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Dealing with the problem of bullying in Taiwanese primary schools: teachers’ attitudes and strategies
2003
Lei, Meng-Na
University of Warwick

The findings show that the proactive-moderating (PM) approach is the one most frequently used by class teachers to tackle physical, verbal and indirect bullying. This approach seeks to tackle bullying before incidents happen, and stresses the importance of teacher-pupil interaction at the regular class level. Teachers report that the PM approach is the most effective method of tackling pupils’ bullying behaviour. The teachers clearly see their role as important in that the strategies most highly recommended to pupil victims and bullies are at the class level. There are significant differences among teachers in terms of the relationships between their perceptions of the nature of bullying, their beliefs and attitudes, their teaching experience, support from the Head and senior staff, school size, and teachers’ choice of approaches to tackling bullying. Teachers have broad perceptions of the nature of bullying, so they tend to adopt the RM and PM approaches in the classroom. The strongly humanitarian teacher has positive beliefs and attitudes towards his/her teaching and classroom management. He/she will adopt counselling skills to guide pupils’ bullying behaviour instead of using a RE or ignoring approach. Teachers with many years teaching experience tend to adopt a proactive approach (PM and PE) to tackle bullying behaviour, because they believe that prevention is better than cure. If the Head and senior staff have a clear policy towards bullying, then a proactive approach will be used in the school. Bullying incidents happen most frequently in larger schools. Hence, these schools tend to use a proactive approach to prevent pupils’ bullying. It appears from the findings that many Taiwanese teachers recognise their important roles in schools in relation to dealing with the bullying problem. Both senior staff and class teachers need in-service training, because the complex nature of bullying compounds the difficulty of detecting bullying. The provision of core material on the topic should be seriously considered as an essential part of basic training for teachers. This study represents a good starting-point for school staff to utilise in formulating a more effective whole-school anti-bullying policy, thereby helping to reduce the rate of juvenile delinquency in Taiwan.

Publications

Publications

International Journal of Bullying Prevention

The Centre hosts the International Journal of Bullying Prevention (Springer) which is a peer reviewed scholarly publication issued four times per year. This peer reviewed journal provides an interdisciplinary scientific forum in which to publish current research on the causes, forms, and multiple contexts of bullying and cyberbullying…

How can autistic intelligence be recognised and accommodated within an inclusive education framework?
2011
Jacobs, Barbara Helen
University of Leicester

The aims of this study were twofold and integrated. The first was to explore whether Hans Asperger’s expression ‘autistic intelligence’ was a valid and possibly helpful concept to educators. The second was to discover whether this theorised cognitive style could be accommodated within an inclusive education framework. Four students on the autism spectrum, in mainstream schools, their parents and their teachers were interviewed in a case-study approach, to analyse their beliefs and understandings about autism. Data analysis showed that parents and students in particular believed autism to involve a recognisable cognitive style. It tended, they said, to have sensory elements which impacted upon engagement and learning, and appeared to give rise to some social difficulties. These in turn were thought to impact upon the emotional wellbeing of students on the autism spectrum. Significant bullying and exclusion of these students was reported. They recognised their ‘difference’ from their peers and attempted to negotiate that difference. However, teachers tended to reject the concept of ‘labelling’ these students. These findings in part reflect developing current theoretical and cognitive neuroscience consensus supporting a theorised Local Processing Bias as perhaps being a key element in defining core characteristics of autism. Additionally the research showed that the inclusive framework was perceived to be failing these students in many ways. In particular, the difficulties in obtaining educational help and support were believed, by students and their parents, to be obstructive. Another area of concern was the use of teaching assistants as the main educational intervention offered. The inclusive framework, according to these stakeholders, appears to have little recognition of or accommodation for what might be called autistic intelligence. Yet this might possibly be accomplished by making some environmental adaptations. The concept of autistic intelligence, with its theorised perceptual bias, might be useful in considering the nature of any adaptations.

Group processes and children’s responses to bullying
2011
Jones, Sian
Cardiff University

This thesis investigates the role of group processes in children’s responses to bullying from the perspective of social identity and group-based emotion theories. It starts by reviewing research on group-based emotions in adults’ intergroup relations, and on social identity processes in children. It is argued that studying children’s group-based emotions might enhance our understanding of group-level bullying. Initial results suggested that group-based emotions related to supporting and resisting cyberbullying depend upon children’s social identity, and that group-based emotions lead to specific action tendencies (Study 1). Wider group norms were investigated in Studies 2 and 3. In Study 2 the prevailing normative context shaped responses to bullying, while in Study 3 peer group norms had a greater influence than school norms on children’s responses to bullying. The way that children manage their social identity in response to bullying was examined in Study 4. How strongly perpetrator’s group members identified with that group was determined by initial ingroup identification and the perpetrator’s group norm. How group norms shape interpretations of bullying when it is ostensibly negative (Study 5a) or ostensibly positive (Study 5b) was studied next. It was found that certain group-based emotional responses and action tendencies were inhibited when the bullying was misaligned with group norms. Group processes in school bullying incidents were examined in Study 6. A qualitative analysis of teachers’ accounts of bullying revealed that although bullying is responded to primarily at the group level, such responses do not directly address group processes. In Chapter 8 I draw the thesis together by highlighting the role that group processes play in children’s responses to bullying. Implications for antibullying work are discussed. It is concluded that successful intervention rests on awareness of the group processes (a) that lead children to become involved in bullying, and (b) by which bullying may be resisted.

Social and psychological experiences of obese young people
2004
Foster, L.J.
University of Bristol

With the increasing prevalence of childhood and adolescent obesity, more young people than ever before are at risk of stigmatisation and psychosocial consequences of obesity. This research consists of two individual studies exploring the social and psychological experiences of obese young people. One study investigated the relationship between obesity, bullying, and self-esteem in preadolescents. Data was examined from the Avon Longitudinal Study of Parents and Children (ALSPAC), including anthropometric data (height and weight) measured at age 7.5 (n = 8210) and 8.5 (n = 6792), and psychological data (overt (n = 7083) and relational (n = 6932) bullying, and global self-esteem (n = 6942)) collected at age 8.5. Objectives of this study were to investigate if weight status (underweight, average weight, overweight, and obese) predicted bullying involvement concurrently or prospectively over a one year period. Global self-esteem scores of obese preadolescents were also examined. Obesity predicted overt bullying involvement. Preadolescent obese boys and girls are likely to be victims of overt bullying because they deviate from appearance ideals, while other obese boys may use their heightened physical strength to bully peers. No evidence was established of significantly lower self-esteem in obese preadolescents. The second study, qualitative in nature, explored global and physical self-perceptions of five obese female adolescents, and the impact of these self-perceptions on peer relationships and weight management behaviours. Multiple in-depth interviews were conducted, in addition to single interviews with the mothers of these adolescents. Interview transcriptions were analysed using Interpretative Phenomenological Analysis. One case provided unique views of high self-acceptance, high self-confidence, positive self-esteem and independence. The other cases exhibited lower self-esteem related to body dissatisfaction, heightened self-awareness, and self-consciousness. These self-perceptions affected the development and strength of peer relationships. Physical self-perceptions included heightened physical strength, ‘functional’ problems of an obese body and restricted physical activity. Social and psychological consequences of obesity are unique, suggesting individual differences in social development and behaviour. Theoretical implications to enhance self-perceptions and practical implications for weight management are discussed.

Adult Recipients of Bullying Behaviour: Effects and Coping Strategies
2004
Lynch, Jean Margaret
Trinity College Dublin

This study identifies the negative effects of bullying behaviour on thirty people in their place of work. Personality differences between participants in the study who claim to have been bullied and a matched control group, and the coping strategies employed in stressful periods 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.

Parental bonding, attachment, reality discrimination, and psychotic-like experiences
2014
Smailes, David
University of Durham

Psychological models of psychotic experiences suggest that social adversity (e.g., difficult family relationships, bullying) and anomalous percepts play an important role in the development of paranoid thinking, while intrusive cognitions and problems in reality discrimination play an important role in the development of auditory hallucinations (AH). The studies reported in this thesis examined a number of research questions relevant to these models, by investigating psychotic experiences in non-clinical populations (typically referred to as psychotic-like experiences, or PLEs). In Study 1 it was shown that the association between poor parental bonding and PLEs is mediated by individual differences in exposure to bullying and levels of negative affect. In Study 2 it was shown that associations between insecure attachment styles and paranoid thinking are mediated by individual differences in loneliness. In Study 3 it was shown that the association between experiencing anomalous percepts and paranoid thinking is moderated by individual differences in attachment anxiety. In Study 4 it was shown that the association between experiencing intrusive thoughts and AH-proneness is moderated by individual differences in reality discrimination skills. Finally, in Study 5 it was shown that a person’s reality discrimination abilities can be weakened through the induction of a negative mood. The studies included in this thesis, therefore, show how a variety of social, emotional, and cognitive factors interact with each other to foster or preclude the development of PLEs in ways that extend current psychological models of AH and paranoid thinking.

ABC Researchers Awarded Grant for Project on Violence and Gender

Dr. Bernie Collins and Dr. Seline Keating, researchers at the National Anti-Bullying Research and Resource Centre, have recently been awarded a grant of €460,000 from the EU Rights, Equality and Citizenship (REC) Programme to lead a transnational project on gender-based violence. Their proposal, called 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.

This exciting work will be undertaken with partners from Italy (FMD); Spain (University of Murcia); Greece (KMOP) and Netherlands (ESHA).

The socio-ecological context of peer bullying: correlates and consequence
2014
Tippett, Neil
University of Warwick

Bullying is a widespread public health problem. While its prevalence, key correlates and major health outcomes have been well researched, important gaps or controversies remain. In particular, the association between bullying and both socioeconomic status and ethnicity remains unclear. Furthermore, other areas are under-researched, such as sibling aggression and its relationship to peer bullying. Finally, while there is evidence of the adverse effects of bullying on mental health, there is still uncertainty whether any experience of being bullied, or only sustained, chronic victimisation, will lead to adverse consequences. Do those who escape bullying fare better? This thesis comprises five studies. Study 1, a meta-analysis, explored the relationship between bullying and socioeconomic status, finding victims and bully-victims, but not bullies, more often came from low socioeconomic backgrounds. Study 2 examined sibling aggression, identifying a strong homotypic association with roles taken in school bullying. Study 3 explored ethnic differences in bullying, finding ethnic minority children were not more likely to be victims, but in some cases were more often bullies. Study 4 identified individual, social and sociodemographic correlates of school bullying. Distinct profiles were observed for each bullying role. Finally, Study 5 examined the timing of bullying in relation to individual and social outcomes. Stable and concurrent victimisation was associated with more negative outcomes, while escaping bullying reduced the adverse consequences. The findings are considered in relation to ecological systems theory. Distant environmental factors, such as socioeconomic status, were only weakly associated with school bullying, while more immediate socio-ecological influences, including sibling relationships and individual characteristics, predicted victim, bully and bullyvictim roles. Further research should focus on the association with sibling aggression, and identify characteristics which can explain why some children escape being bullying, thereby limiting the adverse consequences. The findings have implications for interventions, which should take account of children’s home environments.

Exploring homophobia and homophobic bullying in irish second-level schools
2006
James O'Higgins Norman
University of London, Institute of Education

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.