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DCU Anti-Bullying Centre hosts ‘Re-Imaging Ethics and Research with Children’ Symposium

On 29th April 2024, DCU Anti-Bullying Centre hosted a ‘Re-Imaging Ethics and Research with Children’ Symposium in the John Hand Room on the All Hallows Campus. Academics, researchers and professionals from various organisations and institutions were in attendance for this knowledge sharing event to discuss current ethical issues faced when conducting research with children.

ABC members were delighted to have Professor Anne Looney, Executive Dean of the Institute of Education, open the symposium to welcome all the attendees and share her hopes for what might be achieved during the event. ABC’s postdoctoral researchers, Sinan, Sayani, Maryam and Megan posed questions amongst groups of attendees to facilitate group discussions on how children can be supported, respected and included within research, as per the United Nations Rights of the Child.

All attendees discussed the current challenges that they face when conducting research with children and how they use dynamic and robust methodologies that respects the rights of the child, but ensures that their voices are heard. Further, attendees discussed how we could effectively move forward the field of ethical research with children. Dr. Melrona Kirrane, Chair of DCU Research Ethics Committee, spoke with attendees on key ethical principles for researchers and the ethical process within DCU. ABC will compile all ideas and thoughts into a report to share amongst attendees and then to wider audiences.

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.

Physical, verbal, and relational bullying of pupils with learning difficulties in cypriot primary schools
2012
Avraamidou, Maria
University of Warwick

The present thesis explores main issues regarding school bullying, based firstly on an extensive literature and research review, and secondly on a research study which took place within a period of two academic years, in Nicosia, Cyprus. The study aimed to explore and compare bullying experiences among pupils with learning difficulties (LDs) and typically developing (TD) pupils as match controls, and identify whether learning disabled pupils are bullied on a higher frequency or severity compared to their non-disabled peers. Types of bullying (verbal, physical, and particularly relational) and several factors underpinning these, were investigated. The study also aimed to explore school staff’s views and experiences regarding bullying, and to examine gender and age issues regarding the experiences of the sample in bullying. In addition, it aimed to examine bullying mental health effects on the victims, with a particular focus on its relational type. Lastly, a survey with 620 pupils from the sample schools, aged 9 to 12 years, was conducted to investigate the nature of bullying across the whole population of pupils in these schools at these ages. The sample included six primary inclusive schools located in Nicosia, a number of pupils who participated in the bullying survey (n=620), 12 pupils with LDs and 12 TD pupils aged 9 to 12 years as the main focus groups, and six head teachers and 37 teachers from the sample schools. The data collection tools included the Life in School Questionnaire (LIS) to examine generally the bullying experiences of the samples, the Reynolds Bully Victimization Scales to examine involvement in physical and verbal bullying, and specifically involvement in relational aggressive incidents and mental health effects on the victims. Also, semistructured interviews were conducted to explore in depth the samples’ experiences regarding bullying in their schools. The results showed that similar numbers of pupils with and without LDs reported victimization and generally no statistically significant differences were found when comparing the two focus groups. The interviews, on the other hand, identified interesting factors underpinning the LD pupils’ victimization were identified, and important data regarding bullying in Cypriot primary schools were collected.

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.

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.

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.

An Garda Síochána: Culture, challenges, and change
2020
Marsh, Courtney Nicole
Trinity College Dublin

An Garda Síochána: Culture, challenges, and change is an exploration and understanding of the organisational culture of An Garda Síochána Ireland’s National Policing Organisation. While the Gardaí or officers are often in the news media, there has been very little academic research on who and what this organisation is. On an abstract level, organisational culture provides the framework of the basic rules necessary to function, or survive, in an organisation. Police organisational culture provides an identity to officers that performs this same function. On a more specific scale, internationally, police culture has been understood to consist of masculinity, discrimination, exclusion, suspicion, isolation, solidarity/loyalty, moral and political conservatism, pragmatism, cynicism, aggression, negative views of supervision, selective enforcement of the law, and a prioritisation of the crime fighter role over service-oriented role. However, this understanding has been gathered from countries with very different policing organisations to Ireland. While the international research in police organisational culture is quite vast, there is relatively little to fill this area in Ireland, particularly when you exclude historical accounts of Irish policing and Northern Ireland. Of those studies that have been identified, very few specifically look at the organisation’s culture. Further to this, many of those studies are limited in numerical and geographic scope. While the relatively narrow field has limited a grounding for the findings of this study, they do provide a starting point for identifying what gap needs to be filled, namely an expansive study on the organisation s culture that is not confined to a small number of Gardaí or one geographic region. This considered, the gap identified in the Irish literature is one facet of this research. Naturally if there if the research in this area is underdeveloped in Ireland, then there is also a missing piece of where Ireland situates itself in the international policing literature. The Garda are a unique policing organisation, as such, this type of police culture has not been studied extensively internationally. One of the aims of this research is to understand where Ireland positions itself in the wider world of police organisational culture literature. However, in order for this to be done, and the primary aim of this research, you first need to gain a deeper understanding of what the culture of the Garda is and how this impacts relations within the organisation as well as their relationship with the communities in which they work. While the area of police organisational culture can be quite abstract, some of the more specific aspects of the culture this research aims to understand are in organisational relationships, accountability, and managing change. Though the aims listed thus far are wholly substantive, there is also remit for connecting these findings to a theoretical basis in social learning, social identity, and rotten apple theories to further understand how the culture of the Garda is transmitted throughout the organisation and over time. While this research fills a theoretical and empirical gap, there is also a methodological innovation in how the data was obtained and analysed. Certainly underutilised in Ireland, document analysis in the area of police organisational culture is also underutilised internationally. The data used in this research was obtained from eight documents, consisting of several thousands of pages of text, and spanning a 30-year period. The data from the documents was thematically analysed and a story was constructed based on the data to provide a deeper understanding of what the Garda culture is. While the documents of course contained the data necessary to provide an understanding of Garda culture, perhaps one of the more advantageous contributions of this methodology is the extended observation period provided that allowed for an analysis of the Garda culture over time, something not typically possible in other data collection methods due to their point in time collection nature. This research has contributed many key findings to the understanding of Garda culture. The first approach was to look at the organisation s culture from a top down level and what the relationship between the organisation and its members is. The findings in this area included what type of policing organisation the Garda is and what resources the organisation provides to its members (these resources included both physical resources as well as services provided). From this discussion stemmed a reconceptualization of the traditional types of policing organisations (i.e., militaristic and community/service oriented) as the Garda does not wholly fit in to either. Beyond this, the resources were examined in relation to making do with what little they are given despite increased demand for their services as well as how Gardaí are then left to cope with the added burdens. In particular reference to mental health provisions, how the organisation facilitated, or rather did not, practical and beneficial mental health services was looked at. Further to this organisational relationship from a top down perspective was an understanding of both internal and external organisational relationships and how these are influenced by the training Gardaí receive. These included how the Gardaí interact with each other on an individual level, encompassed within this is the idea that silence is necessary for survival in the organisation, as well as the Gardaí’s relationship with and to the communities they work in. In terms of training, as well as in conjunction with the idea of socialisation and Social Learning Theory embedding these characteristics into the organisation s culture and its members, it was found that the Gardaí are separated from the community from the outset of their training. This strengthened the earlier proposed idea that the Garda do not truly fit into a community oriented policing style. Internally, the relationships among Gardaí were examined both in relation to how they reacted to external and internal threats and it was concluded that the Gardaí overwhelmingly value self-preservation over loyalty. Chapter seven looked closer at accountability and blame within the organisation and how the lack of accountability on a wide scale coupled with the ever present blame culture impacts on Gardaí behaviour and actions. Though some of the examples given were seemingly indicative of individual level actions, it was argued that, stemming from Rotten Apple Theory, these behaviours are manifestations of organisational level behaviours that have been observed and learned by individual members and acted out based on this observation. In essence, even when behaviour was observed at an individual level, it was still reflective of organisational culture as rotten apples do not form in isolation but rather stem from rotten orchards. The final chapter brought the findings together with an added theoretical lens and the previous Irish and international literature to more fully understand where the Garda, and Ireland, fit into a larger scope of police organisational culture. It was reflected that while Ireland has always been considered quite different to many other international policing organisations, the more recent literature, particularly from the UK, seems to be more in line with some of the Irish characteristics found in the Garda culture. However, what this means for police culture, as a whole, has still not been fully explored.