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Lesbian, gay, bisexual, transgender & questioning young people on the internet: insights from european focus groups
2017
Clark, Ailie
University of Edinburgh

This thesis investigates the experiences of young people who identify as lesbian, gay, bisexual, transgender and who are questioning their sexuality (LGBTQ) on the Internet. Specifically, the project explores how LGBTQ young people use the Internet, how they communicate online, the impact that the Internet has on their life and how they stay safe online. Despite the Internet being an ever-growing aspect of people’s lives and the potential opportunities that it presents for marginalised groups such as LGBTQ young people, there have been a relatively small number of qualitative studies in the area. Methodology: As there has been limited research regarding LGBTQ young people’s use of the Internet, a systematic review of qualitative studies exploring the experiences and views of cyberbullying by children and adolescents in the general population was conducted using Framework Synthesis. Subsequently, an empirical study was completed which involved conducting a secondary analysis, using Framework Analysis methodology, of data collected from focus groups with LGBTQ young people regarding their Internet use. In total, five focus groups were held with forty-one LGBTQ young people recruited across four European countries. Results: A total of eighteen studies were included in the qualitative synthesis exploring children and adolescents’ cyberbullying experiences. Although there was some variation in the quality of the studies, there was clear support for four main themes: Online vs. Traditional Bullying Environment, Risk Factors, Victim’s Experience and Preventative Measures. These themes highlighted both the potential causative factors of cyberbullying as well as how the victim experiences different aspects of the incident such as their initial understanding of the event to the long-term impact of cyberbullying. A number of preventative measures were also suggested, including the need for adults to increase their understanding of technology and cyberbullying in order to enable them to be a viable source of help. Within the empirical study, four main themes emerged from the data: Digital World as Part of Daily Life, In Control of Their Online World, Seeking Connection and Navigating Risk. The latter three main themes also consisted of a number of subthemes. The results indicate that participants have embraced the Internet into their everyday lives and that the LGBTQ population reaps specific benefits as the Internet allows them to overcome or compensate for barriers faced within their offline lives. Participants also reported the need to navigate many risks online, however interestingly they appeared confident in doing so and discussed the variety of ways in which they achieve this. Discussion: The results of the qualitative synthesis provided tentative support for two different theoretical models of cyberbullying, indicating that both an individual process model and an ecological system model are mutually useful ways of understanding this phenomenon. Clinical implications spanned both individual and systemic measures that could be taken to reduce the likelihood of cyberbullying occurring. However, it is also clear that further research, in particular qualitative research, is required to continue to develop our understanding of this topic as a whole. The findings from the empirical project suggest that LGBTQ young people must balance the opportunities provided by the Internet whilst also managing the risks that it poses. The importance of retaining the empowerment for young people on the Internet was clear, especially for young LGBTQ people who may use the Internet as an alternative way of meeting their needs and engaging in developmental tasks such as sexual identity development. However, there is also a need to ensure that these young people are safe online and therefore interventions such as parental education and the development of age appropriate resources are required to promote both empowerment and safety for this population.

The perceived role of bullying bystanders in mexican secondary school settings
2017
Lopez Romero, Maria E.
University of York

Bystanders play an important role in school bullying dynamics, having the power to provide or withhold the social rewards bullies seek. Bystander support is also beneficial for bullying victims, who experience less social and mental health problems if they have defenders. Even though bystanders generally disapprove of bullying, they rarely intervene in bullying incidents. Research suggests that two factors closely related to bystander intervention in bullying are moral disengagement and self-efficacy. Cultural influences and gender may also play a part in bullying and bystander dynamics. The main aim of this study was to explore Mexican secondary school students’ perceptions of their role in bullying situations. The study focused on gender differences in these perceptions, students’ levels of self-efficacy, students’ use of moral disengagement dynamics, and student receptivity to material that encourages prosocial bystander behaviour. A questionnaire was developed to gauge students’ views on these topics, and administered to a sample of 186 secondary school students. Focus groups were also conducted to gain insight on group understandings and norms. A six-session workshop was designed and implemented to expose students to material on prosocial bystander behaviour. Results suggested that most students feel empathy towards bullying victims and acknowledge that they have the power to make a difference. However, participants are reluctant to put ideas into action for fear of bully retaliation and the belief that they cannot rely on support from other peers and school staff. This sense of powerlessness seems to have a cultural component to it, and is more common in male students. Other gender differences were observed: females displayed higher self-efficacy to help and lower moral disengagement levels. Research on cultural influences on bullying and bystander behaviour worldwide is needed, as well as further research on the implications, obstacles and opportunities of gender differences in this regard. Studies on what bystanders need to feel safe when helping bullying victims would also be a valuable resource for anti-bullying intervention efforts.

Why are Irish children the most worried in Europe about school prospects?

Why are Irish children the most worried in Europe about school prospects?

Analysis: Irish children are more concerned about poor school grades due to Covid-19 than kids in any other European country

Children in Ireland are very concerned about the impact of Covid-19 on their educational success during the lockdown. 43% of them said they worried they’d get poor grades because of online activities during the lockdown, the highest percentage among the European countries studied in a new report.

Most children across the surveyed European countries took part in online activities during the lockdown, but Ireland leads with the number of children who say they did not, with as many as 11% (compare this to less than 1% of such children in Italy, which reports the lowest rates on this measure). Children in Ireland were using a variety of digital technologies for school purposes. Just under half (44%) used messenger apps for school purposes, just under a third (30%) used social media and over 74% used video chat or conferencing tools like Teams and Zoom.

Over half of the surveyed children in Ireland said they had less school-work than before the lockdown. They spent 3.2 hours using digital technologies for school purposes, which is the lowest number among the surveyed countries (the highest was in Portugal with 4.4 hours). Irish children spent a total of 6.7 hours on the internet or using digital technologies during a typical weekday during lockdown.

The project was coordinated by the Joint Research Centre (JRC) of the European Commission and based on a survey in 11 European countries, including Ireland (where it was undertaken by the National Anti-Bullying Research and Resource Centre), with children aged 10 to 18 and one of their parents or guardians. The focus of the study was on the use of the Internet and digital technology during the lockdown, including for school purposes, as well as the online risks such as cyberbullying and exposure to harmful online content, and benefits associated with digital media use that children and families experienced.

The study also examined how frequently children experienced a variety of risks. Cyberbullying is a significant problem for children. It can include mean messages, gossip and exclusion on various platforms, from social media such as Instagram or TikTok, to direct messaging apps like WhatsApp, and a number of gaming platforms, among others. 28% of 10 to 18-year-old children in Ireland have reported cyberbullying victimization during the lockdown, which is an increase when compared to victimization rates found in previous research in Ireland (13.7% for primary and 9.6% for post-primary students).

Less than half (41%) of cyberbullying victims during lockdown told a parent or caregiver about their victimisation, and under a fifth (19%) told a friend. While this victimisation rate certainly is an increase, it may not be as dramatic as the authors of the Irish study had expected to find, following international media reports about cyberbullying that kept coming in during the lockdown this spring. Furthermore, when looking at the breakdown of cyberbullying victimisation rate by age and gender, the majority of victims, except for younger boys, answered that they experienced cyberbullying during the lockdown “as frequently as before the lockdown.”

From RTÉ Radio 1’s Drivetime, Dr Tijana Milosevic discusses the new report that has found one-third of children aged between 10 and 18 years old reported being cyber bullied during lockdown.

Children also reported being exposed to other types of harmful content, such as self-harming content (36%): a third of those who have seen such content experienced it more frequently or a lot more frequently during the lockdown than before the lockdown. Gory or violent images of people hurting other people or animals were seen by 44% of children. Almost a third of these say that they have seen them more frequently or a lot more frequently since the beginning of the lockdown. 47% of children have seen hateful messages towards certain groups of individuals (of different race, ethnicity or nationality) and 43% of these have seen them more frequently or a lot more frequently since the beginning of the lockdown.

Nonetheless, children and parents report a number of positive experiences related to digital technology use while staying at home, including confidence in their digital skills and social connection thanks to technology. Almost two-thirds of parents (61%) said digital technology helped their family be more creative during the lockdown and 86% agree that it helped maintain contacts with friends and family, with under a half (41%) experiencing fatigue from overuse of digital technology. With fear of misinformation on the rise, it is important to note that as many as 84% of parents and 49% of children say they know how to find health information online that they can trust.

Overall, while we certainly need to pay attention to risks that children experience online, it is also important to remember that a certain degree of exposure to risk can lead to building resilience. Understanding one’s child’s needs and keeping abreast with online safety advice might be a good place to start.

 

By Dr. Tijana Milosevic

National Anti-Bullying Centre, Dublin City University

Developing empathy, shifting worldviews and transforming conflict through creative and reflective engagement with narrative
2011
Huber, Lisa Worth
Lancaster University

Empathy is the ability to stand in another’s shoes, to approximate another’s experience, to feel what another feels. According to scientists, sociologists, psychologists, and Nobel Peace Laureates, empathy is crucial for the continuation and flourishing of humankind. When empathy is achieved, and an individual is able to perceive him/herself as the Other, the foundation for both transforming conflict and shifting of fundamental worldviews is possible. This research explores different aspects of conflict, primarily through the lens of bullying. Data was collected and analyzed from over 300 students ranging in age from 8-18 years. In addition, a variety of narrative forms from comic books and graphic novels to theatrical plays based upon ancient mythology to in-depth survey questions are investigated, examining moments where empathy may be experienced and understood by participants. These narratives created by student-participants are interpreted through a Narrative Phenomenology methodology, highlighting students’ perception of themselves as well as their lived-experience in relationship with others. These myriad story narratives reveal important information on ways social justice and human lights education, moral imagination, and adults as models of empathic behaviour might inspire youth to move past bullying and violence toward more compassionately motivated inclusive communities. Central to the research is the Triptych Narrative Method designed by the researcher that is utilized in a variety of settings and determined to be effective in aiding in the development of empathy. Through the identification of a Lacuna Epiphany Space, over which the act of dialogue may create a Lacuna Bridge. it is possible through an empathic-epiphany exchange for participants to become conscious of feeling with another. thereby bridging the often separate sense between Self and Other into a shared experience of Self as Other. This tool has far-reaching applications as well as the potential to assist in the global effort toward awakening humanity to their empathic abilities.

Attachment histories of reception class children and roles in bullying situations
2006
Potter, Amanda
University of Central Lancashire

Bullying research has provided a wealth of information and a depth of understanding that has led to the development of intervention strategies in schools. However, despite this extensive research, bullying continues to be a significant problem. It has been suggested that working with children or with schools may not be enough to solve the problem and that it may be necessary to include parents as part of the solution, especially if the antecedents originate and are consistently reinforced at home. Research that has considered factors relating to family functioning and the relationship between the caregivers and their children provide support for this argument, but research in this area is scarce. The main aim of the present research was to investigate family backgrounds, parenting styles and the personal characteristics of parents and children involved in bullying situations in order to identify effective routes for intervention. More specifically, it focused children’s attachment styles and the roles they adopted in bullying situations at school. A longitudinal design with mixed methods was adopted involving 28 pre-school children and theft caregivers. The children were ‘new starters’ at one of three schools and at the start of the investigation they were aged 4 years – 4 years and 11 months and their primary caregiver’s ages ranged between 29 and 53 years. Primary caregivers participated in interviews and exercises about themselves and theft families and observations of the children occurred in different settings at school during their first year. It was predicted that a link between the childrens’ attachment type and the roles they adopted in bullying situations would be found. However, no evidence was found to suggest a link between childrens’ attachment style and bullying. Despite this, interesting trends were found. These are considered and the difficulties and limitations of the investigation are discussed.

How can a local mainstream secondary school optimise its peer support scheme in order to increase its use by vulnerable year 7 pupils, including those that have experienced bullying?
2011
Norman, Victoria
The University of Nottingham

Aims: This study aims to explore how a local mainstream secondary school can adapt their current self-referral peer support service in order to increase its use by vulnerable Year 7 pupils, including those that experience bullying. Method: An action research methodology incorporating multiple methods of data collection was employed as a framework to support the division and implementation of an electronic peer support scheme. Qualitative methods were employed to investigate the barriers to reporting bullying and using the peer support schemes in this school. This data was used to plan adaptations to the school’s current peer support schemes. Results: The study evolved over three action research cycles, with the results from each cycle informing the general action plan for the next. Reflective discussions with participants supported the development of this research study. The division and subsequent implementation of an electronic peer support scheme was accessed by pupils during a four-month period and evaluated positively by a group of Year 7 pupils. However, no pupils out of the Year 7 cohort (N = 257) accessed either the new electronic scheme or the existing face-to-face peer support scheme when they were available over the autumn term of 2010. Despite this, the levels of bullying being experienced by pupils remained the same. Focus group discussions revealed a number of barriers to reporting bullying and increasing the anonymity of the victim, when reporting was the most important way of overcoming the problem of under-reporting. The barriers to accessing peer support, as well as ways of overcoming them, were identified. Suggestions were made to inform an action plan that would contribute to overcoming problems with the scheme. The results are discussed in relation to existing literature and reflections are made in relation to the action research methodology. The study concludes with a discussion of the implications for future research and practice.

Factors that affect the success of women administrators in higher education
2014
Farley, Penelope Gillian
University of Exeter

Since the 1970s women have clearly made great advances toward equality in education and in the resultant employment opportunities afforded by an excellent education. Today women are graduating from universities at a rate unparalleled in history (Mitchell 2012:56; Townsend & Twombly 2007:208), and are also entering management positions at a greater rate than we have ever seen (Cejda 2008:172). While the rate of women university graduates taking up entry level management positions is almost on a par with men (Bosak & Sczesny 2011:254), the rate of women professionals who move into senior management positions decreases as the position becomes more senior until, at the highest level management positions, women hold only between 3% and 5% of the top posts. (Mitchell 2012:56). Through the analysis of in depth interviews of women holding higher level management positions (including President, Chancellor, or Vice Chancellor,) at universities in four different English speaking countries, the study sought to investigate the reasons why there are so few women found in top management positions in universities. The results of the study indicate that the factors having the greatest effect on the success of women managers at university are those of identity; being able to overcome academic bullying in the workplace; having key support at critical times, especially from a spouse or from family; and developing the strategies to overcome career obstacles through the use of metacognition. The study also found that informal, multiple, mixed gender mentoring was the most effective type of mentoring for women. As a result of the study findings, new theory is proposed for advancement of women managers that offers the concept of identity as a lynchpin factor. Identity develops concurrently with sets of personal and management skills that are interwoven into the experiences of women as they work in management.

Addressing homophobia in three secondary schools in south london
2008
Warwick, Ian Frederick Melvin
University of London, Institute of Education

Schools have a responsibility to prevent all forms of bullying, including that related to sexual orientation. However, to date relatively little is known about how schools are successfully tackling homophobia and homophobic bullying. The aim of this study therefore was to generate new knowledge about how three secondary schools in South London, England, were engaging with and addressing homophobia. A coeducational, a boys’ and a girls’ school were selected — each having conducted work to counter homophobic bullying. In each school, individual interviews were conducted with three members of staff and group interviews were conducted with pupils drawn from two Year groups (from Year 9, 10 or 11). Information was also drawn from the schools’ latest Ofsted report. Interviews were audio-recorded, transcribed and data analysed thematically by way of successive approximation. Work on homophobia and homophobic bullying was said by staff to be part of the commitment by schools to counter bullying in all its forms, to extend equal opportunities and to promote an inclusive whole school ethos. This they did through policy development, continuing professional development and, in particular, through Personal Social and Health Education and Citizenship. However, more needed to be done in each school to ensure that all staff were competent to address homophobia. Pupils stated that they were keen that homophobic bullying should be tackled in their school — although some noted that they would find it difficult, themselves, to take an anti-homophobic stance. Pupils stated that work carried out in schools had some influence on them — although as important was personal contact with lesbians and gay men and the media. Findings are discussed in relation to the utilisation of national policies and programmes, school improvement through preventing homophobia, extending Sex and Relationship Education, and teaching about same-sex sexuality as a noncontroversial issue. Implications for my own professional practice are outlined.

Exploring How Young People Navigate the Evolving Online World in the Era of Artificial Intelligence and Misinformation

A new report from Dublin City University’s Anti-Bullying Centre, in collaboration with Webwise, outlines how young people navigate online spaces, especially in the new era of artificial intelligence and misinformation.

Researchers from the DCU Anti-Bullying Centre conducted a survey with 109 adolescents, aged between 11 and 15 years old, across Ireland. The findings demonstrated that 60% of participants received their first smartphone between 10 and 13 years old, and 43% of participants in the study indicated using their smart mobile devices several times a day.

Participants were asked what their most popular or used social media platform was, with YouTube standing out as the most popular social media platform as 61.5% of participants identified that it was their favourite social media platform to use. The findings reveal that filters (photo or video) were the most widely used tools, with 61.5% of adolescents using them. Further, the majority of participants felt that being online enhances their self-expression.

The survey explored whether adolescents believed they had skills to safely navigate such online platforms. The findings from the report demonstrated that adolescents have a reasonable level of perceived online self-efficacy, particularly in maintaining their privacy when online. In addition, over half of respondents are confident in keeping passwords safe and knowing whom not to share them with. In terms of AI and deepfake-related efficacy items, gaps exist in advanced digital literacy knowledge of adolescents, particularly in identifying advanced forms of misinformation.

Participants were asked questions about influencer content and whether they felt this type of content had an impact on their self-image and/or feelings. The findings showed that adolescents use influencer content, but seemed indifferent to its influence on their self concept and emotions. Further, the findings revealed that participants showed a limited interest in the influence of social media personalities on their self-identity, and their active engagement with this content was minimal. Instead, the findings indicate that adolescents primarily consume influencer content for entertainment rather than emotional connection.

Dr Mairéad Foody