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Research on Inclusion and Bullying – Taking the Temperature

New research on inclusion and bullying, led by ABC research fellow Dr. Debbie Ging identified that the majority of students were bullied about body image and weight.

The pilot study research identified that the majority of teenagers were reluctant to report incidents of bullying to school staff.

Dr Debbie Ging – ABC Research Fellow

Teachers highlighted that a focus on body aesthetics – particularly in social media – was a factor behind students being subjected to hurtful names about their physical appearance.

The findings were from a pilot study entitled ‘Taking the Temperature’. Which is available to download at this link

The study included 418 second-level students between the ages of 12 and 17. The study conducted in three schools in the Dublin area – involving an all-girls Catholic school, an all-boys Catholic school and a co-educational community college.

Verbal bullying and threats were common with 32.8% of participants reporting that they had been called hurtful names or threatened at school.

It was considerably higher in the all-boys school (48.5%) than in the all-girls school (22.4%) or the mixed community college (23.8%)

Bullying was most frequently attributed to body type/size.

In relation to promoting an atmosphere of inclusivity for LGBT students, the research found only a small number of participants in the all-boys school (7.5%) felt their school was ‘very accepting’ of LGBT people – compared with the 19.1% in the all-girls school and 38.6% in the mixed school.

In the all-girls school, body type was the most frequently cited reason for having mean rumours or lies spread and for being excluded or ‘left out’.

Physical harassment was considerably more prevalent in the all-boys school, while students in the mixed community college expressed the highest levels of belonging (81.1%) and feeling safe (68.3% felt very safe).

Only 41.8% of students in the all-girls school and 20.7% of students in the all-boys school felt very safe.

Feedback from teachers and principals indicated that schools needed broader instruments to evaluate the diversity climate taking into account a range of issues such as gender, sexuality, ethnicity, class, body image and religion.

Dr Debbie Ging is from the DCU School of Communications and author of the study.

“Other indicators such as ethnicity and sexuality were still very significant factors in bullying behaviour, but the prevalence of body size-based bullying surprised us, in both the boys’ and the girls’ schools.”

“The schools were also surprised by a lot of what the surveys revealed, highlighting the need for ongoing self-assessment instruments to improve the equality and inclusion climate.”

Dr. Debbie Ging discussed the research on Newstalk FM.

Safer Internet Day 2018

Tacklebullying.ie Poster Competition

Students from eight secondary schools around the country have been awarded for their outstanding entries to the www.TackleBullying.ie poster competition run by the National Anti-Bullying Research and Resource Centre at Dublin City University.

The initiative, which aims to raise awareness of the anti-bullying website among teenagers, challenged students to design a poster under five central themes: combating bullying; promoting bystanders; combating cyberbullying; combating disablist bullying; and LGBT bullying.

11 winners were selected in total from over 250 entries, with three overall category winners. All finalist posters have been made available to download via tacklebullying.ie and can be used as a classroom resource. Photos from the event can be found at this link

The competition was supported by Facebook Ireland, McAfee, O’Neills, ShoutOut, Education Publishing Company of Ireland and the Department of Education & Skills. ISPCC ambassador, Sinéad Bourke, was on hand to present the prizes at an awards ceremony held at Facebook HQ, Dublin.

In congratulating the winners, Dr. James O’Higgins Norman, Director of the National Anti-Bullying Research and Resource Centre at DCU, said:

“This competition has given pupils across the country a chance to explore the theme of bullying in a creative way and to spread the tackle bullying message among their peers and beyond. Congratulations to all who took part.”

Developed by the National Anti-Bullying Research and Resource Centre at Dublin City University and supported by the Department of Education & Skills, TackleBullying.ie is an online resource for young people affected by bullying, parents and teachers. It offers a forum, supervised by trained moderators, in which teenagers can share their experiences with their peers or offer support to others. The site also contains useful information on the subject, such as tips on staying cyber-safe, and relevant newspaper articles which might be useful for school projects.

Standing on the Shoulders of Giants

A Tribute to Professor Dan Olweus

As we celebrate this year’s Anti-Bullying Week, it is fitting that we pause to pay tribute to the founding figure of bullying research, Professor Dan Olweus, who passed away in September 2020.

It is difficult to overstate the significance of Olweus’ anti-bullying work.  Olweus was the first to identify that bullying was a phenomenon which required systematic study in order to prevent and reduce incidents.  Until his work, little attention has been paid to bullying and it was largely accepted as an inescapable, normal part of growing up. His work began in Sweden in 1970 to identify the prevalence rates of bullying in schools with 1,000 boys aged 12 – 16 years old. The results of this work “Aggression in the Schools: Bullies and Whipping Boys” was published in English in 1978 and has now been translated into 25 different languages. One way the influence of his work can be demonstrated is by the graph below which traces the presence of the words “bully”, “bullies”, and “bullying” [1] in books from 1900 – 2019.

Olweus also formulated the most widely used and adapted definition of bullying.  This aspect of the work was vital to enable common understanding and vocabulary about the problem and to develop ways to address it.  Although consensus of a single definition of bullying has not been established, Olweus argued that the commonly recognised characteristics that define bullying include: (i) the intention of the bully to cause harm; (ii) repetition and; (iii) an imbalance of power.  Indeed, these characteristics are used in Northern Ireland Anti-Bullying Forum’s own definition of bullying, “the repeated use of power by one or more persons intentionally to harm, hurt or adversely affect the rights and needs of another or others”. Drawing on his experience from Sweden, Olweus developed his ‘Bully/Victim Questionnaire’ measuring tool which was anonymous and could be administered by teachers.  This questionnaire was different from other surveys on the subject because it provided a definition of bullying, the questions referred to a specific time period and it had fairly specific response alternatives. When the ‘Bully/Victim Questionnaire’ was administered to children the following definition was used to ensure a shared understanding of what was being measured:

“We say a pupil is being bullied when another pupil, or several other pupils

  • say mean and hurtful things or make fun of him or her or call him or her mean and hurtful names;
  • completely ignore or leave him or her out from their group of friends or leave him or her out of things on purpose;
  • hit, kick, push, shove around, or lock him or her inside a room;
  • tell lies or spread false rumours about him or her or send mean notes and try to make other pupils dislike him or her;
  • and other hurtful things like that.

When we talk about bullying, these things happen repeatedly, and it is difficult for the pupil being bullied to defend himself or herself. We also call it bullying when a pupil is teased repeatedly in a mean and hurtful way.

But we don’t call it bullying when the teasing is done in a friendly and playful way. Also, it is not bullying when two pupils of about equal strength or power argue or fight.”

After identifying, defining and measuring the problem of bullying, Olweus pioneered a further aspect of anti-bullying work by conducting the first systematic study of a bullying intervention program. The purpose of Olweus Bullying Prevention Program was to reduce and prevent bullying problems amongst school children and improve peer relations in school.  Results from six large-scale evaluations involving more than 40,000 students have shown average reductions by 20% – 70%[2] in pupil reports of being bullied and bullying others. Peer and teacher ratings of bullying problems have produced comparable results. The Olweus Bullying Prevention Program has gained both international and national recognition as the most researched and best-known bullying prevention programme available today.

Olweus’ influence on anti-bullying work is immeasurable.  The theme of this year’s Anti-Bullying Week “United Against Bullying”, in which multiple organisations and agencies share a common understanding, language and purpose to prevent bullying, is possible largely in part due to the major contributions Olweus made in this area for over fifty years. Our collective understanding of bullying and how it continues to evolve in new ways will continue to benefit from the ability to stand on the shoulders of giants, like Olweus, who have laid the foundations.

Dr Donna Kernaghan

Vice Chair, Northern Ireland Anti-Bullying Forum

[1] https://www.psychologytoday.com/us/blog/resilience-bullying/202010/the-legacy-professor-dan-olweus-part-one

[2] file:///C:/Users/User/Downloads/olweus_research_history.pdf

 

Prof. Mona O’Moore was Guest Speaker at the Educational Policy Dialogue on Bullying and Learning: Nationally and Internationally in the United Arab Emirates.

Founding Director of the National Anti-Bullying Research and Resource Centre, Prof. Mona O’Moore was the Guest Speaker at the Educational Policy Dialogue on Bullying and Learning: (Nationally and Internationally) hosted by the Regional Centre of Educational Planning (RCEP) in Sharjah, United Arab Emirates.

The Educational Policy Dialogue on Bullying and Learning initiative is part of a collaboration effort with UNESCO who have invested in and developed several antibullying programmes worldwide, including programmes that operate in Ireland led by the National Anti-Bullying Research and Resource Centre.

Prof. O’Moore’s talk was entitled “The Whole School Community Approach to Prevention, Detection and Intervention of School Bullying” and was received well by attendees and colleagues. Pictured with Prof. O’Moore above are Prof. Christina Salmivalli and Dr. Layla Alhyas who have made major contributions to understanding bullying prevention and intervention initiatives and research.

Effective Online Safety Awareness for Young People in Less Developed Countries
2020
Herkanaidu, Kona Ramesswar Kona
University of Plymouth

In less developed countries (LDCs) there is a research deficit on the positive and negative aspects of their respective emerging digital cultures. Education programmes that seek to raise awareness of online safety, needs to be based on evidence and not simply transposed from other countries as the issues involved may be very different. Thailand, in particular, has very little data that can be used to create meaningful educational material. This was determined after a thorough literature review which found that most of the research has been carried out in the advanced economies of North America, Europe and Australasia. By contrast in South East Asia very little research had been carried out. This research proposes an integrative security awareness education framework for emerging digital cultures. It was constructed from the ground up so that it would be evidence led. In the first phase, a survey of the online behaviour and attitudes of young people in Thai schools was undertaken. Between November 2016 and June 2018, 352 students aged between 12 and 18 completed a comprehensive online questionnaire. In addition, 25 students were interviewed and asked to describe their online experiences both good and bad.

From the survey it was found that 69% of students had been upset by an online interaction with 55% experiencing some form of cyber-bullying. They were also exposed to potentially harmful content. At least a third or more had seen posts or discussions on; committing suicide, self-harm, being very thin, sexual images and hate messages against individuals and groups. In terms of mediation the interviews revealed a slightly different picture than the one painted in the survey. In the latter, young people suggested that they did sometimes talk to their parents and teachers about upsetting experiences. In the interviews most said that they did not tell their parents or teachers about negative online interactions. This was backed up during the workshops with most reasoning that what they were going through was not important enough to tell a parent or teacher or that they might be the ones that get blamed. They would either stay silent or tell a close friend.

A series of online safety workshops were carried out, structured around the theme of cyber-bullying, as that was the standout issue from the surveys and interviews. An action-research approach was taken to determine what kind of activities would be best to engage Thai students. Activities that were based around active learning strategies like gamification (i.e., using elements of game design) and involving cooperation or competition proved the most successful. Activities where students had to present something or be involved in classroom discussions did not fare too well.

The resulting education framework from the field research consists of themes and topics that are relevant to LDCs as well as the type of activities that works best. A novel component, ‘Cultural Mask’ was added to the framework. This looks at the influence of a country’s culture and its impact on education. In Thailand this includes the Sufficiency Economy Philosophy (SEP). In the education sector, SEP schools should promote student centric learning with creativity, critical thinking and problem solving amongst other goals. Knowledge they learn should lead to the betterment of their school and community. Therefore, the education framework can be adapted to reflect the SEP goals. In other LDCs by working through the education framework, awareness programmes can be developed that will be effective and culturally relevant.

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Minister Foley Launches New Anti-Bullying Initiatives for Irish Schools

In a significant stride towards combating bullying in Irish schools, Minister for Education Norma Foley has unveiled a series of initiatives under the Department of Education’s Cineáltas: Action Plan on Bullying, set to begin from September 2024.

The announcement includes the introduction of new anti-bullying modules across primary and post-primary schools, developed by the Anti-Bullying Centre at Dublin City University (DCU). These modules expand on the FUSE programme, which has been actively addressing bullying issues such as bystander intervention, cyberbullying, and online conflict management since 2023.

One notable addition is a resource aimed at assisting first-year students in their transition from primary to post-primary education, covering critical topics such as navigating new environments, technologies, and relationships.

Minister Foley expressed her commitment to eradicating bullying, stating, “Bullying can rob children and young people of happiness and cause lifelong damage. We are dedicated to preventing this scourge in all its forms.”

Professor James O’Higgins Norman, UNESCO Chair on Bullying at DCU, highlighted the research-backed nature of the FUSE program, designed to empower teachers, parents, and students to recognize, respond to, and report bullying behaviour effectively. “FUSE is a research-based anti-bullying programme developed specifically for Irish schools at DCU Anti-Bullying Centre. It is designed to support teachers, parents and students to recognise, respond and report bullying behaviour in person or online” said Prof. Norman.

Additionally, Minister Foley announced the inaugural Cineáltas showcase and awards event to be held on September 25, 2024. The event will celebrate the efforts of school communities in fostering environments of equality, inclusion, diversity, and well-being. It will also feature an awards ceremony to honour those who have significantly contributed to these causes within their schools.

Schools from across the country will be randomly selected to participate in this showcase, demonstrating their achievements and the impact of the Cineáltas initiatives within their communities. Nominations for the awards will open in May, inviting schools to recognize individuals or groups who have made outstanding contributions to anti-bullying efforts.

The Cineáltas plan also includes updating anti-bullying procedures and developing a national database for anonymous data collection on bullying, which will support ongoing research and the improvement of anti-bullying programs.

These comprehensive measures affirm the government’s resolve to ensure that Irish schools are safe and supportive environments where all students can thrive.

Developing a model of mobile web uptake in the developing world
2013
Purwandari, Betty
University of Southampton

This research was motivated by the limited penetration of the Internet within emerging economies and the ‘mobile miracle’, which refers to a steep increase of mobile phone penetration. In the context of the developing world, harnessing the ‘mobile miracle’ to improve Internet access can leverage the potential of the Web. However, no comprehensive model exists, which can identify and measure indicators of Mobile Web uptake. The absence of such a model creates problems in understanding the impact of the Mobile Web. This has generated the key question under study in this thesis: “What is a suitable model for Mobile Web uptake and its impact in the developing world?” In order to address the research question, the Model of Mobile Web Uptake in the Developing World (MMWUDW) was created. It was informed by a literature review, pilot study in Kenya and expert reviews. The MMWUDW was evaluated using Structural Equation Modelling (SEM) with the primary data that consisted of the questionnaire and interview data from Indonesia. The SEM analysis was triangulated with the questionnaire results and interview findings. Examining the primary data to evaluate the MMWUDW was essential to understand why people used mobile phones to make or follow links on the Web. The MMWUDW has three main factors. These are Mobile Web maturity, uptake and impact. The results of the SEM suggested that mobile networks, percentage of income for mobile credits, literacy and digital literacy did not affect Mobile Web uptake. In contrast, web-enabled phones, Web applications or contents, and mobile operator services strongly indicated Mobile Web maturity, which was a prerequisite for Mobile Web uptake. The uptake then created Mobile Web impact, which included both positive and negative features; ease of access to information and a convenient way to communicate; being entertained and empowered; maintaining of social cohesion and economic benefits, as well as wasting time and money, and being exposed to cyber bullying. Moreover, the research identified areas for improvement in the Mobile Web and regression equations to measure the factors and indicators of the MMWUDW. Possible future work comprises advancement of the MMWUDW and new Web Science research on the Mobile Web in developing countries.

Sophie Butler