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New Research at ABC

Researchers at the National Anti-Bullying Research and Resource Centre have published their latest work. It is important for the development and progress of ABC that our researchers are continually in line with recent research trends and part of a wider world-class network of researchers in their fields. Below is a snapshot of some of ABC’s recent publication accomplishments and their impact on bullying research, prevention, intervention and policy:

Gender and Online Hate: Debbie Ging and Eugenia Siapera.

Ging, D. & Siapera, E. (2019). Gender hate online: Understanding the new anti-feminism (Eds.). London, UK: Palgrave Macmillan. doi: 10.1007/978-3-319-96226-9. [https://www.palgrave.com/gp/book/9783319962252].

[From Publisher’s Site] Gender Hate Online addresses the dynamic nature of misogyny: how it travels, what technological and cultural affordances support or obstruct this and what impact reappropriated expressions of misogyny have in other cultures. It adds significantly to an emergent body of scholarship on this topic by bringing together a variety of theoretical approaches, while also including reflections on the past, present, and future of feminism and its interconnections with technologies and media. It also addresses the fact that most work on this area has been focused on the Global North, by including perspectives from Pakistan, India and Russia as well as intersectional and transcultural analyses. Finally, it addresses ways in which women fight back and reclaim online spaces, offering practical applications as well as critical analyses. This edited collection therefore addresses a substantial gap in scholarship by bringing together a body of work exclusively devoted to this topic. With perspectives from a variety of disciplines and geographic bases, the volume will be of major interest to scholars and students in the fields of gender, new media and hate speech.

Bullying in Residential Care: Angela Mazzone

Mazzone, A., Nocentini, A. & Menesini, E. (2019). Bullying in residential care for children: Qualitative findings from five European countries. Children and Youth Services Review, 100, 451-460. doi: https://doi.org/10.1016/j.childyouth.2019.03.025. [https://www.sciencedirect.com/science/article/pii/S0190740918309332#ac0005].

[Abstract] The present study addressed institutionalised children and staff members’ perspectives about bullying in Residential Care settings (RCs) in five European countries (Bulgaria, France, Greece, Italy and Romania.). Interviews and focus groups were conducted respectively with 123 institutionalised children and adolescents (age range: 6–18) and staff members (N = 95; age range: 23-63). Thematic analysis was adopted to analyse the data. Overall, findings indicated that participants were not fully aware of the specific features of bullying. Children and adolescents considered bullying as a normative behaviour and were reluctant to ask for adults’ help when bullying happened. Staff members attributed bullying to children’s traumatic experiences and to a need for adults’ attention. Findings shed light on the lack of standardised protocols and of professional trainings to tackle bullying. Implications for intervention programs aimed at preventing and tackling bullying are discussed.

 

The role of Friendship Quality and Gender on Cyberbullying and Psychological Well-being: Mairéad Foody, Lian McGuire, Seffetullah Kuldas and James O’Higgins-Norman

Provisionally accepted open-access article. Full citation coming soon: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01723/.

Friendship quality, gender and their role in cyberbullying involvement and psychological well-being

[Abstract] Current literature has documented the detrimental effects of cyberbullying which include a range of internalising and externalising problems for those involved. Although critical, this research can sometimes ignore social-ecological aspects of a child’s life that can potentially ‘buffer’ the negative psychological effects of such involvement. With this in mind, this cross-sectional investigation of 12-16 year olds [M(SD): 13.5(1) years] in Ireland focused on the role of friendship quality and gender in association with cyberbullying involvement and psychological well-being (N= 2410). The Cyberbullying and Online Aggression Scale was used to measure cyber perpetration and victimisation. A modified version of the Cambridge Friendship Questionnaire was included to investigate peer friendship quality. Finally, the Moods and Feeling Questionnaire and the Strengths and Difficulties Questionnaire were chosen to provide a measurement of psychological well-being. Prevalence rates for various types of cyberbullying roles (cyber bullies, victims and bully/victims) are presented, as well as differences for psychological well-being, friendship quality and cyberbullying involvement. In addition, regression models were used to determine the associations between gender, age, friendship quality and involvement in cyberbullying with psychological well-being. The results are considered in terms of the current literature and directions for future research are suggested.

Whistleblowing in Ireland

Some people who complained about bullying at work claimed that it was due to reprisals after they reported concerns of wrongdoing.

40 per cent of those working in healthcare were penalised after raising their concerns, a rate far higher than an overall average of 24 per cent across all sectors.

Whistle-blowers from the policing sector reported similar rates of retaliation to healthcare at 38 per cent, with those working in banking and finance at 30 per cent.

The greatest number of complaints/calls came from the charities and NGO sector with health and education second and third.

There is an organisation, Transparency International Ireland, founded in 2004, an independent group campaigning against corruption, and for higher standards in public and corporate life:
There is a Speak Up helpline and they have published, in the last few years, a biennial Speak Up Report, based on anonymised information on those who approached that helpline for information, referral, or support. Their latest Speak Up Report was launched yesterday, Thursday, 9th December, and can be downloaded from TI’s home page, under the heading ‘Latest News’ or click the link below.
As a result of the launch, there has been some media attention. Here’s an article from The Irish Times:
Read similar articles in the Irish Examiner:
DCU Anti-Bullying Centre hosts World Café on Addressing Bullying Behaviour as part of National Anti-Bullying Week 2024

On Tuesday 12th November, DCU Anti-Bullying Centre welcomed 60 post-primary students from St Louis Rathmines and Blakestown Community School to The Helix, Glasnevin. The students participated in a World Café session to gather their perspectives on solutions to bullying behaviour.

The day was divided into three sessions, these involved a world café style consultation, where groups rotated between tables, discussing and sharing ideas on specific themes such as bullying, parental involvement, online kindness and online bullying. Once all students had contributed to each of the themes, they returned to their original table to discuss the findings with their group. Together they then prepared presentations to share and summarise their insights with the entire audience.

Quote by Darran Heaney, Director of Engagement, DCU Anti-Bullying Centre 

Engaging young people in consultations and involving them in decision making when it comes to bullying as part of the co-design process, can enhance their empowerment both individually and collectively. World Café methodology is a simple, effective and flexible format for hosting group dialogue aligns with the Centre and DCU’s commitment to engaged research.”

Through our World Café, the DCU Anti-Bullying Centre recognises the importance of a robust consultation process which encompasses meaningful engagement with children and young people on bullying behaviour. It is also a recognition of their rights to express their views and have their voices heard in decisions that directly affect them, in line with the United Nations (UN) Convention on the Rights of the Child (Article 12 in particular) and the strategic objectives of DCU Anti-Bullying Centre. 

The event was supported by the Department of Education, Rethink Ireland, UNESCO and Coimisiun na Mean. 

Following on from the event, DCU Anti-Bullying Centre has now published a report of the findings from the day which has been shared with Centre stakeholders and will be used to help inform the direction of future research. The report is available here.

 

 

Mental violence and Chinese new educated youth: a study of workplace conflict in modern China
2002
Zhang, Xiaoying
Loughborough University

Mental Violence in present study is similar to a western concept, bullying. But is has its characteristics, forms and causes in Chinese workplace. It is a form of indirect interpersonal aggression and identified through the perceptions of its receivers. It does not involving touching receivers physically but is psychologically damaging. It exists between individuals of equal status, such as colleagues. Moreover, it is a two-way phenomenon, which could be reversible. Mental Violence may be the result of a conflict of values. It is particularly evident among the Chinese New Educated Youth. Chinese New Educated Youth is that cohort of young people who were partly Confucian and Collectivistic for emphasizing harmony but also partly Individualistic and Westernized for pursuing personal goals. For this cohort, the above two orientations were incompatible and dissonant leading to stress. Furthermore, they had a competitive lifestyle which was no longer supported by the welfare of a planned economy this exacerbates their stress. To relieve stress, Mental Violence was employed in their daily contacts, e.g. in workplaces. The evidence in support of this account was discussed and evaluated. There is no excuse for any violence. However, we have to say sometimes a kind of violence is not always too noxious for someone, such as the sender of violence. To some limited extent, violence could be considered as positive and it at least helped people to relieve stress and recover a balance from unbalanced situation. Mental Violence is such violence. It is a result of negotiation and a side effect of stress as well. Nevertheless, most of things are double-edged swords. Mental Violence is no exception. For the sender, it might be a buffer and makes him or her relaxed; for the receiver, it is absolutely negative, discomfort and even aggressive. For helping readers to clearly understand such violence, and for advising others to raise their awareness of the violence, this study would explore its causes and characteristics. From ancient traditional society to the present modern one, Confucianism and Collectivism afterwards represent a kind of gentle culture which deeply influences traditional Chinese. Chinese traditional philosophy, such as Confucianism and Taoism, stresses the significance of the harmony relationship for the growing, maturing and success of the Chinese. Chinese New Educated Youth who were disciplined for such a culture in thoughts and behaviours while growing up. Therefore, to keep harmony and to avoid conflict becomes a key characteristic for Chinese interactions in a collective society. However, the opening policy to the West world exposed China to the influence of Individualism which is absolutely unlike Confucian or Collectivism. Confucianism s influence has been challenged by Westernized values because of globalization. The difference between two values made Chinese New Educated Youth confused in their thoughts and appropriate behaviours in interpersonal relationships. To recover a balance, they need to relieve such a stress from the confusion and other stressors as well. While using the two value systems in interaction with others, Mental Violence usually happened. Therefore, the conflict of two different values in dealing with social relationship became one cause for Mental Violence. In present research, I tried to reveal Mental Violence, a particular kind of daily conflict in interactions among modern Chinese. For pursuing why Chinese New Educated Youth was special and experienced Mental Violence often, they were compared with other generations in China. Therefore, this research invited participants from three generations (Chinese New Educated Youth, the older generation who were born before 1970s, and the younger generation who were born in 1980s) and from different cities in China. Participants occupations covered different professions, and all of them worked in three sizes of offices (small, big and single). Both of qualitative and quantitative data collecting methods were used in the study. They contained semi-structural interviewing and filling up the questionnaire. And main methods of data analysis are factor analysis, correlation and Thematic Analysis. The result indicated that Mental Violence of Chinese educated youth occurred in workplace was the most often, but was largely unseen by people outside of the group. Because I had to establish why this cohort would be inclined to apply more Mental Violence in daily life, I compared them with their previous generation and the later generation through measuring demographics, westernised, individualism and collectivism. Three generations are different in the Individualism-Collectivism tendency. Chinese New Educated Youth were always in the middle. They were seemed as partly Collectivistic and partly Individualistic. Linked with categories of Mental Violence Chinese New Educated Youth usually experienced, it seems they applied double standards to deal with social interactions. Due to such standards made them failed in establishing good relationships with colleagues, in other words, whatever Chinese New Educated Youth or their colleagues did not feel happy in their social interactions, it means Chinese New Educated Youth have conflict in Individualism-Collectivism tendency. Otherwise, through the investigation, I noticed significant demographical difference other than the generation in experiencing Mental Violence. Male participants reported experiencing Mental Violence more than female ones. The higher education the participant got, the more he or she experienced Mental Violence. Comparing with other occupations, intellectual respondents reported sending Mental Violence the most. Participants who worked as staffs experienced Mental Violence more than people who worked as administrators in the workplace. And people who were singles experienced Mental Violence the most in workplace. Because conflict of relationship seems a sensitive topic for Chinese, I started interviews from talking about overviews of participants workplaces with them. Therefore, the result also shows characteristics of structure and social relationship of Chinese modern offices. China had lot of small size offices in which 2 to 10 staffs worked. Small offices organised small relative closed groups. In such a group, staffs had long time for face to face interaction everyday. Such offices were much more than single offices where only one person worked in and big offices where more than ten persons in. Both of the above characteristics of workplace are not beneficial for physical aggressions as previous study proved but could considered as a structural factor for Mental Violence. Actually, the Mental Violence which reported occurring in small offices is the most often, especially among Chinese New Educated Youth. Hope this research could be a model for further more thorough relevant study. All of the above would be a step towards further study on Mental Violence and Chinese New Educated Youth.

Multi-disciplinary PhD Scholarship Opportunity

DCU Anti-Bullying Centre & DCU School of Law and Government
Children’s online safety and protection of LGBTQ+ groups
Multi-disciplinary PhD (4 years, full time)

DCU Anti-Bullying Centre

DCU Anti-Bullying Centre (ABC) is a university designated research centre located in DCU Institute of Education with members drawn from across the university. In line with DCU’s Strategy, the core mission of DCU Anti-Bullying Centre is to be a future focused and globally connected European centre of excellence for research and education on bullying and digital safety. Through scholarly outputs, education, and societal engagement, the Centre significantly contributes to DCUs research reputation and impact, while enhancing local and international engagement. The Centre comprises approximately 50 members who are engaged in research and education related to bullying and digital safety. The Centre hosts the UNESCO Chair on Bullying and Cyberbullying and the International Journal of Bullying Prevention. From 2018 to 2022 the Centre published 192 Scopus ranked papers, achieving a current combined Field Weighted Citation Index of 2.7.Members of the Centre are drawn from all five faculties of the university and are united by our purpose and the mutual support from our global community to achieve our aims. We take pride in our ethical way of working and the positive social impact our research has on tackling bullying and promoting digital safety. We believe our spirit will flourish because we are ethical, ambitious, collaborative, compassionate and committed to tackling bullying and digital safety for wellbeing in society.

DCU School of Law & Government

The School of Law and Government is a community of students and staff dedicated to studying the puzzles, problems, and opportunities of the contemporary world. The School was awarded Law School of the Year Award at the Irish Law Awards 2021. We offer challenging programmes and undertake ambitious research across a wide range of subjects in law, politics, and international relations. The DCU Law and Tech Research Cluster is the branch of the DCU Law Research Centre specialising in law and new technologies. It represents the first research group in Ireland expressly designed to investigate, from an interdisciplinary perspective, the challenges that technology and innovation generate for law, both at the national and international levels. The Cluster is a founding member of the European PhD in Law, Data and AI (EPILDAI) network, composed of leading research universities around the world.

Background

Many countries around the world are considering regulating children’s online safety by introducing obligations requiring social media platforms to filter and restrict access to specific types of content. The combined effect of the emergence of these new regulatory frameworks and the interpretation of these rules at platform level has been criticized for its capacity to potentially censor online content and discriminate against LGBTQ+ groups. Social media have proved to be a unique instrument to access, transmit and receive information within LGBTQ+ communities, especially in countries still discriminating against these societal groups. Preventing children from accessing these types of content has a profound impact on their education and personal development, and more generally risks representing a disproportionate compression of their fundamental rights.

The Role

We are looking for an excellent PhD applicant willing to work in this area from a multidisciplinary and/or comparative perspective. Applicants are required to possess at the time of application a bachelor’s degree in an area related to the main PhD theme. Having completed a master’s degree is a plus.

The selected candidate will receive an annual non-taxable stipendium of €22,000. EU full time fees will be covered. This role is part funded by the Equinix Foundation and the Law and Tech Research Cluster. The PhD will start in September 2024.

The applicant will be supervised by Prof James O’Higgins Norman, UNESCO Chair in Bullying and Cyberbullying and Director of DCU Anti-Bullying Centre, Dr Edoardo Celeste, Associate Professor of Law, Technology and Innovation and Coordinator of the DCU Law and Tech Research Cluster, and Dr Sinan Asci, postdoctoral researcher at DCU Anti-Bullying Centre. The selected candidate will be based at the DCU Antibullying Centre and will also be a member of the DCU Law and Tech Research Cluster.

The selected candidate will be required to work full time on their PhD and to contribute to selected research and teaching activities in the context of DCU Antibullying Centre and DCU Law and Tech Research Cluster. The selected candidate will also be part of the European PhD in Law, Data and AI (EPILDAI) network and will have the opportunity to complete a visiting stay of 3-6 months in one of the partner universities.

The PhD candidate’s specific duties will include:

  • Undertake research leading to a PhD;
  • Produce academic papers and reports throughout the course of the PhD;
  • Identify and make funding applications for further research on related topics;
  • Collaborate with colleagues in the Centre and the cluster;
  • Attend meetings and produce reports.

In order to apply, please send your CV and a PhD proposal of maximum 3000 words to lawandtech@dcu.ie by 31 May 2024. The PhD proposal should illustrate your research question, state of the art, methodology and proposed timeline. Interviews will be held on 11 June 2024. Informal inquiries can be sent to lawandtech@dcu.ie.

Understanding the Andrew Tate phenomenon among boys – a state of the literature review and recommendations for future directions
2024
Dr Darragh McCashin

In recent times, but especially within the past two years, there has been an increased concern about the rising prevalence of particular toxic misogynistic “influencers” online. The emergence of problematic “guru”-branded content creators is not a new phenomenon within the self-help industry, but the scale of certain clusters of harmful figures has been identified as a distinct challenge for parents, educators, researchers, as well as young people navigating key developmental life stages (Roberts and Wescott, 2024). In this report, the phenomenon of one such figure – Andrew Tate – will be addressed to contextualise relevant ongoing work on prosocial approaches to positive and healthy masculinity for boys within The Observatory project at the Anti-bullying Centre.

The core aim of this report is to provide a non-exhaustive insight into the rising threats posed by toxic and radical online influencers, current research insights and response strategies – all with the view to informing key stakeholders not limited to: teachers, parents/guardians, online regulators, policymakers and the wider research community.

This report contains the following three-part structure:

  • Part one provides a descriptive overview of what will be termed the Andrew Tate phenomenon, in addition to its impact within an Irish context.
  • Thereafter, part two summarises relevant key findings from the growing research literature to inform our understanding of the many factors perpetuating the (online) harms associated with this issue.
  • Finally, part three identifies important future directions and emerging best practices when critically considering how to address toxic influencers in the classroom, in the home and within Irish society at large.
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‘Fighting Fake News Webinar Series’

A series of webinars for South Dublin Libraries called ‘Fighting Fake News Series’, will take place in April, every Tuesday at 7pm starting next week.

The topics will be:
– Disinformation & COVID19 (06/04)
– Fighting Fake News (13/04)
– Data Privacy/Surveillance (20/04)
– News Media, Journalism and the Information Crisis: who should we trust? (27/04).

Click the below link to register:

– Disinformation & COVID19 (06/04)

– Fighting Fake News (13/04)
– Data Privacy/Surveillance (20/04)
– News Media, Journalism and the Information Crisis: who should we trust? (27/04).
This series is being run by ABC’s Ricardo Castellini da Silva
Cyber-bullying: The Dark-side of Technology – Parents Beware

The tendency in students complaining about cyberbullying (CB) increased with an alarming rate. What is cyberbullying? Cyberbullying is a form of harassment using electronic or virtual means. This type of harassment is also commonly known as ‘online-bullying’ in many Asian countries including Pakistan and India. It termed ‘bullying’ which means when a youngster, typically teen, exchange harassed behaviour with others especially on social media. The harassed behaviour may include; rumours, threats, sexually explicit remarks or judgemental sentences, unethical and unlawful use of personal/sensitive information, and the use of ‘hate-speech’.

It is believed that Cyber Bullying is the most severe form of aggression and usually targeted and repeated but less personal as the bullying would be happening remotely or virtually. There are many forms of cyberbullying. However, the most dangerous kind of CB is ‘Cyberstalking’.

What is Cyberstalking?

According to Alison Smith (2008) Report, Cyberstalking is a form of virtual harassment where the culprit uses ‘Online Conversations’ to stalk or follow the victim. The harasser will keep sending the messages over social media messenger or through any other messaging app to stalk or threaten the victim by any means. Failing to get required results, the perpetrator may encourage others to do the same, either openly or by imitating their victim’s known individuals (relatives or friend of friends). It is quite like a ‘Controlled Online Blackmailing Strategy’. Sometimes, this type of online bullying leads to more aggressive behaviour called ‘Trolling’. In Cyberworld, a troll is a person who starts an argument or upsetting other people to distract by posting wrong and digressive messages in social media (blog, News forum, chat room etc.). According to a study, the troll may be unsettling due to their enjoyment or because they are genuinely an antagonistic personality.

What are the most places where Cyberbullying practice?

The most common form of social media(s) and open discussion forums where this harassment may occur are:

    • Social Media, such as Facebook, Instagram, Snapchat, and Twitter
    • SMS (Short Message Service) also known as Text Message sent through devices
    • Instant Message (via devices, email provider services, apps, and social media messaging features)
    • Email

The Role of Parents and Teacher in tackling Cyberbullies

Our new generation is more prone to technology, and the world is frequently developing cyberspace. When youngsters encounter their first Cyberbully, they don’t share it to anyone neither to their parents nor teachers due to the feeling of being ashamed, fear of embarrassment in their social circle or mostly due to the fear that their cyber-freedom will be ripped-off at home.

However, it is essential for parents, as well as teachers, to have a strong bond of trust, affection and confidence with kids so they can easily share/confess their dilemma without any fear.

How to tell when a kid cyberbullied?

Usually, signs of cyberbullying vary; however, the following are the most common symptoms:

    • being emotionally distressed during or after using the Internet or the cell phone
    • Being very secretive (mysterious) or protective of one’s ‘digital life’.
    • withdrawal from family members, friends, and activities
    • avoiding school or group gatherings
    • slipping grades and “acting out” in anger at home
    • changes in mood, behaviour, sleep, or appetite
    • wanting to stop using the computer or cell phone
    • being nervous or jumpy when getting an instant message, text, or email
    • avoiding discussions about computer or cell phone activities

How to be a ‘helping-hand’?

As a teacher, I always believe in my students no matter how good or bad their behaviour and performance are in the classroom. For the past three years, I confronted a handful of cyberbully cases. Following are the points which I assume parent should aware off:

    • It is crucial for the parents to understand the psychological trauma and pressure their kids are going through when they bullied online. Instead of shouting or reacting badly, offer comfort and support to them. Try to share your own bullying experiences of your childhood; it might help the victim child to feel less alone.
    • It is important to let them know that it is not their fault to become a victim of bully or troll. Do not react or confiscate their belongings or show any sign of forsaking their cyber freedom at home.
    • Let their school teacher, or anyone to whom they admired, know about the circumstances so they can help counsel the child. However, before informing them, let your child know that you’re planning to do so. In this way, the victimised child feel secure and respectable that may help them regain their lost confidence.
    • Encourage your child not to answer the cyberbullying, because it will just fuel the fire and makes the situation worse. However, keep the bullied messages (threatening messages, pictures, and texts) as evidence against the cyberbully.

What should kids do to avoid Cyberbullying?

Kids, the world which you are living is so diverse and digitally approachable that it’s a piece of cake to familiarise and know someone so well who lives miles away from you. The world is becoming ‘Cyber Village’.  I still remember, my mom always reminds me in my childhood, ‘not to talk to strangers’. I always felt, why? It’s good to know strangers and befriend with them. But not all strangers, whether in person or virtual, are worthy of befriending. The very first strategy of any troll or bullied is they start using your own sensitive secret personal information against you. It is then you realise that you are being blackmailed. So, first of all, always remember that your family is the first defence against all bullies. Trust them, share with them, hear them, follow their guidance and most importantly, be ethical and responsible in exchanging information with others.

So, teachers/parents, have you ever experienced such confessions or signs in your child or students? How do you deal with them? Share your stories in comments below.