This thesis explores the related concepts of heteronormativity and homophobia and their connection to homophobic bullying in Irish second-level schools. The research undertaken for this thesis involved one hundred interviews with pupils, parents, teachers and senior management teams in six second-level schools in the Greater Dublin area. The data from these interviews revealed an understanding of sexuality among participants that was binary in nature in that they (particularly pupils) understood there to be two opposing sexualities, heterosexual and homosexual, and they believed that heterosexuality was the only legitimate or normal sexuality. Close contact with members of the same sex or with gay or lesbian was considered dangerous in that one might be contaminated or turned homosexual and consequently it was considered justifiable to isolate and even ridicule those considered to be gay and lesbian in schools. Homophobic name-calling was also used by pupils to deride those who were not necessarily considered to be gay or lesbian. The data also revealed that for the most part teachers accepted homophobic name-calling and other behaviours as a normal part of the school environment. Teachers were unaware of their role in perpetuating the status quo regarding homophobic bullying. However, teachers did report that they had to be seen to uphold the religious ethos of their schools in relation to homosexuality and as such a culture of silence reigns where sexuality and homosexuality are concerned. The role of the Catholic Church as patron of the majority of Irish schools and its teachings against homosexual behaviour is identified in this thesis as a significant mitigating factor against teachers taking action against homophobia and homophobic bullying. For their part, parents admitted that they would be sad if their sons/daughters were gay, mostly because they would be fearful for how they would be received in school and society. Although they did want schools to include some education about sexual orientation in their programmes. This study highlights the need for clearer policies regarding gay and lesbian issues in Irish schools as well as pre-service and in-service training in equality issues for teachers.

This multi-layered narrative inquiry focuses on the struggles of six counsellors to uphold ethical standards of practice, despite external pressures to the contrary. It is situated firmly within postmodern and constructivist traditions where both personal and social dimensions of the experiences are included; local and marginalised voices are privileged; and divisions between art, therapy and research are disrupted. The narratives were powerfully and evocatively told and, in the (re)presentation, I have endeavoured to maintain this evocative expression. This provides a compelling and unique insight into the disturbing nature of such pressure, which was considerable and unpleasant. It included bullying and intimidation, accompanied by efforts to malign the identity of the person. This is considered in relation to victim blaming discourses and impact on identity. The counsellors tended to hold values of relationship and responsibility to the individual, yet they felt unsupported and profoundly isolated throughout the critical period. This was compounded by the bullying as well as feelings of being personally culpable and shamed. The counselling profession is thus challenged to provide safe arenas for such experiences to be considered. In the retelling, their accounts become more complex and relational (including concern for the position of the powerful other). Links were made to early childhood experiences which the contributors felt to have been particularly constitutive of their ethical identity. Creative reflexive and autoethnographic practices similarly allowed the re-storying and reconstruction of researcher identity, and again invoked key constitutive experiences from early lived experience, some of which were profoundly personal. Assumed neutrality of researchers is thus comprehensively challenged, and the value of creative approaches to reflexive inquiry affirmed.

Bullying in schools is a growing international concern as the consequences of bullying and victimisation have been shown to be far-reaching. With the aim of developing effective anti-bullying interventions, previous research has investigated. The factors situated within the child’s family and within the child themselves that are considered to be the causes of childhood bullying. An underdeveloped area in the literature was in relation to the protective characteristics of children who are at risk of bullying, specifically how the characteristics of children mediate or moderate the effects of negative family experiences on bullying behaviours.

In recent years there has been increased focus on vulnerability and abuse however greater attention has been paid to this in relation to children, elders and in domestic situations. Within learning disability service there has been increasing attention on physical and sexual abuse as well as attention being given to abuse as it is perceived by people with learning disabilities. The aim of this study was to explore the views of staff working within learning disability services regarding their views of vulnerability and abuse. A phenomenological approach was adopted, as this is a subject about which little is known and the lived experiences of care staff and the meanings that they attach to them were being explored. Semi-structured interview was the chosen method for data collection. Twenty informants shared their views in this study. The data generated were themed and the findings were presented in two different but complementary styles: case studies and themes representative across the entire sample. This research has highlighted a number of important issues. There is considerable difference in the meanings given to vulnerability by care staff and the range of meanings are further complicated when notions of risk are considered. A model is presented that illustrates experiences of vulnerability and confidence of the individual the impact of various experiences on those states. For example negative experience of bullying might increase vulnerability whilst positive family support might engender feelings of confidence. The study showed that staff are more influenced by personal and family values than by policy. Though this study focused on adult protection policy it was evident that this also applied in the case of other policy. The strong influence of personal values pervades all aspects of care. This was evident in the views of informants regarding abuse. Abuse is considered to range in severity from bullying, which is seen as prevalent but to an extent unpreventable, to sexual abuse which is considered by most to be taboo. Neglect and infringement of rights were in the main not seen as abuse with both being attributed to ignorance. Power, authority and/or control are felt to be essential in the management behaviour that challenges and is justified to that end. In the context of adult protection a model for safety planning is proposed that shifts the emphasis away from risk avoidance toward an enabling person centred approach that recognises the importance to the individual of excitement in life that also may involve risk.

The original research carried out in a range of arts organisations in the UK included employees at every level within both commercial and subsidised performing arts organisations in England, Scotland and Northern Ireland.

This study identifies the negative effects resulting from being accused of bullying behaviour on thirty four people in their place of work. Those accused of bullying were asked to rate their accuser as a person in their own right as well as compare themselves with their accuser on a variety of aspects. Personality differences between participants in the study who were accused of bullying and a matched control group, and the coping strategies employed were sought. Possible individual and organisational antecedents to bullying were identified. In addition, to using psychometric measures to obtain quantitative data the findings were enriched by including qualitative research methods.

This study evaluated the factors assessed from pregnancy until 8.5 years of age which predict bullies, victims and bully/victims versus neutral for both direct and relational bullying.  The inclusion of these variables depended on previous research.  The model which was used to build up the precursors set and analysis was the ecological model with modifications to suit the nature of the data set and measures. The data set was obtained from the Avon Longitudinal Study of Parents And Children (ALSPAC) study. ALSPAC investigates the development of more than 10,000 children and their families from pregnancy in the UK. All families have been contacted several times per year via questionnaires since pregnancy and the children had individual standard interviews of their bullying involvement at 8.5 years of age. In total, data for 6781 children (3561; 50.3% girls) had complete data for direct bullying and 6637 children (3495: 50.4% girls) for relational bullying. Findings are presented regarding the relative influence of child characteristics, family (proximal), and environmental (distal) factors related to bullying involvement in primary school. The results indicate that bullying status group membership was most strongly predicted and related to child characteristics before school entry with few proximal and distal factors adding to the prediction model. This was especially obvious with relational bullying status groups with only relational bullies being predicted mainly by proximal factors. In addition, relational bullying status groups, except relational victims, were not predicted or related to cognitive deficit or negative verbal abilities compared to direct bullying status groups. A particularly high-risk group are those pupils who are bully/victims that shared the characteristics of bullies and victims, distinguished by more behavioural, cognitive preschool problems and adverse family background. Implications for developmental models of bullying and for intervention strategies are discussed.