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“it’s like david trying to take down goliath”: perspectives on bullying from nine male adolescents with autistic spectrum conditions
2009
Roberts, Veronica
University of London, Institute of Education

This qualitative research aimed to explore what male adolescents with higher-functioning Autistic Spectrum Conditions (ASCs) understand by the term ‘bullying’, and how they experience incidents they perceive as such. It considers these questions within the context of their wider social understanding, and relationships. Nine male adolescents, aged between 11-18 years old, with diagnoses of higher-functioning ASCs were interviewed. Four participants attended mainstream educational provisions, four attended specialised ASC provisions and one attended a specialist provision for those with behavioural difficulties. Interviews covered areas of interest, school, people they felt were important to them, friendships, and experiences of bullying either as a victim, bystander and/or bully. Each interview was transcribed, and qualitatively analysed using thematic analysis. Four major themes emerged. These related to the participants’ conceptualisation of their relationships, their understanding and definition of bullying, the important roles of others within the bullying dynamic, and the participants’ personal repertoire of responses to bullying incidents. This research highlights the need for adolescents with higher-functioning ASCs to be explicitly taught about the more subtle forms of bullying behaviour. It also suggests they would benefit from instruction on age-appropriate strategies with which to respond to bullying attempts. The topic of bullying may also serve as a catalyst for discussing social nuances with young people with higher-functioning ASCs, and build on their understanding of reciprocity and loyalty in friendship.

Evaluation of a controlled social problem-solving group-based intervention with vulnerable incarcerated young offenders
2000
Biggam, F. H.
University of Wales, Bangor

Recent research has indicated that vulnerable incarcerated young offenders – such as those placed on formal protection as a consequence of their inability to assimilate into mainstream regimes, victims of bullying, and those who have engaged in or intimated the possibility of suicidal or parasuicidal behaviour all display impoverished problem-solving abilities. Furthermore, the deficits in their problem-solving skills are significantly correlated with the levels of anxiety, depression, and hopelessness these vulnerable prisoners experience. This study evaluated the effectiveness of a time-limited, group-based, problem-solving, training intervention with such vulnerable incarcerated young offenders. A total of 46 prisoners were randomly assigned to either the experimental intervention or a non-treatment condition (23 inmates in each condition). All participants completed measures of psychological distress (HADS, BHS) and self-perceived problem-solving abilities (SPSI-R) at intake, immediately following intervention, and at three-months follow-up. The value of a brief problem-solving intervention was demonstrated in that the intervention participants experienced significant reduction in their levels of psychological distress (HADS, BHS) and an improvement in their self-assessed social problem-solving abilities (SPSI-R). Methodological concerns in the current study are discussed, and directions for future research are highlighted.

Reclaiming Citizenship in the Post-Democratic Condition
2017
Siapera, E.
Citizenship and globalisation research papers
1(1), pp.24-35.
Dr Anne Marie Kavanagh
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…

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.

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).