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Extending a model of sexual harassment in organisations
2003
Antonatos, Angela
University of Surrey

This work has focused on the antecedents of sexual harassment as a whole, setting aside the examination of differential antecedents for the different behavioural categories of sexual harassment (gender harassment, unwanted sexual attention and sexual coercion) although different categories may be differentially determined, especially when considering the variety of behaviours involved within these. The present study aims to: (a) investigate each category of sexual harassment separately, (b) explore what person and what organisational characteristics contribute to each type of harassment, (c) examine differences in the dynamics behind perpetrating and experiencing each type, (d) examine how individual responses to harassment mediate outcomes, as well as (e) what role organisational context has in predicting responses or outcomes of harassment, and (f) to investigate gender differences within this framework. Structural Equation Modelling (SEM) was used to develop models tested on a male dominated police organisation (135 male and 125 female police officers and support staff) in the UK in the first instance, and subsequently on a more gender balanced academic institution (118 male and 84 female academics and support staff). Results suggested that, for the most part, relationships generalised across organisations, such that, male perpetrating, for both categories of harassment, was predicted by attitudes alone, while among females gender harassment was predicted by job gender context and attitudes, and unwanted sexual attention was predicted by agreeables. Experiencing harassment was a function of organisational tolerance and personality characteristics, with different patterns emerging for males and for females. The most consistent finding in outcome models was the negative impact of internal coping on psychological health.

World Anti Bullying Forum 2019

“Another step towards making Dublin a bully-free city” says Lord Mayor

Dublin has secured a bid to host the most significant global event focused on tackling bullying and harassment of young people.

In a competitive process led by the National Anti-Bullying Research and Resource Centre at Dublin City University, the World Anti-Bullying Forum will take place in Dublin City University on 4 – 6 June, 2019.

It is expected to attract over 700 practitioners, academics and anyone with an interest in understanding and tackling bullying.

Internationally recognised experts will share knowledge and new perspectives on topics such as cyberbullying, diversity, sexting, online safety, and other forms of inhumane actions and violence among children and youth.

The successful bid was supported by Ardmhéara Bhaile Atha Cliath/Lord Mayor of Dublin Mícheál Mac Donncha Lord Mayor of Dublin, the Department of Education and Skills and Fáilte Ireland.

Speaking at the launch, Ardmhéara Bhaile Atha Cliath/Lord Mayor of Dublin Mícheál Mac Donncha, said:

“The City of Dublin is delighted to host the World Anti-Bullying Forum in 2019 in partnership with DCU and the National Anti-Bullying Research & Resource Centre.

We already know that the City of Dublin is one of the safest cities in the world and we are hoping that by hosting the WABF here in 2019 it will be another step towards making the Dublin a bully-free city.

Much bullying behaviour relates to a lack of tolerance for difference Dublin is a city of many cultures, faiths and ways of life and so we hope that with so many experts coming from all over the world we will be able to learn more about how to promote tolerance of difference in our city.”

This unique forum was initiated by Friends International Center against Bullying, the first of which took place in Stockholm in 2017 with 550 delegates from 37 countries.

The second forum will be organised by the National Anti-Bullying Research and Resource Centre at Dublin City University in collaboration with the US-based International Bullying Prevention Association.

“The forum will emphasize the importance of cross-national dialogues and create a stronger bridge between different scientific disciplines, as well as between research and practitioners, to make the best-known knowledge used where it really creates change for children and youth”, says Jacob Flärdh Aspegren, Head of the World Anti-Bullying Forum.

James O’Higgins Norman, director of the National Anti-Bullying Research and Resource Centre at DCU added:

“We are delighted to have won the bid to host the next World Anti-Bullying Forum at DCU and we are very excited because we have already secured some of the leading international experts on bullying and related issues.

Bullying is a universal problem and so we have invited experts from every corner of the globe who will help us to deepen our knowledge and expand our skills in tackling bullying among children and young people.

Given the current geo-political context it makes sense to focus on bullying and victimisation among children and younger people in the hope that if we can tackle bullying and cyberbullying with them then this will have a long-term impact on societies around the globe.”

Supporting organisations of WABF2019 include ISPCC, Florida Atlantic University, McAfee, and Facebook.

For further information visit www.wabf2019.com

Using the implicit relational assessment procedure (irap) to explore implicit versus self-report attitudes toward bullying with students at post-primary and university levels
2017
Curtis, Aisling
National University of Ireland, Maynooth

The current research sought to develop the Implicit Relational Assessment Procedure (IRAP) as a measure of bullying attitudes amongst Secondary School and University Students in South East Ireland. The research assessed whether IRAP performance differed between University and Secondary School Students; and investigated the impact of picture versus word stimuli on IRAP performance. It also examined whether an educational intervention video affected participant responding on implicit measures by presenting the IRAP at pre and post-intervention. Explicit measures were presented at pre-intervention only and compared across studies. Implicit measures were presented at pre and post-intervention and compared across groups, gender, and IRAP stimuli (words versus pictures). In Study 1, 30 University Students and 30 Secondary School Students were exposed to (i) a word-based IRAP designed to assess attitudes towards toxic (e.g. Just go die/Rot in hell) and innocuous phrases (Go on ya fool/Don’t be daft) pertaining to bullying; (ii) explicit measures including the Bullying Prevalence Questionnaire (BPQ), the Revised Pro-Victim Scale (RPV-S), the Bullying Attitudes Questionnaire Modified (BAQ-MM) and the Cyberbullying Survey (CS) and (iii) an educational intervention video about the negative and lasting effects of bullying. IRAP trial-type analysis for Study 1 revealed statistically significant effects on the Toxic- Abusive and Innocuous-Harmless trial-types. Results revealed no statistically significant differences between data for groups, gender, or between pre and post-intervention responses on the IRAP. Using Pearson’s product-moment correlation coefficient, statistically significant correlations were found between the Pro-Social subscale of the BPQ and Toxic-Harmless and Innocuous-Abusive IRAP trial types. In Study 2, 30 University Students were exposed to a picture-based IRAP with images pertaining to cyberbullying and the same intervention and explicit measures as in Study 1. Again, participants were exposed to the explicit measures at pre-intervention, and to the IRAP at pre and post-intervention. Trial-type analysis for Study 2 revealed statistically significant effects on the Toxic-Abusive and Innocuous-Harmless trialtypes. Results revealed no statistically significant differences between participants’ pre and post-intervention scores on the IRAP or explicit measures; and no correlations between implicit and explicit measures. Further analysis using a 2x2x4 mixed repeated measures ANOVA found no statistically significant differences between University Students’ responses on a word-based IRAP in Study 1 versus a picture-based IRAP in Study 2. Overall, participant responding on the IRAP showed a statistically significant effect for the Toxic- Abusive and Innocuous-Harmless trial-types. Findings are discussed with reference to the research literature.

A qualitative exploration of how people with learning disabilities understand and respond to bullying
2015
Byrne, Frederick T.
University of Surrey

Despite reports that people with learning disabilities (PWLD) are more vulnerable to being bullied than the non-LD population, there is a paucity of research into bullying of PWLD. Semi-structured interviews were conducted with 20 adults with LD, using bullying vignettes, to explore how PWLD understand bullying; their knowledge of coping strategies for dealing with bullying; and what PWLD understand the consequences of bullying to be. Interview data was analysed using thematic analysis and categorised into four super-ordinate themes; Bullying is a bad thing; Reasons for the bullying; Coping strategies; and Consequences of own bullying experiences. The findings are discussed in relation to attribution theory (Heider, 1958) and socio-moral reasoning theory (Gibbs, 1979; 2003). Recommendations for clinicians working with PWLD involved in bullying are made; including considering the application of the concept of the “provocative-victim” (Sheard, Clegg, Standen, & Cromby, 2001); exploring how individual’s understanding of bullying experiences in terms of attributions made and socio-moral reasoning; exploring coping strategies and addressing aggressive or avoidance-based strategies, and consequences of bullying such as social and psychological problems. Recommendations are made for future research with larger, more representative samples.

ABC Researchers Present at OECD Peer-Learning Discussion on School Attendance Problems

On Friday, 7th February, Dr Audrey Bryan, Associate Professor in Sociology at DCU Institute of Education and Senior Research Fellow at the DCU Anti-Bullying Centre, along with MSCA Doctoral Candidate Isabel Machado Da Silva, participated in an OECD peer-learning discussion on Policy Responses to School Attendance Problems. The event, held in Croke Park, Dublin, gathered representatives from Norway, the Slovak Republic, the Republic of Ireland, Northern Ireland, England, and the Netherlands, as well as researchers and practitioners.

Audrey and Isabel’s presentation examined the intersections of (cyber)bullying, school safety, and attendance. Audrey presented national data on bullying, school climate, and attendance trends, shedding light on key patterns. They also discussed theoretical and methodological tensions in existing research, which often overlook the complexity and diversity of young people’s experiences both in school and in digital spaces. The presentation called for new conceptual frameworks that consider broader contextual influences, such as structural racism and economic insecurity, in shaping students’ school experiences and social interactions.

As part of the discussion, Isabel introduced the newly defined UNESCO conceptualisation of bullying, which shifts the perspective from an individual issue to a systemic social process. The updated definition frames bullying as “a damaging social process characterised by an imbalance of power driven by social and institutional norms” (UNESCO, 2024).

Isabel also shared preliminary findings from her ethnographic research in Irish schools as part of the MSCA PARTICIPATE network. Her work highlights the multiple political, social, economic, and structural tensions affecting students’ relationships and school attendance.

Additionally, the presentation addressed the Cineáltas Action Plan on Bullying, raising critical questions about how responsibility for (cyber)bullying is currently framed. The discussion emphasised that schools and families are often expected to bear the primary responsibility for tackling bullying without acknowledging the power imbalances between them. This is particularly relevant in the context of recent school phone bans, which could reshape how responsibility for cyberbullying is understood and influence family-school relationships.

The session concluded with a Q&A, where OECD policy analysts and country representatives engaged in further discussion. Key questions centred on the impact of online gender-based violence on school climate and peer dynamics. In response, Audrey and Isabel stressed the importance of:

  1. Uncovering the ‘banter’ and seemingly ‘innocent’ everyday interactions that enable bullying and violence to take root.
  2. Expanding the concept of bystanders to include the role of Big Tech companies in facilitating and profiting from online violence.

Their insights contributed to a broader discussion on the need for systemic policy responses that address both in-school and digital challenges impacting student attendance.

Exploring young people’s digital sexual cultures through creative, visual and arts-based methods
2020
Marston, Kate
Cardiff University

This thesis explores how digital technologies such as social media, smart devices and gaming platforms are shaping young people’s sexual cultures. While the majority of research on young people’s digital sexual cultures has maintained a narrow focus on risk and harm, and limited what digital practices are considered relevant and for whom, this thesis contributes to a growing body of scholarship that seeks to support children and young people to navigate the complexities of an ever-changing digital sexual age. I worked with a socio-economically and culturally diverse sample of twenty-five young people aged 11 – 18 years from England and Wales. Rather than focusing on a pre-defined set of digital practices, I set out to foster a creative, curious and open-ended approach that allowed participants to identify which digital practices mattered to them. Over a period of fifteen-months, I employed a range of creative, visual and arts-based methods in group and individual interviews to explore a flexible set of core issues including digital worlds, relationships, networked body cultures and media discourses. Taking inspiration from feminist posthuman and new materialist concepts of ‘assemblage’, ‘affect’, ‘phallogocentricism’ and ‘feminist figurations’, I trace normative articulations of gender and sexuality as well as activate different ways of seeing and relating to young people’s digital sexual cultures. My data highlights the enduring force of heteronormative and phallogocentric power relations in young people’s digital sexual cultures through the publicisation of intimate relations online, social media’s visual culture of bodily display and gendered harassment online. However, it also maps ruptures and feminist figurations that displace vision away from the heteronormative and phallogocentric mode. I illustrate how young people’s digital sexual cultures can be the site of unexpected and unpredictable relations that move beyond normative notions of (hetero)sexuality and towards possibilities for re-imagined sexualities that exceed heteronormative and phallogocentric norms.

Employee well-being and Organisational Growth
2020
Bharti, Sumit Kumar
National College of Ireland

The research finds the connection between employee well-being in an organisation with organisational growth and well-being. It is seen that organisational well-being or growth rate will depend positively on the well-being of the employees since employees are the human resource of the organisation that defines the functional capabilities of an organisation. Poor work condition of organisations like stress and work pressure deteriorates the well-being of the employees, and they become ill, both physically and mentally. The illness of the employees reduces the productivity level of the organisations, which in turn diminishes the organisation’s well-being and growth.

The research introduces the topic by explaining the background of it, and then in the next section, the aims of the research are stated. The following sections cover the rationale for performing the research, the relevance of the research. The introduction part ends with the research questions. The next chapter of this dissertation is the literature review which is divided into four parts and discussed in brief for the support of the study. Then in the third & fourth chapters, research problems are discussed relating to the research objective.

The fifth chapter is the methodology part, where the sections of performing research are discussed. The first section introduces the methodology then the particular research philosophies, approach and strategies are considered for this research. The analysis was done with the help of primary data gathering and using graphical representation to express the data. The data are gathered by surveying 100 respondents in which those 100 respondents are employees of different large multinational corporations or organisations in India. The respondents are sent the questionnaire form through email, and the data will be represented with pie charts. The graphical representation that is used in the study is the Pie chart. The final chapter is a conclusion of this study along with the recommendation, future aspects and suggestions.

ABC Showcases Research and Wins Award at World Anti-Bullying Forum 2025

A team from ABC was delighted to attend the World Anti-Bullying Forum 2025 (WABF) in Stavanger, Norway on 10th-13th June 2025. It’s been nearly a month since the ABC team had the chance to share their research, connect with colleagues, make new connections and learn from others.

The World Anti-Bullying Forum is an international forum and biannual conference that brings experts together from various disciplines to increase the understanding of bullying and other forms of violence against children and young people. The World Anti-Bullying Forum is a meeting place for researchers, policymakers, and practitioners in the work against bullying. This year, the forum was hosted by the Norwegian Centre for Learning Environment and Behavioural Research in Education from the University of Stavanger. The WABF is supported by UNESCO. There were almost 750 attendees from more than 50 different countries. Presenters included those from academia, industry, education, and also a youth panel.

Our travelling party included members of 3 different faculties – Institute of Education, Science & Health, and Humanities & Social Sciences, with a variety of roles represented. We were proud to represent a number of teams and projects from the DCU Anti-Bullying Centre, in the form of symposia, workshops, oral presentations and posters. We enjoyed the opportunity to celebrate the progress and achievements of the various projects at WABF 2025.

In total, we had 12 papers and 5 posters, representing research on online bullying and digital resilience, school bullying, grooming, self-harm, smartphone use, children’s rights, social dominance, online racism, participatory and co-design research with young people, autism based bullying, and community and parental contexts for online bullying.

Presentation highlights:

Symposium

Exploring the Impact of Smartphone Bans on Cyberbullying, Digital Literacy and Children’s Rights

Megan Reynolds, Sinan Aşçı, James O’Higgins Norman, Maryam Esfandiari, Sophie Butler

Workshop

Nothing About Us, Without Us – A World Café approach to elicit children’s views on solutions to bullying behaviour

Darran Heaney

We were absolutely delighted that one of our posters won the award for the best research to practice poster. Teresa Di Manno created a poster to showcase Tozi; it highlighted that Tozi content is evidence-based, that it is created and designed for children and young people and also celebrated the expansion of Tozi to other markets.

Full list of formal contributions from ABC to WABF 2025:

Presentation Format Speaker(s) Title
Symposium

 

 

 

 

 

 

 

Discussant: Sinan Aşçı Exploring the Impact of Smartphone Bans on Cyberbullying, Digital Literacy and Children’s Rights
Megan Reynolds Exploring the Impact of Smartphone Bans in Schools on Cyberbullying Behaviours among Adolescents in Ireland
James O’Higgins Norman Irish Teachers Perspective on Smartphone Bans and Cyberbullying Behaviours in Schools
Maryam Esfandiari Rethinking School Phone Bans: Empowering Students with Media Literacy to Address School Bullying
Sophie Butler Children’s Rights in Tech: Mitigating the risk-factors of Cyberbullying Vs Protecting Children’s Rights
Individual Oral Presentations Sinan Aşçı Towards Safer Online Spaces with CILTER: A Participatory Design Study with Adolescents
Workshop

 

Giorgia Scuderi,

Isabel Machado da Silva,

Kainaat Maqbool

Using Art to Engage Youth in (Cyber)Bullying Research: An Interactive, Creative Methodology Workshop
Symposium

 

 

Meghmala Mukherjee,

Luisa Morello,

Luca Laszlo,

Ebru Özbek,

Serap Keleş

Systematic approaches to understanding cyberbullying from different angles: contexts, consequences, and moderators
Workshop

 

Darran Heaney Nothing About Us, Without Us – A World Café approach to elicit children’s views on solutions to bullying behaviour
Individual Oral Presentations Darragh McCashin Preventing Online Racism in Ireland: A Participatory Design Approach
Individual Oral Presentations Niamh O’Brien,

Audrey Doyle

(En)Acting the complex findings from a Participatory Action Research (PAR) study on gender school bullying
Individual Oral Presentations Megan Reynolds,

Dylan Pidgeon

The Role of Social Dominance Orientation in Bullying Behaviour: A Systematic Review
Individual Oral Presentations Sinéad McNally Autistic pupils’ experiences of bullying in schools in Ireland

Further information is available on our presentations and posters, please contact us at abc@dcu.ie.

We thank our various funding partners, whose support has enabled the range of research showcased at WABF 2025.