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The purpose of this thesis was to develop a model that predicts therapy outcome for children and adolescents who stutter, taking the independent variables of initial stuttering severity, self-esteem, anxiety, the psychosocial impact of stuttering, bullying, motor abilities and language abilities into account. In order to address these issues, three new instruments were developed and validated: (1) the Speech Questionnaire to assess the psychosocial impact of stuttering on the child’s life; (2) the Bullying Questionnaire to obtain information about stuttering related bullying; and (3) the MAMS Orofacial Assessment to assess orofacial abilities. Correlations between therapy outcome and the factors initial stuttering severity, language abilities, and orofacial abilities were found. These factors were used to design a predictive model. Relations of the findings to existing models are outlined. The knowledge obtained about the factors that influence therapy outcome may allow clinicians to tailor therapy programs individually towards the needs of the children. To obtain more information about the daily experiences of children who stutter during an intensive treatment a fourth questionnaire, the Daily Questionnaire was developed and validated. Results of a study with 19 participants during a three-week intensive treatment showed a significant relationship between the impact of other people on the previous day and the experience of general speaking abilities of the subsequent day. Furthermore, a correlation between emotions on the previous day and experience of own speaking abilities on the current day was found. Outcomes of the studies presented in relation to existing models are discussed and a new multi-factor model is presented.

Because I say so!: the spirit of the child at the mercy of an adult in pain: impacts of hidden generational bullying, and prospects for hope and resilience

2011

Ross, Ashley

University of East Anglia

In this thesis I undertake an autoethnographic, phenomenological investigation of the experience of being bullied as a child by an adult; namely my mother, and to some extent my father, throughout my deeply religious upbringing, and its consequences and outcomes in my life. Using as a framework the story of the hero’s journey, I explore through layered storytelling and reflective analysis, how I came to marry a bully, and experience domestic violence, and my response. I investigate the difficulties I encountered in my relationship with my first son as he became a toddler. The areas I cover are the experience of being bullied and the effects on my choice of a partner and on our relationship. As I write I am brought up against my ‘self’ as I look at the concept of intimate partner violence and the subject of violent women, along with family terrorism, and whether or not violence is gendered. I also investigate bullying behaviour between adults, at how bullies and victims are created, and how I came to act out both of these behaviours. I describe my journey through counselling to gaining a new attitude towards children. Other influences which have shaped me, including religion and faith are examined, to see how they have provided resilience, and how these aspects of my life have been transformed to influence how I came to work with and for children in the educational field. I describe how my work has continued to inform and transform my views of the way adults treat children, the recognition that when children behave ‘badly’ there is a cause, and describe why I have a passion to see that adults find new ‘ways of being’ with them.

A crime without punishment: policy advocacy for european union health and safety legislation on harassment at work

2001

Petri, Hedwig

Middlesex University

The study is concerned about employers’ liability to protect the mental welfare of employees alongside their physical health. The need for protection is demonstrated in several ways. Firstly, the introduction examines the statistical evidence of harassment in the workplace and its effect on its victims. Secondly, data was collected from nine participants who had taken their employer to court claiming that they had been bullied out of their jobs. These documents which were supplemented in some cases by personal statements, were analysed using the Glaser and Strauss Grounded Theory method tempered with Case Study method. Ethical issues coming to the fore during data collection supplied additional material for a chapter which eflects on problems researchers will encounter when working with vulnerable research participants. Analysis showed the importance of social support for victims and implicated the role the trade unions, the medical and legal professions plays in secondary victimisation for victims of workplace bullying. A review of existing legislation was conducted to determine if internal voluntary guidelines or new legislation would give best protection. Employer-led bullying was identified as the form on which internal guidelines have no impact. Workplace bullying was always found to be morally wrong and the issue of what is legally right but not morally right was discussed. The findings emerging from the analysis together with recommendation to place protection of harassment at work within Health and Safety policies was presented to opinion makers to gauge the level of interest in the investigator’s recommendation that European Union Health and Safety officials should take the lead in advancing legislative change outlawing workplace harassment.

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/

Considering the work in workplace bullying: a sociological approach

2011

Calvert, Emma

Trinity College Dublin

In recent years, bullying has come to be established as a significant issue for contemporary workplaces, in Ireland as elsewhere. Our research knowledge is largely psychologically-based, with many studies focusing on the personality characteristics of the victim or perpetrator and bullying has been viewed as an “interpersonal” conflict. However, when other characteristics are considered, research has repeatedly found that workers in the public sector are more likely to report bullying than private sector. In order to investigate this finding, the current study takes a sociological approach and focuses on the workplace, which is arguably shaped by its broader institutional context in terms of the labour market, with specific sectoral characteristics. Part of the rising concerns about workplace bullying can be contextualised in terms of the increasing emphasis placed on the psychological well-being of workers, with the recognition of “new risks” of stress and harassment. However, this focus on individual subjective well-being arguably obscures the collective nature of the phenomena, in terms of its association with the “changing workplace”.

Minister Harris launches report from DCU’s Anti-Bullying Centre

Minister for Further and Higher Education, Research, Innovation and Science, Simon Harris T.D., has launched the findings of a Report on the National Survey of Staff Experiences of Bullying in Irish Higher Education Institutions (HEIs) conducted by the specialist DCU Anti-Bullying Centre .

This report presents the findings of an anonymous online survey, commissioned by the department, examining the prevalence and impact of workplace bullying among staff in 20 publicly-funded HEIs in Ireland.

Launching the survey report, Minister Harris said:

“Since taking up my role in a newly established department created to prioritise the tertiary sector, I’ve placed a real focus on ensuring third level is safe. In doing this, I have asked higher education institutions to answer my calls for change, and they have done so.”

“This survey together with the surveys of student and staff experiences of sexual violence and harassment in higher education, have provided a rich source of evidence which will inform further actions to address these issues and make higher education a safe place for staff and students”.

“I really want to thank staff across the country who took the time to engage with this survey and share their experiences of bullying with us”.

Dr Angela Mazzone from the DCU Anti-Bullying Centre led the analysis and reporting on the survey. She said:

“The findings provide an overview of the bullying experiences endured by staff within HEIs in Ireland. Providing HEI staff with awareness raising initiatives and training opportunities along with a sustained effort towards a more inclusive organisational culture are among the recommended strategies to tackle workplace bullying in HEIs”

Read the full release from the Department of Further and Higher Education, Research, Innovation and Science here.