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An analysis of how well occupational stress is being managed in the Irish financial services industry and the identification of preferred approaches.
2006
Harkins, Daniel
Dublin Business School

‘Occupational stress is a major problem in western societies, where its relationship with various diseases is becoming increasingly obvious’ (Vander Hek & Plomp, 1997). Recognising this has led to ‘increasing interest in the phenomenon of stress and a growing concern to find ways of alleviating it’ (Stuart, 1991). This interest is reflected in an ever increasing body of literature and the development of stress management interventions based on this literature. Using an interpretivist research approach and based on the aforementioned literature, a hypothesis centred on an inability of organisations in the Irish financial services industry to effectively manage stress was developed. This hypothesis would be tested by firstly examining stress levels in the industry by means of a syllogism and secondly by identifying preferred approaches to stress management. The study sought to examine the effectiveness of current stress management interventions by measuring stress levels. This was achieved through conducting a survey based on the HSE’s Psychological Working Conditions in Great Britain (2004) tailored to complement Cooper & Marshall (1976) typology relating to the causes of stress. Survey respondents indicated that stress levels were moderate and as such were not impacting on morale or organisational performance. The principal sources of stress identified were work overload and relationships with colleagues, while the main interventions employed by organisations were flexi-time, casual dress and sports sponsorship. The study also sought to identify preferred approaches to the management of stress, facilitating a comparison between current and optimal interventions. Utilising the 1994 study by Bradley & Sutherland, 16 possible interventions were put to the respondents with flexi-time and keep-fit programmes emerging as the favoured approaches, which would be seen to benefit both the individuals themselves and the organisation as a whole, while counselling and stress recognition training proved unpopular. Ultimately this study proved that organisations in the Irish financial services industry do not specifically manage stress, but the all-encompassing initiatives introduced to protect employee mental health appear to sufficiently control stress levels.

Exploring student victimisation and wellbeing in the UK higher education context
2020
Harrison, Emma Dawn
Keele University

Research into student bullying in Higher Education (HE) has been limited and most is based on childhood bullying research. Bullying in HE could disrupt student mental health and wellbeing at university – a topic that has recently gained traction. Additionally, marginalised student groups may be more at risk (e.g., LGB+). Focus groups were used to explore students’ conceptualisations of bullying and identify differences between childhood and emerging adulthood (EA) bullying behaviour. Themes identified were power imbalances; tactics of HE bullying; bullying for personal or social gain, and; justifications and minimisations for not intervening (bystander intervention). Examples of bullying behaviour from this first study supplemented the childhood and adult bullying literature to create a new HE bullying scale. The scale was tested on two samples to identify the factor structure (N = 243, N =304). The third survey study (N = 441) adopted a correlational design using the developed scale alongside measures of wellbeing, childhood victimisation, and potential mediator variables, such as university belongingness, social connectedness, and Internal Working Models (IWMs). Group differences were found on victimisation, IWMs, social connectedness, and university belonging, especially for SES and sexual orientation, evidencing the disadvantages that minority groups may suffer within HE. Regression-based path-analyses found that IWMs, university bullying, social connectedness, and university belonging mediated the links between childhood victimisation and current wellbeing. Finally, UK university anti-bullying policies were examined. Policy length and quality varied between universities and a review of content is recommended based on the earlier study findings. This research has produced a new university bullying scale and has also explored mechanisms through which childhood victimisation may have negative effects on current HE student wellbeing. The importance of self- and other- beliefs as well as the social context (e.g. belonging) is stressed.

The role of culture on workplace bullying: the comparison between the uk and south korea
2010
Seo, Yoojeong Nadine
The University of Nottingham

This thesis begins by questioning the applicability of Western concepts and measures of workplace bullying to the Far East culture. Facing such an issue, the thesis aims to address the role of culture on workplace bullying by examining the emic and etic dimensions and developing an indigenous bullying scale. By emic was meant culturally specific dimension while by etic was meant culturally neutral dimension. Three studies were conducted which illustrated the emic and etic dimensions of workplace bullying. The first study was based on a questionnaire survey with 50 Korean and 43 UK employees and showed the extent of cultural differences in the employees’ concepts of and attitudes towards workplace bullying. Based upon these results, the qualitative part of the second study developed an indigenous bullying questionnaire (KBAQ: Korean Bullying Acts Questionnaire) through a repertory grid with 42 Korean participants. Then, the quantitative part of the study tested employees’ agreement of the KBAQ items being examples of bullying using a questionnaire survey with 76 Korean and 75 UK participants. Finally, the third study conducted a questionnaire survey utilising KBAQ and NAQ-R (Negative Acts Questionnaire-Revised). 193 Korean and 167 UK employees participated. The study highlighted cultural differences in the descriptive aspects of workplace bullying such as the prevalence rate, bully/perpetrator status, health outputs (e.g., job satisfaction and work-related burnout) and predictors (e.g., leadership style, role conflict, and interpersonal conflict). The results also evidenced the validity and reliability of KBAQ and revealed that KBAQ had a greater applicability for Korean employees and NAQ-R for UK employees. The consistent findings of cultural differences suggest the need for an indigenous approach in examining workplace bullying. This thesis makes a significant contribution to the literature on workplace bullying in the Far East and provides the ground for the advancement of the indigenous approach to workplace bullying research.

The theoretical perspective of restorative justice as a bullying intervention: evidence from a uk population
2009
Phillips, Alexis
University of London, Institute of Education

Bullying is a significant problem faced by all schools in the UK, with a negative impact on all involved. Interventions based on Restorative Justice are currently used by a number of schools in the UK to tackle bullying. The theoretical perspective of Restorative Justice as a bullying intervention suggests that victims, bullies, bully/victims and nonbullies/nonvictims differ according to how they manage feelings of shame in response to causing harm and according to their feelings about school. In addition, it argues that the use of Restorative Justice interventions can reduce these differences helping those involved to manage their feelings of shame adaptively and feel supported by the school community. This research aimed to test the theoretical perspective of Restorative Justice as a bullying intervention. A mixed methodology was used, with each strand focusing on a distinct component. In the first strand a questionnaire was completed by 222 pupils (aged between 12 and 14 years), which gathered information on bullying behaviour, shame management and variables associated with feelings about school. This was subjected to statistical analysis to explore differences between the bullying groups on these measures. In the second strand semi-structured interviews were completed with 8 pupils (aged between 12 and 15 years) who had taken part in a Restorative Justice mediation in response to a bullying incident. A thematic analysis was completed on this data to consider the outcomes of the intervention from the 2 pupils’ perspective and whether this was commensurate with that predicted by the theoretical perspective of Restorative Justice. The results of the questionnaire supported the theoretical perspective of Restorative Justice, with differences found between the different bullying groups in terms of shame management and feelings about school. Interviews with pupils who had experienced the interviews, however, suggested that the intervention was not working as predicted by the theoretical perspective. Pupils were not experiencing shifts in shame management and feelings as part of the school community as a result of the intervention. Although not working as suggested by the theoretical perspective of Restorative Justice, interviews with the participants did identify positive outcomes for those involved, with the majority reporting that the bullying stopped after the intervention. It is argued, that if carefully monitored, bullying interventions based on Restorative Justice could offer a different perspective for managing bullying situations in schools.

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.

The social organisation of bullying in nursing: accounts of clinical nurses and nurse managers
2006
Lewis, Malcolm Allan
Manchester Metropolitan University

This research explores the social organisation of bullying in UK nursing from subjective accounts of clinical nurses who were self-referred “targets” of bullying, and nurse managers (a potential “bullying group”).  Focusing on a nationwide sample of 10 clinical nurses, and 10 nurse managers from an Acute Hospital Trust, bullying is identified as a social phenomenon primarily mediated through workplace interactions.  Previous research indicating bullying as being mainly psychological/personality mediated is questioned by applying a Symbolic Interactionist approach to its study which has not previously been attempted. Using both vignettes and relatively unstructured interviews bullying is perceived as intentional and well planned, it’s temporal and processual nature established, and its impact on professional working examined. A mechanism of bullying awareness has been identified in both bullies and targets by a re-examination of Awareness context Theory (Glaser and Strauss 1965). This provided a new focus on the bullying process, enabling a more comprehensive understanding of bullying events within a specific occupational group; nurses, which had not before been attempted. Nurse accounts of bullying identify bullying negotiations in the NHS as being open to manipulation by the bully; and groups and individuals with specific agendas who may impose their definitions of the situation on to them. Such actions leave bullying targets at a distinct disadvantage in gaining redress for their perceived bullying. I conclude that awareness of such issues and examination of negotiations in context can aid in developing more effective bullying interventions and policy. These often remain inadequate, frequently being based on previous quantitative study research, which has failed to appreciate bullying as a complex interactive event in the workplace.

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.

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