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.

This thesis examines the issue of sexual harassment on college campuses in Japan and measures taken both at official and grassroots levels to combat the problem. Using competing methodologies the: implications for both subjects and practitioners of researchers on sensitive subjects are analysed. Gender segregation in the Japanese school system, from the Meiji Restoration to the present day, is investigated in order to draw links between gender segregation, discrimination and the likelihood of sexual harassment at university level. Japanese legislation regarding sexual harassment is explored and the impact this has had on universities is examined. As a result of this new legislation universities were urged to establish guidelines and policies to protect themselves against both quidpro quo and hostile environment sexual harassment. The work of the ‘Campus Sexual Harassment National Network’, established by the late Professor Kazuko Watanabe, is investigated. Surveys conducted by individual universities and national research groups are analysed to assess the actual conditions of sexual harassment at universities and on campuses. Visual and non-visual preventative strategies undertaken by universities are investigated and the effectiveness of sexual harassment committees and counselling services within Japanese universities are examined.

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.