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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.

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.

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Anti Bullying Centre (ABC) 1 year ago

Huge congratulations to ABC's Dr. Seline Keating (@KeatingSeline) and Dr. Catherine Baker (@Cathy__Baker) who published research in Educational Review on their work on the @GenderEqualityM project. Read the #openaccess paper in full here: tandfonline.com/doi/full/10.10…

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Anti Bullying Centre (ABC) 1 year ago

RT @bullyingjournal: The @SpringerNature International Journal of Bullying Prevention is delighted to announce its June 2023 issue. Topics…

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Anti Bullying Centre (ABC) 1 year ago

ABC are really proud of how far this multidisciplinary journal has come along since its set up in 2019. We encourage all who research in the #bullying prevention space to consider housing their work here and being part of its next strength: springer.com/journal/42380 https://t.co/RK2WGR1e8E

Sameer Hinduja
1 year ago

Some updates from our @bullyingjournal! Our CiteScore on Scopus has gone up from 3.9 in 2021 to 5.6 in 2022! Last year, our articles were downloaded over 100k times, and we have already surpassed that here in July 2023! We'd love to feature your research: springer.com/journal/42380

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Anti Bullying Centre (ABC) 1 year ago

RT @bullyingjournal: Children's understandings of emotions of targets and perpetrators of #bullying were recently investigated in a study p…

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Anti Bullying Centre (ABC) 1 year ago

ABC's Dr. Mairéad Foody (@MaireadFoody) looks back on her @IrishResearch MSCA CAROLINE COFUND journey. Mairéad led several projects relevant to #cyberbullying during her time at ABC. Read more about it in her #LoveIrishResearch blog here: research.ie/what-we-do/lov… @uniofgalway https://t.co/dCS87jdyzS

IrishResearchCouncil
1 year ago

📢New Research Impact Blog 📢

@MaireadFoody & CAROLINE IRC-MSCA COFUND project 'SEXED: Investigating Online Sexual Harassment & Exploitation in Relation to the UN Sustainable Developmental Goals’:

https://t.co/Iv9KkTgE4m

@Galway_Psychol
@AntiBullyingCen
@mariescurie_ire

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Minister Foley Launches New Anti-Bullying Initiatives for Irish Schools

In a significant stride towards combating bullying in Irish schools, Minister for Education Norma Foley has unveiled a series of initiatives under the Department of Education’s Cineáltas: Action Plan on Bullying, set to begin from September 2024.

The announcement includes the introduction of new anti-bullying modules across primary and post-primary schools, developed by the Anti-Bullying Centre at Dublin City University (DCU). These modules expand on the FUSE programme, which has been actively addressing bullying issues such as bystander intervention, cyberbullying, and online conflict management since 2023.

One notable addition is a resource aimed at assisting first-year students in their transition from primary to post-primary education, covering critical topics such as navigating new environments, technologies, and relationships.

Minister Foley expressed her commitment to eradicating bullying, stating, “Bullying can rob children and young people of happiness and cause lifelong damage. We are dedicated to preventing this scourge in all its forms.”

Professor James O’Higgins Norman, UNESCO Chair on Bullying at DCU, highlighted the research-backed nature of the FUSE program, designed to empower teachers, parents, and students to recognize, respond to, and report bullying behaviour effectively. “FUSE is a research-based anti-bullying programme developed specifically for Irish schools at DCU Anti-Bullying Centre. It is designed to support teachers, parents and students to recognise, respond and report bullying behaviour in person or online” said Prof. Norman.

Additionally, Minister Foley announced the inaugural Cineáltas showcase and awards event to be held on September 25, 2024. The event will celebrate the efforts of school communities in fostering environments of equality, inclusion, diversity, and well-being. It will also feature an awards ceremony to honour those who have significantly contributed to these causes within their schools.

Schools from across the country will be randomly selected to participate in this showcase, demonstrating their achievements and the impact of the Cineáltas initiatives within their communities. Nominations for the awards will open in May, inviting schools to recognize individuals or groups who have made outstanding contributions to anti-bullying efforts.

The Cineáltas plan also includes updating anti-bullying procedures and developing a national database for anonymous data collection on bullying, which will support ongoing research and the improvement of anti-bullying programs.

These comprehensive measures affirm the government’s resolve to ensure that Irish schools are safe and supportive environments where all students can thrive.

Research Fellow Opportunity at DCU Anti-Bullying Centre

DCU Institute of Education
Dean’s Research Fellow (One Semester)
DCU Anti-Bullying Centre

Background

DCU Anti-Bullying Centre (ABC) is a university designated research centre located in DCU Institute of Education. 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.

The Role

The Centre is pleased to announce a new and exciting opportunity for an early to mid-career academic in DCU Institute of Education who is interested in pursuing research related to bullying and/or digital safety and education.

The Dean’s Research Fellowship will allow an ambitious individual to be seconded to the Centre from mid-August 2024 to end of January 2025 to undertake a specific study that will enhance their research profile as well as contribute to the canon of research associated with the Centre.

The Fellow will be based in the Centre, which is located on All Hallows Campus, and will work as a full-time researcher for the duration of the fellowship.

The following is an indicative job description:

  • Undertake a specific piece of research that relates to bullying and/or digital safety and education
  • Submit two papers for publication in Q1 journals.
  • Attend Centre meetings and contribute to the wider work of the Centre.
  • Identify and apply for funding opportunities.
  • Present a seminar on their research.
  • Support other research activities in the Centre.

The Fellowship will provide the selected individual with an opportunity to elevate and enhance their research profile. As a member of the Centre, the Fellow will receive significant support from the UNESCO Chair, the Director of Engagement, and the Centre Administrator, as well as collaborate with other members of the Centre.

Requirements

Individuals who are interested in applying for the Dean’s Fellowship should be full-time academic staff members of the Faculty.

If successful in their application, they must engage with their Head of school on sourcing temporary cover for the period of the Fellowship. School placement responsibilities/duties may not be covered by the Fellowship unless otherwise agreed with the Head of School.

Those interested should submit a short research proposal (approx. 1000 words) in which they outline the topic they wish to research. The proposal should explain how the focus of the Fellowship will build on their research to date and how it will contribute to the wider field of study on bullying and/or digital safety. The applicant is not expected to have previously undertaken research in this field but should be able to highlight how their work to-date can be linked to an aspect of bullying and/or digital safety and education.

The applicant should outline what research methods they propose to use and what resources they will require to undertake the study.

While the Fellowship is for one semester, it is hoped that it will allow the individual to maintain an interest in the Centre and remain as an active member after the secondment has finished and they have returned to their School.

More information on the Centre can be found on www.dcu.ie/abc

Informal enquiries can be made to Prof. James O’Higgins Norman

Applications can be emailed to: angela.kinahan@dcu.ie

Closing Date: 26th April 2024

‘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.