DCU Logo

Search Results for “Efficient 300-740 Flexible Learning Mode | 300-740 100% Free PDF Download 🥏 Copy URL 「 www.pdfvce.com 」 open and search for ➤ 300-740 ⮘ to download for free 🤬Valid 300-740 Mock Test”

An exploration of the psychosocial consequences of delayed puberty in children who attend the royal hospital for sick children endocrine clinic: a qualitative study and clinical research portfolio
2013
McKillop, Kirsten Ann
University of Glasgow

aBackground: Puberty is considered to be delayed if sexual maturation occurs beyond 13 years in girls and 14 years in boys. Physical consequences of delayed puberty include short stature and immature appearance, relative to their chronological age. Psychosocial consequences include social withdrawal and isolation, teasing and bullying, parental over protection, poor body image, low self-esteem and declining academic performance. Research findings in this area can be conflicting with most of the focus being upon delayed growth. Consequently, the psychosocial impact of delayed puberty remains unclear. This study aimed to explore adolescents’ experiences of delayed puberty from a psychosocial perspective. Method: Five adolescents with delayed puberty attending the Royal Hospital for Sick Children were recruited to the study. Semi-structured interviews were conducted, recorded and transcribed. The data were analysed using Interpretative Phenomenological Analysis. Results: Analysis identified five super-ordinate themes: Confusion Surrounding Diagnosis, Adolescents’ Internal Experience, Adolescents’ External Experience, Coping and Future Prognosis. They reported a range of emotional, behavioural, social and psychological affects. Adolescents utilised various maladaptive and adaptive coping strategies to help them manage the consequences they experience. They reported feelings of confusion and uncertainty surrounding their diagnosis and treatment which may be contributing to the emotional and psychological symptoms. Conclusion: Adolescents reported that delayed puberty only affects certain areas of their life and that they are generally happy with who they are. This study emphasises the importance of adolescents receiving clear information about delayed puberty and its treatment as soon as possible when they first attend the endocrine clinic to help manage the psychological and emotional consequences reported.

Bullying and Harassment of Black and Asian Minority Ethnic (BAME) women within the Police Services in England: Race, Gender and Police Culture
2019
Hasan, Marina
University of Northumbria at Newcastle

This thesis examines the ‘hidden’ and under-researched area of bullying and harassment of Black and Asian Minority Ethnic (BAME) women in Police Services in England. In so doing the thesis explores the intersectionality between race and gender within the context of police culture. The thesis explores the development of the legislative and policy framework of bullying harassment within the context of English Policing. In doing so, it adopts a chronological approach, which facilitates an understanding, whilst identifying main influences and events, which have shaped English Policing bullying and harassment policy since the Macpherson Inquiry (1999).

The research argues that the failure of successive governments to develop a robust legislative framework on bullying – on the grounds that it would create an unnecessary regulatory burden to industry (Adams, 1994) – has had a massive impact on workplace bullying and harassment issues. This has led to the default position of the development of the creation of ‘dignity at work’ policies through which cases of bullying are channelled. The thesis argues that this policy framework when implemented within a command-and-control organisation such as the police makes it ‘fair game’ for undermining (EHRC, 2016).

The research identifies the impact of this historic policy failure to acknowledge the importance of intersectionality in matters of diversity and the continuing ‘struggle’ between race and gender within English policing. This factor then contributes to the ‘invisibility’ of BAME women in policing. In doing so it makes BAME women susceptible to ‘unique tactics’ of bullying and harassment, which contribute to their impeded progression as compared to their white counterparts. These ‘unique tactics’ are underpinned/enhanced by the police ‘organisation’ and enforced by police ‘culture’.

The thesis argues that the failure to ‘grasp’ the issue of bullying and harassment of BAME women within British Policing is due, in part, to a lack of effective leadership; which is driven by a ‘crisis management’ culture around issues of race and gender (CRE, 2004; Ghaffur, 2004; Rollock, 2010). Furthermore, the research argues, that this situation is compounded by a paucity of evidence-based research in this area, which contributes to intensifying the perceived and actual ‘invisibility’ of BAME women within contemporary English policing.

The thesis concludes, that; the bullying and harassment of BAME women in Police Services in England, is underpinned by issues of patriarchy and racism; which are difficult to challenge in bureaucratic and hierarchical organisations like the Police. It is argued in the research that Police Services in England have developed on ‘face value’ effective policies and procedures to deal with bullying and harassment however, it is the implementation of the bullying and harassment policies and procedures and the way in which certain sections of the organisation handle them (Department of Professional Standards (DPS) and Human Resources (HR)) where the tension lies. This is due to the viewpoint established by this research that those police departments responsible for handling cases of bullying and harassment of BAME women do not have many BAME people working within them (HASC, 2016). It is argued here that this makes implementation of bullying and harassment policies difficult, as these individuals do not truly understand the nature of racism which is essential to be able to tackle the bullying and harassment of BAME women. Furthermore, the forceful police culture, does its utmost to maintain and protect the organisation from those BAME women who would expose it both internally and externally for bullying and harassment. This triggers a range of acts; aimed at undermining, discrediting, and isolating the victim through drawn out investigative processes. These acts are aimed at maintaining power and order and are enabled through the operation of police culture, which by its very nature facilitates ‘corruption’ of processes in the handling of bullying and harassment cases.

View Publication
Young children and bullying a quantitative study of perceptions of bullying in irish primary schools
2010
Purcell, Anita Margaret
University of Bristol

This thesis reports on research conducted with young children (aged six to seven years) on the issue of bullying in Irish schools. The aim was to explore the perceptions and understanding of bullying from children’s perspectives and experience. The research also included the views of the children’s parents and teachers on bullying. This research adopted an interpretative stance. A grounded theory approach was used to collect and analyse qualitative data gathered through semi-structured interviews which were conducted with eight children (aged six to seven years), eight parents and two teachers. Two primary schools in Ireland participated in the research. The data from the interviews generated a number of categories and subcategories addressing the following broad areas; bullying and exclusion, friendship, school life and home life. Findings revealed insights into the participants’ understanding of bullying and friendship which highlighted the complexity of young children’s interactions in school and the difficulty the adults around them have in accurately defining and addressing bullying behaviour. The study concludes with emerging theory from the data which suggests that children operate in their own miniature social world in which they follow rules, where failure to do so results in children being excluded. The thesis concludes with specific recommendations for adults working with young children who are bullied, such as the need for adults to listen to children’s accounts of bullying and to provide consistent advice on how to address bullying. The results indicate that future research needs to be focused on identifying strategies to improve our understanding of bullying and how to address it.

Dr Michelle F. Wright
Calling All Teachers to Register for Anti-Bullying Schools Programme

DCU’s National Anti-Bullying Research and Resource Centre, in partnership with Facebook, calls on Teachers to Register for FUSE, the Anti-Bullying Training Programme for Post-Primary Schools. The National Anti-Bullying Centre (ABC) at Dublin City University is announcing the first set of dates for FUSE, a research based programme to train teachers in how to tackle bullying both online and offline. ABC is urging teachers in post-primary schools to register for one day of training on either September 24th, 25th or 26th.

The programme, supported by Facebook, is grounded in Irish and international best practice research, consisting of an in-person training session, online workshops and projects aimed at second year junior cycle students across Ireland. This is the second phase in the programme following an investment of €1m by Facebook.

The training will contain six modules, including bullying, cyber bullying, and online safety with a range of resources available to teachers to educate them on how to deal with the scenarios that are likely to occur within the classroom, the school and online.

This programme is designed to create champions within each post primary school in Ireland, who can then peer train other teachers, and parents, in how best to tackle a range of online and offline bullying issues. Over the course of the academic year, FUSE aims to increase reporting and reduce levels of bullying in schools. Collectively, this will enable school staff, students and parents, to tackle bullying and online safety together.

Professor James O’Higgins Norman, ABC Director and UNESCO Chair on Tackling Bullying in Schools and Cyberspace said, “We’re very excited to now move into the delivery phase of this initiative. Based on academic research and feedback from those on the ground, the course has been specifically designed to meet the needs of principals, teachers and parents, all while being youth led. By adopting a train-the-trainer approach, this programme will empower teachers and parents to further educate whole school communities in bullying, cyberbullying, and online safety issues. Education and understanding are key to tackling bullying in the school environment and this initiative will deliver both”.

Amy McArdle, Facebook’s Safety Policy Manager commented: “There is nothing more important to us than the safety of our users. That is why we have made a considerable investment in support of our safety partners, ABC. We always listen to the experts when it comes to online safety and are delighted to enable the ABC team tackle bullying in Ireland through the school environment. Over the three years of this initiative, we aim to help teachers and parents understand the complexities of bullying and develop the skills to support students when it comes to online safety.“

The FUSE programme is part of the Department of Education and Skills Wellbeing Framework and supported by the NABC, ISPCC and Dublin City University, and funded by Facebook. To run FUSE in your school and learn more about the programme please visit the FUSE website: https://antibullyingcentre.ie/fuse/ or please contact us on Tel: 01 884 2012.

To learn more about online safety and tackling bullying, please visit Facebook’s Safety Centre with a range of information and resources for parents, teachers and students: Facebook Safety Centre:

Facebook’s Safety Expert Tips on Tackling Bullying

If you handle it in the right way, online bullying can be confronted to help students to deal with it.

Prepare

  • Take the student seriously.
  • Find the best space to have the conversation.
  • Try to stay calm and keep the conversation positive.
  • Make sure you talk with the affected person as soon as possible after the incident.

Talk

  • Be a good listener; try not to put words in the student mouth or jump to conclusions.
  • Avoid using harsh or accusatory language, which can result in the student either shutting down or becoming more upset.
  • Avoid being judgmental or critical about what behaviour they were engaged in before the bullying incident.
  • Don’t blame your student for being the target of bullying.
  • Reassure your student that you want to help find a successful resolution to the problem.

Act

  • Based on what you learned from talking to your student, decide on next steps.
  • If you and your student both agree that the situation isn’t that serious and doesn’t need to be escalated, still offer to help them.
  • If the incident is serious enough to be reported, explain the school policies to your student and help them report the situation.
  • If you think it’s appropriate for the bully and the student to talk, you can hold a conversation or a mediation session.
  • If you think the student could be in danger, reach out to the authorities or principal immediately.

Follow Up

  • Check in with your student to see how they’re doing. Ask if the situation has been resolved and if they feel comfortable at school.
  • Make sure your students know what behaviours are acceptable in the classroom. Promote positive relationships and consider teaching conflict resolution skills.
Pupil and teacher perceptions of bullying in three mixed comprehensive schools
1997
Bealing, V.M.
University of Birmingham

The study firstly identifies the level, and nature of bullying behaviour in 3 mixed urban comprehensive schools and secondly considers how school differences might affect bullying behaviour. Finally it examines the perceptions of those most closely involved, the pupils and the teachers. An adapted version of the questionnaire used by Olweus (1989) in his Scandinavian studies and in turn adapted in Britain by the Sheffield Bullying Project team (see Ahmad et al., 1991) was used to collect data from 1,155 pupils (514 girls, 641 boys) related to the aims of the project. Interviews with 60 pupils and 32 teachers, which included tutors and members from the senior management teams in each school, enabled information to be gathered from diverse sources and this illuminated the phenomenon from differing perspectives. The two principal instruments of investigation, questionnaire and interview, were supplemented by the use of documents and records where available and relevant. The research findings indicated that the three schools in question have an above average level of reported bullying which includes a high rate of non-physical bullying, primarily name calling and verbal threats. One of the main findings related to school differences, highlights the effect of awareness raising among pupils and subsequently the increased likelihood of pupils to report bullying behaviour. Surprisingly teachers in the same schools predicted higher levels of bullying than the pupils themselves who felt bullying in their schools was average to low. Teachers’ perceptions about bullying appeared to be less affected by school differences than by personal experiences. Pupils who had experienced bullying were not likely to volunteer to be interviewed and among this group differing or contrasting perceptions were linked to the length of time or severity of the bullying, how it had been dealt with and the part the victim had played in overcoming adversity, rather than any school differences.

The components, construction and correlates of quality of school life in secondary education. (BL: DXN044510)
2001
Karatzias, A.
University of Stirling

Results indicated that the new Q.S.L. scale has good psychometric qualities both in the Scottish and the Greek sample, although such qualities need to be investigated further. Personality factors were found to be the best predictors of Q.S.L. in two studies. In the study regarding the correlates of Q.S.L., it was found that school self – esteem was the best predictor of Q.S.L., whereas in the cross – cultural study between Scotland and Greece it was found that, for both Scottish and Greek samples, positive affectivity was the best predictor of Q.S.L. However, both Greek and Scottish samples in the cross – cultural study consisted of 4th or 6th graders, whereas the sample in the study regarding the correlates of Q.S.L. (Scottish only) consisted of 1st to 6th grade secondary school pupils. Greek and Scottish pupils were found to differ in relation to Q.S.L. levels total and across domains with a privilege of Scottish pupils regarding Q.S.L. Q.S.L. was not found to be the best predictor of self – rated performance neither across subjects nor overall. School self – esteem was found the best predictor of self – rated performance overall. However, Q.S.L. was found to be associated with school misbehaviour, but again it was not its best predictor. The best predictor of school misbehaviour was found to be gender, with males being more likely to misbehave than females. Nevertheless, Q.S.L. was found the best predictor of overall involvement in bullying and / or victimisation, alongside with school stress, implying its significant association with the phenomenon as a whole. It was also found that peer self – esteem and demographics, such as gender, differentiate bullies and victims. Finally, Q.S.L. was found to predict at best smoking maintenance, whereas other factors (e.g. school stress) where found to predict at best experimentation with smoking, alcohol and illicit drugs and maintenance of alcohol use.

The issue of sexual harassment in the workplace: a cross-national comparison of France and England
2003
Adib, A.S.
South Bank University

This study analyses the issue of sexual harassment in the workplace from a social constructionist perspective to argue that what is considered sexual harassment is different according to context.  Using this framework of structure and agency in two different countries at a particular time, it argues that sexual harassment has been constructed differently within the law in France and England during the 1990s, and that these differences are also reflected in contrasting assumptions about sexual harassment within the narratives of individuals living in France and England. In the first instance, the study compares the legal definitions of sexual harassment in France and England during the 1990s and argues that in England sexual harassment has been defined as a discrimination issue, whilst in 1992 French law on sexual harassment deliberately rejected this frame and defined sexual harassment as sex-based conduct aimed at obtain sexual favours.  The study explored the implications of the French definition of sexual harassment. The study then explores the narratives of a set of matched female student respondents in France and England undertaking secretarial courses.  It argues that assumptions relating to power and sexuality at the national legal level also exist within the micro narratives of individuals.  Two competing conceptualisations of sexual harassment are identified, that of ‘natural unreciprocated desire’, whilst English respondents are more likely to understand sexual harassment as the ‘power to discriminate’.  The study also finds particular cross-national differences in the narratives.  French respondents were more likely to express a preference for male bosses and colleagues than did the British respondents.  They also reported less concern regarding intimate relationships at work than respondents in England.  In addition, French respondents were more likely to blame women’s dress and behaviour for sexual harassment.  The empirical data identifies some overlap in conceptualisations of respondents within each country, which indicated that competing understandings co-exist and there is the potential for change.

Risk and protective factors for the psychological well-being of children orphaned by aids in cape town, south africa
2007
Cluver, Lucie D.
University of Oxford

Background: Orphanhood is a major consequence of the HIV/AIDS epidemic in sub-Saharan Africa. There is little evidence concerning psychological problems for AIDS-orphaned children. This thesis explores the relationship between orphanhood status and mental health. It also examines mediating influences of environmental risk and protective factors, and interactions between factors, on children’s psychological problems. Methods: 1200 isiXhosa-speaking children were interviewed, using standardised questionnaires, in deprived urban settlements of Cape Town. A qualitative stage with 60 AIDS-orphaned children, 42 caregivers and 20 professionals explored participant perceptions of risk and protective factors. A quantitative stage compared 1025 AIDS-orphaned children to control groups of other-orphans and non-orphans. Data were analysed with t-tests, chi-sq, anovas, regression and log-linear analyses. The study took place in collaboration with Cape Town Child Welfare. Results: AIDS-orphaned children reported more depression (p<.001), peer relationship problems (p<.001), post-traumatic stress (p<.001), suicidal ideation (p<.05), delinquency (p<.001) and conduct problems (p<.001) than other-orphans and non-orphans. Anxiety showed no differences. Compared to Western norms, AIDS-orphaned children showed higher levels of internalising problems and delinquency, but lower levels of conduct problems. These differences remained when controlling for socio-demographic factors. A number of factors strongly mediated the relationship between AIDS-orphanhood and mental health. These include poverty-related factors (food, education and social security, p<.001). caregiving-related factors (caregiver illness, p<.001, excessive housework p<.001, being a streetchild, p<.001) and AIDS-related stigma (p<.001). Cumulative effects were also found. Food insecurity and AIDS-related stigma interacted to raise likelihood of disorder from 19% to 83%, and orphanhood status and bullying interacted to raise likelihood from 12% to 76%. Conclusions: This thesis shows clear evidence of heightened psychological problems amongst AIDS-orphaned children. It also indicates mediating factors and points to areas of possible intervention. The South African Ministry of Social Development plans to scale up the study to a national survey of AIDS-orphanhood.

Prof James O’Higgins Norman Honoured with Failte Ireland Conference Ambassador Award

In a momentous recognition of outstanding contributions to academia and event organisation, Prof James O’Higgins Norman has been bestowed with the Failte Ireland Conference Ambassador Award. This prestigious accolade is in acknowledgement of his remarkable efforts in orchestrating the World Anti-Bullying Forum in Dublin in 2019.

The Anti-Bullying Centre (ABC) expresses its heartfelt gratitude for this esteemed award, considering it not only a personal achievement for Prof O’Higgins Norman but also a testament to the collective dedication of the entire ABC team. ABC’s commitment to organising the World Anti-Bullying Forum has not only elevated the standing of our institution but has also contributed meaningfully to the global conversation on combating bullying. The Award underscores the significant impact and influence of the World Anti-Bullying Forum, an event that brought together experts, practitioners, and advocates from around the globe to address the critical issue of bullying.

This award reflects the culmination of collaborative efforts and commitment to excellence within the Anti-Bullying Centre. ABC extends a special shoutout to Prof James O’Higgins Norman for his exemplary leadership and vision that led to this prestigious honour.