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Analysis of legal protection of victims of discrimination and harassment and development of strategies for reform
2006
Middlemiss, Sam
Robert Gordon University

The theme, which I have rigorously pursued and developed during my research career, is legal protection for victims of harassment and discrimination.  These terms are used here in their broadest sense and encompass various kinds of undesirable behaviour.  The victims of these types of behaviour have been traditionally disadvantaged because their legal rights have been disregarded and consequently they have been given little or no legal protection (e.g. victims of sexual harassment or stalking). They are often the weaker party in a relationship or someone who is not afforded due care or consideration by another party whose actings adversely affect them.  As a consequence they will suffer economic loss and/or physical or mental harm to their person. Often the legal process they must follow to secure redress is weighted against them.  This could take the form of evidential difficulties (e.g. proving an employer’s vicarious liability in discrimination cases) or having to utilise judicial procedures that are inaccessible.  In some instances there are inherent inequalities between the treatment they receive (e.g. homosexuals, women) within the legal system as compared with members of other groups (e.g. men and heterosexuals). The research is intended to highlight the difficulties faced by these groups and identify possible legal solutions.  It could involve recommendation of a course of action that can be pursued on their behalf by legal practitioners (e.g. applying existing laws that are untried in a particular legal context).  Alternatively the courts handling of a case may be the subject of constructive criticism (e.g. interim relief for victims of stalking). In the context of analysis of legal protection for victims of discrimination and harassment, the Government has often been encouraged to introduce legal rules for the first time to provide protection to disadvantaged groups (e.g. protection of the employment rights of homosexuals and lesbians).  The Government or the legislature have also been encouraged to amend existing legislation to ensure better protection is available or to comply with legislation emanating from the European Union (law on sexual harassment, disability discrimination).  The Government may also be encouraged to change their social policy. This research has identified areas for social change and has either directly or indirectly led to actual or proposed changes in the law.  It has also been partly responsible for improvement in the quality of the protection for legal claimants. Legal representatives have been acquainted with the full scope of legal redress available to their clients. Another feature of my research is consideration of the appropriateness of legal tests or principles to decide an issue (e.g. comparators in discrimination cases).  A substantial part of my research has been concerned with discrimination and the need for equality of treatment within society.  More specifically it is often concerned with protecting someone against behaviour which represents an affront to their person e.g.  harassment, stalking or bullying.  The judiciary is sometimes respectfully requested to reconsider their approach to a legal issue to ensure such victims are given legal protection.

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.

Differing perceptions of bullying (BL)
1997
Madsen, K. C.
University of Sheffield

This thesis describes two separate but related studies. The first, study 1 investigated age and gender differences in participants’ perceptions of the concept of bullying. 159 participants were individually interviewed. Approximately 20 males and 20 females were in each of the following age groups: 5- 6, 9- 10, 15 – 16, 18 – 29 years of age. Interviews began with the participants giving their definition of bullying. Once this had been completed, 26 hypothetical scenarios were presented, containing various features involved in bullying. Participants were asked whether they believed bullying had occurred or not and the reasons for their response. Later 4 open ended questions were asked. Finally, participants were asked to give their definition of bullying again. Findings from study 1 indicate that though different from that of older participants, children as young as 5 and 6 years of age have a comprehensive understanding of bullying. Many age related differences were found in study 1, however few gender differences were found. These findings will be presented and their practical implications for teachers and for future research into the extent and prevention of bullying will be discussed. Study 2 investigated parent versus teacher conceptions of bullying. This study employed 80 participants; 40 teachers and 40 parents, balanced for gender. A modified, shorter version of the study 1 interview was used. Various parent – teacher differences were found. These differences will be discussed in reference to how they may affect parent-teacher liaison when dealing with issues of school bullying. Finally, pupil responses in study 1(5 – 6, 9 – 10, and 15 – 16 year olds) will be compared to parent and teacher responses in study 2. Differences revealed will be considered in relation to their practical implications for intervening in bullying situations.

Continued Professional Development for Educators

Continued Professional Development for Educators

Bullying Prevention and Intervention Online Course

Course LeaderDr Seline Keating, DCU Anti-Bullying Centre (ABC)

Format: Blended – delivered over a 10-week period: includes one on campus facilitation skills workshop

We offer a Bullying Prevention and Intervention Course which is also included under DCU’s Partnership for Learning: Programme of Continuing Professional Development (CPD) for Cooperating Schools. This course is most suitable for school principals and teachers, but it may be beneficial to youth workers, social workers, healthcare professionals and those interested in bullying prevention and intervention in educational settings.

The course is designed and delivered by Dr. Seline Keating. It is an online course with one compulsory face-to-face workshop. Participants have ten weeks to complete the online component of the course, at their own pace. The face-to-face workshop takes place on a Saturday, usually in week 4 of the course (9:30-1:30pm) in DCU Institute of Education, St. Patrick’s Campus, Drumcondra.

The course content comprises of the following topics:

  • Defining Bullying (e.g. cyberbullying, identity-based bullying)
  • Victims, Bullies and “The Bullying Circle”
  • Consequences of Bullying
  • DE (2022) Cinéaltas: Action Plan on Bullying; Implementation Plan (2023)
  • DE Circulars and Procedures
  • Nuts+Bolts: An Anti-Bullying Policy Reflective Framework
  • Bullying Prevention and intervention strategies
  • School’s Role/Teacher’s Role/Parents’ Role
  • Bullying Resources, Methodologies and Support
Email and the subversion of organisational culture
2012
Freke, David Roy
University of Leicester

Email is, in the early part of the 21st century, an integral part of organisational life. Its centrality has resulted in it being more than a mere organisational process. Rather, email represents a vehicle by which organisational culture develops. Using concepts of “email communities” and “insider-outsider social habitus” statuses, this phenomenon is explored through evocative ethnography and is found to be both benign and malign. Issues of alternative hierarchies, bullying, inclusion and exclusion emerge. These issues are characterised by a lack of awareness of the effects of their actions on the part of protagonists. Because the protagonists’ actions are not usually deliberate, those suffering the effects doubt the validity of their experiences and feelings. From the organisational perspective, official notions of organisational culture and organisational values are compromised or even rendered irrelevant. This in turn compromises the honesty and integrity of organisations in respect of the ways in which they present themselves to their employees and the outside world. Organisations, however, are largely unaware of these effects as the insider-outsider social habitus concept does not engage with the structural culture-as-an-entity understanding favoured by organisations. Remedies, examined within the compass of organisational learning and knowledge management are explored, with a need for remedies within both concepts being found to be necessary, together with a need for emotional intelligence.

Children’s, parents’, peers’ and professionals’ experiences of language impairment: a multi-perspective study to identify psychosocial goals for intervention
2014
Hambly, H.
University of the West of England, Bristol

Children with language impairment (LI) can experience a wide range of social and emotional difficulties in addition to linguistic difficulties, but there is limited understanding about how LI impacts on these broader, psychosocial aspects of children’s lives. Furthermore, psychosocial outcomes for children are not assessed routinely in speech and language therapy research and practice. Studies of experiences of disability and impairment in other areas have highlighted the importance of addressing the psychosocial beyond the medical. This study draws on interpretive phenomenological analysis (IPA) to explore children’s, parents’, peers’ and professionals’ experiences of children’s LI. Using a phenomenological methodology to explore LI from multiple-perspectives, the study sought to uncover psychosocial features of LI and identify goals for support. Four children, aged 8-10 yrs with a diagnosis of LI, were interviewed about their experiences using arts-based methods. Children’s parents, teachers, learning support assistants, speech and language therapists and siblings and/or friends were also interviewed. Analysis of the 22 interviews is presented as four case studies that include each perspective around the child. Themes were identified through coding and analysing within and across cases. A second stage literature review was undertaken to understand, theorise and discuss emerging themes. Analysis revealed three themes: Agency, Understandings and Misunderstandings, and Making Sense of Difference. Children’s experiences of agency were associated with their emotions and their engagement in classroom and social activities, and not always dependent on their communication abilities. Children with LI often had different understandings of others’ intentions, situations and instructions to that of their peers, professionals and parents. Mismatches in understandings were associated with children being considered unusual, immature, egocentric or rude by others, impacting on their risk for bullying and social exclusion. There were divergent experiences and understanding of LI. Interpretations included impaired speech, language and social communication; social and emotional immaturity; parental neglect; and other people’s attitudes and behaviours. For children, LI was predominantly relational, that is, it was mainly experienced in relationship with others. Psychosocial goals for intervention include addressing attitudes, understandings and behaviours of professionals and peers towards children, in addition to children’s understanding and use of language; promoting children’s experience of agency; and addressing children’s emotional wellbeing and risk for bullying. Good communication and understanding between children, families and professionals is essential for intervention.

Evaluating the implementation of the MindOut Social and Emotional Wellbeing Programme in Irish post-primary schools
2020
Dowling, Catherine
National University of Ireland Galway

Aims: The overarching aim of this thesis was to evaluate the implementation of the MindOut social and emotional learning (SEL) programme with disadvantaged post-primary school students (15-18 years old) in Ireland. This study was conducted in three phases, each of which have been published. Phase 1 aimed to evaluate the immediate impact of the MindOut programme on students’ social emotional skills, mental health and wellbeing and academic outcomes. Phase 2 aimed to examine variability in implementation quality and to identify factors that contributed to this variability. Phase 3 aimed to determine how implementation quality impacted on programme outcomes.

Methods: The study employed a cluster-randomised controlled design with mixed methods approaches. A total of 675 students from 32 disadvantaged schools participated at baseline and data were collected from students and teachers before, during and following programme delivery. Phase 1 employed linear mixed models (LMM) to evaluate the effectiveness of the programme on students’ outcomes. Phase 2 used process measures to determine schools’ level of implementation quality across four implementation dimensions, and to identify factors that contributed to implementation quality. Phase 3 employed LMM’s to assess the relationships between the implementation data and outcome data across three time-points and between three treatment groups (high-implementation, low-implementation and control).

Results: Phase 1 demonstrated significant improvements in students’ social and emotional skills: reduced suppression of emotions (p=0.035), use of more positive coping strategies [reduced avoidance coping p=<0.001) and increased social support coping p=0.044)] and mental health and wellbeing: reduced levels of stress (p=0.017) and depressive symptoms (p=0.030) and reduced anxiety scores for female students (p=0.044). Phase 2 detected variability in implementation quality between schools and assigned eight schools to both the high- and low-implementation groups. Influencing factors were categorised into five themes: Programme Factors, Participant Factors, Teacher Factors, School Contextual Factors and Organisational Capacity Factors. Phase 3 revealed significant positive programme effects at post-intervention for the high-implementation group only (reduced suppression of emotions [p=.049]; reduced avoidance coping [p=.006]; increased social support coping [p=.009]; reduced levels of stress [p = .035] and depressive symptoms [p = .025]. At 12-month follow-up, reduced avoidance coping [p=.033] was the only sustained outcome.

Conclusions: Overall, these findings demonstrate that the MindOut programme can be effective in producing positive outcomes for participants, particularly those students of disadvantaged status. However, these positive outcomes were only evident in schools that implemented the programme with high-quality, signifying the importance of implementation quality in the overall success of a programme. The findings from this study have clear implications for policy, practice and future research and highlight a number of important factors to enhance implementation quality and strengthen programme outcomes.

‘I can breathe, finally’: pasts, presents and (imagined) futures of working-class young women and girls engaged in beauty education
2020
Walters, Hannah
University of Glasgow

This thesis examines the social and educational experiences of working-class young women and girls engaged in vocational beauty education in the West of Scotland, with research taking place at three further education colleges. Through qualitative interviews with staff and students, supplemented with classroom observations, the pasts, presents and (imagined) futures of working-class girls are explored.

Taking a feminist-Bourdieusian theoretical approach, the school experiences of working-class girls are identified as a central driver for economic and educational inequalities later in life, with school having been experienced as a space of ‘networks of violence’ relating to fights, bullying and complicated, often hostile, relationships. These inequalities include the structuring of post-compulsory educational pathways which are highly gendered and classed, intergenerationally reproducing working-class women’s disadvantage. At the same time, and contrary to the ways in which vocational education tends to be criticised from both skills-based and feminist perspectives, the thesis (re-)examines beauty education in terms of valuable opportunities for social capital, and ‘use-value’, highlighting the creative, meaningful aspects of beauty education for working-class girls. Finally, participants’ imagined futures are examined. In particular, it is argued that uncertainty represents a key theme of discussions around imagined futures, which manifests as curbed ambitions based on current economic positions and class- and gender-informed plausibility structures. This final findings chapter also examines both the enduring power of the local habitus, as well as its evolution and reconfiguration, through participants’ narratives of aspirations, resistance and meaningful work.

In doing so, the thesis mobilises Bourdieusian concepts of violence (through the application of ‘networks of violence’); habitus and dialectical confrontation; and capital, as a means by which to explore working-class girls’ educational and social experiences, as well as their imagined futures and what structures these. In particular, it will be argued that the local (working-class, feminine) habitus of the participants of this study was in conflict with the institutional habitus of the school, yet aligned well with the institutional habitus at work in beauty learning spaces. The interplay of participants’ local habitus and its evolution is then explored in terms of how this tension impacts imagined futures for working-class girls.

Overall, this thesis contributes to contemporary discussions regarding the function of both class and gender in informing inequalities at work under late modernity, including the structuring of post-16 educational options, and transitions to work for young people. It also contributes to theoretical debates around the application of the ‘institutional habitus’, widening these discussions to include empirically-informed notions of institutional and local habitus alignment. Finally, and building on the work of feminist Bourdieusian scholars, this project contributes empirical data to theoretical discussions of value, in particular the notion of ‘use- value’ and its function for working-class young women and girls.

Bullying in the workplace
1999
Rayner, Charlotte A. L.
The University of Manchester

The study of bullying at work has received little attention in the UK beyond incidence studies (e.g. UNISON, 1997), and has only addressed negative behaviour. In the UK around 80% of ‘bullies’ are reported to be managers. This study reports on a census survey which explored treatment of subordinates by managers within two UK organisations. One aim of the study was to identify ‘bullies’ and their characteristics. In order to identify the ‘bullies’, reports about manager behaviour from subordinates were collated to provide a data set on each manager. Managers were labelled according to the level of group agreement and the (relative) level of negative behaviour reported. As subordinate respondents were not asked to label themselves as ‘bullied’ or not, only ‘tough managers’ were identified. Managers were labelled on a continuum from ‘Tough managers’ through to ‘Angelic managers’ -the latter exhibiting extremely low levels of negative behaviour. Managers completed a battery of pre-validated measures that included the Hogan Personality Inventory, a management style questionnaire and the Occupational Stress Indicator ‘mental health’ and ‘stress’ measures. Few full data-sets (i.e. manager and subordinate data) were achieved. No significant correlations were found between the manager labels and the measures from the HPI, OSI and management style. Qualitative analysis revealed that using personality profiles of managers was ineffective in predicting labels. The only qualitative relationship appeared to be the manager’s lack of satisfaction with their own achievement and a ‘tough manager’ label. Due to the small sample size, the findings were inconclusive. The study also aimed to test out whether behaviour that had previously been thought of as bullying (by researchers) actually did bother people. The whole subordinate sample (n= 626) was used. Respondents were asked separately whether they experienced behaviours and whether that experience had bothered them. A very strong relationship was found which adds validity to previous studies, although the full domain of behaviours may not be covered. People who reported negative behaviours were found to have an external locus of control, although the direction of cause and effect is unknown. This relationship was particularly salient for those who were unusual in their reports of considerable negative behaviour as compared to other people in the same work group who reported average activity. Similar tests for personality revealed less conclusive findings. The discussion includes a critique of the study. Principle amongst the outcomes of the study was that a methodology for labelling ‘tough managers’ had been developed which could be extended to labelling ‘bullies’. In addition, the author asserts that it is useful to investigate a wide range of behaviours in the study of bullying at work, not just negative behaviour. Some interesting differences in subordinates were revealed at the work group level and this may be an area for more specialist research where the manager and staff profiles could be examined using qualitative techniques.

UNESCO Chair at OECD Policy Forum for a Shift in Anti-Bullying Strategies

In a significant address at the 11th Policy Forum on Education for Inclusive Societies held by the Organisation for Economic Co-operation and Development (OECD), Prof. James O’Higgins Norman, the DCU UNESCO Chair on Bullying and Cyberbullying, underscored the pressing need to reevaluate traditional methods of combating bullying in educational environments. During his presentation, Prof. O’Higgins Norman illuminated the dual toll of bullying, focusing on both the human suffering it causes and its considerable economic impacts.

Drawing upon the latest recommendations from UNESCO, Prof. O’Higgins Norman advocated for a departure from the prevalent whole school approaches to anti-bullying. He stressed the importance of adopting the Whole Education Approach, a strategy UNESCO recommended in 2020, as a more effective means to address this pervasive issue. This innovative approach encourages the integration of anti-bullying measures across all aspects of the educational experience, rather than confining them to individual schools or age groups.

Highlighting the economic implications, Prof. O’Higgins Norman presented compelling evidence of the financial costs associated with failing to tackle bullying effectively. The economic burden, he noted, stems not only from the immediate effects of bullying on student well-being and academic achievement but also from the long-term societal costs related to healthcare, social services, and lost productivity.

The address by Prof. O’Higgins Norman at the OECD forum represents a critical call to action for policymakers, educators, and stakeholders across the globe. By shifting towards a Whole Education Approach to bullying, there is a significant opportunity not only to alleviate the personal hardships faced by countless students but also to mitigate the economic strains on societies worldwide.

As nations grapple with the challenges of fostering inclusive and supportive educational environments, the insights shared by Prof. O’Higgins Norman offer a valuable blueprint for meaningful progress. The forum served as a pivotal platform for exchanging ideas and strategies, reinforcing the collective commitment to creating safer and more welcoming spaces for learning.