Background: Attachment relationships have long been recognised as fundamental to the development of peer relations and mental health in adolescence.  A growing body of literature has recently highlighted the importance of attachment relationships in an individual’s subsequent involvement in bullying. There has however, been very little research into boarding school pupils, despite the fact that the attachment relationships of this population are likely to be affected by the separation of these children from their families. Aims: to investigate the relationship between peer and parental attachment relationships, bullying and mental health in boarding school pupils. Participants: 476 parents and 196 pupils between the ages of 13 and 16 at single sex and co-educational boarding schools in the southeast of England. Design: A cross-sectional, between subjects design in which main and interaction effects of boarding and parental and peer attachments were explored in relation to bullying behaviour and emotional and behavioural strengths and difficulties. Measures: parents and pupils completed their respective versions of the Strengths and Difficulties Questionnaire (a measure of children’s emotional and behavioural functioning). Pupils also completed the Olweus Bully / Victimisation Scale and the Inventory of Parental and Peer Attachment. Results: Contrary to predictions boarders report stranger attachments to their mothers than day pupils.  No differences were observed between the paternal and peer attachments of day and boarding pupils.  Boarding pupils also report higher rates of victimisation than day pupils.  Security of attachment to parents and peers was related to many aspects of adolescent mental health and bullying behaviour.  This was particularly true of boarding pupils’ peer attachments. Conclusions: Based on the study’s results it is essential that schools are aware of the particular importance of developing positive peer relationships for boarding pupils.  Interventions designed to limit victimisation in boarding schools should take this into account and tailor preventative strategies to meet the specific needs of day and boarding pupils.

The thesis examines various descriptions of bullying in fiction, biography and autobiography, comparing a traditional image of a bully with the more modern concept which enables many actions to be described as bullying. The difference between a description and a definition of bullying is explored using an analogy with the word “murder”. Murder can be achieved in many ways – stabbing, shooting, poisoning etc but none of them defines murder, the terms describe the means by which murder is undertaken. Bullying, in like manner, has no precise definition – merely a series of descriptive terms. Many writers have described the difficult experiences of young people at school – possibly because of their parentage. The children of teachers, policemen, famous people seem to attract a high level of attention because of their parentage. The school experiences of Prince Charles, Graham Green, Sean o Faolain, James Joyce and others are examined. The objective of the research was to examine the possibility that parental occupation might be a factor in bullying. Fifty children, in twenty schools, who were attending a school in which at least one parent was a teacher were asked to complete a questionnaire which was a modified form of the Olweus (1993) survey – (modified to include data on parental occupation and other family details) as well as interviews with students and teachers, 380 other children in five different schools were asked to complete the same questionnaire. The results were then compared. Many children experienced bullying but only a tiny percentage actually get bullied. Such a distinction is discussed. The possible application of literary extracts to illustrate examples of bullying and other acts of interpersonal aggression, to identify bullying and to show coping mechanisms is suggested and an anthology of such extracts is offered in a substantial appendix.

Throughout its history, the activity, or profession of social work has been influenced by dominant political and social mores. This thesis charts such developments in the United Kingdom, locating them in not only the socio-economic circumstances of each period, but also in relation to changes within social theory, specifically those from a left wing political tradition. Charting the move to the contemporary period, it is argued that the current epoch is one of ‘diminished subjectivity’, where people are viewed as more objects than subjects, and are more likely to be viewed as either vulnerable or atavistic, rather than as having the potential to create a better society. The thesis starts with a history of social work from its charitable origins in the seventeenth century through to the early 1970s. It then analyses intellectual developments in the understanding of human subjectivity, in particular that of Hegel, Marx, the Frankfurt School, and the influence of postmodernism/poststructuralism to our understanding of the human subject. It is argued that a common intellectual current is one of ‘diminished subjectivity’. We return to the history of social work in chapter four, analysing the changes from the 1970s onwards, with particular emphasis on the overt politicisation of the profession. Combining this with the theoretical analysis of chapter two, the influence on social work of wider intellectual and political change becomes evident. The contention is that social work itself, for all its talk of ’empowerment’, is influenced by the tendency to view the subject with suspicion, and to demean it at the very moment it endeavours to ’empower’ it. The thesis then examines manifestations of ‘diminished subjectivity’ in the arena of social work. Four specific but interrelated areas of concern to social work are highlighted, with particular focus being on the arena of adult mental health. The first is the rise of the discourses of pathology and abuse. Whilst these increasingly common concepts have affected both social work policy and practice, social work itself is partly responsible for the popularity of such constructs. The second is the current pre-occupation with risk minimisation, or risk management, and this is analysed in relation to mental health policy and practice at the level of statutory powers and civil containment. From this focus on the more overt coercion within the mental health field, we turn thirdly to the constructions of stress and bullying. The fourth focus is on ‘identity politics’, in particular the rise of the psychiatric ‘survivor’. The penultimate chapter discusses the public/private divide as a theme which cuts across all the previous chapters, and addresses some of the implications of the erosion of this boundary. The concluding chapter summarises the thesis and discusses recent critiques of social work from within the profession. It is argued that the developments discussed within the thesis should not be seen in isolation; but rather that all share a common perception of the human subject as fragile, dangerous, or both.

Studies which examine conflict have identified coping strategies as potent variables for the social competencies of children. To extend these ideas to more specific indicators of social adjustment this study examined emotional impairments and coping strategies of victims and bullies. Inventories measuring emotional impairment: depression, anger, anxiety and self-concept were completed by 103 primary school children aged 9-11. A questionnaire measured five coping strategies: problem solving, social support seeking, distancing, externalising and internalising. Bully and victim nominations identified almost 5 times as many male bullies compared to girls therefore findings which specifically relate to bullying refer to boys only. Emotional impairments were identified as predictory variables for bullying and victimisation particularly for boys where anger was identified as moderating the relationship between externalising and bullying behaviour while anxiety was identified as a mediating variable between problem solving and victimisation. Findings here also suggest that all children learn how to cope with negative emotions through their experiences with adults. For bullies internalisation as a result of poor experiences during problem solving with adults makes problem solving with peers less likely.

Aim: The aims of this study were to explore, describe and develop a greater understanding of the experiences of overseas black and minority ethnic nurses in the NHS in the south of England. Methods: This study utilised a combination of qualitative and quantitative approaches underpinned by interpretive phenomenology.  The qualitative phase consisted of 12 semi-structured face-to-face interviews and the findings informed the focus group interviews, of which four were conducted.  The quantitative phase, a survey, informed by the findings of the qualitative phase was conducted with 188 overseas nurses across 15 NHS Trust hospitals in the south of England. Findings: The qualitative findings revealed five main themes such as: Being thrown into an unfamiliar world, encountering marginalisation and experiencing inequalities in the world, surviving in an everyday world, living in an everyday world and making a new world and these themes encapsulated their experiences.  Overseas nurses indicated that they had encountered discrimination, lack of equal opportunity, bullying, separateness and a host of other encounters that appeared to have affected their experiences of the NHS.  The survey showed that overseas nurses employed in NHS hospitals in London were more likely to perceive themselves to have been promoted, supported and have aggressive behaviour directed at them in comparison to those in NHS hospitals in non-London regions.  The survey also revealed that African nurses were more likely to perceive themselves as being treated less favourably than their overseas counterparts. Conclusion: Both phases showed that overseas nurses encountered difficulties and variations in treatment in the NHS in the south of England and combining the two approaches helped to confirm and reinforce the findings.  This study’s results add considerably to the body of knowledge on the experiences of overseas nurses and have significant implications for nursing practice, management and health policy.