Mairéad Foody drafted a comprehensive recommendations report for the Joint Oireachtas Committee to consider for the advancement of the legislation. The report took an evidence-based approach to identifying potential issues for the implementation of the Bill, and suggested recommended actions based on research undertaken at ABC and from the wider cyberbullying and online safety research community.

ABC’s recommendations for the legislation were as follows:

  • Banning or vilifying one app or type of technology will not stop another one from appearing and it is not a long-term solution for the problem.
  • Cyberbullying is not merely an online safety issue but can also be a behavioural problem, therefore removing the content may not solve the conflict which can continue on other platforms or offline.
  • Any piece of legislation that only or predominantly focuses on content removal might miss the opportunity to address the problem at a level beyond merely addressing the symptoms.
  • Provided that ethical measures and data protection are adequately safeguarded, independent researchers should be provided with access to data that currently only companies in-house research units have access to, so they can investigate the effects and effectiveness of companies’ tools.
  • Make it a requirement that funding is provided for prevention and intervention measures, as well as educational strategies to help children and young people affected by cyberbullying and children who are vulnerable.
  • These would include, funding for psychological services and helpline services and for the creation of a national standardised cyberbullying prevention and intervention curriculum, which would include online safety instruction and would be deployed to schools, sports clubs, youth clubs, on-line training, advertisements, marketing, parenting, etc. nationwide.

More information in relation to the context of the bill, further information and reasoning behind the recommendations can be found in the report here.

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.

Workplace Bullying in Primary Schools: Teachers’ Experience of Workplace Bullying: An organisational response perspective
2020
Fitzpatrick, Kathleen
University of Limerick

The aim of this doctoral research is to contribute to the growing body of knowledge concerning workplace bullying by considering the help-seeking experiences of targets of bullying and organisational responses to their complaints. A phenomenological research design was adopted. Twenty-two Irish primary school teachers (7 male, 15 female) self-selected for interview. Data were analysed utilising an Interpretative Phenomenological Analysis framework.

All those interviewed had made complaints in accordance with the nationally agreed procedures stipulated to address workplace bullying in their schools. Redress procedures comprises several stages. All had engaged in stage one and two of the official complaints procedures; and all had availed of counselling, with most engaging with the recommended employee assistance service (formerly known as ‘Care Call’ now Medmark). Some participants had ceased engagement at stage 2, while other participants who had proceeded to stage three, ceased engagement at this juncture. Further participants proceeded to stage 4, of whom two are currently proscribed from returning to their posts due to ongoing disputes based upon retaliation for complaints, which comprised challenges to their fitness to work.

It is significant that no participant expressed satisfaction with the outcome of exercising agency and engaging with redress procedures. In fact, complaints procedures served as technologies of power for bullies who launched counterattacks. This doctoral study traced the pre-action, action, response, and overall consequences for the teacher as the target of workplace bullying describing targets’ resistance within the context of complex social interactions and considered possible supportive, preventative, and resolution strategies.

The resultant approach has wide-ranging implications for the present pernicious practices, and it identified a number of proposals for professional practice and modifications in the way in which workplace bullying may be countered and contained. This thesis contributes to discourses of agency in workplace bullying and challenges both researchers and policymakers to fully elucidate the various issues surrounding pathways to redress for bullying. In addition through its emphasis on the power dynamics which characterize redress it extends the limited available literature in the substantive area about the ineffectiveness of complaints procedures.

Moreover, despite the research limitation respecting the modest scale of the study involving self-selecting teachers, the richness of the data elicited underscores the problematic and contingent assumptions underpinning anti-bullying policies and procedures which purportedly address workplace bullying within small organisations.

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