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Witnessing bullying at work: Employee silence in higher education institutions

Title image: Witnessing Bullying at work: Employee Silence in HEIs

A new paper titled ‘Witnessing bullying at work: Employee silence in higher education institutions’ from Dublin City University’s Anti-Bullying Centre investigated workplace bullying in Higher Education Institutions (HEI) in Ireland.

The paper is published by Dr. Angela Mazzone, Dr. Anastasios, Dr. Vasiliki Pitsia, Dr. Yseult Freeney, and Professor James O’Higgins Norman, who conducted a study to investigate the associations between employee silence and several predictors in a sample of employees working in Irish HEIs. The study was conducted as workplace bullying is a widespread phenomenon within HEIs and employee tendency to remain silent is one of the most common reactions to workplace bullying. However, employee silence in the context of workplace bullying is poorly studied. Hence, the current paper built upon the Conservation of Resources Theory and the Learned Helplessness Theory by investigating employee reluctance to take action when witnessing workplace bullying (employee silence). The sample for the study consisted of 560 employees working in 20 HEIs across Ireland.

Respondents completed a survey that measured employee silence, victimisation, and team psychological safety. The results showed a negative association between team psychological safety and employee silence, indicating a reluctance to report bullying among respondents with low levels of team psychological safety. Further, a positive association was found between victimisation and employee silence. The paper concludes with a discussion of possible actions for bullying prevention in HEIs.

The publication is available at: https://doi.org/10.1111/hequ.12472

ABC Marks New Milestones for November!

Anti-bullying researchers, trainers and practitioners in ABC are marking multiple milestones in their work this November.

Following on from the important consultation with the Joint Oireachtas Committee on the Online Harassment Bill, it has been a generally busy month here at ABC.

ABC’s Dr. Angela Mazzone presented a poster at the prestigious International Bullying Prevention Conference 2019 in Chicago, USA on the topic of “The Association Between Defending and Emotional Symptoms” in relation to bullying behaviour. For background, “defenders” are usually described as children with good social and emphatic skills. However, recent research has shown that defending may also be associated with psychosocial difficulties, because youth who defend their peers are involved in a traumatic event. Angela’s research noted that the study findings add new knowledge to the literature on psychosocial difficulties of defenders and call for further investigation of the outcomes of defending behaviour. Angela’s poster can be viewed here.

ABC received a visit from two visiting researchers: Dr. Ann Burke from Memorial University Newfoundland presented on a study related to data collected in Canada. Anne also delivered a session to Norwegian students at Dublin City University undertaking the “Prevention and Intervention of Bullying in Learning Environments” course led by Dr. Tijana Milosevic and Dr. Robert Slonje which was very successful. Dr. Niamh O’Brien from Anglia Ruskin University in Essex presented on “Applying a Participatory Research approach to the Production of Bullying Knowledge”. Niamh’s seminar was informative and interactive for all who attended. ABC are very thankful to Ann and Niamh for visiting us and sharing their work with the team.

Dr. Tijana Milosevic (pictured) discussed bullying and cyberbullying at the Brave New Media Forum in Belgrade, Serbia, together with the Serbian Commissioner for the Protection of Equality. The event was organized by Deutsche Welle Akademie with a number of young people from the country and the region, and supported by OSCE.

Dr. Mairéad Foody presented on her research work to the Department of Education on 24th October on cyberbullying and the non consensual sharing of sexual images among Irish post-primary students. Mairéad’s ongoing research in this area is due for publication in 2020 and has already been referenced in ABC’s consultation to the Joint Oireachtas Committee for the upcoming Online Harassment Bill.

ABC currently has a number of ongoing collaborative projects in the areas of: Roma based bullying, bullying and cyberbullying of Gifted adolescents, disablist bullying, and the teacher-led FUSE project for tackling bullying and online safety.

An investigation of bullying of, and with, primary school girls: a pupil research project

2016

Hearn, Helen

The University of Nottingham

Bullying is a social phenomenon that impacts girls and boys inside and outside of school at both primary and secondary school age and is recognised as a social problem both by academic researchers and in the ‘real world’ by the media and by anti-bullying charities. Although bullying is a widely used concept there is no universal definition. Research on bullying has been conducted over the past four decades looking at various aspects from prevalence and severity to coping strategies and effectiveness of interventions. Studies have also considered specific types of bullying and sex differences but these studies do not consider the full variety of types of bullying boys and girls use or which ones are the most upsetting to experience. Most of the studies on girls’ bullying have been conducted in secondary schools; less attention has been given to tweenage girls. This research redressed this imbalance. It began from the position that it is important for adults to listen to tweenage girls’ views as they may have different understandings of bullying compared to adults and this may have policy implications. It assumed that girls were experts on bullying that happened to girls their age in their school. Weekly research lunch club sessions were used with 32 tweenage girl research advisers/assistants from three primary schools. Together we listened to tweenage girls’ views of bullying broadly through developing and administering questionnaires, conducting group interviews and designing anti-bullying resources to be used in their schools. In addition, I conducted one-off focus groups with 11 teenage girls as a comparison to consider age differences in girls’ views. I argue that this research revealed that both girls’ bullying and using pupil research to engage with tweenage girls’ views on this topic was messy and complex. While relational aggression between girls was reported to be most prevalent and severe, focusing on this alone does not reflect the full extent of the behaviours used in girls’ bullying. Both the tweenage and teenage girls’ views on bullying, coping strategies and anti-bullying interventions were similar and were only subtly different in the detail. The research decisions were influenced in an ongoing process by the wants and expectations of the girls, the schools and the researcher and changed through the prolonged interactions during the research. I also argue that ethical practice was an ongoing process and using pupil research created further ethical dilemmas. Although pupil research with tweenage girls on girls’ bullying was challenging and messy, this research gives an example of how it is a viable, successful way to engage with pupils on this sensitive topic. The use of girls’ free time at lunchtimes showed how pupil research positioned as an extra-curricular activity enabled marginalised voices to be heard and was beneficial for the girls, the schools and the researcher involved. This research suggests ways in which school based anti-bullying policies and practices might be more nuanced to take account of the variety of experiences, understandings and preferences for intervention that exist if they engaged in pupil research. There has been little discussion of the issues of the messiness of research and the ongoing nature of ethical practice in either the pupil research literature or methods texts generally for researchers to refer to. I suggest that it would be useful for others to share their messy experiences of pupil research and the ongoing ethical issues they encounter to enable future researchers to be somewhat prepared and confident in responding to the challenges they may face in their own research.

New Research Observatory on Cyberbullying to be established at DCU

The National Anti-Bullying Research and Resource Centre at DCU has been awarded funding by the Department of Justice to establish a new research observatory on cyberbullying.

The announcement was made earlier today from Minister for Justice, Helen McEntee TD, to mark Safer Internet Day and the commencement of Coco’s Law – the Harassments, Harmful Communications and Related Offences Bill.

The Observatory will be set up in memory of Nicole Fox (Coco) to establish a consistent monitoring framework on bullying. Working with the Department of Justice and the Department of Education over a three-year period, the team at DCU will focus on providing up-to-date research, advice and resources related to cyberbullying, cyberhate, and online harassment, and the implementation of Coco’s Law.

Welcoming the establishment of the Observatory at DCU, Professor Daire Keogh, DCU President, said:

“I warmly welcome this initiative, which will see DCU expertise directed to address one of the most worrying phenomena of our times. The world-class research being conducted at Dublin City University continues to provide governments and policy makers with information and tools designed to combat the terrible damage caused by cyber-bullying and online harassment.”

Professor James O’Higgins Norman, Director of the National Anti-Bullying Research and Resource Centre at DCU, said:

“There is no doubt about the educational and social benefits that adults and children can enjoy from being online. However, at the same time, our research shows that during the first lockdown in 2020, up to 28% of young people aged between 10-17 reported that they were the targets of cyberbullying and 50% of this age group said they witnessed cyberbullying. There is clearly a need for us to understand this problem and in particular its impact on young people.

The new research observatory on cyberbullying will play a very significant role in providing research and information on how to prevent cyberbullying in the future.”

Marking Safer Internet Day by commencing Coco’s Law, Minister McEntee said,

“Image based abuse is absolutely disgusting and can ruin lives. There can be no tolerance for online abuse. Coco’s Law represents a big step forward in tackling harassment and harmful communications.

“I am honoured to pay tribute to the memory of Nicole Fox, and to the selfless efforts of her mother, Jackie, who has tirelessly campaigned to raise awareness about the harmful effects of online abuse and to make our laws stronger in this area.

“This legislation will not only provide an effective tool to bring to justice those who use technology to harm others, but it will also send a clear message that as a society the sharing, or threat to share, an intimate image of another person without their consent is not acceptable in any circumstance.”

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DCU Anti-Bullying Centre has launched an evidence based Parent Guide to mark Anti-Bullying Week 2023.

DCU Anti-Bullying Centre has launched an evidence based Parent Guide on how to support your child if they experience or witness bullying or cyberbullying.

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International Journal of Bullying Prevention: Special Issue Call for Papers on Role of Teachers in Preventing and Intervening in Bullying

The International Journal of Bullying Prevention has a special issue call for papers on the role of teachers in preventing and intervening in offline and online bullying and the guest editors for this special issue are:

Prof Lucy R. Betts, Nottingham Trent University, UK (Guest Editor, International Journal of Bullying Prevention)
Dr Peter J.R. Macaulay, University of Derby, UK (Managing Editor, International Journal of Bullying Prevention)

Key Dates:

500 word expression of interest/abstract due on Friday 17th November 2023
Invitations to submit full-length manuscript for the special issue released on Friday 8th December 2023
Full-length manuscript submission due on Monday 15th April 2024

Please note that invited authors to submit a full-length manuscript should follow the submission guidelines set out by the International Journal of Bullying Prevention. Submitted manuscripts should be between 6,000 and 9,000 words.

Special Issue: Message from the Editors

“This special issue will aim to present recent research evidence on the role of teachers in preventing and intervening in traditional bullying and cyberbullying.

The aim of this special issue is to bring together and spotlight research that:

Examines the contextual and situational factors that constrain or support teachers in their efforts to prevent and intervene in traditional bullying and cyberbullying incidents.
Details the optimal strategies teachers endorse to manage bullying and cyberbullying situations across different educational settings and populations of students.
Examines the role and views of pre‐service and in‐service teachers on the prevention and intervention of traditional bullying and cyberbullying.
Illuminates how teachers can best work in concert with other major stakeholders to attenuate these issues.

Research focusing on other clearly related subtopics may be considered, and will be evaluated based on feasibility, merit, and overall fit with the goals of the special issue and journal as a whole.”

Manuscript Submission:

Initial expressions of interest, with an abstract (approx. 500 words) should be sent via email to Dr Peter Macaulay (email: p.macaulay@derby.ac.uk) and Prof Lucy Betts (lucy.betts@ntu.ac.uk) on or before Friday 17th November 2023. Abstracts will be reviewed by the editors, and authors will be notified following the selection process by Friday 8th December 2023.

Those authors invited to submit a full‐length manuscript will need to submit the final manuscript on or by Monday 15th April 2024. All submissions will undergo a blind peer‐review process. Please note that invited authors to submit a full‐length manuscript should follow the submission guidelines set out by the International Journal of Bullying Prevention. Submitted manuscripts should be between 6,000 and 9,000 words. If accepted, final publication can be expected around 2024.

DCU Anti-Bullying Centre hosts ‘Re-Imaging Ethics and Research with Children’ Symposium

On 29th April 2024, DCU Anti-Bullying Centre hosted a ‘Re-Imaging Ethics and Research with Children’ Symposium in the John Hand Room on the All Hallows Campus. Academics, researchers and professionals from various organisations and institutions were in attendance for this knowledge sharing event to discuss current ethical issues faced when conducting research with children.

ABC members were delighted to have Professor Anne Looney, Executive Dean of the Institute of Education, open the symposium to welcome all the attendees and share her hopes for what might be achieved during the event. ABC’s postdoctoral researchers, Sinan, Sayani, Maryam and Megan posed questions amongst groups of attendees to facilitate group discussions on how children can be supported, respected and included within research, as per the United Nations Rights of the Child.

All attendees discussed the current challenges that they face when conducting research with children and how they use dynamic and robust methodologies that respects the rights of the child, but ensures that their voices are heard. Further, attendees discussed how we could effectively move forward the field of ethical research with children. Dr. Melrona Kirrane, Chair of DCU Research Ethics Committee, spoke with attendees on key ethical principles for researchers and the ethical process within DCU. ABC will compile all ideas and thoughts into a report to share amongst attendees and then to wider audiences.

ABC at the World Anti-Bullying Forum 2019

The National Anti-Bullying Centre (ABC) hosted the World Anti-Bullying Forum 2019 in Dublin City University last week. Many of ABC’s staff and students showcased their latest research work and contributions to national and international anti-bullying policy.

Some of the world’s most renowned anti-bullying researchers and practitioners attended, presented and worked at the conference, which was a once in a lifetime event for Dublin to be the host city. This included some of the researchers at ABC.

Liam Challenor PhD (candidate) presented on his PhD topic that addressed the cyberbullying of teachers by pupils (see image above) and Dr. Angela Mazzone presented on her research around children’s experiences of bullying, victimization and feelings of shame and guilt. Dr. Seline Keating presented on her developed antibullying policy audit tool and promoted the Gender Equality Matters (GEM) international project with an informative stand (see below)

Helena Murphy PhD (candidate) presented on a case study of teacher empathy, school culture and bullying, in a DEIS boys’ primary school, and also sat on an industry session panel alongside Vodafone to discuss what cyberbullying actually is and what its implications are. Dr. Mairéad Foody presented multiple projects in the areas of sexting, the psychological impact of sibling bullying, and conceptions of cyberbullying and the whole school approach with Dr. Robert Slonje at a UNESCO special session (see image below).

ABC researchers and their European collaborators presented their workshop on the DisAbuse Project and Disablist Bullying at the World Anti Bullying Forum 2019. Lian McGuire (pictured) and Fiona Weldon of ABC, with IADT partners Dr. Irene Connolly and Marian McDonnell, provided participants with a series of interactive talks and a browse through the functionality of the DisAbuse Project technologies (i.e. websites and the YouTube Channel).

ABC’s Prof. James O’Higgins Norman hosted several UNESCO talks including introducing Christophe Cornu who presented some key findings from the new UNESCO global report on
the nature, scope, drivers and consequences of bullying. This report is the first of its kind that collates data from over 144 countries and territories to inform antibullying policy and legislation on a global scale.

Dr. Catherine Stapleton presented on her work around institutional and religious based bullying in schools.

Research and policy aside, the ABC and DCU awarded the distinguished Prof. Mona O’Moore with a Lifetime Achievement Award at the Gala Dinner held in Clontarf Castle Hotel (see image below). Without Mona’s dedication to antibullying research, policy and practice, the ABC could not have thrived as a research and resource centre.

Several other industry and organisational sessions by Facebook, Vodafone, Webwise, Bulldog Solutions, McAfee and Comhairle na nÓg also delivered their input into how they tackle bullying and promoted online safety within their industries.

The World Anti Bullying Forum 2019 was indeed a successful and stimulating conference for all involved. The ABC thanked all other stakeholders involved including the conference organizers and the young people of Foróige and Larkin Community College at the closing ceremony. More updates and a picture gallery to come.

Academic Publications

ABC Lead EU project to combat Special Educational Needs and Disablist Bullying

International studies related to bullying of those with Special Educational Needs (SEN) and disabilities (SEND), more commonly known as disablist bullying, have consistently revealed higher rates of incidence, with SEN/SEND individuals likely to be bullied two-three times as much as their non-SEND counterparts.

To address this issue, the National Anti-Bullying Research and Resource Centre at Dublin City University will lead a new two-year European project called DisAbuse which will address the issue of disablist bullying by identifying suitable prevention and counter strategies. The project has been financed by the Higher Education Authority and the EU Erasmus+ Programme.

To coincide with International Day of People with Disabilities, the DisAbuse project was formally launched today by Ms Mary Mitchell O’Connor TD, Minister for Higher Education.

Speaking at the launch, Minister Mitchell O’Connor commented:

“All forms of bullying are unacceptable and can have devastating impact on peoples’ lives. The research that takes place under Dr. O’Higgins Norman at the National Anti-Bullying Centre at DCU is providing essential insights into the causes and effects of different types of bullying. This important work will undoubtedly bring a deeper understanding to the area and will help us to support people who experience such bullying. I am honoured to open this seminar on disablist bullying and launch the DisAbuse Project and wish both ventures well.”

DisAbuse is a 2 year project that is part of the Erasmus Plus Programme, Key Action 2 “Cooperation for innovation and the exchange of good practices”, involving 5 partners from 4 European countries, the Anti Bullying Research & Resource Centre, DCU (ABC) and Dun Laoghaire Institute of Art, Design & Technology (IADT) from Ireland, Fonazione Mondo Digitale (FMD) from Italy, The University of Murcia (UM) from Spain, and the Instituto Universitario de Lisboa (ISCTE-IUL) from Portugal

The project aims to combine the best of research, practical approaches and cross-disciplinary (educational, psychological, sociological) modern pedagogical approaches (eLearning, partner learning, and peer learning) with widely used technological means (Internet, apps, multi-media) to provide:

Cross-national insight into research, policy and practice in regards to disablist bullying that will form the basis of a report with policy recommendations for local and higher authorities
An online repository for research, best practice and DisAbuse partner developed training materials, including multi-media material for use by SEN/SEND individuals and those who work with them.
A partner trialled and evaluated course work for the prevention and intervention of bullying of SEN/SEND individuals aimed at and piloted cross-nationally with 100 participants across both those with SEN/SEND, and student teachers/teachers/and professional trainers, who will work and learn together.