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Stress in the social services: individual and organizational perspectives (BL)
2000
Short, E.E.C.
University of Bristol

Three studies are presented within this thesis that examine the effects of occupational stress, individual coping behaviours and specific dispositional characteristics on well-being. Building on an integrative review of the literature, a theoretical model of the stress process was developed which was based on the general transactional model. Study One was an investigation of stress in trainee social workers using repeated measures methodology. Measures represented the proposed model in order to test it. Study Two investigated well-being, coping, interventions and attitudes towards employer duty of care amongst a sample of Social Service Employees. A high incidence of stress was found, particularly amongst students. Elements in the stress process most important in predicting outcome were negative affectivity and mastery. These elements were also found to have significant interactions with coping styles in the prediction of well-being. Coping behaviours produced two factors: direct and indirect coping. Dispositional coping was more important in the prediction of outcome, although direct coping was generally associated with better outcomes. Qualitative data was collected in Study Three in order to complement the first two studies by providing a context to the quantitative findings. Employee perceptions of the legal responsibility of employers to offer protection from extreme stress and respond effectively to stress related problems were also explored. Results indicated that bullying and violence were sources of extreme stress and that employees were unclear about the help available or their employer’s legal responsibilities.

Exploring post-traumatic stress symptoms in bullied adolescents (BL)
2000
Smerdon, J.
University of Southampton

The dissertation explores post-traumatic stress (PTS) symptoms in bullied adolescents. The initial part of the literature review discusses prevalence, gender differences and developmental aspects of bullying. The risk factors of being bullied are explored as well as the subsequent sequelae. The second part of the review discusses the adolescent trauma literature, particularly focusing on the developmental issues and sequelae. Because only a small proportion of individuals experience PTS symptoms, the moderating and mediating factors of developing PTS symptoms are discussed. The final section of the review brings the two bodies of literature together and argues that some bullied adolescents may actually be experiencing PTS reactions. The empirical study tests the argument proposed in the literature review that bullied adolescents experience symptoms associated with PTS symptoms, exploring the moderating role of social support and mediating role of dissociation. The participants were members of a secondary school (n = 689) who filled in four questionnaires exploring bullying experiences, levels of dissociation and support, and PTS symptoms. The results indicated that those who reported being bullied experienced significantly more PTS and dissociation symptoms that those who reported not being bullied. Over half of those bullied more than once or twice had scores for the Impact of Events Scale which fell in the clinically significant range for PTS symptoms. Dissociation was found to be a mediator between bullying and PTS symptoms but social support was not identified as a moderator. The implications for clinical practice and future research are discussed.

How well does a cognitive model predict post traumatic stress symptoms in incarcerated young offenders, and what is the relationship between posttraumatic stress symptoms and bullying behaviour in this population?
2007
Short, V.
University of Oxford

Objectives:  The study aimed to determine the prevalence of posttraumatic stress symptoms in a population of incarcerated young offenders, and to test the applicability of a cognitive model of PTSD to this unique population.  It explored whether there was a link between reported bullying behaviour and posttraumatic stress symptoms, and investigated hyperarousal as a possible mediating factor. Design:  A cross-sectional, questionnaire based study design was used. Method:  56 incarcerated young offenders participated in the study.  Four questionnaire measures were administered in a single interview, and additional information was collected from the young person’s prison life. Results:  A high prevalence of posttraumatic stress symptoms was found in the study population.  Significant correlations were found between posttraumatic stress symptoms and negative appraisals, and cognitive factors predicted variance in posttraumatic stress symptoms over and above non-cognitive factors.  No relationship was found between bullying behaviour and overall posttraumatic stress symptoms although significant correlations were found between hyperarousal and indirect bullying behaviour and total frequency of bullying behaviour. Conclusions:  The study provided support for the important role of cognitive factors in posttraumatic stress symptoms and suggests that a cognitive model can be usefully applied to a population of incarcerated young offenders.  For the most part, the results suggested that no relationship exists between bullying behaviour and posttraumatic stress symptoms, but a specific relationship between hyperarousal and some forms of bullying behaviour was found.  Further research is needed to fully understand the experience of bullying in this population, and to examine the causes and consequences further.

Examining bullying in school: a pupil-based approach
2000
Guerin, Suzanne
University College Dublin

The main aim of this study was to examining bullying in school from a pupil-based perspective. Study 1 used interviews with fifth and sixth class pupils in five rural and urban primary schools to develop a pupil-based definition of bullying. Analyses identified a number of areas where this definition differed from traditional research definitions. Study 2 examined the reporting of involvement in bullying using this definition. Pupils in fifth and sixth class in 19 schools completed an anonymous self-report questionnaire on their involvement. Although the results showed lower levels of involvement than a recent nation-wide study, there were a number of methodological issues that may explain these differences. Finally, Study 3 developed and tested a method by which pupils designed an anti-bullying educational intervention for use in schools. Assessments of involvement in bullying at pre-intervention and post-intervention were used to identify any changes in involvement. While no significant change was identified, the benefits and effects of involving pupils in tackling bullying were considered. Overall, it was concluded that researching bullying using a pupil-based approach added to our understanding of bullying in schools.

Darran Heaney
Exploring masculinities – the sequel: an examination of the views and attitudes of Irish parents and a sample of journalists towards the exploration of masculinities with young men at senior cycle
2010
McCormack, Orla
University of Limerick

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?

A longitudinal investigation of teasing and bullying among children with cleft lip and/or palate
2011
Vukicevic, Tijana
Queen's University Belfast

The main aim of the present study was to investigate the factors which contribute to teasing/bullying among children with CLP.  A previous study identified that children with similar types of CLP are not uniformly teased/bullied.  Seventy-five children took part in the study with their parent/guardian on two occasions, therefore the study was a longitudinal investigation using a repeated measures design.  The average time between data collection points was 8 months.  Children completed a teasing/bullying questionnaire and a number of psychological instruments measuring anxiety, self-esteem, depressive mood and behaviour problems. The children also took part in a semi-structured interview schedule specially designed for the present study.  The interview addressed issues specific to children with CLP which are not addressed by any currently available standardised measures.  A parent/guardian of each child completed a parenting stress questionnaire. The results revealed a higher prevalence of at least 16% more teasing/bullying among children with CLP compared to the general population. Teasing/bullying decreased with age among children with CLP. The relationship between teasing/bullying at primary school and increased levels of psychological problems was also identified, although scores were not within the clinical range overall. The role of the parent in developing healthy appearance and speech-related emotion regulation among younger children was identified as a protective factor against teasing/bullying. Recommendations for clinical application relate to the role of healthcare professionals providing care for children with CLP. Clinicians are required to provide support and teasing/bullying related information to children and parents. Part of their new role is also to increase links with the school to help reduce teasing/bullying.

Recommending Toxicity: How TikTok and YouTube Shorts are bombarding boys and men with misogynist content

A new study from Dublin City University’s Anti-Bullying Centre shows that the recommender algorithms used by social media platforms are rapidly amplifying misogynistic and male supremacist content.

The study, conducted by Professor Debbie Ging, Dr Catherine Baker and Dr Maja Andreasen, tracked, recorded and coded the content recommended to 10 experimental or ‘sockpuppet’ accounts on 10 blank smartphones – five on YouTube Shorts and five on TikTok. The researchers found that all of the male-identified accounts were fed masculinist, anti-feminist and other extremist content, irrespective of whether they sought out general or male supremacist-related content, and that they all received this content within the first 23 minutes of the experiment.

Once the account showed interest by watching this sort of content, the amount rapidly increased. By the last round of the experiment (after 400 videos or two to three hours viewing), the vast majority of the content being recommended to the phones was toxic (TikTok 76% and YouTube Shorts 78%), primarily falling into the manosphere (alpha male and anti-feminist) category. Much of this content rails against equality and promotes the submission of women. There was also a large amount of content devoted to male motivation, money-making and mental health. This material strategically taps into boys’ financial and emotional insecurities and is particularly dangerous in relation to mental health as it frequently claims that depression is a sign of weakness and that therapy is ineffective. The other toxic categories were reactionary right and conspiracy, which accounted for 13.6% of recommended content on TikTok and 5.2% of recommended content on YouTube Shorts. Much of this was anti-transgender content.

Overall, YouTube Shorts accounts were recommended a larger amount of toxic content (on average 61.5% of the total recommended content) than TikTok accounts (34.7%). Content featuring ‘Manfluencers’ (male influencers) accounted for the vast majority of recommended videos in the dataset, demonstrating their centrality in the current manosphere ecosystem. By far the most prevalent of these was Andrew Tate, who featured 582 times on the YouTube Shorts accounts and 93 times on the TikTok accounts.

According to Prof. Ging, “Our study shows that shutting down influencers’ accounts does not necessarily remove their content. The overwhelming presence of Andrew Tate content in our dataset at a time when he was de-platformed means that social media companies must tackle harmful content in more sophisticated ways.”

The findings of the report point to urgent and concerning issues for parents, teachers, policy makers, and society as a whole. Among the authors’ recommendations are better content moderation, turning off recommender algorithms by default and cooperation with trusted flaggers to highlight illegal, harmful, and borderline content. They also stress the need for teacher education and the teaching of critical digital literacy skills in schools to equip young people with a better understanding of how influencer culture and algorithms work.

According to Prof. Ging, “Ultimately, girls and women are the most severely impacted by these beliefs, but they are also damaging to the boys and men who consume them, especially in relation to mental wellbeing. The social media companies must come under increased pressure from the government to prioritise the safety and wellbeing of young people over profit.”

The full-length report is available at: https://antibullyingcentre.ie/recommending-toxicity/