Recent research has indicated that vulnerable incarcerated young offenders – such as those placed on formal protection as a consequence of their inability to assimilate into mainstream regimes, victims of bullying, and those who have engaged in or intimated the possibility of suicidal or parasuicidal behaviour all display impoverished problem-solving abilities. Furthermore, the deficits in their problem-solving skills are significantly correlated with the levels of anxiety, depression, and hopelessness these vulnerable prisoners experience. This study evaluated the effectiveness of a time-limited, group-based, problem-solving, training intervention with such vulnerable incarcerated young offenders. A total of 46 prisoners were randomly assigned to either the experimental intervention or a non-treatment condition (23 inmates in each condition). All participants completed measures of psychological distress (HADS, BHS) and self-perceived problem-solving abilities (SPSI-R) at intake, immediately following intervention, and at three-months follow-up. The value of a brief problem-solving intervention was demonstrated in that the intervention participants experienced significant reduction in their levels of psychological distress (HADS, BHS) and an improvement in their self-assessed social problem-solving abilities (SPSI-R). Methodological concerns in the current study are discussed, and directions for future research are highlighted.
We have developed the following database of research theses on bullying from all academic institutions in the UK and Ireland. The aim of this database is to assist those who are interested in the field of bullying and want to see what research has already been done. We have attempted to ensure that we have included all relevant theses here; but if there is an omission please let us know by emailing geraldine.kiernan@dcu.ie.
The database is here for information purposes. Those who want access to the texts of the theses need to contact the author, the relevant institution, or both.