This secondary study surveyed head teachers and interviewed nursery, primary and secondary teachers on their perceptions of the barriers and facilitators to inclusion of lesbian, gay and bisexual (LGB) pupils in one rural Scottish Education Authority. The study focused on the understandings of masculinities and the silence on (homo) sexuality in the hidden and taught curriculum. It further aimed to problematise institutional heterosexism. The outcomes of the survey indicated that reference to LGB pupils was missing in policy and generic policies were sufficient to deal with all aspects of equality. All head teachers surveyed stated homophobic bullying would be dealt with in the same way as other kind of bullying. Whilst LGB pupils were perceived as ‘just the same’ as other pupils they were also depicted as victims in need of specialist support and engendered sympathy in teachers. Whilst prejudice, attitudes, lack of knowledge and training was reported to be the main barriers to inclusion of LGB pupils some head teachers perceived being silent on the subject was respectful of individual privacy. Analysis of the survey indicated themes of assimilation, contradiction, and ambiguity, set within a liberal discourse of “we treat all pupils alike” “they are all the same”. These themes were developed in more depth in the interview to reveal institutional heterosexism and structural barriers to teachers’ discourse on LGB pupils. The data was organised into the following themes: ‘Gender roles and families’, ‘Moral Panic’, ‘Institutional heterosexism’. The study revealed that whilst teachers aimed to treat all pupils alike they did so by treating them as though they were heterosexual. As a consequence teachers seemed to lack the language to talk about different sexual orientations. This study suggests that there are structural and institutional barriers to inclusion of LGB pupils in school and limits to programmes of reform based on the individual, identity politics, and anti-oppressive approaches. Nevertheless the outcome of this study indicates that for social change to occur anti-oppressive approaches remain the next stage in the process.
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In this thesis I present a snapshot of the university lives and experiences of 17 gay male undergraduate students attending an institution in the UK. I draw upon thematic analysis of data obtained from individual, face-to-face, semi-structured interviews. My focus is the ways participants’ higher education biographies compare and contrast with dominant accounts of the gay student experience, which are characterised by intolerance, harassment, victimisation, heterosexism and homophobia. My theoretical framework is derived from university space being, like all non-gay-specific space, pervaded by discourses of compulsory heterosexuality (Rich 1980) and the workings of the heterosexual matrix (Butler, 1990). I am interested in how participants produced, expressed, managed and negotiated their alternative identities in these higher education settings. I therefore interrogate the role and importance participants ascribe their gayness at university, the effect and influence of their sexuality on their university choices and on their relationships with flatmates, their coming out narratives and experiences in higher education. Findings often contrast with those typically reported in academic literature, both in participants’ marked decentralisation of their non-heterosexuality in self-identification, and in portrayals of gay students as other than victims of harassment, discrimination and persecution. Although participants are very much aware of the regulatory heteronormative mechanisms of straight discourse operating within university spaces, they are highly sensitive and skilled in expressing, monitoring, adapting, asserting, and negotiating their identities in these environments. In fact, participants framed university as a generally positive, tolerant, accepting and happy place in which to be gay. I therefore argue that these ‘new’ stories and ways of ‘living differently’ should be acknowledged to enrich and further understanding of this population’s experiences within higher education.
This research examines 8 – 11 year old children’s knowledge of bullying including their coping strategies and the effects of bullying on their self-concept. In the pilot study, a semi-structured interview developed from the work of Harris, Olthof and Terwogt (1986) was used to collect information on children’s experiences of bullying. In addition coping strategies which cold be used in the face of bullying, social support networks and the emotional experience of being the victim of bullying were also elicited. The children’s responses were categorised and Bullying Experience Scale and Coping with Bullying Scale were generated. These scales were used to investigate children’s bullying experiences and coping strategies in the main study. In the main study, the profiles of children identified as bullies, victims, both or neither, were investigated using these two new scales and two further scales, the Harter (1985) Self-Perception Profile for Children and the Butler (1994) Self-Image Profile. The aim was to categorise children into bully/victim groups and to determine how the self-perception, self-image, bullying experience and coping strategies of the children in these groups differed and whether there was an effect of gender. The results suggest, contrary to expectation, that it was the children who perceived themselves to be bullies who had the lowest self-esteem and also had more negative self-image compared to the other groups of children. Children who perceived themselves to be bullies, experienced higher levels of bullying than the other groups of children. Primary coping was the most subscribed coping strategy for the ‘bullies’ with the ‘victim’ and those uninvolved in bullying reporting more secondary coping strategies.
This study aims to explore pupils’ and teachers experiences and perceptions of homophobic bullying in rural secondary schools, and to use these views to support further development of policy and practice. The topic was chosen because of the limited range of current research available, detailing teachers’ and pupils’ experiences of homophobic bullying. The research was conducted using a case study design within an interpretative paradigm. The methods used to gather data were semi-structured interviews and focus groups. The data was gathered in two local secondary schools and one local youth group. In the secondary schools, five teachers were selected randomly for participation in semi-structured interviews. In the secondary schools and the youth group young people were randomly selected and invited to contribute within a focus group. Data was analysed using Interpretative Phenomenological Analysis (IPA) and main themes from the interviews and focus groups were identified and discussed. Results suggest homophobic bullying continues to be of significant concern to young people in schools, and that it continues to be happening on a frequent basis. Teachers also recognise the issues relating to homophobic bullying and highlight that this type of bullying can also be evident towards teachers and between teachers. Young people felt that teachers were ineffective in dealing with homophobic bullying, and teachers themselves lacked confidence and knowledge in addressing the issue.
The primary aim of this study was to see whether there is a relationship between the experience of being bullied and violent offending in later life. It was proposed that someone being bullied could be traumatised by the experience and display symptoms akin to PTSD, including hypervigilance and heightened threat perception, which may influence the likelihood of their involvement in violence. The study considers the relationship between the experience of being bullied, trauma symptoms and violent offending. Attributional style in relation to all of these variables is also considered as hostile attributional bias was proposed as a possible outcome of being bullied and a factor in increasing the likelihood of violent offending. Research concerned with childhood bullying, its effects, offending, and trauma is reviewed. The study and results are discussed in the context of literature to date. A relationship between the level of bullying experienced and the level of trauma symptoms currently experienced was found. There were no differences found between violence and non violent offenders on any of the measures used but there was a relationship between violent offending and a tendency to make negative attributions about their own actions relating to events. A similar relationship was also found for participants who had experienced bullying but not for those who had bullied others. Possibilities for future research and the implications for intervention and bullying prevention programmes are discussed in light of the findings.
Bullying in schools has become an increasingly recognised problem. Since Olweus (1978) there has been an increase in research dedicated to this area, highlighting the ways bullying can be defined and its impact on the psychological well being of children and adolescents. As not all young people who are bullied experience psychological consequences, research has also examined differences in coping with
Despite reports that people with learning disabilities (PWLD) are more vulnerable to being bullied than the non-LD population, there is a paucity of research into bullying of PWLD. Semi-structured interviews were conducted with 20 adults with LD, using bullying vignettes, to explore how PWLD understand bullying; their knowledge of coping strategies for dealing with bullying; and what PWLD understand the consequences of bullying to be. Interview data was analysed using thematic analysis and categorised into four super-ordinate themes; Bullying is a bad thing; Reasons for the bullying; Coping strategies; and Consequences of own bullying experiences. The findings are discussed in relation to attribution theory (Heider, 1958) and socio-moral reasoning theory (Gibbs, 1979; 2003). Recommendations for clinicians working with PWLD involved in bullying are made; including considering the application of the concept of the “provocative-victim” (Sheard, Clegg, Standen, & Cromby, 2001); exploring how individual’s understanding of bullying experiences in terms of attributions made and socio-moral reasoning; exploring coping strategies and addressing aggressive or avoidance-based strategies, and consequences of bullying such as social and psychological problems. Recommendations are made for future research with larger, more representative samples.
Dr. Seline Keating (Principal Investigator) and Dr. Bernie Collins, associates of the National Anti-Bullying Research and Resource Centre (ABC) hosted consortium partners from Greece, Italy, Netherlands and Spain to Belvedere House, on the DCU St. Patrick’s Campus to commence their work on GEM: Gender Equality Matters.

Seline and Bernie were recently awarded a grant of €460,000 from the EU Rights, Equality and Citizenship (REC) Programme to lead a transnational project on gender-based violence. The project, titled GEM: Gender Equality Matters, identifies three target groups with whom they will work over a two year period: children (aged 10-17); parents, and teachers.
Key objectives include raising awareness, challenging attitudes and promoting behaviour changes in relation to gender-based violence generally, and with specific reference to violence perpetrated against the lesbian, gay, bisexual, transgender and intersex (LGBTI) community.
The main activities include in-school and online training courses for school staffs and parents, classroom materials for students in upper primary and secondary schools and a capstone conference to share learning from the project. There will be also a number of publications to present significant findings from the research element of the project. A number of public events are also planned across consortium countries.
This exciting work will be undertaken with partners from Italy (FMD); Spain (University of Murcia); Greece (KMOP) and Netherlands (ESHA).