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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.

Deniz Celikoglu
Understanding inappropriate behaviour (harassment, bullying & mobbing) at work in malaysia
2014
Yusop, Yuzana Mohd
Queen's University Belfast

The aetiology and impact of inappropriate behaviour in Malaysia is not well understood. This study was designed to explore inappropriate behaviour at work in Malaysia among health care employees. In this research, inappropriate behaviour was defined as harassment, bullying or mobbing, according to the definitions from the Equality Commission for Northern Ireland and Labour Relations Agency (2006). The research was conducted in three stages: an explanatory study; a large-scale quantitative survey; and an interview-based qualitative study. Results indicated that 42.6% of employees experience inappropriate behaviour in the.workplace. The inappropriate behaviour perpetrators are both superiors and co-workers, but the pattern of findings suggests that there is no association between demographics and the reports of inappropriate behaviour. This suggests that inappropriate behaviour occurs throughout the workforce. However, there was little variation in ethnicity in the sample, so conclusions about this variable are tenuous. When compared to participants who had not experienced harassment, those who did were less satisfied with the support provided by the organisation in this situation and were less satisfied at work, according to scores on the Job Satisfaction Scale (JSS). Additionally, the research suggests that the factor structure of the JSS may not be appropriate in a Malaysian sample and an alternative factor structure is proposed. In the final qualitative study, participants from different professions expressed feelings of frustration at their experiences of inappropriate behaviour and a sense of helplessness/hopelessness that anything could be done to remedy this situation. Consequently, participants found themselves in a situation where they felt forced to tolerate the inappropriate behaviour because they feared the adverse consequences of making a complaint about their experiences. Overall, these findings contribute to an awareness of inappropriate behaviour at work, its enablers and its consequences in a culturally diverse, non-Western society.

Investigating trauma and psychotic experience
2015
Cunningham, Twylla
Queen's University Belfast

A systematic review of the literature was conducted to ascertain whether or not childhood bullying predicts the later development of psychotic symptoms. A meta-analysis and review of ten prospective studies suggests that this is the case. What is lacking from the literature, is adequate investigation into other potential mediating factors that contribute to some of the variance. The current review serves to highlight the significant role of bullying within this complex interaction. Potential influencing mediators are explored, including a dose-response effect for the severity and frequency of victimization. Suggestions for targeting intervention are also suggested alongside clinical implications and recommendations for future research. The first empirical paper compared rates of self-reported trauma with that which was recorded in patients’ case notes. High levels of lifetime, childhood and Troubles-related trauma were reported within a psychosis sample. As expected, large discrepancies were noted. In line with similar studies, the results suggest that mental health practitioners continue to be reluctant to enquire about trauma histories with this population and as a result, case notes extensively underestimate the prevalence rates of trauma. The second empirical paper asked people with psychosis about their perspective with regards to participating in trauma-related research. The results suggest that enquiring about trauma within a psychosis population does not cause considerable distress and that a significant majority participants also report, in line with previous research, favourable views on the importance of such even if they do find it somewhat difficult.

An Investigation into the Effects of Work Stress on Job Satisfaction amongst Employees Working in Marketing Field of Mumbai, India
2020
Nair, Ravirai Radhakrishnan
National College of Ireland

The purpose of this research is to recognize and analyse the relationship between work stress and job satisfaction. The research was conducted using a survey questionnaire which was sent to 118 participants who were working across 14 different organizations. The response received was uploaded into SPSS for analysis. The scale of reliability was conducted and the findings were reflected in chapter 4 of this document.

The major cause for work stress was identified as workload and poor interpersonal relationships, whereas the major cause for job satisfaction was identified as pay and career prospects, which contributed as a stability factor to the employee. The final objective of the study was to identify the relationship between work stress and job satisfaction, and it was concluded that they have a negative relationship. This research has supported previous studies in the similar arena and have covered the aspect of work stress and job satisfaction in marketing industry of Mumbai, India.

Why are Irish children the most worried in Europe about school prospects?

Why are Irish children the most worried in Europe about school prospects?

Analysis: Irish children are more concerned about poor school grades due to Covid-19 than kids in any other European country

Children in Ireland are very concerned about the impact of Covid-19 on their educational success during the lockdown. 43% of them said they worried they’d get poor grades because of online activities during the lockdown, the highest percentage among the European countries studied in a new report.

Most children across the surveyed European countries took part in online activities during the lockdown, but Ireland leads with the number of children who say they did not, with as many as 11% (compare this to less than 1% of such children in Italy, which reports the lowest rates on this measure). Children in Ireland were using a variety of digital technologies for school purposes. Just under half (44%) used messenger apps for school purposes, just under a third (30%) used social media and over 74% used video chat or conferencing tools like Teams and Zoom.

Over half of the surveyed children in Ireland said they had less school-work than before the lockdown. They spent 3.2 hours using digital technologies for school purposes, which is the lowest number among the surveyed countries (the highest was in Portugal with 4.4 hours). Irish children spent a total of 6.7 hours on the internet or using digital technologies during a typical weekday during lockdown.

The project was coordinated by the Joint Research Centre (JRC) of the European Commission and based on a survey in 11 European countries, including Ireland (where it was undertaken by the National Anti-Bullying Research and Resource Centre), with children aged 10 to 18 and one of their parents or guardians. The focus of the study was on the use of the Internet and digital technology during the lockdown, including for school purposes, as well as the online risks such as cyberbullying and exposure to harmful online content, and benefits associated with digital media use that children and families experienced.

The study also examined how frequently children experienced a variety of risks. Cyberbullying is a significant problem for children. It can include mean messages, gossip and exclusion on various platforms, from social media such as Instagram or TikTok, to direct messaging apps like WhatsApp, and a number of gaming platforms, among others. 28% of 10 to 18-year-old children in Ireland have reported cyberbullying victimization during the lockdown, which is an increase when compared to victimization rates found in previous research in Ireland (13.7% for primary and 9.6% for post-primary students).

Less than half (41%) of cyberbullying victims during lockdown told a parent or caregiver about their victimisation, and under a fifth (19%) told a friend. While this victimisation rate certainly is an increase, it may not be as dramatic as the authors of the Irish study had expected to find, following international media reports about cyberbullying that kept coming in during the lockdown this spring. Furthermore, when looking at the breakdown of cyberbullying victimisation rate by age and gender, the majority of victims, except for younger boys, answered that they experienced cyberbullying during the lockdown “as frequently as before the lockdown.”

From RTÉ Radio 1’s Drivetime, Dr Tijana Milosevic discusses the new report that has found one-third of children aged between 10 and 18 years old reported being cyber bullied during lockdown.

Children also reported being exposed to other types of harmful content, such as self-harming content (36%): a third of those who have seen such content experienced it more frequently or a lot more frequently during the lockdown than before the lockdown. Gory or violent images of people hurting other people or animals were seen by 44% of children. Almost a third of these say that they have seen them more frequently or a lot more frequently since the beginning of the lockdown. 47% of children have seen hateful messages towards certain groups of individuals (of different race, ethnicity or nationality) and 43% of these have seen them more frequently or a lot more frequently since the beginning of the lockdown.

Nonetheless, children and parents report a number of positive experiences related to digital technology use while staying at home, including confidence in their digital skills and social connection thanks to technology. Almost two-thirds of parents (61%) said digital technology helped their family be more creative during the lockdown and 86% agree that it helped maintain contacts with friends and family, with under a half (41%) experiencing fatigue from overuse of digital technology. With fear of misinformation on the rise, it is important to note that as many as 84% of parents and 49% of children say they know how to find health information online that they can trust.

Overall, while we certainly need to pay attention to risks that children experience online, it is also important to remember that a certain degree of exposure to risk can lead to building resilience. Understanding one’s child’s needs and keeping abreast with online safety advice might be a good place to start.

 

By Dr. Tijana Milosevic

National Anti-Bullying Centre, Dublin City University

A child-centred approach to childhood poverty and social exclusion
2000
Ridge, Tess
University of Bath

This thesis places children at the centre of the research process to develop an understanding of childhood poverty and social exclusion that is grounded in children’s own accounts of their lives. The study examines historical and contemporary representations of children in poverty, and takes a critical, child-centred, look at current anti-poverty policies. For the empirical part of the study child-centred research methods were chosen to explore the economic, social and relational impact of poverty and social exclusion on children’s lives. Forty in-depth interviews were conducted with children living in families in receipt of Income Support. The interviews covered children’s perceptions of their material, social and familial lives. In addition, seventeen parents were interviewed about issues related to their children’s lives. The child-centred approach continued with secondary analysis of the BHPS Youth Survey, which explored whether Income Support/JSA children differed from other children in the sample, in their perceptions of school. Children’s accounts reveal severely restricted social environments and limited access to economic and material resources. Opportunities for social engagement and participation in shared activities were constrained, affecting social lives and social networks. Within school children highlighted fears of bullying and difference, compounded by inadequate resources for full participation in social and academic life. The quantitative data reveals significant differences between Income Support/JSA children and their non-benefit counterparts, with many Income Support/JSA children indicating disillusionment and disengagement with themselves as students and with their schools. Increased Income Support levels and non-stigmatising provision of welfare-in-kind, targeted directly at children, and informed by children’s own perceptions of need, is recommended to facilitate children’s social inclusion and integration. The findings also inform the development of a conceptual framework with which to conceive a child-centred approach to childhood poverty and social exclusion, one that could incorporate children’s own meanings and perspectives.

Finding and minding the gap: an interpretive phenomenological analysis of how women with Asperger Syndrome describe their main life challenges and their possible solutions
2010
Neil-MacLachlan, Jane
Glasgow Caledonian University

Research questions providing the impetus for this study relate to how a small group of women with AS describe their main life challenges and what they view as possible solutions. The main aim was to listen to and record the individual experiences of a group of women diagnosed with Asperger Syndrome and to identify what they thought had helped or might have helped them. A review of selected peer reviewed literature relating to women with AS revealed a scarcity of systematic enquiry. An alternative source was identified in the writings of women themselves. Both types of literature were appraised using different methods as appropriate to the genre of literature identified. Critical appraisal tools were used to study the peer reviewed literature and the personal accounts were subjected to a modified thematic analysis. Following data collection and analysis different literature was reviewed in the light of what had emerged. An interpretive phenomenological analytical methodology was used following the criteria set out by Smith (2009). A sample of eight women was identified. Interviews were carried out using a semi structured interview format, recorded, transcribed and analysed to ascertain key themes. Direct quotes were selected to illustrate these and to reflect the women’s voices. Findings from the synthesised themes included: the importance of early diagnosis; feeling different; the search for rules; the challenge of change; perfectionism; difficulties with other people and places including bullying; difficulties at school and in employment; relationships in various forms. Suggestions for possible support mechanisms included early diagnosis; the provision of information to families, health providers and school and the availability of mentors and social groups for women. The key findings have been incorporated into a set of recommendations which has potential value for future research, policy and practice.

The nature of bullying in south korean schools
2005
Koo, Hyojin
University of London, Goldsmiths' College

The aims of this present research are to expand our general understanding of bullying behaviour and to advance our knowledge about bullying among Korean pupils. With the purpose of exploring the nature and features of Korean bullying several studies were carried out, including one nationwide survey. At the beginning of this research, a sample (N=160) of Korean middle school pupils was selected in order to define the most appropriate term for bullying. The results confirmed that wang-ta is the most appropriate term for Korean bullying which can equivalently be used for bullying in English speaking nations. With the term selected and two pilot studies a large-scale study (N=2,926) was carried out. The results showed that 5.80/0 of Korean pupils suffered by being bullied whereas 10.2%) pupils reported that they bully other peers. Results from the previous two studies indicated that there are different stages of victimisation in Korean schools. To investigate the stages of victimisation, 424 Korean pupils were selected. The results confined that there are different levels of victimisation and each level is named differently according to the level of victimisation. Moreover, in order to explore different stages of wang-ta, and study features of Korean bullying, 10 pupils, who quit school mainly due to being bullied, were interviewed. The participants well described the relationship between those three studies and their victimisation and a pattern of victimisation has been found. Infonnation and knowledge concerning the nature and features of wang-ta can be useful to correctional practitioners and policy makers as well as important to conduct comparative studies. Moreover, features of Korean bullying can help practitioners in order to better help victims in schools.

The digital public sphere: developing a culture of democracy in contemporary nigeria
2015
Oladepo, Oluwatomi Temilola
University of Warwick

The rise of digital media in Nigerian public life is evident in a variety of contexts – from how mainstream journalists gather news and information, to how young people express their dissatisfaction with the government on matters of concern, such as the case of the 276 kidnapped Chibok Girls (April 2014). This thesis is an investigation into the growing use of digital media in Nigeria, and identifies significant developments in Nigerian democracy through a growing ‘digital public sphere’. New communication skills of dialogue and deliberation are being cultivated through an improvised and often creative use of digital media, and ‘netizens’ [citizens active on the Internet] are purposively generating social, political and cultural consciousness. To explore this embryonic digital public sphere in Nigeria, field research was conducted in the form of historical, political and interview based research with active digital media users. The interviewees featured journalists, citizen journalists, bloggers, public officials, social activists, religious leaders, and cultural producers, and revolved around current uses of digital media technologies, online dialogue and key issues, and digital media as a tool for democracy in Nigeria’s future development. Largely on the basis of the interview data, this thesis argues that despite a discernible ‘culture’ of democracy cultivated through pervasive use of digital media, a digital public sphere can only be realised in a democratic-enabling political environment. This would necessitate public officials engaging in public dialogue; protections from harassment, insults and cyber-bullying; and the digital media infrastructure being developed, accessible and affordable. Furthermore, this thesis identifies how an effective digital public sphere will only function where the agencies of mass media are willing to take more active roles in collaborating with citizens online in order to cultivate transparency in public affairs, and also disseminate vital information, and work for widespread digital access.