Sexual harassment against women represents aggressive behaviour that is often enacted instrumentally, in response to a threatened sense of masculinity and male identity (cf. Maass & Cadinu, 2006). To date, however, empirical and theoretical attention to the social-cognitive processes that regulate workplace harassment is scant. Drawing on Social Cognitive Theory (Bandura, 1986), the current thesis utilises the theoretical concept of moral disengagement in order to address this important gap in the literature. According to Bandura (1990, 1999), moral standards and self-sanctions (i.e., negative emotions of guilt or shame) can be selectively deactivated through various psychosocial mechanisms. The use of these moral disengagement strategies enables a person to violate their moral principles, and perpetrate injurious behaviour without incurring self-censure. This thesis investigates the general hypothesis that moral disengagement facilitates and perpetuates workplace sexual harassment. A new conceptual framework is presented, elucidating the self-regulatory role of moral disengagement mechanisms in sexual harassment perpetration at work. Eight empirical studies are reported in this thesis. Studies 1 to 3 present the development and preliminary validation of the Moral Disengagement in Sexual Harassment Scale (MDiSH); a self-report measure of moral disengagement in the context of hostile work environment harassment. These studies document the excellent psychometric properties of this new scale. The MDiSH exhibited positive correlations with sexual harassment myth acceptance, male gender identification, and hostile sexism. In Study 3, participants were exposed to a fictitious case of hostile work environment harassment. The MDiSH attenuated moral judgment, negative emotions (guilt, shame, and anger), sympathy, and endorsement of prosocial behavioural intentions (support for restitution) associated with the harassment case. Conversely, the MDiSH increased positive affect (happiness) about the harassment, endorsement of avoidant behavioural intentions, and attribution of blame to the female complainant. Using the amalgamated samples of Studies 1 and 2, the MDiSH was winnowed down to create a short form of the scale (MDiSH-S). The analyses reported in Chapter 3 attest to the strong psychometric properties of this measure. Study 4 explores the influence of social identification on the relationship between moral disengagement and judgments of hostile work environment harassment. U.S. participants were presented with a harassment case in which the perpetrators were described as being either in-group or out-group members. Moral disengagement (as measured using the MDiSH) neutralised judgments of the harassing behaviour. However, participants were not more inclined to justify and positively re-appraise harassment that was committed by in-group perpetrators. Study 5 reveals that moral disengagement leads people to make more favourable judgments about the perpetrators of hostile work environment harassment. The neutralising effects of moral disengagement on judgments of the harassing conduct were partially mediated by a positive evaluation of the harassers (but not social identification with them). The final three studies (Studies 6, 7, and 8) investigate the role of moral disengagement in accounting for men’s self-reported proclivity to commit quid pro quo harassment and hostile work environment harassment. These studies examine the causal pathway between moral disengagement and harassment proclivity, and the psychological mechanisms (emotions and moral judgment) that underlie this relationship. Taken together, the results suggest that moral disengagement mechanisms are important social cognitions that people use to deny, downplay, and justify workplace sexual harassment. The findings of this thesis also provide preliminary support for the notion that moral disengagement is a self-regulatory process in sexual harassment perpetration at work (cf. Page & Pina, 2015). The thesis concludes with a discussion of theoretical implications of the findings, methodological limitations, practical implications, and suggestions of future research avenues.

The Exploring Masculinities Programme (EM) was developed and piloted in 19 boy’s schools in Ireland during 1997-1999, with funding from the European Social Fund. The programme aimed, amongst other things to investigate different perceptions and experiences of masculinity and to promote equality among and between the sexes. Following the launch of the programme, EM was the subject of a considerable amount of media coverage, which was mainly critical of the programme. Amongst the most vocal critics of EM were certain parent groups and a number of journalists. In this context, the Minister for Education and Science commissioned the National Council for Curriculum and Assessment (NCCA) to conduct an examination of, amongst other things, the media reaction to EM. The planned dissemination of the programme lost its momentum and in 2005, EM was only being used as a resource in a small number of schools. The current study aims to establish the views and attitudes of Irish parents and a sample of journalists towards the treatment of masculinity related issues with young men at senior cycle. There were four phases to the research. Phase one consisted of a survey of a national sample of parents. Phase two involved interviews with twenty-four of these parents. Phase three consisted of surveys with representatives of the five national parent associations in Ireland. The fourth phase of the research involved interviews with four journalists who had participated in the media debate on EM, together with the Project Coordinator of the programme. The study found that the majority of parents (both the national sample of parents and members of the various parent associations) viewed the primary purpose of education as the holistic development of the child rather than the attainment of Leaving Certificate points. The majority of parents were in favour of the inclusion of EM topics on the school curriculum due to the fact that EM issues were of relevance to young men, with parents suggesting that schools currently are not doing enough to deal with issues such as homophobic bullying. While support for the inclusion of EM issues was high, concerns were expressed by parents. These concerns related to, for example, whether lessons on EM issues would be based on Catholic values; whether teachers had received sufficient development on such issues and whether young men were mature enough to deal with these issues at senior cycle. While two of the journalists viewed the school as playing an important role in the exploration of masculinities with young men at senior cycle, the remainder questioned such involvement. Concerns were raised by the journalists in relation to the ideologies underpinning EM, particularly in relation to the concept of gender as a social construct and the perceived underlining feminist ideology. Based on this, the journalists viewed the programme as selective in nature and imbalanced in its treatment of certain issues. Additional concerns related to the lack of consultation with relevant agencies and individuals during the development of EM. The project coordinator of EM, Peadar King, supported the journalists’ views that the writing group were too narrow in their focus and did not engage sufficiently with other agencies or personnel. However, he questioned their perception of EM as anti-male and tendentiousness in nature. Both parents and journalists advanced some possible suggestions on how EM issues could be examined in the future. Possible suggestions included the adoption of a cross-curricular approach and the inclusion of a positive discourse on masculinity. It was proposed that such issues would be best addressed by an expert external to the school and through the use of active learning methodologies. The importance of related teacher development and adopting a consultative process when developing curriculum for social and personal programmes were also stressed. The findings from the study raise a number of questions in relation to Irish post-primary schooling. For example, how can the differing views of parents be accommodated in relation to whether school-based social and personal programmes are taught within a Catholic framework? What alterations can be made to the current process of curriculum development in Ireland so that new curriculum initiatives do not experience as much controversy as EM and how can the specific social and personal needs of young men be met within senior cycle education?

aPermanent and fixed-term exclusions were introduced in the Education Act (1986). Despite ongoing assertions by the government advocating a reduction in exclusions, the demographic of those excluded has remained similar. A managed move is an alternative to permanent exclusion. Little research has evaluated the process or assessed what constitutes best practice. This study establishes how the managed move process works, the reasons managed moves are initiated, what constitutes and influences success, the problems and how Educational Psychologists (EPs) can best impact upon their implementation. A single case study methodology was adopted. Within one Local Authority, four sub-groups were highlighted: school professionals (SPs), Local Authority (LA) officers, parents and young people (YP). A mixed-method design was used. Quantitative data on exclusion were gathered from the LA and national records. Semi—structured interviews took place with eleven SPs, five LA officers, five parents and five YP. These were evaluated using thematic analysis. Further data regarding YP views was elicited using personal construct psychology and solution-focused methods. The researcher, as an embedded member of the LA, was able to report informal observations around managed moves in context. Managed moves are discussed at the borough School Behaviour and Attendance Panel (SBAP) and brokered by Head-teachers. When a YP experiences a managed move, they remain on roll in their starter school and take part in a six week trial in a host school. Bullying/social isolation, breakdown in relationships and behaviour were the main reasons given for managed moves. Success was defined as where a YP experiences happiness and improved self-perceptions and makes progress in their learning. Factors contributing to success included: a fresh start for YP, without pre-judgement, effective home-school communication, early intervention, pastoral work, commitment of all stakeholders, school suitability and involving the YP in the process. A number of problems were identified, including: inter-school tensions, negative narratives around YP, use of the process as an alternative to permanent exclusion, a provision gap for YP with additional needs, accurate identification of special educational needs, the impact of the results agenda, issues around timing and family stress and systemic concerns regarding UK education policy. The findings suggest that EPs could maximise their impact by clearly explaining their skill set, working preventatively, accurately establishing YP’s needs and using systemic and social constructionist thinking. Potential implications at LA and national level are discussed.

A body of research has focused on exploring educational attainment and links between outcomes from one generation to the next, with a complex array of factors revealed. One influential factor linked to outcomes is the aspirations that parents have about school for their children. Research to date however has provided only limited insight into the ways parents, or mothers in particular view school for their child, based on their own experiences. This study aimed to understand more about what a negative school experience meant to a group , mothers of children 3 years and under. It also sought to elicit their views about their children’s schooling. Through a process of interpretative phenomenological analysis of the semi-structured interviews, this study identified factors that served to help and support them around their school days, and what could potentially help them gain more confidence in their children’s education. The key super-ordinate theme to emerge was the power of their negative experience to cloud what was positive about their school days. What became apparent was the degree to which for three mothers, this centred on persistent, inescapable bullying. Additional factors (and sub-themes) identified included: being ignored and left to get on with learning; not being heard by teachers and parents; and the power of all these negative experiences to undermine confidence, self-worth and future pathways in life. However, an additional super-ordinate theme focused on positive factors that had helped them cope in school. Two further super-ordinate themes identified the conflicting emotions felt about school for their child, and how they had given great thought to the future education of their children. Within these factors emerged a strong desire for them to have a different, more enjoyable experience of school and how they considered their role to be a protective influence in their lives. This thesis offers an insight into the ways educational professionals, including psychologists, can provide support to parents with negative school experiences, helping to build confidence and trust in a positive future for their children in school.

Children with a diagnosis of Autism experience difficulties in social   communication and are vulnerable to bullying and social exclusion in mainstream schools. The importance of educating all children in an inclusive learning environment is enshrined in both national and international legislative policy (UNESCO, 1994; Department for Education, 2015). Yet, the numbers of children with Autism currently facing exclusion from their mainstream schools are disproportionate compared to children with other Special Educational Needs (SEN) (Department for Education, 2018; Ambitious about Autism, n.d.(a)). As a construct, ‘Inclusion’ is multi-dimensional and is expressed through full participation in the wider community, a sense of belonging and being part of a wider social group (Farrell, 2000). There is ambiguity regarding how this concept operates in practice. How children relate to others and the social repertoires they display are likely to be a core component to effective inclusion. Peer-Mediated Interventions (PMIs) have been used to promote the social skills of children with Autism. A systematic review of the literature was undertaken to examine the evidence from eighteen single-subject experimental designs (SSEDs). These studies examined the effectiveness of PMIs on improving the social outcomes of children with Autism. The review made an original contribution by using the ‘What Works Clearinghouse’ (WWC) Design Standards for evaluating SEDs (Kratochwill et al., 2010). All studies reviewed showed positive findings, yet conclusions drawn were tentative. There was considerable variability across the studies regarding the role of peers. Generalisability of findings were limited by a lack of long-term follow-up data. Outcome measures were focused on behavioural modification, and although helpful, over-simplified the complex nature of social interaction. The conclusions from the systematic review identified the need to further explore peers’ perceptions and the contextual environment in which inclusion is practiced. Chapter Two focused on exploring the experiences and perspectives of children with Autism, their peers and their teachers in the social environment of the school playground, and examined how inclusion operated in this context. Using a qualitative case study design and semi-structured interviews, children with autism, their peers and their teachers were interviewed in three different Primary Schools (n= 39). To capture peers’ perspectives of autistic behaviours, modified vignettes were used as a stimulus for discussion (Butler & Gillis, 2011; Matthews et al., 2015). Findings suggested that children’s experiences of playground inclusion were more alike than different for all child participants. Specific environmental barriers to inclusion were identified as lack of structure in the playground, and within-child factors such as difficulties in emotional regulation and social communication. Facilitators were identified as increased adult support and a wider range of play equipment for some children with autism, although the need to recognise the individuality of each child was highlighted. Peers’ understanding of autistic behaviours presented in the vignettes were variable and included hostile attributions (Dodge, 2006). Further research could explore the development of peer attributions of autistic behaviours and examine how these directly impact upon peer interaction in the playground. Implications for practice were highlighted, including the need to reflect about how EPs can support schools in educating children and staff about autism and how our attributions of difference can affect our behaviour towards others.