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An exploration of differences in theory of mind and empathy among students involved in bullying
2004
Glennon, S
University College Dublin (Ireland)

The study was an exploration of differences in Theory of Mind (ToM) and empathy among students involved in bullying in 5th and 6th class in primary school, and consisted of both a quantitative and qualitative component.  In the quantitative study, 552 student participated and each student completed a questionnaire detailing their involvement in bullying and the nature of the bullying they experienced, witnessed or carried out.  They also completed a measure of verbal intelligence, a ToM measure, a trait measure of empathy and a Person-Specific measure of empathy.  A pilot study, with 104 students, looked at the psychometric properties and suitability of the above measures.  Results from the quantitative study found no significant differences among groups for Total ToM score.  Female students had significantly higher Total ToM scores than male students.  Some significant differences were found on the ToM Cognition Subscale for the Bully/Victim status group.  No Person-Specific empathy differences were found for any status group.  In the qualitative study 30 students took part in four focus groups, where they were asked their views on how ToM and empathy relate to involvement in bullying behaviour.  The qualitative findings suggest that students believe that both ToM and empathy skills are important variables in relation to involvement in bullying behaviour but that the influence of both of these variables can be overridden depending on many factors in the bullying situation.  Although results do not support the ToM model for understanding bullying, before this model can be rejected completely, problems of measurement need to be addressed.  Likewise, before the Social-Cognitive Information-Processing model can be taken as a model for understanding bullying, all steps in this model need to be tested in relation to students who are involved in bullying.  The model cannot be generalised from research on aggressive children.  Future research needs to continue to explore all the status groups, especially the Bully/Victim status group and to look at how ToM and empathy relate to each other.

When is a bully not a bully?: a critical grounded theory approach to understanding the lived experience and organisational implications of being accused of being a workplace bully
2015
McGregor, Frances-Louise
University of Huddersfield

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.

Learning about and living with a diagnosis of asperger’s syndrome or high-functioning autism: a qualitative study in adolescents
2007
Johnson, Beth
University of Southampton

Asperger’s Syndrome (AS) is a lifelong developmental disorder that affects numerous aspects of people’s lives, particularly social skills associated with understanding and interacting with others. AS is similar to High-Functioning Autism (HFA); clinicians and researchers often consider these concurrently, as here, although there is a greater focus on AS in this paper. Individuals with AS/HFA appear to be at a greater risk of ‘psychiatric co-morbidity as they transition from childhood to adulthood. The revie~ :paper considers possible barriers to a successful transition through adolescence such ;as social skills, stigma, bullying and adjustment. The empirical paper presents a qualitative study designed to understand some of these barriers faced by adolescents (aged 12-18) with ASIHFA Results indicate that the participants progress through a process of discovering the meaning of AS/HFA and that this is affected by other issues such as managing the label and experiencing stigma, bullying and difficulties with friendships.

Bullying victimisation and alcohol-misuse in adolescence: investigating the functional relationship and new prevention strategies
2012
Topper, Lauren
University of London, King's College

This thesis aimed to examine the functional relationship between adolescent bullying victimisation and alcohol-misuse using two comorbidity models: a causal model and a common underlying mechanism model. This research had 4 main aims: 1) to investigate the risk conferred by adolescent bullying victimisation on alcohol-misuse, focusing on the role of coping-drinking motives; 2) to understand the risk conferred for victimisation from neurotic personality traits previously implicated in alcohol-misuse, whilst focusing on the role of emotional symptoms; 3) to compare the behavioural and neurological emotional vigilance of adolescents who have either experienced bullying victimisation or a severe trauma to non-victimised participants; 4) to investigate the effect over 18-months of personality-targeted coping-skills interventions on reducing victimisation, coping-drinking motives and alcohol-related problems in victims with high levels of neurotic personality traits. These objectives were addressed using data from three independent studies: The Preventure and Adventure studies which administered personality-targeted interventions for adolescents (aged 13-16 years) and the IMAGEN study. Evidence was provided for both comorbidity models. A causal comorbidity model was supported with results showing that bullying victimisation predicted future alcohol-misuse, a relationship mediated by coping-drinking motives. Two neurotic personality domains, which have been previously implicated in alcohol-misuse, predicted risk for victimisation, mediated by the development of emotional symptoms, therefore supporting a common mechanism model of comorbidity. Victims displayed a hypervigilance for fearful face stimuli, which was similar to trauma-exposed adolescents. A combined-victim group with a high level of emotional impact showed increased brain activation for angry and ambiguous faces. Within this group, emotional symptoms were positively associated with increased neural response to angry and ambiguous faces in areas including the anterior cingulate cortex. Finally, results suggest that personality-targeted interventions can reduce victimisation and increase positive coping strategies, in addition to reducing coping-drinking motives and alcohol-related problems specifically for victims of bullying.

Dr Michael Goldrick
The prevalence of psychotic experiences in adolescence and associations with bullying, stress, dissociation and mood
2003
Cumbley, L.
Lancaster University

Psychotic disorders are experienced by between 100,0000 and 500,000 people in the U.K. at any one time.  The symptoms which characterise these disorders are more common in the general population than previously assumed.  Studies of both adults and children have demonstrated that up to 70% of non-clinical samples endorse items related to psychotic experiences.  Pre-psychosis or psychosis prodrome has been considered influential in the early identification and intervention in psychosis.  However the experiences that have been identified as indicators of psychosis are non-specific such as quality and withdrawal and could also be indicative of other psychiatric disorders such as anxiety and depression.  Models of psychosis previously focused upon deficits in those with psychosis.  Current cognitive models focus more upon thinking biases such as attributional bias or jumping to conclusions.  These models move away from the idea that psychosis is experienced by people who are physiologically or biologically different from those who do not.  These models are the foundation of current psychological intervention in psychosis and aim to reduce associated stigma and shame.  The present study aimed to assess the prevalence of psychotic experiences in a non-clinical sample of school-aged children.  Associations with depression, anxiety, stress, bullying and dissociation were also investigated.  Nine questionnaires were completed by 308 14 to 16 years olds.  results indicated that 98% of the sample endorsed at least one item on the early signs of psychosis measure and 92% endorsed at least one item on both the measures of delusional ideation and hallucinatory experiences.  Psychotic experiences were significantly associated with all other factors and those who had been bullied were significantly more likely to report psychotic experiences.  This study adds further support to the continuum model of psychosis and clinical practice implications are discussed.

Investigating the Acceptability of the KiVa Anti-bullying Programme in a Special Educational Setting: A Mixed Methods Case Study
2020
Liscombe, Rachel
Bangor University

Forty years of research has established bullying as a globally pervasive, adverse experience associated with a multitude of immediate and longer-term negative life outcomes. The school is identified as a site with a high concentration of bullying. As a result, a number of school-based anti-bullying interventions have been developed and implemented with the hope of reducing overall prevalences of the behaviour and negating its negative impact on a new generation. KiVa is one such school-based anti-bullying programme, developed and designed for national use in Finland in 2006. KiVa has since been subject to a number of cross-cultural investigations of transferability, efficacy and success.

To date, however, KiVa research, including several UK based studies, has been solely conducted in mainstream primary school settings. As a result, there are no reports on the use of the programme with a population of students with additional learning needs, despite evidence that these students are particularly vulnerable to both being bullied, and bullying others. The present case study is an attempt to address this gap in the literature, and follows the implementation of KiVa (Unit 1) over one academic year in the middle department (n = 46, ages 12–15) of a large special school in North Wales. Qualitative and quantitative data from teachers implementing the programme and students in receipt of the programme are included.

Teachers participated in semi-structured interviews, and completed weekly Teacher Lesson Records as a measure of implementation fidelity, and a final Teacher Survey at the end of the academic year to explore their final perceptions of the programme. Students completed the online pre-and post-KiVa Pupil Survey, and ten students were invited to participate in focus groups at the end of the academic year. The research has two central aims; the first, to assess the feasibility of implementing KiVa in this novel setting and document any adaptations necessary for implementation, and the second, to investigate programme impact on students with additional learning needs in this setting, together these aims help to determine the acceptability of KiVa in this novel setting.

Though feasibly implemented in this setting, KiVa required a number of minor adaptations to improve intervention-setting-fit, and a number of more fundamental programme changes which may have negatively impacted programme success and student outcomes. Declines in students’ perceptions of school climate and increases in student self-reported victimisation and cyber victimisation are observed, however teachers believed that KiVa also led to positive developments in terms of students personal, social and emotional learning, and may therefore meet positive though unintended needs of this student population. Results suggest mixed acceptability in this setting. Limitations of the present research are discussed, followed by avenues of future research raised by the results gathered.

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Critical success factors in early secondary education
2005
Wilson, D.
Trinity College Dublin

The school chosen for the purposes of the study was an all boys independent school, located in south Dublin. The annual intake of year one students was just under 100 and each year group were looked after by a ‘Year Head’. These year heads provided much of the daily information relating to behaviour, attendance and punctuality and also acted as a reference point for weekly briefings regarding the progress of the group. Class teachers, form teachers and extra-curricular staff also provided information which was added to the continuous stream of formal input and which was valuable in terms of providing a complete account of each student’s experiences. On their entry into year one of secondary school, the study group (91 students aged 12-13) began a series of tests, surveys and assessments that would continue for the three years of their junior cycle experience. Ten variable categories were studied and numerous data collection techniques were employed: –  Ability and intelligence tests were administered to all students; –  Daily reports were compiled in the areas of behaviour, attendance and punctuality; –  Six-weekly continuous assessment reports were presented by individual teachers; –  Twice years surveys on esteem, attribution and socialisation were organised; –  Annual assessments of involvement in extra-curricular activities and involvement in bullying were completed; and –  The normal school records (eg: academic results at Christmas and summer of each year) were also made available for the purposes of the study. Each of these tests, surveys and assessments was administered directly by the researcher, who was working as a teacher in the school for the duration of the project. The information gathered was added to a selection of computerised data files at the end of every day and a summary of the results in each category was produced at the middle and end of each academic year. These results were collated over a three year period and were cross-referenced and correlated in an attempt to identify trends and patterns in the data.