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Experiences of workplace bullying from the perspectives of trainee clinical psychologists: A qualitative study
2020
Brown, Lan Rachel
University of Hertfordshire

Research has identified that workplace bullying is a significant problem within healthcare, with healthcare trainees at particular risk. However, there are no studies of workplace bullying within clinical psychology or of trainee clinical psychologists. The aim of the current study was to explore the experiences of workplace bullying from the perspectives of trainee clinical psychologists. Fourteen trainee clinical psychologists were recruited from UK universities and participated in semi-structured telephone interviews. Data was analysed using thematic analysis within a critical realist epistemology. The analysis generated four main themes: workplace bullying ‘activating threat responses’, the process of trainee clinical psychologists ‘making sense of bullying’, ‘difficulties navigating power within the system’ when experiencing and reporting bullying, and ‘finding safety and support’ within and outside of work contexts. The results are considered in relation to existing research, as well as Compassion Focussed Therapy theory and the Power Threat Meaning framework. Clinical implications are recommended at an individual level, within the profession of clinical psychology and for the wider healthcare system.

“A Happy and Caring School”: Capturing the Voices of Dyslexic and Non-dyslexic Learners about Their Ideal and Actual School Experiences
2020
Chua, Yong En Beatrice
University College London

The increase in the number of students with special educational needs (SEN) studying in mainstream schools in Singapore has led to growing development in inclusive education practices. However, there are few studies that have explored these students’ views about their schooling experiences and the barriers and support that they experience. This present study sought to explore the perspectives of dyslexic learners, their parents and educators on their views on an ideal school environment and actual mainstream primary school experiences. It was hoped that by finding discrepancies between the ideal and actual, the study would raise gaps in the provision and promote positive change in students’ mainstream school experience. Six pairs of dyslexic child-parent dyads, seven pairs of non-dyslexic child-parent dyads and 5 educators who have been in the support of dyslexic individuals in mainstream settings were recruited. All learners had either completed primary education or were in their last few months of completing primary school at the time of research. Semi-structured interviews were conducted and analysed using thematic analysis. The findings revealed that dyslexic learners had a greater emphasis on their physiological and safety needs to be met. In contrast, non-dyslexic learners placed a greater focus on developing mastery and gaining in-depth knowledge, while considering the physical aesthetic needs of the learning environment. Dyslexic learners sought to have schools that offered a safe and supportive environment where there are no bullies. Their parents sought for provisions that would build their confidence and school engagement. Dyslexic learners who were interviewed generally had a mixed school experience. Regardless of SEN, all dyslexic and non-dyslexic learners faced the cultural pressure to excel academically, and some experienced bullying and peer difficulties. While all learners found a significant adult at school, the overall support offered varied within and across school and was limited. As stressed by all participants (dyslexic and non-dyslexic) groups, joint efforts by parents, teachers, school leaders, the education system and the wider society is needed to improve inclusion and school experience for all learners. Implications for schools and educational psychologist practice, and recommendations for future research are considered.

Isabel Machado Da Silva
Don’t stand by, stand up: a peer group anti-bullying intervention to increase pro-defending attitudes and behaviour in students that witness bullying
2014
Hornblower, Cathryn
University of Exeter

Psychological research into bullying has highlighted the importance of considering the role of bystanders within this complex social interaction (see literature review). The aim of this paper was to apply this research to develop an anti-bullying intervention programme that increases pro-defending attitudes and behaviour, and consequently reduces bullying. The methodology was a design experiment; in this first iteration, the intervention programme was designed, implemented, and evaluated in collaboration with staff and students at a secondary school. Data were collected using a mixed methods approach via questionnaires, focus groups, an interview, and observation. The results showed that there was no significant difference in prevalence estimates of defending or bullying pre and post intervention. However, two thirds of participants reported that their attitudes and behaviour had become more supportive of defending victims since the intervention. Qualitative data revealed a diversity of perspectives regarding the effects and value of the programme. A model outlining factors that influence decisions to defend a victim of bullying was developed from the results and previous literature. The findings from this paper were used to inform modifications to the design of the intervention programme for implementation in the second iteration in paper 2.

ABC Hosts Design Hackathon

On Monday 16th June, ABC hosted its first Design Hackathon in the John Hand Room on the All Hallows Campus. The event brought together researchers, educators, and practitioners to co-design meaningful, accessible, and impactful educational solutions to help prevent bullying behaviour, particularly by equipping educators and parents, the key adults who shape children’s social and emotional development.

Led by Dr. Yvonne Crotty and ABC’s Director of Engagement, Darran Heaney, the event began with an introduction on how a hackathon works. Participants were then divided into six teams based on shared research interests. Each team was presented with a real-world bullying scenario and given three hours to “hack” a creative response developing an educational tool or resource to address the issue.

The hackathon followed a Challenge-Based Learning framework and unfolded in three dynamic stages:

  • Understanding the Scenario: Teams examined the specific bullying context and shared insights from their own fields.
  • Ideation and Prototyping: Drawing from their diverse expertise, teams co-designed a practical solution aimed at schools, parents, or both.
  • Presentation and Feedback: Teams pitched their final concepts for constructive feedback and discussion.

The range of outputs demonstrated the creativity of the participants ranging from interactive parent-teacher guides, to scenario-based video resources, to online gaming solutions. All proposals shared a common goal: empowering adults to be more informed and confident in addressing bullying behaviour early and effectively.

On the day, the ABC team were joined by youth facilitators from The Soar Foundation, who deliver preventative programmes in schools, focusing on the well-being of all young people in the secondary school system, primarily those in Transition Year. The hackathon not only showcased the value of interdisciplinary collaboration, but also seeded ideas for future development, implementation and research. 

Aggressive behaviour amongst young people: school bullying and aggressive fighting
1994
Phillips, C.E.
The University of Manchester

This thesis explores the extent and nature of aggressive behaviour engaged in by young people. This is accomplished by focusing on two areas: school bullying amongst pupils and physical fighting – specifically amongst young women. It is speculated that bullying as one form of aggressive behaviour that young people engage in, is extremely commonplace. Furthermore, it is predicted that young women do engage in physically aggressive behaviour, both physical bullying and fighting, but they may be socialised out of this behaviour towards the end of their school careers. It is hypothesised that social pressures exerted on them led them to ‘swap’ aggression for femininity. The research hypotheses are examined using two data sources. These were 957 pupils at two secondary schools, and 31 young women from two further education colleges. The school pupils each completed a victimisation and self-report bullying questionnaire. The young women students were engaged in an in-depth interview which sought to find out about their experiences of aggressive behaviour, both as victims and perpetrators. The data found that various forms of bullying and harassment occur frequently in the lives of young people. These include verbal, exclusionary, intimidatory and physical types of bullying, as well as racial bullying and sexual bullying. Similarly, physical bullying and fighting amongst girls was reported, although limited support was found for the hypothesis that young women ‘grow out’ of using physical aggression. Further analysis of the data indicated that young people justify and sanction much aggressive behaviour amongst peers. Using concepts derived from the disciplines of ethology, criminology and victimology, a framework is presented which conceptualises this aggressive behaviour by young people as ‘normal’ everyday behaviour. The implications of this for prevention and future research are discussed.

Prof Mona O’Moore
Sexual harassment?: perceptions and observations of young children’s experiences in kindergarten and early schooling in israel
2004
Giladi, Ayelet
Anglia Ruskin University

Over the past decade sexual harassment has become a focus of international research. Although educational studies have shown that it is common in secondary schools, there is a lack of empirical research that explores the potential for sexual harassment amongst children at younger ages. This pioneering study used qualitative methods, including observations and interviews with parents and teachers, to examine the concept of sexual harassment amongst children age 4 to 7.5 years in three educational settings in Israel.  The goal was to establish whether sexual harassment occurs in Israeli pre-school settings and, if so, to evaluate the extent of the phenomenon and to understand its importance amongst practitioners and parents. The study found that sexual harassment is a feature of life amongst young children, and that it generally begins with boys crossing of so-called ‘gender borders’ (Throne, 1993).  Thus, this study sought to redress the balance by illustrating how heterosexuality is part of the everyday experience of primary school children. Harassing boys seek to demonstrate power and to gain status amongst their peers, and usually act in informal situations where adult supervision is lacking.  Young boys who harass are in the process of constructing their masculinities within a specific site (Skelton, 2001). Parents showed strong reactions to sexual harassment amongst young children, especially fathers to girls.  Teachers responded to a year of observations and discussion by developing further awareness of sexual harassment and ways to deal with it. Harassing behaviour is likely to be influenced by the prevalent familial and social norms in society.  Harassing boys appear to imitate both adults behaviour and patterns they absorb from the media.

The investigative interviewing of children
1996
Westcott, Helen Louise
University of Leicester

Four studies examined the investigative interviewing of children. Their purpose was to consider the way that children are interviewed, particularly about suspected sexual abuse, so that broader contextual factors were explicitly taken into account. To facilitate the research, an ecological framework was adopted. This stressed the importance of obtaining children’s views and relating findings to the child’s position, and of studying investigative interviewing in a wider practice and policy context than has previously taken place. In the first study, children who had been the subject of an investigative interview for sexual abuse participated in indepth interviews. The second experiment contrasted child and adult interviewers finding out what had happened during a videotaped event. Children’s help-seeking behaviour in relation to bullying and parental arguing was explored through a questionnaire in the third study. Finally, training on the Memorandum of Good Practice in Area Child Protection Committees (ACPCs) was surveyed via a questionnaire. Findings from the first and final studies suggested that the Memorandum is too heavily evidential at the expense of children’s welfare. In practice, investigative interviews resemble interrogations, rather than opportunities for children to talk about problems. The studies of children’s help-seeking, and their experiences of investigative interviews, contained a number of pointers for individual practitioners. In particular, children want supportive and empathic professionals. However, the need to reconsider children’s social networks in relation to professional intervention was highlighted by the absence of professional helpers chosen to assist with interpersonal problems. The value of interviewer training was emphasised by the study of children-as-interviewers and the survey of ACPCs’ training. The research demonstrated the importance of considering the wider context of investigative interviewing, and specifically the influence of the criminal justice system. The ecological approach proved a valuable framework, but the problems of researching macro-level systems and power structures remain.

Fear in prisons: its incidence and control
1997
Adler, Joanna Ruth
University of Kent at Canterbury

This thesis reports findings from three studies. It begins with a summary of the previous conflicting literature into the psychological effects of imprisonment. In an attempt to allow prisoners to speak for themselves and to identify research areas, the studies reported in the second chapter present illustrative quotations from interviews conducted with forty prisoners in low and medium security prisons. Following issues raised by these participants, chapters three to seven report findings from the first survey of fear in the Prison Service. Fifty-one per cent of prisoners and 67% of officers reported feeling afraid. More life sentence prisoners towards the beginning of their sentence and “vulnerable prisoners” not held in a Vulnerable Prisoner Unit report feeling fear. Seven per cent of the prisoners were afraid all of the time. The most common area in which prisoners felt fear was in their cell. Officers felt fearful in the context of situations in which control may be at risk. Officers also demonstrated a limited awareness of the fears felt by prisoners. However, they felt that prisoners would fear intimidation, bullying and being in debt whereas the prisoners themselves did not use any of these labels for their fears. Research reported in chapters eight to thirteen derived more information about the levels of fear and means of control utilised by officers. It particularly assessed the impact of female officers on male prison wings and their reception by the prisoners and their colleagues. Relationships between officers and prisoners are better than typically predicted and male and female officers do not favour different means of control, contrary to predictions. Chapter fourteen presents findings from a control group of police officers. The general conclusion is that fear in prisons is real, based on experience and both can and ought to be managed better.