Embitterment has been described as the emotion generated in the aftermath of an event experienced as unjust and unfair. Although embitterment is most commonly presented in the work context, research on workplace embitterment has remained scarce due to the fact that the concept of embitterment is rather new. This thesis aimed to shed some light on the prevalence of this emotion, its developmental context, outcomes and ways of treating it. Results from this thesis suggests that breaches in organisational justice, can trigger feelings of workplace embitterment which can impact negatively employees’ ability to psychologically unwind from work, as well as their work engagement and job satisfaction levels. The unfolding of further features of workplace embitterment and the development of interventions to improve this feeling seems a worthwhile future endeavour.

Over the last decade, the nature of bullying has changed dramatically, moving from traditional, face to face to via communication technologies. The associated bullying behaviours and technologies is collectively known as ‘cyberbullying’. Cyberbullying is an increasing problem which results in negative outcomes for all involved. For victims, it is ubiquitous; there is no escape. Cyberbullying, has been directly and indirectly linked to an increased risk of suicide for both victims and bullies. It is therefore vital to explore what children, parents and teachers interpret as cyberbullying and how to design effective interventions to reduce cyberbullying and/or develop resilience and coping strategies. To date, research on cyberbullying has focussed on children in their teens. However, little is known about the perceptions of younger children particularly at the key transitions point from primary to secondary school. At this age, self-esteem decreases and peer support and influence become very important in determining behaviour. Technology use increases around this age and parental monitoring decreases. This thesis uses multiple methods to fully explore similarities and differences in perceptions and experiences between children before (aged 10-11 years) and after (aged 12-15 years) this transition and develops a behaviour change intervention to promote more positive behaviour online, increase resilience and self-efficacy. This thesis aims to develop ways for children to overcome adversity by developing their problem-solving skills and increasing their confidence levels to deal with a negative situation through building their cyberbullying resilience. Cyberbullying resilience can be strengthened through external factors such as a supportive environment, strong peer support and a sense of belonging and internal factors including high self-esteem, self-control and self-efficacy (Bozak (2013) as cited in Hinduja and Patchin (2017)). Initial findings suggested that cyberbullying is predominantly a female behaviour and that victims and bystanders are reluctant to seek adult intervention unless the situation is considered to be so extreme that they can no longer cope. Primary girls were found to be more likely to report a cyberbullying incident than secondary, even though there was no difference in their perception of the severity of the incident. This thesis adds to the literature by highlighting children, parents and teachers’ understandings and expectations around reporting and what these are. This thesis identifies age differences in relation to cyberbullying perceptions and reporting channels and presents a behaviour change intervention which increased self-efficacy and resilience levels. It is also applies a unique intervention approach by introducing implementation intentions with the intention to increase kind online behaviour in addition to building self-efficacy, self-esteem and cyberbullying resilience so that children have skills and strategies in place to deal with adversity online should the time come.

Paranoia is the unfounded beliefs that others intend to cause physical and/or psychological harm. Emerging evidence reflects an association between bullying and paranoia in adolescence, but lacks control of theoretically relevant covariates (beliefs about paranoia, shame, social anxiety and emotional dysregulation). The aims of the present study
were to a) examine the association between bullying and paranoia b) compare severity of paranoia between clinical and non-clinical samples and c) establish the robustness of any association by controlling for the covariates. Data from questionnaires were obtained from clinical (N = 24) and non-clinical (N = 212) samples of 16 to 18 year old adolescents. Results indicated a strong association between bullying and paranoia. The severity of paranoia did not differ between clinical and non-clinical samples. Bullying appeared to contribute
independently with paranoia after controlling for the covariates in the non-clinical sample. Using the clinical sample, an indirect association was found between bullying and paranoia via emotional dysregulation and external shame. Findings are consistent with literature highlighting that bullying is associated with paranoia. Paranoia may serve an adaptive function to detect social threats, and therefore become heightened from bullying. Furthermore, this association appears to be influenced by emotional dysregulation and external shame. Future
research should further examine the association between bullying and paranoia, as well as other specific psychotic experiences such as hallucinations, in longitudinal large sample studies controlling for effects of theoretically relevance processes, including external shame and emotional regulation. Clarifying the roles of external shame and emotional dysregulation have important clinical implications in the context of bullying and paranoia experiences.

This Research Project critically appraises the current dispute resolution mechanisms for employment law in Ireland. This exploration provides the basis for submissions to improve the overall service for workers, employers and Government. The researcher undertook the following strands of analysis: A comprehensive study and critical analysis of existing employment dispute resolution fora in Ireland both on a systematic level, and on a forum-specific level.

This portfolio has three parts: Part one: A systematic literature review of the effectiveness of nurture groups upon emotional wellbeing. Part two: An empirical paper on the bullying experiences, perceived social support, and mental health of emerging adults. Part three: Appendices including documents relevant parts one and two, and a reflective account of the research process.

This thesis investigates justice and fairness in the UK public sector when formal disciplinary procedures are invoked. The golden thread of justice and fairness in the workplace addresses the following questions:-
1. What types and scale of workplace disciplinary transgressions exhibit in the UK public sector, and are demographics relevant?
2. How the Host employer processes disciplinary cases and what are the experiences at this and other bodies of the parties involved, employees, trade unions, managers, HR, and politicians, and what improvements could be made?
The initial phase comprised a five year longitudinal study of a public sector employer’s disciplinary records, and compared employee demographics with workforce characteristics of which they formed a part. It is unique in being purely case-based, and unlike much research does not conflate grievance and disciplinary cases. Employee demographics of age, gender, tenure and absence show statistically significant linkages to a propensity to commit serious breaches of contract resulting in a formal disciplinary investigation. In the case of gender, evidence strongly points to it being generalizable.

The concluding qualitative phase found isolated examples of ‘good’ practice, but also serious inconsistencies and lapses by employers. Three key concepts emerged. Structural Differentiation where disciplinary criteria were being applied differently across the same employer; Hierarchical Differentiation where senior management interpreted and applied policies in favour of themselves; and Boundary Conditions where gatekeeping decisions are made whether to invoke formal procedures. These Boundary Condition failures saw unimaginable harm being meted out to victims of child sexual abuse, with innumerable employee, service and society implications.

This work tasks Human Resource professionals to be more proactive in constructively using the wealth of data metrics at their disposal, so as to avoid unnecessary investigations, and challenges them along with management to remove impediments to achieving equitable justice and fairness in the workplace.