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New Course on Bullying and the Convention on the Rights of Persons with Disabilities (CRPD) at ABC

Antibullying researchers and trainers are delighted to announce their latest 6-week training course for people with disabilities.

In this course, learners will be able to:

  • Identify the types of bullying and understand their right to be safe and not to be bullied;
  • Familiarize the CRPD legislation and other Irish laws that tell all disability support services;
  • Promote and safeguard disabled people from being being bullied both inside and outside of support services.

More information about this course and how to book a place, contact Geraldine Kiernan on 01 884 2012 or email: geraldine.kiernan@dcu.ie.

New Chair of ABC’s Advisory Board
New Chair of ABC’s Advisory Board
The National Anti-Bullying Research and Resource Centre is delighted to announce that Maureen King MBA has been appointed as the new Chair of the Centre’s Advisory Board. Maureen who is currently a member of the board and replaced Prof. Mona O’Moore who ends a three year term of office. Maureen has been appointed for the next three years and will support the Centre in implementing a new three year strategic plan.
Maureen is CEO of iTrust Ethics Ltd, who’s purpose is to do the right thing, the right way for the right reason. She has over 20 years’ experience in risk and compliance roles, holding senior positions of trust within the Telecommunications sector.  Maureen holds an Executive MBA from Dublin City University and is an accredited assessor of human rights principles with the Global Network Initiative.  Maureen acts and leads with a strong social conscience and is passionate about social justice – she is chair of the Board of HalfTimeTalk Charitable Movement, an active member of the Online Safety Advisory Group of the ISPCC and is a volunteer with the GAA for over 30 years.
Welcoming the appointment of Maureen as Chair, the Centre’s Director Prof. James O’Higgins Norman said that “Maureen is already a very committed and energetic member of the Centre’s board and has all the right experience and knowledge to ensure that we meet all of our strategic goals, I very much look forward to working with her”.
A portfolio of study, practice and research work. Bullying in adolescence: an exploration of the mental health correlates of victimisation and the role of attributional style in psychopathology (BL)
1999
Butler, C.
University of Surrey

This section comprises four research components completed over three years. These are presented in order in which they were conducted in order to show how my research skills have developed during training. The first component is a literature review from Year 1. This examines the efficacy of hypnosis as an adjunctive procedure to cognitive-behaviour therapy with adult mental health problems. The second component is a service-related research project which was completed in Year 2. This examines the test-retest reliability of a questionnaire designed to measure community and leisure participation in people with learning disabilities. This research was conducted in the context of a placement and so the implications for service provision are considered as well as theoretical aspects. The small scale research project, completed in Year 2, examines the mental health correlates of bullying in middle childhood. This theme is continued in the large scale research project, completed in Year 3, which examines the mental health correlates of bullying and the role of attributional style in psychopathology in adolescence. The small and large scale research projects utilised similar measures and were drawn from a matched target population to allow valid comparisons to be made between the results of these two studies.

Dr Neil O’Boyle
“Game changing” parental control technology requires engagement from parents and guardians

Launch of an online platform seeking language examples of harmful online language experienced by children. www.kidsonlinesafetyresearch.ie

New data from Amárach Research reveals that over 70% of 5–8-year-olds have access to a smartphone, and that 80% of children aged 11+ have significant amounts of unsupervised internet time, including in their bedrooms.

An online platform which requests anonymous submissions from parents/guardians of examples of harmful online language experienced by children was launched today by Amárach Research, Cilter, the DCU Anti-Bullying Centre, and SFI (Science Foundation Ireland) funded ADAPT centre (“the Consortium”). The submissions will be used to inform a new cutting-edge parental control technology for smartphones. This technology will sit in the operating systems of smartphones, and will prevent children being exposed to cyber-bullying, grooming, and self-harm content, as well as alerting parents/guardians if their child is attempting to send or receive this content. The data gathered in this survey will be the world’s first repository of harmful verbatim private language that children experience.

As technology becomes increasingly integrated in society and children spend more time online, the requirement for increasing safeguards is clear. However, as revealed in new Amárach research, it’s clear that parents do not feel equipped to protect their children online; 82% of parents surveyed expressed interest in the Cilter solution, with 72% willing to get involved in this research project.

The newly released research, which was carried out by Amárach on behalf of Cilter, also shows that over 70% of 5- 8-year-olds (Junior Infants to 2nd Class children) have access to a smartphone. This follows the recent report by Cyber Safe Kids (CSK) which indicated that 93% of 8–12-year-olds own a personal smart device, and 100% of 12–16-year-olds do.

The Amárach research also demonstrates sharp increases in social media/messaging usage among children as they start secondary school, coupled with parental supervision of internet use dropping significantly at this time – over 80% of parents of children with smartphones aged 11+ say that their child’s internet access is only sometimes or never supervised. Children are also spending significant time using smartphones in their bedrooms.

When considered alongside recent data this paints a clear picture of the vulnerability of children online. Recent CSK data showed that 84% of 12-year-olds have their own social media/messaging account, and National Society for the Prevention of Cruelty to Children figures also show the prevalence of platforms like TikTok, Snapchat and Instagram involved in instances of child-sexual grooming (73%). The Australian e- safety commissioner recently revealed that 16% of self-generated child sexual abuse material was created in children’s bedrooms.

Submissions can be made at www.kidsonlinesafetyresearch.ie. This is an adult-only invite to contribute. It’s a text only submission – no images to be uploaded. All data entered will be completely anonymous and not traceable to a parent, caregiver, or child.

The consortium has received funding for this consultation from the Disruptive Technology Innovation Fund (DTIF). The (DTIF) is a €500 million Challenge-based fund established under Project Ireland 2040. It is one of four funds set up under the National Development Plan (NDP) 2018-2027. It is managed by the Department of Enterprise, Trade and Employment and administered by Enterprise Ireland.

An Garda Síochána: Culture, challenges, and change
2020
Marsh, Courtney Nicole
Trinity College Dublin

An Garda Síochána: Culture, challenges, and change is an exploration and understanding of the organisational culture of An Garda Síochána Ireland’s National Policing Organisation. While the Gardaí or officers are often in the news media, there has been very little academic research on who and what this organisation is. On an abstract level, organisational culture provides the framework of the basic rules necessary to function, or survive, in an organisation. Police organisational culture provides an identity to officers that performs this same function. On a more specific scale, internationally, police culture has been understood to consist of masculinity, discrimination, exclusion, suspicion, isolation, solidarity/loyalty, moral and political conservatism, pragmatism, cynicism, aggression, negative views of supervision, selective enforcement of the law, and a prioritisation of the crime fighter role over service-oriented role. However, this understanding has been gathered from countries with very different policing organisations to Ireland. While the international research in police organisational culture is quite vast, there is relatively little to fill this area in Ireland, particularly when you exclude historical accounts of Irish policing and Northern Ireland. Of those studies that have been identified, very few specifically look at the organisation’s culture. Further to this, many of those studies are limited in numerical and geographic scope. While the relatively narrow field has limited a grounding for the findings of this study, they do provide a starting point for identifying what gap needs to be filled, namely an expansive study on the organisation s culture that is not confined to a small number of Gardaí or one geographic region. This considered, the gap identified in the Irish literature is one facet of this research. Naturally if there if the research in this area is underdeveloped in Ireland, then there is also a missing piece of where Ireland situates itself in the international policing literature. The Garda are a unique policing organisation, as such, this type of police culture has not been studied extensively internationally. One of the aims of this research is to understand where Ireland positions itself in the wider world of police organisational culture literature. However, in order for this to be done, and the primary aim of this research, you first need to gain a deeper understanding of what the culture of the Garda is and how this impacts relations within the organisation as well as their relationship with the communities in which they work. While the area of police organisational culture can be quite abstract, some of the more specific aspects of the culture this research aims to understand are in organisational relationships, accountability, and managing change. Though the aims listed thus far are wholly substantive, there is also remit for connecting these findings to a theoretical basis in social learning, social identity, and rotten apple theories to further understand how the culture of the Garda is transmitted throughout the organisation and over time. While this research fills a theoretical and empirical gap, there is also a methodological innovation in how the data was obtained and analysed. Certainly underutilised in Ireland, document analysis in the area of police organisational culture is also underutilised internationally. The data used in this research was obtained from eight documents, consisting of several thousands of pages of text, and spanning a 30-year period. The data from the documents was thematically analysed and a story was constructed based on the data to provide a deeper understanding of what the Garda culture is. While the documents of course contained the data necessary to provide an understanding of Garda culture, perhaps one of the more advantageous contributions of this methodology is the extended observation period provided that allowed for an analysis of the Garda culture over time, something not typically possible in other data collection methods due to their point in time collection nature. This research has contributed many key findings to the understanding of Garda culture. The first approach was to look at the organisation s culture from a top down level and what the relationship between the organisation and its members is. The findings in this area included what type of policing organisation the Garda is and what resources the organisation provides to its members (these resources included both physical resources as well as services provided). From this discussion stemmed a reconceptualization of the traditional types of policing organisations (i.e., militaristic and community/service oriented) as the Garda does not wholly fit in to either. Beyond this, the resources were examined in relation to making do with what little they are given despite increased demand for their services as well as how Gardaí are then left to cope with the added burdens. In particular reference to mental health provisions, how the organisation facilitated, or rather did not, practical and beneficial mental health services was looked at. Further to this organisational relationship from a top down perspective was an understanding of both internal and external organisational relationships and how these are influenced by the training Gardaí receive. These included how the Gardaí interact with each other on an individual level, encompassed within this is the idea that silence is necessary for survival in the organisation, as well as the Gardaí’s relationship with and to the communities they work in. In terms of training, as well as in conjunction with the idea of socialisation and Social Learning Theory embedding these characteristics into the organisation s culture and its members, it was found that the Gardaí are separated from the community from the outset of their training. This strengthened the earlier proposed idea that the Garda do not truly fit into a community oriented policing style. Internally, the relationships among Gardaí were examined both in relation to how they reacted to external and internal threats and it was concluded that the Gardaí overwhelmingly value self-preservation over loyalty. Chapter seven looked closer at accountability and blame within the organisation and how the lack of accountability on a wide scale coupled with the ever present blame culture impacts on Gardaí behaviour and actions. Though some of the examples given were seemingly indicative of individual level actions, it was argued that, stemming from Rotten Apple Theory, these behaviours are manifestations of organisational level behaviours that have been observed and learned by individual members and acted out based on this observation. In essence, even when behaviour was observed at an individual level, it was still reflective of organisational culture as rotten apples do not form in isolation but rather stem from rotten orchards. The final chapter brought the findings together with an added theoretical lens and the previous Irish and international literature to more fully understand where the Garda, and Ireland, fit into a larger scope of police organisational culture. It was reflected that while Ireland has always been considered quite different to many other international policing organisations, the more recent literature, particularly from the UK, seems to be more in line with some of the Irish characteristics found in the Garda culture. However, what this means for police culture, as a whole, has still not been fully explored.

 

Bullying in schools: A complexity approach to sustainable restorative approaches?
2020
Roberts, Luke
University of Cambridge

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.

4th of November 2021: International Day against Violence and Bullying at School including Cyberbullying

We wish to inform you about the upcoming celebrations of the International Day against Violence and Bullying at School including Cyberbullying on the 4th of November, which this year we will be celebrated under the theme “Tackling Cyberbullying and Other Forms of Online Violence Involving Children and Young People”.

This Day aims to build global momentum to prevent and address cyberbullying and other forms of online violence involving children and young people, by raising awareness of the issue, sharing what works to address it, and mobilizing governments, experts and the educational community.

As countries are responding to COVID-19 at varying stages, the lives and education of children and young people across the world have increasingly moved online. While online access presents opportunities for connection and learning, it is also increasingly putting children and young people at risk of online violence. Evidence shows that in various regions cyberbullying has been on the rise during the pandemic. In Europe, 44% of children who were cyberbullied before COVID-19 report it increased during lockdowns.

We encourage you to spread awareness about this important issue and let us know if you create any events or initiatives to mark the Day. To facilitate this, we will make resources available in multiple languages on the dedicated website including a social media pack. The website will also include a message by the UNESCO Director-General and information on the many activities UNESCO will be involved in.

Don’t hesitate to reach out for more information.

UNESCO team for Health and Education