While relational networks have been an important part of much research into human interaction since at least the 1980s, there has been little research into network creation and decay, with much research simply creating a snapshot of an established network. Additionally, only a small number of studies have portrayed networks as dynamic and changing, instead viewing ties as binary, either strong or weak, but not something in between.

This thesis addresses both these problems using intercultural business email data to map relationships from the first introduction of two parties, to eventual decay, including stages of change along the way. A comprehensive model of dynamic relational networks is also presented, adding significant detail to the descriptions presented by prior studies, and presenting the idea graphically for the first time. The thesis uses a corpus of 1072 emails sent between a sole trader and 19 of her clients. Initially, an exploratory data analysis is conducted to present some of the structural and statistical aspects of the data. Then, using an inductive qualitative research process, tie creation is examined looking at how relationships are initiated and begin to progress. How strong functional ties are developed is then examined through linguistic strategies such as self-disclosures, multimedia sharing, and paying compliments. A systematic analysis of the usage of CMC (computer mediated communication) cues for relational work is given particular attention. The maintenance of weak ties is also examined, including using politic behaviour, adherence to one’s line, and recipient design. Tie decay, an under-explored area, is also analysed by describing how language differs before and after a break in contact, how a relationship can be destabilised and (possibly) repaired, or how it may become dysfunctional.

It is found that traits put forward by prior studies categorising relationships as strong, e.g., homophily, time dedication and trust, can be exemplified through linguistic elements in those relationships which are moving towards being strong (and, importantly, functional i.e., friendly, rather than dysfunctional, i.e., bullying). The thesis also shows how in all the business relationships presented, there is some amount of relational communication, which is important for ensuring a smooth business relationship.

Being the victim of bullying is a problem for many children and young people, yet challenges in defining the term and methodological issues have made research findings difficult to compare (Pugh & Chitiyo, 2012). Nevertheless, there is agreement that certain factors at different ecological levels can raise or lower the likelihood of being bullied, and that children with Autism Spectrum Disorders (ASD) tend to be more vulnerable than their peers without ASD. The social impairments at the core of ASD have led to these children being termed “perfect victims” (Klin, Volkmar, & Sparrow, 2000, p. 6), although their developmental and behavioural profiles may mean that some bullying research conducted with typically developing peers is inappropriate for this group. Nevertheless, if left unaddressed, the problem of bullying may prevent inclusion in school and have serious negative effects on the child.The aim of the current study was to investigate prevalence, victim role, risk and protective factors for being bullied among children and young people with ASD, using a representative sample taken from the evaluation of Achievement for All (Humphrey et al., 2011). An embedded mixed methods design was used to permit a richer understanding of being bullied. For the risk and protection analyses there were 722 responses from teachers and 119 from parents concerning children with ASD. Teachers and parents completed a survey on bullying and wider outcome areas, with additional contextual data collected. Data were analysed using multiple regression, including a cumulative risk analysis. There were five focus pupils in the qualitative strand, and interviews were conducted with teachers, parents and pupils to investigate issues around being bullied. Thematic analysis was used to explore the interview data.Results indicated that children and young people with ASD were bullied more than other pupils with Special Educational Needs and Disabilities, although actual prevalence varied greatly according to the method of measurement. Children with ASD were more likely to be victims, although the proportion of bully-victims was higher than in the general population. A multiple regression analysis with bullying mean score as the dependent variable indicated that 43% of variance was attributable to the predictor variables in the teacher model, and 38% in the parent one. Risk factors were having higher levels of behaviour problems, being in Years 5, 7 and 10 (compared with Year 1), use of public/school transport to get to school, and being at School Action Plus; protective factors were increased positive relationships, attending a special school, and higher levels of parental engagement and confidence. Bullying rose according to the number risks to which a child was exposed, and the rise was exponential in the teacher model. Qualitative results allowed an exploration of the experience of bullying and processes contributing to vulnerability, with transition emerging as an additional concern. Implications and directions for future research are discussed in the context of these findings.

Immigration to Ireland in the late 20th and early 21st century has transformed Irish society from being a largely mono-cultural to a more intercultural society. This study is concerned with the experience of migrant students in a second level school. It explores the experiences of a small number of migrant students who completed five years of second level education in a provincial Irish town. The students came from a range of countries in Eastern Europe and Africa. This is a one-school insider case study where the principal is the researcher using qualitative interviews with students and staff to build a picture of intercultural education with its strengths, weaknesses and suggestions for improvement. In-depth qualitative interviews were conducted with students in the year or two after they completed school. Teachers’ experiences were also analysed using questionnaires and interviews. The portrait that emerges is that of a school in transition with a vibrant and complex intercultural student population. Themes emerging as significant from the research include the school curriculum, bullying and racism, relationships with teachers, the role of parents, the experience of socialisation and schooling and pedagogical responses. These complex issues are discussed in light of student experiences, teacher comments and insights from literature. Recommendations are made for a more inclusive curriculum, for celebrating the resource that is an intercultural classroom, for a pedagogy of cooperative learning, peer education and action research by students and teachers.