Histories of the working class in France have largely ignored the existence of working-class conservatism. This is particularly true of histories of the interwar period. Yet, there were an array of Catholic and right-wing groups during these years that endeavoured to bring workers within their orbit. Moreover, many workers judged that their interests were better served by these groups. This thesis explores the participation of workers in Catholic and right-wing groups during the 1930s. What did these groups claim to offer workers within the wider context of their ideological goals? In which ways did conservative workers understand and express their interests, and why did they identify the supposed ‘enemies of the left’ as the best means of defending them? What was the daily experience of conservative workers like, and how did this experience contribute to the formation of ‘non-left’ political identities? These questions are addressed in a study of the largest Catholic and right-wing groups in France during the 1930s. This thesis argues that, during a period of left-wing ascendancy, these groups made the recruitment of workers a top priority. To this end, they harnessed particular elements of mass political culture and adapted them to their own ideological ends. However, the ideology of these groups did not simply reflect the interests of the workers that supported them. This thesis argues that the interests of conservative workers were a rational and complex product of their own experience. They were formed by a large range of materials, from preconceived attitudes to issues such as gender and race, to the everyday experience of bullying and intimidation on the factory floor. This thesis shows that workers could conceive of their interests in a number of different ways, and chose from a range of different groups to try and further them.

Bullying is a widespread public health problem. While its prevalence, key correlates and major health outcomes have been well researched, important gaps or controversies remain. In particular, the association between bullying and both socioeconomic status and ethnicity remains unclear. Furthermore, other areas are under-researched, such as sibling aggression and its relationship to peer bullying. Finally, while there is evidence of the adverse effects of bullying on mental health, there is still uncertainty whether any experience of being bullied, or only sustained, chronic victimisation, will lead to adverse consequences. Do those who escape bullying fare better? This thesis comprises five studies. Study 1, a meta-analysis, explored the relationship between bullying and socioeconomic status, finding victims and bully-victims, but not bullies, more often came from low socioeconomic backgrounds. Study 2 examined sibling aggression, identifying a strong homotypic association with roles taken in school bullying. Study 3 explored ethnic differences in bullying, finding ethnic minority children were not more likely to be victims, but in some cases were more often bullies. Study 4 identified individual, social and sociodemographic correlates of school bullying. Distinct profiles were observed for each bullying role. Finally, Study 5 examined the timing of bullying in relation to individual and social outcomes. Stable and concurrent victimisation was associated with more negative outcomes, while escaping bullying reduced the adverse consequences. The findings are considered in relation to ecological systems theory. Distant environmental factors, such as socioeconomic status, were only weakly associated with school bullying, while more immediate socio-ecological influences, including sibling relationships and individual characteristics, predicted victim, bully and bullyvictim roles. Further research should focus on the association with sibling aggression, and identify characteristics which can explain why some children escape being bullying, thereby limiting the adverse consequences. The findings have implications for interventions, which should take account of children’s home environments.

From 2011 to 2012, 1.1 million workers were impacted by work related stress, lack of professional support and bullying (Health and Safety Executive, 2013). “Burnout” is not easily defined but it can be described as a phenomenon that affects both the personal and professional dimensions of an individual’s life. This study investigates counselling psychologists’ experience and management of “burnout” using the qualitative method of Interpretative Phenomenological Analysis (IPA). Six qualified counselling psychologists from the United Kingdom, New Zealand and the United States of America were interviewed via telephone. The three main themes that were found are: (1) “batteries run out” which includes the physical and emotional effects, as well as the disillusionment of the reality of the profession, (2) “Prisoner of an eroding system” describes the professional dimension of the experience such as locus of control, effect on client work, boundaries and values, and (3) “Recharging the batteries” which gives an insight into how the participants managed their experience, such as their personal view of “burnout”, the issue of reclaiming their space and time, as well as the role of support. Overall, there was an underlying sense that the participants wanted to be taken care of by others but were unable to ask for help. The relevance of this study to the field of Counselling Psychology is discussed in relation to theory and professional practise. The limitations and shortcomings of this investigation are highlighted and suggestions for future research are made.

Homophobic-bullying is reported to negatively impact on the psychological, social, educational and cultural lives of sexual-minority youth, denigrating their identity, and emphasising their marginalised status. The long-term implications of victimisation on their ‘journey’ into adulthood remain a poorly misunderstood area of psychology. The present study aimed to explore how sexual-minority young adults construct meaning in the light of their childhood homophobic-victimisation; what coping processes they recall using to survive; and in what ways their childhood victimisation experiences impacted on their self and sexual-identity development, over their life-course. Four female lesbian and bisexual undergraduate university students provided accounts of their childhood homophobic-victimisation and subsequent journey into emerging-adulthood. Data was gathered via semi-structured interviews and analysed using Interpretative Phenomenological Analysis (Smith, Flowers & Larkin, 2009). Four superordinate themes were identified. Firstly, ‘ Constructing the self, the evolving journey’ explores how participants’ sense of being ‘different’ and undesirable (acquired through bullying) transformed into becoming ‘wrong’ and unacceptable. This transformation coincided with participants’ experiences of homophobic-bullying and sexual-identity awareness. Participants’ transitions from ‘victim to warrior’ and ‘helplessness to saviour’ over the course of their life-span were also explored. Secondly, ‘ Distancing the intolerable’ outlines participants’ cognitive and social processes of distancing themselves from the position of the victim, the behavioural and psychological consequences of victimhood and their sexuality. Such processes continued into emerging-adulthood, despite most participants ‘ no longer being bullied. Thirdly, ‘My bully-the developing interpretation’ explores the changing role of the ‘ blameworthy self, the’ ignorant bullies’ to the biggest bully of all- society, in participants’ understanding of victimisation. Homophobia as an ‘ infectious disease’ and identification of the positive benefits of their childhood-victimisation were identified. Fourthly, ‘Trapped bird breaking free from its shackles’ highlights participants’ sense of confinement to the dominating heterosexual norms and life as a repetitive victim. Participants’ ‘ turning points’ marked their embarked journey of escape, yet their lingering struggles from A qualitative exploration into the experiences of childhood homophobic victimisation for sexual minority young adults. their victimised past continue on. The clinical implications and need for further research are discussed.

Attention-Deficit/Hyperactivity Disorder (ADHD) is characterised by symptoms of hyperactivity, impulsivity and attentional difficulties. Originally thought to be a condition of childhood, ADHD has now been recognised in adults. One of the main theoretical explanations of ADHD is related to deficits in Executive Functioning (EF). The state of current knowledge regarding the relationship between EF and ADHD was reviewed. Findings suggest that adults with ADHD are likely to exhibit deficits in EF mainly related to response inhibition, set-shifting or working memory. Deficits in EF as shown on neuropsychological tests may help to identify people who are at risk of under achieving in various life domains such as education or occupation. Tests of EF which are more ecologically valid may be more sensitive to EF dysfunction than traditional measures. The experience of having adult ADHD and preferences for support were explored using Interpretative Phenomenological Analysis (IPA). Four super- ordinate themes emerged from five interviews: ‘Process of adapting to ADHD’, ‘Social Appraisal’, ‘Self-regulation’ and ‘Coping’. Participants described an adjustment process which impacted on their identity and the impact on self-perception was evident. ADHD was not understood well by others and some participants experienced stigma and bullying. A range of coping strategies were identified and clinical implications and limitations of the study were discussed. Finally, a commentary and reflexive analysis of the research process was offered and factors influential to the research were discussed.

Since the 1970s women have clearly made great advances toward equality in education and in the resultant employment opportunities afforded by an excellent education. Today women are graduating from universities at a rate unparalleled in history (Mitchell 2012:56; Townsend & Twombly 2007:208), and are also entering management positions at a greater rate than we have ever seen (Cejda 2008:172). While the rate of women university graduates taking up entry level management positions is almost on a par with men (Bosak & Sczesny 2011:254), the rate of women professionals who move into senior management positions decreases as the position becomes more senior until, at the highest level management positions, women hold only between 3% and 5% of the top posts. (Mitchell 2012:56). Through the analysis of in depth interviews of women holding higher level management positions (including President, Chancellor, or Vice Chancellor,) at universities in four different English speaking countries, the study sought to investigate the reasons why there are so few women found in top management positions in universities. The results of the study indicate that the factors having the greatest effect on the success of women managers at university are those of identity; being able to overcome academic bullying in the workplace; having key support at critical times, especially from a spouse or from family; and developing the strategies to overcome career obstacles through the use of metacognition. The study also found that informal, multiple, mixed gender mentoring was the most effective type of mentoring for women. As a result of the study findings, new theory is proposed for advancement of women managers that offers the concept of identity as a lynchpin factor. Identity develops concurrently with sets of personal and management skills that are interwoven into the experiences of women as they work in management.

Psychological research into bullying has highlighted the importance of considering the role of bystanders within this complex social interaction (see literature review). The aim of this paper was to apply this research to develop an anti-bullying intervention programme that increases pro-defending attitudes and behaviour, and consequently reduces bullying. The methodology was a design experiment; in this first iteration, the intervention programme was designed, implemented, and evaluated in collaboration with staff and students at a secondary school. Data were collected using a mixed methods approach via questionnaires, focus groups, an interview, and observation. The results showed that there was no significant difference in prevalence estimates of defending or bullying pre and post intervention. However, two thirds of participants reported that their attitudes and behaviour had become more supportive of defending victims since the intervention. Qualitative data revealed a diversity of perspectives regarding the effects and value of the programme. A model outlining factors that influence decisions to defend a victim of bullying was developed from the results and previous literature. The findings from this paper were used to inform modifications to the design of the intervention programme for implementation in the second iteration in paper 2.

Existing research into cyberbullying has tended to utilise surveys in order to understand the extent to which cyberbullying is experienced by young people in society. However, there has been little homogeneity between researchers when attempting to define cyberbullying and consequently there is disparity in how it has been operationalised. As well as this, recycling of the term ‘bullying’ brings with it certain presumptions and qualifications which may not be apt for social interactions in the new and ever evolving virtual world. Furthermore, it implicitly assumes that cyberbullying will bother young people, whilst simultaneously failing to acknowledge the situations which may bother young people but which do not constitute cyberbullying. In the present study the word ‘cyberbullying’ was thus omitted from use with participants in an attempt to circumvent the ‘trouble’ inherent with the term. The aim of this study was to gain an understanding of what bothers young people when on Facebook. A research methodology was sought which minimised the potential for researcher bias and maximised the opportunity for young people to give their personal account. Accordingly, Q methodology was employed to explore how 41 young people ranked 54 statements depicting hypothetical problem scenarios on Facebook. Participants sorted the statements according to personal significance from most agree (would bother) to most disagree (would not bother). The overall configuration of statements was subjected to factor analysis, from which a four factor solution was identified; ‘I want to protect others’; ‘I am worried about the dangers on Facebook’; ‘I know who I am and what I’m doing’; and ‘I don’t want any trouble’. The emergent social viewpoints were discussed further with four young people and an understanding was gained of what they perceived of Facebook; what action they would take if they experienced something negative on Facebook and what role they felt school should play in such situations. The findings were discussed in relation to existing literature, and the potential roles of schools and Educational Psychologists were considered. Limitations were acknowledged and recommendations for further research suggested.

This Research Project critically appraises the current dispute resolution mechanisms for employment law in Ireland. This exploration provides the basis for submissions to improve the overall service for workers, employers and Government. The researcher undertook the following strands of analysis: A comprehensive study and critical analysis of existing employment dispute resolution fora in Ireland both on a systematic level, and on a forum-specific level.

School bullying research has often focused on children, but neglected the parent’s perspective. Little is known about how parents respond to their child’s peer victimisation and how these responses are related to children’s experiences. Thus, this thesis aimed to address three main research questions: (a) how do parents respond to their children’s peer victimisation? (b) What factors are associated with parents’ responses to their children’s peer victimisation? (c) How are parents’ responses related to children’s experiences of peer victimisation? A mixed-methods sequential exploratory design, comprising of three stages, was utilised. Firstly, focus groups and interviews were conducted with parents to gain greater understanding of their perspective. The focus group/interview findings informed the content of parent and child questionnaires which were developed in a series of pilot studies, during stage two of the research. In the third stage, these questionnaires were administered to parents and children (aged I 1-12 years) to examine parental responses to peer victimisation, factors related to parental responses, and children’s victimisation experiences. The findings suggested three categories of parental responses: supportive/problem solving, confrontational and avoidant. Parents’ responses were related to their perceptions of how their child would cope, and their attitudes towards how schools/teachers deal with bullying. Additionally, parents’ perceptions of their role in school bullying were influenced by what they thought a ‘good’ parent should do. Children’s perceptions of avoidant and parental supportive/problem solving responses moderated the relationship between peer victimisation and loneliness; there was also an indirect relationship between perceived parental responses and peer victimisation, through child coping. This thesis concludes that in school bullying situations, parents form one element of a broader system, which also involves children and teachers. Thus, parentteacher communication and collaboration is vital and the importance of empowering parents to take a supportive/problem solving approach when helping their child is highlighted.

aPermanent and fixed-term exclusions were introduced in the Education Act (1986). Despite ongoing assertions by the government advocating a reduction in exclusions, the demographic of those excluded has remained similar. A managed move is an alternative to permanent exclusion. Little research has evaluated the process or assessed what constitutes best practice. This study establishes how the managed move process works, the reasons managed moves are initiated, what constitutes and influences success, the problems and how Educational Psychologists (EPs) can best impact upon their implementation. A single case study methodology was adopted. Within one Local Authority, four sub-groups were highlighted: school professionals (SPs), Local Authority (LA) officers, parents and young people (YP). A mixed-method design was used. Quantitative data on exclusion were gathered from the LA and national records. Semi—structured interviews took place with eleven SPs, five LA officers, five parents and five YP. These were evaluated using thematic analysis. Further data regarding YP views was elicited using personal construct psychology and solution-focused methods. The researcher, as an embedded member of the LA, was able to report informal observations around managed moves in context. Managed moves are discussed at the borough School Behaviour and Attendance Panel (SBAP) and brokered by Head-teachers. When a YP experiences a managed move, they remain on roll in their starter school and take part in a six week trial in a host school. Bullying/social isolation, breakdown in relationships and behaviour were the main reasons given for managed moves. Success was defined as where a YP experiences happiness and improved self-perceptions and makes progress in their learning. Factors contributing to success included: a fresh start for YP, without pre-judgement, effective home-school communication, early intervention, pastoral work, commitment of all stakeholders, school suitability and involving the YP in the process. A number of problems were identified, including: inter-school tensions, negative narratives around YP, use of the process as an alternative to permanent exclusion, a provision gap for YP with additional needs, accurate identification of special educational needs, the impact of the results agenda, issues around timing and family stress and systemic concerns regarding UK education policy. The findings suggest that EPs could maximise their impact by clearly explaining their skill set, working preventatively, accurately establishing YP’s needs and using systemic and social constructionist thinking. Potential implications at LA and national level are discussed.

Research pertaining to homophobic name-calling has largely focused on prevalence rates and the negative long-term effects on Lesbian, Gay and Bisexual (LGB) populations without considering the intention behind the use of the language, leading to an assumption the language used in these incidents is intentionally homophobic. This small-scale exploratory study focused on gathering the cross age and gender perspectives of male and female young people in years 7 (age 11-12) and 10 (age 14-15) from one secondary school, to illuminate whether they perceive name-calling, involving the word ‘gay’ to be bullying, harmful and intentionally homophobic. The study adopted a qualitative approach to research methodology to gain a richer understanding of young people’s perspectives, where single–sex focus groups were used to collect qualitative data, which were analysed through thematic analysis. Key findings from the study suggest there is agreement over age and between genders that using the word ‘gay’ is not intentionally homophobic or harmful. The study also highlights that the intent of the language is complex and dependent upon a number of factors including: the relationship between the user and receiver; whether they are friends or not and how the words are said. The language can be used as a form of joking, social bonding, expressing opinions and perceived as a common discourse amongst young people where there is no associated implication to sexuality. Further implications for anti-bullying and Educational Psychology practice are discussed, with a focus on developing an understanding of the use and intent of name-calling in schools at systemic and socio-cultural levels.

This research embraces an eco-systemic perspective of human behaviour (Bronfenbrenner, 1979) and uses participatory action research methodology to explore with young people, and those ‘immersed in the system’ (Carr & Kemmis, 1986) of education, their views and school experiences, to facilitate increased participation, empowerment and professional collaboration to support future school transitions. This study has been carried out in the South-West of England (inner-city and suburban areas), involving young people and their families, schools, alternative placement providers and multi-agency professionals. The following research aims were addressed: 1) To improve our understanding of the views and perspective of young people who have experienced school exclusion. 2) To explore multiple stakeholder perspectives of using a person-centred planning (PCP) approach to support school transition/re-integration and the perceived ‘supports’ and ‘barriers’ to implementation. 3) To explore the use of PCP in supporting positive outcomes for young people, ‘post transition/re-integration’ to mainstream school. 4) To consider the implications for future practice and research. This was a two part study, consisting of two research papers. The participants in paper one of the study were young people (N=12) identified by their settings as having experienced prior school exclusion, with an impending transition (or re-integration) to mainstream education. Paper one explored young people’s perspective to better understand the supports and barriers that have impacted upon their educational journeys, what they attribute as causes for their school exclusion and what they believe will help them in their future. A person-centred planning approach informed the data gathering process (Smull, Sanderson, Sweeney, Skelhorn, George & Bourne, 2005) and semi-structured interviews were analysed using thematic analysis based on Braun and Clarke’s (2006) framework. The individual interviews explored ‘with’ each young person, their views and perspective, and contributed towards the ‘preparing to plan’ stage of Person Centred Planning (PCP) being implemented in paper two. Paper two explored the use of Person Centred Planning (PCP) in supporting young people (N=6) in their school transition/re-integration to mainstream education. This involved young people from study one and a range of stakeholders including their family, friends, school/placement staff and multi-agency professionals. This focussed on exploring multiple stakeholder experiences of the ‘supports’ and ‘barriers’ of using a PCP approach in ‘real life’ practice. It also explored perceptions of the impact and efficacy of the approach over time in supporting young people across key outcome areas, ‘post’ transition/re-integration. Findings from paper one indicated young people’s capacity to express themselves clearly and reflect meaningfully upon their educational journeys. Each young person made their own decision as to how they would participate and contribute their views and how the information would be used. Key findings indicated a range of perceived ‘supports’ and ‘barriers’ that young people identified as having impacted upon them. These encompassed the systems of school, family and community and, consistent with existing research, highlighted the significance of positive and caring relationships, access to help and support and experiencing a sense of belonging (Lown, 2005; Mainwaring & Hallam, 2010; O’Connor, Hodkinson, Burton & Torstensson, 2011).Young people’s causal attributions referred to negative teacher relationships, peer bullying, rejection and perceived injustice. A distinct finding from this study referred to young people’s sense of isolation when they felt that help was being denied at a time when they were experiencing negativity across the contexts of family, school and community. Young people referred to not feeling understood and supported and reflected upon this impacting on their behaviour in school. Findings also indicated that whole school behavioural systems posed a barrier to young people being able to access the help and support of key adults they had identified and to their inclusion in the wider school community. Findings from paper two indicated positive support from all stakeholder groups that PCP enabled the young person to be fully involved in their transition planning, facilitating a positive ethos that embraced equality and collaboration. Exploration of stakeholder views highlighted some negative reflections on the use of PCP, particularly in relation to its ‘time consuming’ nature and a range of key factors were identified as supportive and/or obstructive to implementing PCP in practice. When exploring perceptions of impact and efficacy over time, there were clear indications of positive development for each young person across key outcome areas. The majority of positive reflections were consistent across stakeholders groups and related to increased school attendance, improved emotional understanding, social interaction and academic progress. All individual targets were reviewed ‘post transition/re-integration’ and were deemed to have ‘met’ or ‘exceeded’ the expected levels. Furthermore, there have been clear references to changes made at a systems and environmental level that have underpinned these positive changes and emphasised the role that others play as ‘agents of change’ (Fielding, 2001). These findings have been assimilated and the implications for educational psychology practice and research considered.

The experiences of dyslexic adults in education as well as the ‘caring professions’ of nursing, teaching and social work continue to be fertile ground for academic study. This study extends the range of current academic knowledge of dyslexia in the workplace by exploring the experiences of dyslexic police officers across England and Wales. The context is the extension of disability-related equality legislation to the police service in 2004. The overarching aim of the study is to examine the experiences and perceptions of dyslexic police officers who are ‘on-the-streets’ and not in the classroom environment. This research is underpinned by the principles of the social model of disability (Oliver 1990) and in it, dyslexia is understood not as a stand-alone difference but rather as an aspect of neurodiversity (Cooper 2009) A qualitative and exploratory research strategy was adopted. Data was collected by way of self-completed questionnaires and from face-to-face semi-structured interviews with twenty-five serving or recently resigned dyslexic police officers from ten police services from across England and Wales. The data was analysed using Layder’s theory of domains and his adaptive theory (Layder 2005 & 2013). This study identified that the overwhelming majority of dyslexic police officers experienced a broad range of attitudinal, procedural and police ‘barriers’ to their full integration into the police organisation. All of the participants in this study had disclosed to their employing police service that they were dyslexic. Participant understanding of dyslexia and disability was deeply rooted within the medical model rather than the social model. The study identified substantial evidence of bullying, and discrimination was identified across the broad range of police services as well as significant failings in the provision of workplace assessments by Job Centre staff. Despite this treatment very few participants complained or sought redress. The dominance of the medical model of disability in wider society, together with negative aspects of police ‘occupational’ culture, were identified as key factors in the participants’ decision making processes. This research concludes that institutional disablism in terms of dyslexia is widespread across some police services in England and Wales despite the extension of the disability discrimination legislation to the police service. The research concludes with some recommendations for policy and practice.