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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.

Public/ private sector employee perceptions and experiences of workplace cyberbullying 
2017
Kelly, Eoin
Dun Laoghaire Institute of Art, Design and Technology

While cyberbullying in education is a widely studied topic, research into workplace cyberbullying is less well represented in the literature.  There are a number of approaches taken in the literature to defining the topic which results in a lack of an agreed definition on which to base future research.  Using a qualitative approach involving in-depth face to face interviews with fifteen participants this study aimed to produce a definition of workplace cyberbullying grounded in the literature and supported by real world experience.  Additionally, a comparison of the perceptions and the prevalence of workplace cyberbullying between the public and private sectors was undertaken.  The definition of workplace cyberbullying produced was: Any act, intended to cause harm or perceived as harmful in the workplace that is delivered through digital means.  The results of this study indicate that there is little difference between the two sectors regarding the perceptions of what constitutes cyberbullying in the workplace, with email misuse being the single most reported avenue for workplace cyberbullying.  The implications of the study are that email misuse is a common cause of workplace cyberbullying in the workplace and given the high number of participants in the current study reporting experiencing workplace cyberbullying further research is recommended to quantify the extent of the issue.

The association between stress, psychological well-being and bullying in a britain and trinidad adolescent population
2017
Bovell-Pitt, Germaine.
University of Birmingham

Subclinical psychotic experiences (SPEs) are non-clinical, transient and benign but can become severe along the psychosis continuum pathways. The SPEs pathway is precipitated by bio-psychosocial underpinnings (stress, peer and family functioning, bullying, depression and anxiety), fundamentally during adolescence. Therefore, this research aimed to understand the association between stress and SPEs, how this association is moderated by peer and family functioning, possible subtypes of SPEs in this population and their prevalence and association with bullying. Common psychopathologies in adolescence, such as depression and anxiety, were also investigated in Britain and Trinidad. The research found elevated levels of stress to be associated with higher levels of SPEs and bullying was associated with specific types of SPEs, particularly, perceptual abnormalities-delusional ideas (PADI), persecutory ideation (PI) and magical thinking (MT). Adolescents with high levels of depression and anxiety are at an increased risk of decline in peer relations and reduce academic achievement both in Trinidad and Britain. The findings of this research informs that stress and bullying are possible risk factors in the onset of SPEs and the dysfunctional impact of depression and anxiety symptoms on peer relations and school life. This signals the need to reconstitute the cognitive and behavioural aspects of adolescence by early intervention of cognitive and behavioural therapy.

Work place job satisfaction with fast food industry’s employees within Dublin City centre: An examination of fast food employee’s perceptions or experiences
2009
Nan. Li
Dublin Business School

There has been much research carried out into the topic of labour turnover over many years. Staffs who are satisfied are more likely to stay working for a business. Research has also shown that there can be many reasons for dissatisfaction, and that they will vary in different situations. One of the main aims of this work was to carry out research into the causal effects of labour turnover at fast food restaurants in Dublin City. This was achieved in the form of a self-completion questionnaire, which sought to measure staff opinions and attitudes,
from a census of staff. The main drivers of turnover identified were: pay rates; lack of career development; hours of work; training; poor staff recognition; staff and employer relationship; staff working condition; and communications etc.

Lessons learned from implementing the KiVa antibullying programme in UK primary schools
2019
Clarkson, Susan
Bangor University

Bullying is a concerning worldwide public social, mental and physical health risk and carries many adverse and long-term consequences, including depression, anxiety and psychological maladjustment. Bullying occurs regularly in most school settings, with many children frequently observing some form of bullying at school. School based victimisation is associated with increased school absence and poorer academic attainment. Chapter one explores existing literature on bullying, including definitions, categories, roles, risks and consequences, prevalence and age-related prevalence. Chapter 2 discusses legal requirements on schools to have an antibullying policy that sets out their preventive and reactive work and includes an
overview of the legislation, government guidance, and common school practice in the UK. Chapter 3 reports on the implementation of the KiVa, the Finnish school-based antibullying programme, delivered in Key Stage 2 [aged 7 to 11 years] of UK primary schools. First, it describes the baseline characteristics of approximately 12,000 pupils prior to KiVa implementation, reporting the baseline prevalence of victim, bully, and bully-victim status and then evaluates the outcomes and costs for 41 early implementer schools after one year of
implementation. Chapter 4 describes the development, theoretical foundations, and supporting Finnish and International evidence for the KiVa programme, and the introduction of KiVa to the UK. Chapter 5 presents a case study of KiVa in a UK primary school and lessons learned from implementation. The final chapter, chapter 6, provides a summary of the research findings and discusses their implications, strengths, limitations, and future directions for research and implementation of the KiVa antibullying programme.

Attitudes to sexting amongst post-primary pupils in Northern Ireland: A liberal feminist approach
2019
York, Leanne
Queen's University Belfast

The dominant discourse in the media is that we live in a post-feminist era, in which feminism is no longer needed as women have achieved equality (McRobbie, 2004), and are assertive, confident, dominant, and equal. However, in sexting research (Ringrose et al., 2013; 2012), girls and boys still inhabit contradictory positions on what it means to do femininity or masculinity.

This study focuses on sexting amongst young people in Northern Ireland about which there is very little qualitative research. Interviews were conducted with four stakeholder organisations who assist schools in the delivery of Relationships and Sexuality Education (RSE), and with pastoral care co-ordinators in three post-primary schools to ascertain how their school is currently responding to sexting issues. Focus group interviews were then conducted with seventeen (ten girls and seven boys) 14–17-year-olds.

Stakeholder organisations and schools view sexting behaviour in various ways: as child sexual abuse, bullying, selfish gratification, and a child protection issue. By contrast, young people see sexting as normal behaviour. The young people report that it is more likely to be boys pressurising girls for a picture, a common finding in sexting research. Unlike the literature, however, this study found that girls also instigate sexting and put pressure on boys to send pictures. Despite this, there is still an unequal relationship between girls and boys because of the objectification of girls (and, rarely, boys). The study concludes that young people should advise on the content of RSE lessons and resources, and that RSE should move away from telling young people not to sext but to help them explore appropriate relationship behaviours, including sexting. Teachers should have access to appropriate training to help them feel confident about teaching such material.

 

 

 

Coping with School-Based Peer-Victimisation: The Role of Peers
2019
Gardner, Sarah Evelyn
Nottingham Trent University

The focus of the thesis was to investigate the concurrent and longitudinal effects of friendship for coping with school-based peer-victimisation in late childhood. This addressed a gap in the literature pertaining to the role of friendship in children’s endorsement of coping behaviour and the buffering effect of friendship on the experience of school loneliness following reports of expected maladaptive coping behaviour. Specifically, the thesis addressed two research questions: (1) What is the role of friendship for coping with school-based peer-victimisation? and (2) Does friendship buffer against the negative effects of maladaptive peer-victimisation coping?

These research questions were addressed via a three-wave longitudinal study that examined the concurrent (Chapter 6) and longitudinal (Chapter 7) relationships between peer-victimisation, friendship (quantity and quality), expected peer-victimisation coping behaviour (internalising, retaliation, avoidance, peer support, adult support, and problem solving) and school loneliness (as an indicator of psychosocial adjustment). Longitudinal social network models (Chapter 8) were also applied to examine the co-evolution between friendship and children’s expected peer-victimisation coping behaviour. The sample used throughout the thesis was drawn from a population of primary school children aged between 9 to 11 years old (England Year 5 and Year 6). A total of 529 children were invited to take part in the study from across eight schools, this resulted in a final sample of 443 children (55.7% female) at Time 1, 334 children (55.5% female) at Time 2, and 354 children (57.9% female) at Time 3.

Findings from across the thesis indicate that children’s friendship experiences are concurrently and longitudinally related to expected peer-victimisation coping behaviour. However, these relationships were dependent upon the type of friendship experience (quantity and quality) and the type of expected coping behaviour. Furthermore, negative friendship experiences (conflict within friendships and low levels of reciprocated friendships) were found to exacerbate the negative effects of expected maladaptive (internalising) coping. This was associated with increased feelings of school loneliness in children and continued experiences of verbal peer-victimisation. Through longitudinal and network data, the empirical research presented in this thesis highlights the important contribution of friends and peers for peer-victimisation coping (or expected coping) in children.

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Portfolio for professional doctorate in counselling psychology (dpsych): sticks and stones can break my bones and words continue to hurt me: adult experiences of childhood bullying and trauma
2012
Da Silva, Lisa
The City University (London)

There is significant research into childhood bullying and associated psychosocial difficulties in childhood. In contrast, research into the impact of childhood bullying in adulthood is sparse and predominantly quantitative. This study addresses this gap by exploring the lived experience of adults who were bullied as children. Semi-structured interviews were conducted and the data was analysed using Interpretative Phenomenological Analysis (IPA). Participants were six women and two men, aged between 27 and 57 years of age, who experienced bullying during their childhood and adolescent years. Four superordinate themes emerged from the interviews: “The impact on the self’, “Interpersonal relationships”, “The struggle for control, power and autonomy” and “Making sense of childhood bullying experiences in adulthood”. This study’s findings have been placed in wider context to existing literature. This study has also adopted an integrative theoretical framework for the interpretation of the findings in order to understand the mechanisms and processes involved in the experiences reported by participants. Therefore, suggestions can be made for psychological interventions and therapeutic exploration in clinical work with adult clients who experienced childhood bullying. The theoretical approaches used were developmental life span, humanistic, psychodynamic and cognitive-behavioural. Clinical implications, such as control relating to coping strategies and the potential for post-traumatic stress in adults who experienced childhood bullying, are also explored. Limitations of the study and recommendations for future research are discussed.

Cyberbullying of post-primary teachers in Ireland
2019
Challenor, Liam
Dublin City University

Cyberbullying of teachers by their pupils has not been researched as widely as adolescent bullying or cyberbullying. The cyberbullying of teachers by pupils has been defined as “the creation of digital texts, images and recordings that portray the teacher in ways that are demeaning and/or ridicule the teacher, which are then transmitted electronically to others” (Kyriacou & Zuin, 2015, p.267). This research attempts to provide a diverse understanding of the online lives of teachers in post-primary schools in Ireland. Some of the variables for examination include how teachers self-regulate their profiles on social media, the security and privacy prevention tools used and their attitudes towards communicating with students online. This research investigates the types of cyberbullying that teachers experience and how this influences them in their roles as teachers within their school environment. Negative physical and mental health effects including severe stress, fear for personal safety, teacher and pupil performance has been identified as a result of pupils bullying and cyberbullying teachers, this is an additional area of examination. This research utilises a quantitative approach to provide further insight into teacher cyber victimisation to develop support structures for teachers and schools.

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Understanding young people’s experiences and perceptions of relational bullying: A mixed methods study
2020
Chester, Kayleigh Louise
University of Hertfordshire

Aim: This research sought to understand the experience and perception of relational bullying among young people in England. Background: Bullying among young people has been widely acknowledged as a public health concern. Bullying behaviours can be categorised as physical, verbal, relational and cyber. Relational bullying causes harm through the systematic manipulation and damage of peer relationships and may include behaviours such as rumour spreading and social exclusion. Evidence indicates relational bullying can be detrimental for young people’s wellbeing, but it is often considered to be less harmful than other forms of bullying. Wider perceptions among adults and young people suggest these behaviours are commonly not defined as bullying, particularly in a UK context. Further, relational bullying has traditionally been perceived as a female form of aggression. The way in which relational bullying is perceived is likely to influence detection and intervention efforts; considering the potential negative outcomes for young people, relational bullying warranted further exploration from the perspective of young people themselves. The social-ecological theory has been applied within the study of bullying as it acknowledges the social context in which these behaviours happen; the social-ecological theory may be particularly pertinent to the study of relational bullying which often occurs among friendship groups.

Methods: The social-ecological theory was adopted as a guiding theoretical framework, positioning young people central in the research. A sequential mixed methods approach was employed, with the quantitative methodology playing a dominant role. Secondary analysis of data from 5335 young people (aged 11, 13 and 15 years old) who participated in the 2014 Health Behaviour in School-aged Children (HBSC) study in England was undertaken. Descriptive statistics established the prevalence and demographic picture of relational bullying. A series of three multilevel regression models examined the association between relational bullying and three health and wellbeing outcomes: general self-rated health, health related quality of life (HRQL) and life satisfaction. A fourth multilevel regression model identified factors from the ecologies of young people which helped them to successfully navigate relational bullying. The quantitative findings informed 11 face-to-face interviews with young people (aged 12-18 years), providing a unique opportunity to gain in-depth insight into young people’s perspective of relational bullying and the factors which they perceived as influencing the navigation of relational bullying.

Results: The quantitative analysis identified 16.6% of the young people (13.7% of boys and 19.7% of girls) had experienced relational bullying in the ‘past couple of months’ prior to the survey. Multilevel regression models identified a significant association between experiencing relational bullying and reporting poorer health and wellbeing outcomes, whilst controlling for other forms of bullying and demographic variables. Possessing positive attributes in relation to body image, general self-efficacy, family activities and family support significantly increased the odds of reporting improved wellbeing amongst those who experienced weekly relational bullying. Thematic analysis of qualitative data resonated with the quantitative findings, also illustrating the harmful effects of relational bullying and identifying internal (e.g., personal wellbeing) and external (e.g., the family) resources which young people perceived as supporting them through relational bullying. Further, the qualitative findings provided insight into the perspectives and experiences of young people, including the role of social media and friends in relational bullying. Both the quantitative and qualitative findings were united in order to inform the development of the Young People’s Relational Bullying model, which provides a visual illustration of how young people experience and perceive this form of bullying.

Conclusions: Relational bullying is significantly associated with the health and wellbeing of young people. Bullying interventions, and those which help enable young people to manage friendships and peer relationships successfully, are likely to have considerable reach in terms of improving the health of young people. The results challenge the assumption of relational bullying as a female problem, with both boys and girls reporting equal levels of distress from relational bullying. The research identifies factors from the young person’s perspective which may help and hinder the navigation of relational bullying – the family plays a crucial role in mitigating the negative effects, supported by both the quantitative and qualitative results. The Young People’s Relational Bullying model provides a framework for understanding relational bullying, with a focus on the young person’s perspective. Considering wider inconsistent understandings of relational bullying it was important to recognise how young people themselves experience these behaviours. While this study specifically focused on relational bullying, the results are likely to have relevance to other forms of bullying.

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