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An investigation into the effectiveness of an anti-bullying curriculum
2012
Herrick, Caroline
The University of Nottingham

There is a body of research that emphasises the role that peers can have in either fuelling or preventing bullying behaviour. Bystanders typically reinforce bullying by joining in or passively watching (O’Connell, Pepler and Craig 1999). Social identity theory (Tajfel and Turner 1979) states that within a social group individuals are motivated to maintain a positive social identity and do so by adhering to group norms. Therefore, if bullying is normative within a group pupils are more likely to join in or passively watch (Duffy and Nesdale 2008; Gini 2006). This study evaluates the effectiveness of ‘Defeat Bullying’ (NSPCC 2007), a five week whole class anti-bullying curriculum. The overall aim of the curriculum was to create an anti-bullying group norm within the class. A pre-test, post-test non-equivalent groups quasi experimental design was employed, with an eight week follow up. Pupils aged 9-10 (year 5) from three schools in a predominately rural Local Authority (LA) in Yorkshire participated in the study (n = 69). School 1 received the intervention, School 2 received the intervention plus parental involvement and School 3 was the control group. Pupils’ reported levels of bullying, attitudes towards bullying and knowledge of how to intervene in bullying situations were measured. Questionnaires regarding the pupils’ difficult and prosocial behaviour were completed by the teachers. The impact of parental involvement on the effectiveness of the intervention was also explored. ‘Defeat Bullying’ (NSPCC 2007) did not have a statistically significant effect on any of the factors measured, which suggests there was no overall effect on the group norms regarding bullying. Furthermore, there was no statistically significant difference between School 1 and School 2 who received the intervention plus parental involvement. Possible reasons for the non significant results and the implications of this are discussed. The likelihood of changing group norms through the delivery of an anti-bullying curriculum is considered. The study raises questions in terms of whether or not parental involvement is important in anti-bullying interventions and if so what type of parental involvement is the most effective.

Fighting Words Partnership

This school year, our FUSE Anti-Bullying and Online Safety Programme has partnered with Fighting Words, an organisation who provides free programmes and mentoring in creative writing and related arts to as many children, young adults and adults with additional needs.

Through this partnership, Primary Schools who complete the FUSE programme are offered supplementary creative writing workshops. These workshops are fun and a positive and powerful means of self-expression. They allow the children to explore their imaginations through writing – to talk, think and write creatively about the core Bullying and Online Safety topics covered in the FUSE Programme thus embedding the key learnings and deepening their knowledge in this critical area.

We are delighted to share with you a poem written by Shonagh Cunniffe a 5th Class pupil of Drumcondra NS which evidences the positive collaboration between FUSE and Fighting Words.

A qualitative exploration into the experiences of childhood homophobic victimisation for sexual minority young adults
2014
Wraighte, S. N.
University of Essex

Homophobic-bullying is reported to negatively impact on the psychological, social, educational and cultural lives of sexual-minority youth, denigrating their identity, and emphasising their marginalised status. The long-term implications of victimisation on their ‘journey’ into adulthood remain a poorly misunderstood area of psychology. The present study aimed to explore how sexual-minority young adults construct meaning in the light of their childhood homophobic-victimisation; what coping processes they recall using to survive; and in what ways their childhood victimisation experiences impacted on their self and sexual-identity development, over their life-course. Four female lesbian and bisexual undergraduate university students provided accounts of their childhood homophobic-victimisation and subsequent journey into emerging-adulthood. Data was gathered via semi-structured interviews and analysed using Interpretative Phenomenological Analysis (Smith, Flowers & Larkin, 2009). Four superordinate themes were identified. Firstly, ‘ Constructing the self, the evolving journey’ explores how participants’ sense of being ‘different’ and undesirable (acquired through bullying) transformed into becoming ‘wrong’ and unacceptable. This transformation coincided with participants’ experiences of homophobic-bullying and sexual-identity awareness. Participants’ transitions from ‘victim to warrior’ and ‘helplessness to saviour’ over the course of their life-span were also explored. Secondly, ‘ Distancing the intolerable’ outlines participants’ cognitive and social processes of distancing themselves from the position of the victim, the behavioural and psychological consequences of victimhood and their sexuality. Such processes continued into emerging-adulthood, despite most participants ‘ no longer being bullied. Thirdly, ‘My bully-the developing interpretation’ explores the changing role of the ‘ blameworthy self, the’ ignorant bullies’ to the biggest bully of all- society, in participants’ understanding of victimisation. Homophobia as an ‘ infectious disease’ and identification of the positive benefits of their childhood-victimisation were identified. Fourthly, ‘Trapped bird breaking free from its shackles’ highlights participants’ sense of confinement to the dominating heterosexual norms and life as a repetitive victim. Participants’ ‘ turning points’ marked their embarked journey of escape, yet their lingering struggles from A qualitative exploration into the experiences of childhood homophobic victimisation for sexual minority young adults. their victimised past continue on. The clinical implications and need for further research are discussed.

Social cognitions that normalise sexual harassment of women at work: the role of moral disengagement
2015
Page, Thomas Edward
University of Kent at Canterbury

Sexual harassment against women represents aggressive behaviour that is often enacted instrumentally, in response to a threatened sense of masculinity and male identity (cf. Maass & Cadinu, 2006). To date, however, empirical and theoretical attention to the social-cognitive processes that regulate workplace harassment is scant. Drawing on Social Cognitive Theory (Bandura, 1986), the current thesis utilises the theoretical concept of moral disengagement in order to address this important gap in the literature. According to Bandura (1990, 1999), moral standards and self-sanctions (i.e., negative emotions of guilt or shame) can be selectively deactivated through various psychosocial mechanisms. The use of these moral disengagement strategies enables a person to violate their moral principles, and perpetrate injurious behaviour without incurring self-censure. This thesis investigates the general hypothesis that moral disengagement facilitates and perpetuates workplace sexual harassment. A new conceptual framework is presented, elucidating the self-regulatory role of moral disengagement mechanisms in sexual harassment perpetration at work. Eight empirical studies are reported in this thesis. Studies 1 to 3 present the development and preliminary validation of the Moral Disengagement in Sexual Harassment Scale (MDiSH); a self-report measure of moral disengagement in the context of hostile work environment harassment. These studies document the excellent psychometric properties of this new scale. The MDiSH exhibited positive correlations with sexual harassment myth acceptance, male gender identification, and hostile sexism. In Study 3, participants were exposed to a fictitious case of hostile work environment harassment. The MDiSH attenuated moral judgment, negative emotions (guilt, shame, and anger), sympathy, and endorsement of prosocial behavioural intentions (support for restitution) associated with the harassment case. Conversely, the MDiSH increased positive affect (happiness) about the harassment, endorsement of avoidant behavioural intentions, and attribution of blame to the female complainant. Using the amalgamated samples of Studies 1 and 2, the MDiSH was winnowed down to create a short form of the scale (MDiSH-S). The analyses reported in Chapter 3 attest to the strong psychometric properties of this measure. Study 4 explores the influence of social identification on the relationship between moral disengagement and judgments of hostile work environment harassment. U.S. participants were presented with a harassment case in which the perpetrators were described as being either in-group or out-group members. Moral disengagement (as measured using the MDiSH) neutralised judgments of the harassing behaviour. However, participants were not more inclined to justify and positively re-appraise harassment that was committed by in-group perpetrators. Study 5 reveals that moral disengagement leads people to make more favourable judgments about the perpetrators of hostile work environment harassment. The neutralising effects of moral disengagement on judgments of the harassing conduct were partially mediated by a positive evaluation of the harassers (but not social identification with them). The final three studies (Studies 6, 7, and 8) investigate the role of moral disengagement in accounting for men’s self-reported proclivity to commit quid pro quo harassment and hostile work environment harassment. These studies examine the causal pathway between moral disengagement and harassment proclivity, and the psychological mechanisms (emotions and moral judgment) that underlie this relationship. Taken together, the results suggest that moral disengagement mechanisms are important social cognitions that people use to deny, downplay, and justify workplace sexual harassment. The findings of this thesis also provide preliminary support for the notion that moral disengagement is a self-regulatory process in sexual harassment perpetration at work (cf. Page & Pina, 2015). The thesis concludes with a discussion of theoretical implications of the findings, methodological limitations, practical implications, and suggestions of future research avenues.

Workplace bullying and its effect on employee well-being in Ghana’s oil and gas industry
2019
Kumako, Stephen Kodjo
The University of Nottingham

The World Health Organisation (2017) asserts that changes in the world of work have resulted in new risks to employee health and safety. The focus of occupational health and safety professionals has evolved beyond physical risks, and now includes psychosocial risks such as workplace bullying. Workplace bullying is an extreme social stressor that has the potential to affect victims, witnesses, co-workers, significant others, the organisation itself and society. Whilst much is known about this phenomenon in other parts of the world, very little research effort has examined workplace bullying in Sub-Saharan African countries such as Ghana. Accordingly, this thesis aimed at understanding the lived experiences of employees in the nascent oil and gas industry in Ghana. Furthermore, this research sought to apply the Job Demands-Resources model to workplace bullying and test an adapted theoretical model based on Einarsen et al’s (2011) comprehensive model of workplace bullying. To this end, a mixed methods design was adopted using employees from the upstream, midstream and downstream operations within Ghana’s oil and gas industry. The qualitative study used data from in-depth semi-structured interviews with fifteen employees across the oil and gas sector in Ghana. In the three quantitative studies, three hundred and twenty-six employees responded to both online and paper-based questionnaires. Results of this research indicate that work-related bullying behaviours are more common than person-related bullying in the oil and gas sector in Ghana. Additionally, aspects of Ghanaian culture, unequal distribution of power, supervisors’ perceived job insecurity as well as perceived racial discrimination were identified as causes of workplace bullying. This study also found that employees reported psychological distress, mistakes and errors, poor work attitudes, and turnover intentions as a result of bullying at work. Furthermore, recreational activities and social support as well as religious coping were identified as resources available to employees and used to deal with workplace bullying. Job demands (work pace and workload) and resources (job control and supervisor social support) were associated with workplace bullying. Results again showed that the interaction of some specific job demands, and resources was related to workplace bullying. Moreover, psychological capital and religiosity respectively moderated the relationship between workplace bullying and psychological well-being. Finally, psychological well-being mediated the relationship between workplace bullying and engagement, burnout and job satisfaction respectively. Workplace bullying is pervasive in Ghana’s oil and gas industry and occupational health and safety professionals should seek to reduce specific job demands and increase specific job resources. Organisations in Ghana can aid the development of psychological capital through training to enhance employee well-being whilst understanding coping mechanisms such as religiosity. Additionally, organisations should implement anti-bullying policies and procedures fairly and ensure a psychologically safe work environment. Findings from this thesis are integrated and further discussed in the final chapter. The limitations of the various studies are critically analysed with recommendations for future studies. Additionally, the implications of the findings for theory and practice, especially in Ghanaian organisations, are highlighted.

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.

Person centred planning ‘in action’: exploring with young people their views and experiences of education and the use of person centred planning in supporting transition and re-integration to mainstream settings
2013
Ewan-Corrigan, Emma
University of Exeter

This research embraces an eco-systemic perspective of human behaviour (Bronfenbrenner, 1979) and uses participatory action research methodology to explore with young people, and those ‘immersed in the system’ (Carr & Kemmis, 1986) of education, their views and school experiences, to facilitate increased participation, empowerment and professional collaboration to support future school transitions. This study has been carried out in the South-West of England (inner-city and suburban areas), involving young people and their families, schools, alternative placement providers and multi-agency professionals. The following research aims were addressed: 1) To improve our understanding of the views and perspective of young people who have experienced school exclusion. 2) To explore multiple stakeholder perspectives of using a person-centred planning (PCP) approach to support school transition/re-integration and the perceived ‘supports’ and ‘barriers’ to implementation. 3) To explore the use of PCP in supporting positive outcomes for young people, ‘post transition/re-integration’ to mainstream school. 4) To consider the implications for future practice and research. This was a two part study, consisting of two research papers. The participants in paper one of the study were young people (N=12) identified by their settings as having experienced prior school exclusion, with an impending transition (or re-integration) to mainstream education. Paper one explored young people’s perspective to better understand the supports and barriers that have impacted upon their educational journeys, what they attribute as causes for their school exclusion and what they believe will help them in their future. A person-centred planning approach informed the data gathering process (Smull, Sanderson, Sweeney, Skelhorn, George & Bourne, 2005) and semi-structured interviews were analysed using thematic analysis based on Braun and Clarke’s (2006) framework. The individual interviews explored ‘with’ each young person, their views and perspective, and contributed towards the ‘preparing to plan’ stage of Person Centred Planning (PCP) being implemented in paper two. Paper two explored the use of Person Centred Planning (PCP) in supporting young people (N=6) in their school transition/re-integration to mainstream education. This involved young people from study one and a range of stakeholders including their family, friends, school/placement staff and multi-agency professionals. This focussed on exploring multiple stakeholder experiences of the ‘supports’ and ‘barriers’ of using a PCP approach in ‘real life’ practice. It also explored perceptions of the impact and efficacy of the approach over time in supporting young people across key outcome areas, ‘post’ transition/re-integration. Findings from paper one indicated young people’s capacity to express themselves clearly and reflect meaningfully upon their educational journeys. Each young person made their own decision as to how they would participate and contribute their views and how the information would be used. Key findings indicated a range of perceived ‘supports’ and ‘barriers’ that young people identified as having impacted upon them. These encompassed the systems of school, family and community and, consistent with existing research, highlighted the significance of positive and caring relationships, access to help and support and experiencing a sense of belonging (Lown, 2005; Mainwaring & Hallam, 2010; O’Connor, Hodkinson, Burton & Torstensson, 2011).Young people’s causal attributions referred to negative teacher relationships, peer bullying, rejection and perceived injustice. A distinct finding from this study referred to young people’s sense of isolation when they felt that help was being denied at a time when they were experiencing negativity across the contexts of family, school and community. Young people referred to not feeling understood and supported and reflected upon this impacting on their behaviour in school. Findings also indicated that whole school behavioural systems posed a barrier to young people being able to access the help and support of key adults they had identified and to their inclusion in the wider school community. Findings from paper two indicated positive support from all stakeholder groups that PCP enabled the young person to be fully involved in their transition planning, facilitating a positive ethos that embraced equality and collaboration. Exploration of stakeholder views highlighted some negative reflections on the use of PCP, particularly in relation to its ‘time consuming’ nature and a range of key factors were identified as supportive and/or obstructive to implementing PCP in practice. When exploring perceptions of impact and efficacy over time, there were clear indications of positive development for each young person across key outcome areas. The majority of positive reflections were consistent across stakeholders groups and related to increased school attendance, improved emotional understanding, social interaction and academic progress. All individual targets were reviewed ‘post transition/re-integration’ and were deemed to have ‘met’ or ‘exceeded’ the expected levels. Furthermore, there have been clear references to changes made at a systems and environmental level that have underpinned these positive changes and emphasised the role that others play as ‘agents of change’ (Fielding, 2001). These findings have been assimilated and the implications for educational psychology practice and research considered.

An ethnographic study of the ways in which faith is manifested in two primary schools
2015
Awad, S.
Liverpool John Moores University

Fostering religious commitment in schools and considering children’s cultural diversity arguably enhances pupils’ tolerance and integration, which may have the potential to reduce racism and discrimination. Faith schools are religiously and culturally diverse institutions and typically appreciated for their core values, good behaviour and academic standards. However, their impact on school culture and ethos is under explored. Although, the role of faith has gained attention both in policy and practice, relatively little is known about its impact in the context of primary education. As such, this research explores the complex influence of faith on school culture and ethos. In addition, critical analysis is undertaken to investigate the impact of faith on pupils’ behaviour and understanding in school. The main research aims are to: explore the multiple ways in which faith is manifested in two schools, determine the influence of faith on school culture and ethos, and establish the impact of faith on pupils’ behaviours and understanding in school. This research takes an ethnographic approach to explore how faith is manifested in two primary schools in the North West of England. The ethnography enabled a deeper immersion in to the school culture as data were generated through observations, interviews, focus groups and documentary analysis in two schools: A denomination school, Church of England, and a community school with an Islamic ethos. The research was conducted in the North West of England which has many diverse faith-based schools. Critical Race and Feminist Theories were used as lenses of analysis to examine faith in school. Critical Race Theory is a framework employed to examine the role of race and power in education. This research provides rich ethnographic description and analysis of faith as understood, practiced and experienced in the two schools. The findings reveal two major themes, first, a mismatch between school policy/values and its practice. Second, a lack of integration of staff and children into the school. Despite schools’ efforts to embrace diversity and encourage integration, schools policies were found to be empty rhetoric with regards to fostering religious commitment and cultural diversity. Exploring the issue of recognising cultural diversity within schools, findings indicated that both schools did not acknowledge or teach other cultural traditions, therefore, impacting on issues of integration. Poor behaviour, bullying and racism amongst children were major issues at both schools. Data analysis suggests the source of misbehaviour was due to the lack of emphasis placed on teaching about different religions, insufficient knowledge of cultural traditions and lack of visits to places of worship. This research concludes that there is a need for schools to develop awareness of religions and cultural diversity; thereby, encouraging integration, community cohesion and respect for similarities and differences.