This investigation seeks to evaluate the impact on individuals, and society, of Self-Generated Images (SGI’s) in online pornography. It presents an inquiry into the extent, and modes, of SGI use among a large sample of adult internet users. This form the initial platform for a theoretical analysis of the rapidly emerging topic, alongside an empirical investigation into how SGI’s are used, and criminally abused. A mixed research method strategy was consequently adopted, employing a quantitative anonymous online survey (Stage 1), qualitative face-to-face interviews with serving Metropolitan Police Service officers in the SOECA unit (Stage 2), and qualitative Skype interviews with active SGI users (Stage 3). The thesis is divided into three main sections. Firstly, in chapters one-to-four, the context for this study into SGI’s is explained, including the specific UK statute laws regarding licit and illicit pornographic images. Commonly used pornographic terminologies are defined. Furthermore, existent research on the topic of SGI’s/online pornography is scrutinized, and several theoretical issues are given a discourse in relation to SGI’s. An analysis of the free speech/online pornography debate is included, together with an examination of the criminal abuse of SGI’s. The second part, chapter five, provides a rationale for the adoption of a mixed research methods strategy in pursuing the aims of this study. Many methodological issues regarding the three stages of the primary fieldwork are addressed; these include: ontology, epistemology, research paradigms and axiology, ethical underpinnings, practical considerations, and the strengths and limitations of methods chosen. In the third section, chapters six-to-eight, the study’s key findings include a taxonomy of the six main types of SGI. Passive SGI viewing is very pervasive, particularly among the key demographic groups of younger adults, Lesbian Gay Bisexual Transgender (LGBT) and males, and may be becoming the norm. Free PornTube websites are predominately used; but also, increasingly, social network sites (SNS’s) and messaging/image sharing apps. Most adults use SGI’s safely for sexual stimulation; however, some use them for educational and humorous purposes. For a minority of active creators of SGI’s, disastrous personal consequences can result because of subsequent criminal abuse, including cyber-bullying/trolling, sextortion, etc. Gay and bisexual men have highly accelerated rates of SGI use on hooking-up sites, often leading to hazardous risk taking. Children face grave dangers from making and sharing sexualised SGI’s as online child sexual abuse (CSA), grooming and sextortion, etc. may transpire. In the UK’s schools, Personal, Social and Health Education (PSHE), and Sex and Relationships Education (SRE), are in a parlous state regarding the issues and dangers of SGI’s. Finally, this inquiry provides some original insights into the areas of applying and generating theories, using mixed research methods, and the empirical findings uncovered.

The issue of bullying is an international concern; specifically, the harmful influence that bullying has on young people in educational settings. Restorative approaches have been viewed as an appropriate intervention for addressing bullying. A review of the literature suggests that the Whole School Approach is the most common form of implementing restorative approaches in English schools.

This research has sought to address a substantial gap in the existing literature, which has focused on implementation rather than the sustainability of restorative approaches. This research has developed a qualitative inquiry using a constructionist epistemology to explore the phenomena of change from the perspective of secondary school educationalists in their local ecosystems. Prior to the research phase, a soft systems methodology was used to stimulate opportunities for internal creativity with staff developing restorative approaches in their school. This enabled staff to develop a range of self-generated activities to enhance restorative interventions in their setting. A phenomenological methodology was used to focus on staff perceptions of change happening over an academic year. Focus groups were conducted in each of the four inquiry schools using a semi-structured interview process. A complexity-informed thematic analysis was conducted to synthesize and critique the data collected during the focus groups.

The findings from this research suggest that staff perceptions construct a complex and nuanced understanding of restorative approaches, whilst exploring the tensions and accommodations of school change. Furthermore, this research reveals how systems can innovate or distort initiatives such as restorative approaches.

Consequently, there then follows a discussion for implications of the findings from this research in response to the research questions. Furthermore, there is a wider discussion on the implications for the field of restorative approaches. This includes how a complexity theory-informed analysis provides insights into the phenomena of school change and the sustainability of restorative approaches. The thesis ends with reflections and possibilities on how those seeking to implement and sustain change in complex adaptive systems can act as system-synthesis leaders to engage with complex phenomena.

Baird et al (2006) suggest that Autistic Spectrum Conditions (ASC) affect approximately 1 % of UK students. Nearly three-quarters of students with ASC attend mainstream school provision (DfE, 2012). The research explores perceptions of provision for ASC in mainstream schools. The research involved a 20% sample (36) of the total population of students who attended primary and secondary mainstream schools in the LA and who had a diagnosis of ASC. Students were placed at school action plus on the Special Educational Needs Code of Practice (DfES, 2001 ) or had a statement of special educational needs. This sample was drawn from both primary and secondary schools. This exploratory research is innovative in that attempts were made to secure both a geographical spread in the sample and a wide range of student needs. Semi-structured interviews allowed students, their parents and mainstream school staff to share perceptions of school. A mixed methods approach is adopted and both qualitative and quantitative data was collected and is discussed. Research findings indicated that students typically wanted a little more help in school. Those that wished for less help were often motivated by wishing to be seen as more independent. Students were often able to identify challenging areas of school life and frequently rated these areas as “very difficult” suggesting they caused anxiety. Typically, curriculum areas were rated as causing much more difficulty by students than social factors. Written recording was noted as a challenging feature of school. Parents appeared less concerned about curriculum difficulties compared to their children. The research identifies how some students do not always welcome help from peers and adults in school, preferring to be asked about whether they want help. Some students identified sensory issues, specifically noise, as causing difficulties. Noise made by other people was specified as challenging. The provision of a quiet area and the use of key visuals were identified as supportive by both students and staff. All staff using interventions to address emotions, for example, opportunities for students to discuss worries, reported that these were effective interventions. A high proportion of staff felt that ASC strategies are beneficial to students without ASC. Several parents valued Teacher Assistant support. They believed a good understanding of the individual was vital to including their child in school as was differentiation of response. They felt that lack of flexibility, poor communication with school or the approach adopted by certain staff could be a barrier. Parents were concerned about bullying, teasing and social issues, to a much greater degree than were their children. Some parents felt that research involving students with ASC at school should also consider the home environments. Staff and parents mentioned a good inclusive school ethos and flexible support as helpful. This research is original in considering the complexities of insider research as experienced by an Educational Psychologist researching school staff and parental views. The findings are discussed using conceptual frameworks of inclusion, child voice, Theory of Mind and a reconsideration of Maslow’s Hierarchy of Needs (1943). This research argues that safety needs are magnified as key motivators for those with ASC.

This research addresses the question “When is a bully not a bully?” through grounded theory using a purposive sample of volunteer participants who had been accused of workplace bullying. The aim of the study was to critically evaluate the lived experience and organisational implications of being accused of being a workplace bully, from the perspective of the (alleged) bully. The research did not set out to consider if an (alleged) bully had been guilty or innocent of the allegation put to them; it was considered that if this was deemed a criteria by the potential participant it may reduce engagement with the study. This study will contribute to the body of knowledge around the phenomenon of bullying and offers an insight into both research and further development of good organisational practice. Whilst the research on other parties involved in the issue and management of workplace bullying have developed, Einarsen (2014), Jenkins, Zapf, Winefield and Sarris (2012), Notelaers (2014) and Samnani and Singh (2012) express concern that research which explores and examines the perpetrator’s experience is scarce and needed as a priority in acknowledging the gap in current research and to develop a fuller understanding of the phenomena of workplace bullying. In a qualitative study with eight participants from a particularly difficult to access group, the researcher offers an early contribution to the current gap in literature, research and understanding of the perspective of the alleged workplace bully. Participants engaged in individual, confidential, unstructured interviews with the researcher and spoke candidly about their perceptions and the impact the accusation had on them. This was then analysed, evaluated and developed through a classical grounded theory approach to develop the theoretical model guilty until proven innocent. In discussing the participants’ concerns in this model, the research widened understanding and academic knowledge and narrowed the gap of information of the (alleged) bully’s perspective. In dealing with allegations, (alleged) workplace bullies identify with concerns of feeling bullied back, emotional reactions, self-coping mechanisms and managerial responsibility and action, from which the grounded theory guilty until proven innocent emerged. The main findings of the research emerged from the participant’s interviews; key highlights included being isolated by their organisations and subject to negative acts which would, in themselves be considered bullying behaviours. Participants then described how they would separate themselves from the organisation, despite feeling a sense of disconnected loyalty towards it. The structure of HR functions and the anti-bullying related policy had a significant influence on the negative treatment participant’s experienced, with a continual theme around the presumption the participant was guilty from the outset, by virtue of an allegation being raised. This perception was reinforced in the different way (alleged) bullies were supported and treated by their organisations from the claimants. The participants had been negatively affected by identifiable victim effect (Hamilton & Sherman, 1996), dispute-related claims (Einarsen, 1999; Keashly & Nowell, 2003) and the claimant being managed under a separate formal management procedure. The study also suggested that allegations of bullying could in themselves be a form of bullying and that there may be an element of discrimination in this on the grounds of protected characteristics. The main recommendations consider the structure of HR functions and the need for a visible and accessible personnel element necessary to begin to balance the support available for all parties, including the alleged, the alleger, bystanders, witnesses, line managers, HR and investigation managers. Further research, which tests the grounded theory of guilty until proven innocent with larger samples will extend and develop this study and test some of the resolutions and solutions offered.