Theses Database - Anti-Bullying Centre

Management accounting control and managerial bullying: economic, social, and political dynamics in Bangladesh RMG sector.
2019
Ahmed, MD Shoaib
University of Essex
This study revisits the behavioural aspect of management accounting control (MAC) that has remained mostly unexplored over the last four decades. In particular, this study investigates; how managers and supervisors use accounting technologies and other management control mechanisms (MCMs) to intentionally or unintention- ally bully the shop floor workers of selected privately owned RMG factories located in a high-power distance emerging economy. Drawing on Max Weber's 'social stratification' (i.e. class, status and party), this study has revealed that to maximise organisations' profit and secure their personal gains, managers and supervisors frequently use accounting technologies and other MCMs to deliberately (most of the cases) bully the subordinate workers. In so doing, managers and supervisors justified their bullying behaviours through workers' class situation, educational credential, geographic location and gender. Owners of the selected factories, on the other hand, legitimised MAC based- managerial bullying (MB) through their economic resources and social status. In fact, by involving in state politics and obtaining legislative power, they also influenced government policies (e.g. labour laws and national minimum wage) to reduce the collective bargaining of workers in a particular sector of the economy. Nevertheless, owners also patronise insiders (e.g. supervisors and managers) and outsiders (e.g. members of political parties, state police, government employees, and bureaucrats) to bully the workers institutionally through intimidation, harassment, and violence. This study, therefore, argues that there is a strong connection between MAC and MB that might succeed through the existence of social stratification and political patronage in a particular sector of a high-power distance emerging economy.
Lessons learned from implementing the KiVa antibullying programme in UK primary schools
2019
Clarkson, Susan
Bangor University
Bullying is a concerning worldwide public social, mental and physical health risk and carries many adverse and long-term consequences, including depression, anxiety and psychological maladjustment. Bullying occurs regularly in most school settings, with many children frequently observing some form of bullying at school. School based victimisation is associated with increased school absence and poorer academic attainment. Chapter one explores existing literature on bullying, including definitions, categories, roles, risks and consequences, prevalence and age-related prevalence. Chapter 2 discusses legal requirements on schools to have an antibullying policy that sets out their preventive and reactive work and includes an overview of the legislation, government guidance, and common school practice in the UK. Chapter 3 reports on the implementation of the KiVa, the Finnish school-based antibullying programme, delivered in Key Stage 2 [aged 7 to 11 years] of UK primary schools. First, it describes the baseline characteristics of approximately 12,000 pupils prior to KiVa implementation, reporting the baseline prevalence of victim, bully, and bully-victim status and then evaluates the outcomes and costs for 41 early implementer schools after one year of implementation. Chapter 4 describes the development, theoretical foundations, and supporting Finnish and International evidence for the KiVa programme, and the introduction of KiVa to the UK. Chapter 5 presents a case study of KiVa in a UK primary school and lessons learned from implementation. The final chapter, chapter 6, provides a summary of the research findings and discusses their implications, strengths, limitations, and future directions for research and implementation of the KiVa antibullying programme.
Aces too high: an IPA study to examine educational exclusion and social inequality
2019
John, G. M.
University of Sheffield
Inclusion in schools is a highly complex and much debated topic (Edmonds, 2012; Hodge, 2016; Tutt, 2007; Webster and Blachford, 2015; Whitelock, 2012). However, the voice of the 'excluded' is rarely heard. This study has sought to listen to the voice of the excluded to hear 'their truth' about educational barriers and their consequences, along with innovative preventative measures. Since lack of educational attainment has been identified as the 'biggest driver of future poverty' (Rowntree, 2017) and school bullying/exclusion has been identified as a precursor to self-harm and suicide; suicide being the leading cause of death in almost all European countries (Hawton, Saunters and O' Connor, 2012), this thesis answers an urgent call to find preventative and restorative solutions. An interpretative phenomenological analysis approach (IPA) was implemented to further examine Edmonds' stance that the education system unfairly discriminates against individuals 'with' difference (Edmonds, 2012). Since published data has highlighted many gaps between Wales and the rest of the UK, for example in educational attainment (Adult Basic Skills, 2004; PISA, 2006; 2009; 2012; 2015 (cited in OECD 2006; 2009; 2012; 2015)), Adverse Childhood Experiences (ACEs) and health harming behaviour (Bellis, 2017), lack of economic regrowth (Rowntree Foundation, 2017) and rising suicide statistics compared to the rest of the UK (Samaritans, 2018); the research setting was purposely chosen because of the high rates of social poverty, inequality, opioid deaths (BBC, 2019) and self-harm compared to other localities. Semi-structured interviews were carried out with twelve participants (aged 14-35). Seven emerging superordinate themes were identified: ACEs and trauma, missed assessment, disabling learning environments, bullying, gaslighting and systematic abuse, damages to mental health, survival coping mechanisms and self-medication, revolving door of cycles of oppression and intergenerational poverty, and preventative measures and restorative solutions. The trans-disciplinary findings combine neuro-science, education, behavioural studies, ACEs, sleep studies, neuro-diversity and suicide prevention, to tackle international public health targets which, if implemented by policy makers, could lead a process of emancipatory social reform right across society to create a better future for our children.
Workplace bullying and its effect on employee well-being in Ghana's oil and gas industry
2019
Kumako, Stephen Kodjo
The University of Nottingham
The World Health Organisation (2017) asserts that changes in the world of work have resulted in new risks to employee health and safety. The focus of occupational health and safety professionals has evolved beyond physical risks, and now includes psychosocial risks such as workplace bullying. Workplace bullying is an extreme social stressor that has the potential to affect victims, witnesses, co-workers, significant others, the organisation itself and society. Whilst much is known about this phenomenon in other parts of the world, very little research effort has examined workplace bullying in Sub-Saharan African countries such as Ghana. Accordingly, this thesis aimed at understanding the lived experiences of employees in the nascent oil and gas industry in Ghana. Furthermore, this research sought to apply the Job Demands-Resources model to workplace bullying and test an adapted theoretical model based on Einarsen et al's (2011) comprehensive model of workplace bullying. To this end, a mixed methods design was adopted using employees from the upstream, midstream and downstream operations within Ghana's oil and gas industry. The qualitative study used data from in-depth semi-structured interviews with fifteen employees across the oil and gas sector in Ghana. In the three quantitative studies, three hundred and twenty-six employees responded to both online and paper-based questionnaires. Results of this research indicate that work-related bullying behaviours are more common than person-related bullying in the oil and gas sector in Ghana. Additionally, aspects of Ghanaian culture, unequal distribution of power, supervisors' perceived job insecurity as well as perceived racial discrimination were identified as causes of workplace bullying. This study also found that employees reported psychological distress, mistakes and errors, poor work attitudes, and turnover intentions as a result of bullying at work. Furthermore, recreational activities and social support as well as religious coping were identified as resources available to employees and used to deal with workplace bullying. Job demands (work pace and workload) and resources (job control and supervisor social support) were associated with workplace bullying. Results again showed that the interaction of some specific job demands, and resources was related to workplace bullying. Moreover, psychological capital and religiosity respectively moderated the relationship between workplace bullying and psychological well-being. Finally, psychological well-being mediated the relationship between workplace bullying and engagement, burnout and job satisfaction respectively. Workplace bullying is pervasive in Ghana's oil and gas industry and occupational health and safety professionals should seek to reduce specific job demands and increase specific job resources. Organisations in Ghana can aid the development of psychological capital through training to enhance employee well-being whilst understanding coping mechanisms such as religiosity. Additionally, organisations should implement anti-bullying policies and procedures fairly and ensure a psychologically safe work environment. Findings from this thesis are integrated and further discussed in the final chapter. The limitations of the various studies are critically analysed with recommendations for future studies. Additionally, the implications of the findings for theory and practice, especially in Ghanaian organisations, are highlighted.
Social justice for a heterogeneous population?: An investigation into the public sector equality duty in Glasgow
2019
Laughlin, Susan R.
University of Glasgow
Policy-making and service development tends to what has been called the 'ideal of impartiality' whereby difference between different population groups is reduced to unity. At the same time, inherent within equality law is an understanding that the population is heterogeneous, experiencing complex forms of injustice which require the opportunity for legal redress. The Equality Act 2010 includes a general duty on public authorities, the Public Sector Equality Duty (PSED), to have due regard to eliminate unlawful discrimination, harassment and victimisation, advance equality of opportunity and foster good relations between different groups in relation to nine protected characteristics. Secondary legislation in Scotland has added significant additional requirements with the potential to transform the way that public authorities think and act about equality including duties to report progress on mainstreaming the equality duty, to publish equality outcomes and report progress and to assess and review policies and practices. The way that this secondary legislation has been conceptualised, interpreted and how it has informed planning and practice within public authorities has not previously been the subject of a body of research. This thesis has sought to contribute to greater understanding about the potential of the PSED in Scotland by applying interpretive policy analysis to the application of the duty in one city, Glasgow. Interpretive approaches to policy focus on meanings that shape actions and institutions and draw on a range of methods to follow the objects, the language, the relevant actors and the acts associated with the policy. Within this context, an assumption has been made that a compound narrative about injustice, equality as constitutive of social justice and institutional change within the city can be derived by investigating meaning and action associated with the PSED from a number of different perspectives. Firstly, the framing and the discourses associated with formal texts required for compliance produced by five key institutions with responsibility for different facets of city life have been investigated critically. These five institutions are the Scottish Government, Glasgow City Council, the Glasgow Health and Social Care Partnership, NHS Greater Glasgow and Clyde and the City of Glasgow College, selected for both their relationship to social structures which determine equality and for their responsibilities for its different dimensions. Secondly, the perspectives of three communities of meaning - those directly responsible for compliance, those indirectly responsible for compliance and advocates for social groups - have been gathered through the use of semi-structured interviews in order to compare and contrast their interpretations with the formal texts. Lastly, the meaning and actions associated with the mainstreaming requirement of the secondary duties have been considered in order to ascertain whether and how equality aspirations have shaped the strategic and operational responsibilities of Glasgow City Council, health and social care provision and further education in the city in relation to theories of urban justice. The PSED was largely viewed as an important and beneficial piece of law, that there was no room for discrimination within the city and that equality across different social groups was an acceptable ideal. The duty was also viewed as a means of exerting pressure on public institutions both from within and from the outside to reflect on the meaning of equality and to consider the way that organisations both perpetuated and resolved inequality. At the same time, the opportunities afforded by the secondary duties to transform social systems and dimensions of equality were not met and as a consequence the potential for Glasgow to be a more just city for its heterogeneous population not realised.
Power and resistance: A Foucauldian analysis of workplace bullying and harassment in the National Health Service
2019
Leaver, Nancy.
The University of Manchester
There has been a lot of recent media coverage of, and research that has drawn attention to, the increase in reporting of workplace bullying (WPB) and harassment in the National Health Service (NHS). These reports have indicated that this culture of bullying has impacted on the quality of care for service users (Francis, 2013). The first aim of this research was to understand the lived experiences of WPB or harassment in the NHS and to examine the dynamics of power that construct the bullying relationship at different levels; the institutional level (macro level), the workplace (meso level) and at the individual level (micro level). The second aim was to understand how employees are both affected by, and resist power. The potential for resistance in an organisation could be used to expand knowledge in the counselling psychology profession (CPP) at the level of both research and intervention. This is an area that the CPP is well able to support. Therapists and Healthcare Professionals (HCP), who had left the NHS, were recruited from WPB websites and word of mouth and invited to attend a narrative interview. All were from different parts of the UK, representing varied NHS healthcare settings. Therapists and HCP were chosen because they are situated at the interface of the competing institutional systems that often reproduce bullying cultures, whilst at the same time could be facing the challenges of offering therapy to some service users who could be experiencing the same thing. Narratives were transcribed and analysed using narrative inquiry (NI) and a Foucauldian Discourse Analysis (FDA) as these allowed a deepening of an analysis of power at different levels. WPB and harassment manifested as discrimination, such as one narrator who was not offered a senior post for being black and challenging, whilst at other times this was impersonal, such as the general pressure of not conforming to workplace standards, such as working overtime, manifesting in group ganging. Whilst racism manifested as a visible, personal and humiliating attack, WPB experienced by the white narrators tended to be job related where the main threat was being made invisible in the service. All the narratives indicated how WPB and harassment reproduced normative structures in NHS workplace cultures that often discriminated against difference. They also revealed that not only were the narrators subject to WPB and harassment at an individual level, but this was also manifested through the organisation and institutionally, as racism and sexual discrimination. In summary, these findings indicated strongly that 'the personal' is indeed, 'political'. Implications and recommendation for the counselling psychology profession were made and expanded upon.
Workplace bullying: The role of perseverative cognition and coping in its impact on frontline employees' health and well-being
2019
Mokhtar, Daniella
University of Sheffield
This thesis investigates workplace bullying which refers to repeated negative acts between two parties where power imbalance exists, normally the victim being the one with less power. The aim of this thesis is to (1) investigate the longitudinal impact of workplace bullying on employees' health and well-being, (2) examine the cognitive reactions (PC) and behavioural reactions (coping strategies) as a mechanism of frontline employees in dealing with workplace bullying and (3) explore how employees perceive and make meaning of their bullying experiences in the workplace. This research uses a sequential explanatory mixed-method approach to identify and explore workplace bullying trough frontline employees' perception. Study 1 examined 70 frontline employees from various organizations living in Kuala Lumpur, Malaysia. This study focuses on the longitudinal impact of workplace bullying on employees' health and well-being and its reverse causation, mediating mechanism of perseverative cognition on the bullying-well-being relationship as well as the moderating role of coping in the mediating relationship through a survey approach. Meanwhile, Study 2 identified and explored actions that were perceived as bullying, experiences and reactions both cognitive and behavioural of the victims dealing with workplace bullying, and the impacts on their health and well-being through a narrative approach. This study involved 20 participants recruited from Study 1 who were identified as victims. Results revealed that bullying was prevalent within the workplace which gives negative impact to the employees' physical and psychological health. Repetitive negative thinking and worrying mediated the bullying-well-being relationship and this is moderated by certain acts of coping (e.g. problem solving and ignoring the problem). Silent retaliation and religious coping were one of the themes that emerged from the second study. Results of the two studies will be discussed further in the following chapters. The findings from this thesis reveals the need to improve the awareness of workplace bullying phenomena and organization's current practice that would fit the needs of front line employees. This includes providing greater organizational support, better reinforcements of current policies, improve communication and develop preventive interventions.
Act now: You have control over workplace bullying
2019
Tay, Chye Thiam Austin Aloysius
Birkbeck University of London
This thesis research aims to identify and test the efficacy of a self-administered intervention that victims of workplace bullying can use to help themselves if they have fallen into a state of psychological inflexibility. Some such individuals will resort to using an active or passive approach to confront a bully. While these approaches can be useful to temporarily alleviate the negative experiences arising from workplace bullying, they do not help to address the negative thoughts and emotions, such as self-blame and shame, that can manifest themselves because of bullying. Individuals dwelling in their negative experiences are essentially allowing themselves to get stuck in their thinking, which can eventually lead to depression and stress. There is currently no self-administered intervention that deals with this. Acceptance and Commitment Therapy (ACT) was chosen to be examined as a possible solution for this problem in this thesis research. ACT has been found to be useful in helping individuals who suffer from depression, stress and anxiety disorders, all of which are symptoms suffered by victims of workplace bullying. In the ACT model, there are six inter-related processes (acceptance, defusion, being present, self-as-context, committed action and values) and the culmination of all these processes helps individuals to become psychologically flexible. Three studies were conducted in this thesis research and the participants were from Asia, specifically from Hong Kong, Singapore and Malaysia. Study 1 involved a total of 50 participants using a questionnaire, sent using Qualtrics, an online software. It was conducted to identify whether those who have been exposed to workplace bullying are indeed low in psychological flexibility. This was found to be the case in this research. In Study 2, ten participants from those who had participated in the questionnaire were identified to have been bullied and to have scored low in their psychological flexibility score. The ten participants were randomly allocated into either an intervention group or a control group. Those who were in the intervention group received three sessions of skills training, and, apart from two participants, the remaining participants were found to have shown some change in their psychological flexibility. Using a qualitative approach in Study 3, thematic analysis was conducted and revealed that the participants did show a change in their mindset and were able to apply what they had learned to attain psychological flexibility. This thesis research reveals preliminary evidence of the efficacy of ACT for individuals who have been exposed to workplace bullying. This thesis should pave the way for further research in the area of workplace bullying, to explore and focus on intervention that bullied targets can use to help themselves to navigate through the residual psychological thoughts and emotions they carry as a result of their bullying experiences.
Developing anti-bullying cultures in primary schools: what can head teachers do to ensure successful anti-bullying cultures?
2018
Brewer, Lesley
The University of Nottingham
Bullying in schools is a widespread problem, attracting a great deal of interest and publicity in recent years. The negative impacts of bullying can have consequences for not just the victims, but also for the school, perpetrators and wider community members. Such consequences can be experienced instantaneously and/or at a subsequent time, often in later life. In recent years bullying has unquestionably moved into the spotlight as researchers and governments have investigated the phenomenon in greater depth. However, according to the NSPCC, it remains the top problem for children aged 11 and under contacting them and was the single biggest reason for boys calling CHILDLINE in 2015/16 (NSPCC, 2016). Bullying in primary school is, thus, of critical concern to educational policy makers and school leaders alike. Research would suggest that some schools experience more bullying incidents than others and that schools vary widely in both their approaches to and successes in dealing with the issue. Initiatives and approaches to bullying enter schools that serve particular communities, with particular experiences, individuals and histories, making them site specific. They are mediated by the practices of school leaders and are executed by staff with diverse levels of confidence, commitment and capacity. There is, thus, always variation in the ways in which practices are taken up. Even where schools profess to enact the same approaches they often meet with widely ranging outcomes for anti-bullying, as was evidenced through this investigation. This research, therefore, set out to understand what it is that more successful schools do in initiating and managing anti-bullying practices. It investigates the less frequently examined area of the effects of head teacher practices on the success of anti-bullying cultures. Set in the contexts of five diverse primary school settings, this thesis scrutinizes the approaches of head teachers as they facilitate and cultivate practices that enable or constrain anti-bullying cultures. It utilizes a mixed methods approach, where questionnaires, observations and semi-structured interviews and focus groups enable the voices and experiences of school community members to be heard. To facilitate this the methodological approach began as one that combined the lenses of Bronfenbrenner’s bio-ecological model (1979) and Lave and Wenger’s Communities of Practice (1991). However, it evolved to look beyond the latter and to incorporate the work of Kemmis and Grootenboer’s Practice Architectures which champions a dual purpose of education: to help people live well in a world worth living in (Kemmis and Gootenboer, 2008), suggesting a social justice approach to this research. This is an aspect that, until recently, was generally omitted in the discourses surrounding the nature, efficiency and sustainability of developing anti-bullying cultures’ in primary schools. I show that, in successful anti-bullying schools, although policy and targeted intervention are vital for providing focus and understanding, there is a culture of respect, care and collaboration that pervades the sayings, doings and relatings at every level. I argue that head teachers, in shaping the cultures of their schools, are fundamental to these aspects as they maneuver the inter-subjective spaces of practice architectures (Kemmis and Gootenboer, 2008). This research reinforces the need for head teachers to build upon existing practices, taking account of the histories and social and political actualities of their schools. It suggests that, taking account of these, the perceptions of players within the field may be as important as the actuality of situated practices as they unfold.
Lgbt youth experiences of bullying: power, intersectionality and participation
2018
Dominski, Hilke, G.
The University of Nottingham
The ensuing thesis is the result of an in-depth interrogation of the following research question: What are the school experiences of LGBT youth? Despite much research on homophobic bullying in school, little is known about how power intersects and prolongs a bullying event after the initial victimization is over. This study sheds a light on this issue, examining how LGBT youth understand bullying, their capacity within individual events, while uncovering how power shapes a bullying incident. The first part of the thesis forms the central argument demonstrating key principles underpinning challenges sexual minority youth face while at school. Interrogating political and neoliberal influences, this thesis introduces young people’s stories through multiple lenses. This thesis uncovers schools ineffectual use of inclusion policy revealing policy and practice are failing young people. Furthermore, LGBT young people’s human rights are also largely overlooked in policy practice. Not treated as having the same rights as other students interferes with their education, and therefore, their human rights. The first two chapters are grounded in present literature as demonstrated in chapter three, which is followed by methodologies in chapter four, rounding out the first section. Chapters five through seven establish the second part of this thesis. Here the reader is introduced to young people’s accounts unpacking bullying incidents. Introducing critical incidents revealed through narrative inquiry, leads to an interrogation of bullying and how power punctuates, intersecting a single event. Chapter eight concludes this thesis. Up to thirty young people participated in sessions, ranging in ages from sixteen to nineteen. Eighteen filled out a questionnaire, while surveys ranged from eight to seventeen participants. Eighteen participated with the one-to-one interview lasting from 30 to 60 minutes. Interviews revealed all young people had experienced bullying at school while several were severely physically bullied and harmed. Girls reported experiencing and identifying bullying differently than boys, while boys reported struggling with homophobic bullying representing their lost male privilege suggesting girls and boys experienced, perceived and defined bullying and power differently. Results revealed not everything defined as bullying, is understood as such. Additionally, power exerted onto the victim during a bullying incident came from multiple sources. First, it came from the initial attacker then moved to the teacher attempting to resolve the incident, and then to the administration. How they interrogated bullying informed and prolonged a bullying incident long after the initial event ceased. This thesis will reveal how bullying is understood and addressed in schools is ineffective due to its universal ideology considering all experience as the same, and is faulty.
Risk and protective factors for bullying and peer victimisation of children with and without special educational needs and disability
2018
Ralph, Nicola
Keele University
Children with Special Educational Needs and Disability (SEND) have been found to be at greater risk of experiencing peer victimisation and bullying behaviours than children without SEND (Mishna, 2003). This thesis investigated how individual level factors (e.g. SEND, emotional symptoms, reciprocal friendships, attitudes) and school level factors (e.g. inclusion) are related to peer victimisation and bullying, as well as the additional bullying roles, such as followers and defenders. 1,599 pupils (aged 11-14) from nine schools completed self-report measures to assess the variables of interest. Data on teacher (n = 194) and parent (n = 193) attitudes towards inclusion were collected along with parents’ experiences of inclusion at the schools as proxy measures of school inclusion. Each school’s inclusion/SEND policy and the Ofsted report also provided information on ‘inclusion’ at the school. Multilevel models were run for victimisation and bullying to investigate which variables predicted these experiences. Disability and emotional symptoms positively predicted victimisation while friendships negatively predicted victimisation with an interaction between emotional symptoms and disability also being significant. Attitudes towards SEND significantly positively predicted bullying behaviour. In both models, Ofsted scores were included at the school level and showed that as general Ofsted scores improved, levels of bullying and victimisation decreased. Although the developed measures of school inclusion (Ofsted reports and school policy analyses) did not appear to predict bullying of children with SEND, this study adds to a growing body of research which suggests that school level factors are important, with schools rated highly by Ofsted appearing to have lower levels of bullying.
Investigation of the association between young people's experiences of bullying and paranoia in clinical and non-clinical samples
2018
Rankin, Calum
University of Glasgow
Paranoia is the unfounded beliefs that others intend to cause physical and/or psychological harm. Emerging evidence reflects an association between bullying and paranoia in adolescence, but lacks control of theoretically relevant covariates (beliefs about paranoia, shame, social anxiety and emotional dysregulation). The aims of the present study were to a) examine the association between bullying and paranoia b) compare severity of paranoia between clinical and non-clinical samples and c) establish the robustness of any association by controlling for the covariates. Data from questionnaires were obtained from clinical (N = 24) and non-clinical (N = 212) samples of 16 to 18 year old adolescents. Results indicated a strong association between bullying and paranoia. The severity of paranoia did not differ between clinical and non-clinical samples. Bullying appeared to contribute independently with paranoia after controlling for the covariates in the non-clinical sample. Using the clinical sample, an indirect association was found between bullying and paranoia via emotional dysregulation and external shame. Findings are consistent with literature highlighting that bullying is associated with paranoia. Paranoia may serve an adaptive function to detect social threats, and therefore become heightened from bullying. Furthermore, this association appears to be influenced by emotional dysregulation and external shame. Future research should further examine the association between bullying and paranoia, as well as other specific psychotic experiences such as hallucinations, in longitudinal large sample studies controlling for effects of theoretically relevance processes, including external shame and emotional regulation. Clarifying the roles of external shame and emotional dysregulation have important clinical implications in the context of bullying and paranoia experiences.
Public/ private sector employee perceptions and experiences of workplace cyberbullying
2017
Kelly, Eoin
Dun Laoghaire Institute of Art, Design and Technology
While cyberbullying in education is a widely studied topic, research into workplace cyberbullying is less well represented in the literature. There are a number of approaches taken in the literature to defining the topic which results in a lack of an agreed definition on which to base future research. Using a qualitative approach involving in-depth face to face interviews with fifteen participants this study aimed to produce a definition of workplace cyberbullying grounded in the literature and supported by real world experience. Additionally, a comparison of the perceptions and the prevalence of workplace cyberbullying between the public and private sectors was undertaken. The definition of workplace cyberbullying produced was: Any act, intended to cause harm or perceived as harmful in the workplace that is delivered through digital means. The results of this study indicate that there is little difference between the two sectors regarding the perceptions of what constitutes cyberbullying in the workplace, with email misuse being the single most reported avenue for workplace cyberbullying. The implications of the study are that email misuse is a common cause of workplace cyberbullying in the workplace and given the high number of participants in the current study reporting experiencing workplace cyberbullying further research is recommended to quantify the extent of the issue.
The impact of self-generated images in online pornography
2017
Monaghan, Andy
Middlesex University
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.
A study of school anti-bullying policy in Taiwan
2017
Chung, Ming-Lun
University of Sheffield
This thesis explores the scale of bullying in Taiwanese schools and the impact of school anti-bullying policies. Critical realism is used in this policy-related research to argue against current empirical bullying research mainstream and how it may be possible to conduct scientific policy research in Taiwan. The thesis is divided into two parts, covering the literature review and methodology (four chapters in part one) and analysis of the case study in Taiwan (three chapters in part two). This research endeavours to link critical realism with empirical research to deepen our understanding of the school anti-bullying policy structure in Taiwan. The thesis begins with the exploration of the conceptualisation and development of bullying research in Chapter 2 whose main purpose is to capture the definition of bullying and the prevalence of school bullying in different countries and then illustrate the main research areas and the international trend of bullying research. Following Chapter 2, bullying-related theories and approaches to bullying research are highlighted in Chapter 3 and policy process theories and school anti-bullying policies are touched on in Chapter 4 in term of policy agenda setting, policy formulation and policy implementation consideration. A crucial role is played by Chapter 5 which focuses on the philosophical discussion of critical social research (ontology, epistemology and methodology) with reference to the appropriate use of practical methods and related ethical issues. This chapter sets out to explain how critical realism could function in this research to bridge the gap between the literature review and the case study research. In part two, three chapters discuss the formation of school anti-bullying policy in Taiwan. Chapter 6, which is an historical inquiry, illuminates the trajectory of school regulation policies with regard to the democratic transformation of a political system since 1945 in Taiwan. After the historical discussion, light is shed on empirical inquiry into school anti-bullying policy in Chapter 7, which analyses different debates over school anti-bullying policy and power struggles between four different policy stakeholders. Most importantly, Chapter 8 attempts to theorise the ‘generative mechanism’ behind the policy making process and the inferential logic of knowledge production is also considered at the end of this chapter. In addition, reflection on the generative mechanism and collective agency of community and professional groups in policy making are also involved. The concluding chapter reflects on the use of theories, methodology and the research findings in answer to the research questions and elaborates on the compatibility of critical realism, the critical qualitative case study and school anti-bullying policy research in Taiwan. To be reflexive this chapter finishes by looking at further research directions for policy making and practice between political governance, policy research and school practice.
The association between stress, psychological well-being and bullying in a britain and trinidad adolescent population
2017
Bovell-Pitt, Germaine.
University of Birmingham
Subclinical psychotic experiences (SPEs) are non-clinical, transient and benign but can become severe along the psychosis continuum pathways. The SPEs pathway is precipitated by bio-psychosocial underpinnings (stress, peer and family functioning, bullying, depression and anxiety), fundamentally during adolescence. Therefore, this research aimed to understand the association between stress and SPEs, how this association is moderated by peer and family functioning, possible subtypes of SPEs in this population and their prevalence and association with bullying. Common psychopathologies in adolescence, such as depression and anxiety, were also investigated in Britain and Trinidad. The research found elevated levels of stress to be associated with higher levels of SPEs and bullying was associated with specific types of SPEs, particularly, perceptual abnormalities-delusional ideas (PADI), persecutory ideation (PI) and magical thinking (MT). Adolescents with high levels of depression and anxiety are at an increased risk of decline in peer relations and reduce academic achievement both in Trinidad and Britain. The findings of this research informs that stress and bullying are possible risk factors in the onset of SPEs and the dysfunctional impact of depression and anxiety symptoms on peer relations and school life. This signals the need to reconstitute the cognitive and behavioural aspects of adolescence by early intervention of cognitive and behavioural therapy.
Lesbian, gay, bisexual, transgender & questioning young people on the internet: insights from european focus groups
2017
Clark, Ailie
University of Edinburgh
This thesis investigates the experiences of young people who identify as lesbian, gay, bisexual, transgender and who are questioning their sexuality (LGBTQ) on the Internet. Specifically, the project explores how LGBTQ young people use the Internet, how they communicate online, the impact that the Internet has on their life and how they stay safe online. Despite the Internet being an ever-growing aspect of people’s lives and the potential opportunities that it presents for marginalised groups such as LGBTQ young people, there have been a relatively small number of qualitative studies in the area. Methodology: As there has been limited research regarding LGBTQ young people’s use of the Internet, a systematic review of qualitative studies exploring the experiences and views of cyberbullying by children and adolescents in the general population was conducted using Framework Synthesis. Subsequently, an empirical study was completed which involved conducting a secondary analysis, using Framework Analysis methodology, of data collected from focus groups with LGBTQ young people regarding their Internet use. In total, five focus groups were held with forty-one LGBTQ young people recruited across four European countries. Results: A total of eighteen studies were included in the qualitative synthesis exploring children and adolescents’ cyberbullying experiences. Although there was some variation in the quality of the studies, there was clear support for four main themes: Online vs. Traditional Bullying Environment, Risk Factors, Victim’s Experience and Preventative Measures. These themes highlighted both the potential causative factors of cyberbullying as well as how the victim experiences different aspects of the incident such as their initial understanding of the event to the long-term impact of cyberbullying. A number of preventative measures were also suggested, including the need for adults to increase their understanding of technology and cyberbullying in order to enable them to be a viable source of help. Within the empirical study, four main themes emerged from the data: Digital World as Part of Daily Life, In Control of Their Online World, Seeking Connection and Navigating Risk. The latter three main themes also consisted of a number of subthemes. The results indicate that participants have embraced the Internet into their everyday lives and that the LGBTQ population reaps specific benefits as the Internet allows them to overcome or compensate for barriers faced within their offline lives. Participants also reported the need to navigate many risks online, however interestingly they appeared confident in doing so and discussed the variety of ways in which they achieve this. Discussion: The results of the qualitative synthesis provided tentative support for two different theoretical models of cyberbullying, indicating that both an individual process model and an ecological system model are mutually useful ways of understanding this phenomenon. Clinical implications spanned both individual and systemic measures that could be taken to reduce the likelihood of cyberbullying occurring. However, it is also clear that further research, in particular qualitative research, is required to continue to develop our understanding of this topic as a whole. The findings from the empirical project suggest that LGBTQ young people must balance the opportunities provided by the Internet whilst also managing the risks that it poses. The importance of retaining the empowerment for young people on the Internet was clear, especially for young LGBTQ people who may use the Internet as an alternative way of meeting their needs and engaging in developmental tasks such as sexual identity development. However, there is also a need to ensure that these young people are safe online and therefore interventions such as parental education and the development of age appropriate resources are required to promote both empowerment and safety for this population.
The experience of migrant students in an irish second level school
2017
Condon, John
National University of Ireland, Maynooth
Immigration to Ireland in the late 20th and early 21st century has transformed Irish society from being a largely mono-cultural to a more intercultural society. This study is concerned with the experience of migrant students in a second level school. It explores the experiences of a small number of migrant students who completed five years of second level education in a provincial Irish town. The students came from a range of countries in Eastern Europe and Africa. This is a one-school insider case study where the principal is the researcher using qualitative interviews with students and staff to build a picture of intercultural education with its strengths, weaknesses and suggestions for improvement. In-depth qualitative interviews were conducted with students in the year or two after they completed school. Teachers’ experiences were also analysed using questionnaires and interviews. The portrait that emerges is that of a school in transition with a vibrant and complex intercultural student population. Themes emerging as significant from the research include the school curriculum, bullying and racism, relationships with teachers, the role of parents, the experience of socialisation and schooling and pedagogical responses. These complex issues are discussed in light of student experiences, teacher comments and insights from literature. Recommendations are made for a more inclusive curriculum, for celebrating the resource that is an intercultural classroom, for a pedagogy of cooperative learning, peer education and action research by students and teachers.
Using the implicit relational assessment procedure (irap) to explore implicit versus self-report attitudes toward bullying with students at post-primary and university levels
2017
Curtis, Aisling
National University of Ireland, Maynooth
The current research sought to develop the Implicit Relational Assessment Procedure (IRAP) as a measure of bullying attitudes amongst Secondary School and University Students in South East Ireland. The research assessed whether IRAP performance differed between University and Secondary School Students; and investigated the impact of picture versus word stimuli on IRAP performance. It also examined whether an educational intervention video affected participant responding on implicit measures by presenting the IRAP at pre and post-intervention. Explicit measures were presented at pre-intervention only and compared across studies. Implicit measures were presented at pre and post-intervention and compared across groups, gender, and IRAP stimuli (words versus pictures). In Study 1, 30 University Students and 30 Secondary School Students were exposed to (i) a word-based IRAP designed to assess attitudes towards toxic (e.g. Just go die/Rot in hell) and innocuous phrases (Go on ya fool/Don’t be daft) pertaining to bullying; (ii) explicit measures including the Bullying Prevalence Questionnaire (BPQ), the Revised Pro-Victim Scale (RPV-S), the Bullying Attitudes Questionnaire Modified (BAQ-MM) and the Cyberbullying Survey (CS) and (iii) an educational intervention video about the negative and lasting effects of bullying. IRAP trial-type analysis for Study 1 revealed statistically significant effects on the Toxic- Abusive and Innocuous-Harmless trial-types. Results revealed no statistically significant differences between data for groups, gender, or between pre and post-intervention responses on the IRAP. Using Pearson’s product-moment correlation coefficient, statistically significant correlations were found between the Pro-Social subscale of the BPQ and Toxic-Harmless and Innocuous-Abusive IRAP trial types. In Study 2, 30 University Students were exposed to a picture-based IRAP with images pertaining to cyberbullying and the same intervention and explicit measures as in Study 1. Again, participants were exposed to the explicit measures at pre-intervention, and to the IRAP at pre and post-intervention. Trial-type analysis for Study 2 revealed statistically significant effects on the Toxic-Abusive and Innocuous-Harmless trialtypes. Results revealed no statistically significant differences between participants’ pre and post-intervention scores on the IRAP or explicit measures; and no correlations between implicit and explicit measures. Further analysis using a 2x2x4 mixed repeated measures ANOVA found no statistically significant differences between University Students’ responses on a word-based IRAP in Study 1 versus a picture-based IRAP in Study 2. Overall, participant responding on the IRAP showed a statistically significant effect for the Toxic- Abusive and Innocuous-Harmless trial-types. Findings are discussed with reference to the research literature.
Individual experiences of bullying behaviours : a portfolio of research and therapeutic practice
2017
Ditchfield, D.
The City University (London)
Tackling bullying within the healthcare profession is a major priority considering the costs and risks associated with it, and a full understanding of what behaviours constitute bullying is crucial (Allen, 2015). This mixed-methods study’s QUAL/Quant aims were, firstly, to establish what ALT staff considered to be their experiences of bullying (QUAL) and, secondly, to consider the prevalence of negative acts and their potential relationships to levels of reported depression (Hypothesis 1), stress (Hypothesis 2) and anxiety (Hypothesis 3) (Quant). A pragmatic epistemological framework was utilised for this study with a qualitative focus. Employees from five divisions of ALT were invited to participate in this study, and 303 (response rate 27.5%) took part in the quantitative questionnaire-based study. Eight participants who had described experiences of being bullied were interviewed qualitatively. Prevalent negative behaviours, as reported were: being exposed to an unmanageable workload, having your opinions and views ignored, excessive monitoring of work, being ordered to do work below your level of competence, and being ignored or facing a hostile reaction when you approach. All three hypotheses were strongly supported, in that there was a significant positive relationship between reported experiences of negative acts and levels of depression, anxiety and stress. A constructivist grounded theory approach was adopted for the analysis of the qualitative data. The findings suggested that the experience of bullying was far more complex than the reporting of negative acts and included a stealth-like nature prior to individuals recognising a bullying event. The integration of both methods during the analysis enabled a more thorough exploration of the experience of bullying behaviours than either a qualitative or quantitative approach would have achieved in isolation.
A sociological exploration of lived experiences of LGBT people in the UK
2017
Formby, Eleanor
Sheffield Hallam University
This body of work examines lived experiences of LGBT people within three sub-themes: sex and relationships education (SRE) and sexual health; homophobic, biphobic and transphobic (HBT) bullying; understandings and experiences of LGBT ‘community’. I have identified a persistent invisibility of LGBT identities in school-based SRE and NHS healthcare provision, and argue that heteronormativity and heterosexism impact on sexual decision-making and sexual wellbeing. In particular, they foster fears about health services, specific concerns about confidentiality and/or disclosure, and fears about judgement or discrimination during health-related encounters. In work in school and youth work settings I have linked curriculum invisibility to experiences of homophobia, suggesting that there is more at play than individual experiences of ‘bullying’. I have highlighted the complexity of language use related to homophobia and bullying, and demonstrated that some school responses can (appear to) ‘abnormalise’ LGBT identities, for instance in referrals to counselling that young LGBT people can interpret as apportioning ‘blame’. I have also pointed to tensions between governmental efforts to address HBT bullying and, until recently, their lack of support for school-based SRE. In exploring constructions of LGBT ‘community’, I have demonstrated the complexity of experiences, and argued that use of the (singular) term ‘LGBT community’ risks minimising or misunderstanding such diversity, which has implications for service planning and provision. Across my work, I stress the importance of adopting a sociological approach to what are often psychologised subjects, demonstrated in my illustrations of people’s ongoing (LGBT) identity management. In doing so, I show how legislative developments do not always lead to improved experiences for LGBT people. However, I seek to influence policy and practice in a way that does not over-state LGBT people’s perceived ‘vulnerabilities’ or ‘at riskness’, and that does not portray (particularly young) LGBT people as inherent ‘victims’ in need of ‘support’.
Precursors and outcomes of sibling bullying
2017
Heinrich, Martina Isabel.
Kingston University
Sibling relationships have a great impact on children's social and psychological development. This thesis provides an all-encompassing examination of the precursors and outcomes of sibling bullying through three quantitative studies: the first study, a meta-analysis, provides a foundational schema of the factors associated with sibling conflicts; the second study, a short-term longitudinal study, examines the individual and proximal precursors of sibling bullying and its short-term outcomes (one and two years later); the third study, a long-term longitudinal study, examines the distal precursors of sibling bullying and its long-term outcomes (five years later). The first study assessed the strongest effect sizes associated with sibling conflicts. It examined the link between parent-child relationships, familial factors and sibling conflicts. Studies were identified through a systematic search, coded, and selected based on criteria relevant for this study resulting in 60 studies (178 effect sizes), which in total involved 43,270 participating children and adolescents. Studies were categorised as proximal and distal factors. Those involved in sibling conflicts were significantly less likely to have authoritative, and warm and affectionate parents, and less likely to come from families with affluent socioeconomic-status, positive family climate and good marital quality. Conversely, more sibling conflicts were significantly related to abusive and neglectful parents, and parent-child conflicts; and more likely to come from families with poor mental health, low SES, adverse family atmosphere and parental conflict. The factors were moderated by assessment methods, study design, direction and form conflict, gender constellation, and continent. This study served as a building block for the two following studies, as it highlighted key factors to focus on in further assessing the precursors and outcomes of sibling bullying. The second study, which was based on the Edinburgh Study of Youth Transition and Crime (ESYTC, 2014) found that parenting factors were crucial to sibling bullying. Parental involvement, parent-child conflict and parent-child leisure time were precursors and outcomes of sibling bullying, so that more parental involvement and parent-child leisure time were associated with less sibling bullying perpetration and victimisation. Further, sibling bullying perpetration and sibling victimisation were precursors of peer bullying perpetration and victimisation one and two years later. However, the strength of the association declined over the course of two years. Impulsive behaviour and social alienation seem to be fundamental influencing factors in the development of sibling bullying and sibling victimisation, respectively. Additionally, children who were involved in peer bullying were more likely to have been involved in sibling bullying, compared to peer neutrals one and two years later. The third study, which was based on the Avon Longitudinal Study of Parents and Children (ALSPAC, Boyd et al., 2012) found that maternal somaticism was the strongest predictor of sibling bullying. Further, the strongest predictor of sibling victimisation was partner-to-mother verbal violence. Symptoms of depression at 16.5 years of age was the strongest outcome of sibling bullying perpetration and victimisation at 12.5 years of age. Children who were peer bully-victims when they were 17.5 years old were more likely to have been sibling pure bullies and sibling bully-victims, compared to children who were peer neutrals. The results suggest that familial factors significantly influence the quality of sibling relationships. Additionally, the findings show that sibling bullying is related to peer bullying, so that children mirror bullying behaviours across social contexts (i.e. family environment and school environment). The findings of this thesis are important for clinical practitioners, social workers, parents and schools. Based on these findings practitioners could tailor family and parenting intervention programs that prevent siblings from establishing conflictual relationships with one another. Particularly, it is suggested that bullying intervention programs should integrate three aspects: family members should play an integrated and active role in their plans to reduce bullying and victimisation; bullying intervention and prevention studies should commence at preschool ages; positive family climate should actively be nurtured, in addition to lowering hostility.
Childhood bullying and paranoid thinking
2017
Jack, Alexander Henry
University of Nottingham
Psychotic phenomena are prevalent in non-clinical populations, with a continuum existing between psychotic-like experiences (PLEs) and incidence of clinical relevance. Phenomena-associated distress often demarcates a threshold whereby individuals seek help, and experiential risk factors are consistent at both ends of the continuum. Increased exposure to stressors may predict the transition from transient, to persistent and impairing psychotic-like symptoms. PLE-specific trajectories have been noted in the literature, with childhood bullying victimisation mooted to predict the development of paranoid thinking; paranoid thinking underlies some expressive violence. Whilst bullying victimisation is a cause for concern in itself, the cognitive and behavioural consequences for victims are potentially significant. Paranoid individuals can incorrectly appraise threat in neutral social situations, and employ maladaptive safety behaviours to reduce perceived danger. Such misperception of social events, and behavioural responses, could result in aggressive or violent actions towards others. The current thesis examines this topic.
Adolescent bullying and intrasexual competition: body concerns and self-promotion tactics amongst bullies, victims and bully-victims
2017
Lee, Kirsty
University of Warwick
Bullying is ubiquitous and a major cause of psychological distress and disease. While most bullying research investigating the predisposing, precipitating and perpetuating factors has focused on victims, important gaps remain regarding the theoretical drivers of bullying perpetration. Using sexual selection and intrasexual competition as a theoretical framework, researchers have argued that bullying is an evolved behaviour that enables bullies to obtain or maintain a strong position in the social hierarchy and have greater access to resources, including sexual and romantic experiences. Intrasexual competition comprises two key features: competitor derogation and self-promotion. Bullying could be considered as a type of repeated competitor derogation, but the extent to which bullies engage in self-promotion tactics is unknown. As body shape and size are of central importance to males and females in the context of intrasexual competition, the aims of this thesis were: to determine whether body weight or body image independently or jointly predict bullying role; and to examine the extent to which bullies, victims and bully-victims are preoccupied with self-promotion through body alteration, and whether this is related to psychological functioning. A large school-based study (The Bullying, Appearance, Social Information Processing and Emotions Study; The BASE study) of adolescents in the UK was conducted. Study 1 investigated whether body weight or body image (i.e., actual or perceived underweight or overweight) was independently associated with bullying role (bully, victim or bully-victim), and whether body weight and body image interacted to predict bullying role amongst adolescent boys and girls. Study 2 examined whether bullies, victims and bully-victims were at increased risk of weight loss preoccupation compared to adolescents uninvolved in bullying, whether psychological functioning mediated the relationship between bullying role and weight loss preoccupation, and whether sex was a key moderator. Study 3 examined whether bullies, victims and bully-victims had a higher desire for cosmetic surgery compared to adolescents uninvolved in bullying, whether the relationship between bullying role and desire for cosmetic surgery was direct or mediated by psychological functioning, and whether any effects were sex-specific. The findings offer several new contributions to knowledge. Firstly, it was revealed that body image, rather than actual body weight, is associated with being a victim and bully-victim. Bullies were of average weight and were more likely to be at an advanced pubertal status (girls only). Secondly, being a male or female bully was directly associated with increased desire for cosmetic surgery and weight loss preoccupation (boys only). The relationship between being victimised (as a victim or bully-victim) and cosmetic surgery desire and weight loss preoccupation was mostly mediated by reduced psychological functioning. Overall, victims had the highest desire for cosmetic surgery, whilst bully-victims had the highest weight loss preoccupation; there were no significant differences between male and female victims or bully-victims. In conclusion, the findings that male and female adolescent bullies are engaging in or cognizing about self-promotion strategies to improve physical appearance, which was unrelated to psychological functioning, are consistent with the theory of bullying as a form of intrasexual competition. Bullies are thus multi-strategic in their attempt to obtain or maintain social dominance. Bullied adolescents are similarly concerned about their appearance, but this is mostly because of reduced self-esteem, body-esteem and emotional problems as a result of being bullied. Thus, adolescents involved in bullying are at increased likelihood of attempting to alter their physical appearance, albeit via different pathways and with likely different outcomes. The research advances theoretical understanding about bullies and has practical implications for understanding the body concerns and self-promotion tactics of bullies, victims and bully-victims.
The perceived role of bullying bystanders in mexican secondary school settings
2017
Lopez Romero, Maria E.
University of York
Bystanders play an important role in school bullying dynamics, having the power to provide or withhold the social rewards bullies seek. Bystander support is also beneficial for bullying victims, who experience less social and mental health problems if they have defenders. Even though bystanders generally disapprove of bullying, they rarely intervene in bullying incidents. Research suggests that two factors closely related to bystander intervention in bullying are moral disengagement and self-efficacy. Cultural influences and gender may also play a part in bullying and bystander dynamics. The main aim of this study was to explore Mexican secondary school students’ perceptions of their role in bullying situations. The study focused on gender differences in these perceptions, students' levels of self-efficacy, students’ use of moral disengagement dynamics, and student receptivity to material that encourages prosocial bystander behaviour. A questionnaire was developed to gauge students’ views on these topics, and administered to a sample of 186 secondary school students. Focus groups were also conducted to gain insight on group understandings and norms. A six-session workshop was designed and implemented to expose students to material on prosocial bystander behaviour. Results suggested that most students feel empathy towards bullying victims and acknowledge that they have the power to make a difference. However, participants are reluctant to put ideas into action for fear of bully retaliation and the belief that they cannot rely on support from other peers and school staff. This sense of powerlessness seems to have a cultural component to it, and is more common in male students. Other gender differences were observed: females displayed higher self-efficacy to help and lower moral disengagement levels. Research on cultural influences on bullying and bystander behaviour worldwide is needed, as well as further research on the implications, obstacles and opportunities of gender differences in this regard. Studies on what bystanders need to feel safe when helping bullying victims would also be a valuable resource for anti-bullying intervention efforts.
Adolescent-to-parent violence and abuse (apva): an investigation into prevalence, associations and predictors in a community sample
2017
McCloud, Elizabeth Jane
University of Portsmouth
Adolescent-to-Parent Violence and Abuse (APVA) is a form of family violence and abuse that has, in recent years, received increasing attention within academic literature. In England and Wales, APVA is beginning to have more of a presence in policing, youth justice and domestic violence and abuse policy. However, there remains a dearth of empirical quantitative research arising from the UK about this topic. In response, this research aims to report the prevalence of APVA from a UK cross-sectional community sample of 890 secondary school students (aged 11 to 18 years). Furthermore, adolescent characteristics and behaviours, familial characteristics, and school bullying experience are measured to ascertain whether these factors are associated with, and can predict, APVA. APVA was found to be prevalent amongst 64.5% of the sample; psychological APVA was more prevalent than physical APVA (64.4% and 4.3% respectively). Significant associations and predictors of APVA have been identified and three statistically significant logistic regression models are presented that can predict the probability of psychological APVA, physical APVA, and severe APVA occurring. This research contributes to the understanding of the experiences and characteristics of young people who exhibit APVA. The findings demonstrate that APVA is a complex phenomenon that is associated with and can be predicted by individual, family and school bullying characteristics. The results have implications for policy and practice, in particular that a holistic and whole-family approach should be taken to the assessment and subsequent planning of intervention for APVA and that APVA can be screened for in universal settings, such as schools. Therefore, awareness raising and prevention strategies could be incorporated into existing policy and practice frameworks. It is proposed that these findings are best interpreted and understood by ecological theories which can provide a useful framework with which to develop future research.
Exploring the feeling of embitterment in the workplace
2017
Michailidis, Evie
University of Surrey
Embitterment has been described as the emotion generated in the aftermath of an event experienced as unjust and unfair. Although embitterment is most commonly presented in the work context, research on workplace embitterment has remained scarce due to the fact that the concept of embitterment is rather new. This thesis aimed to shed some light on the prevalence of this emotion, its developmental context, outcomes and ways of treating it. Results from this thesis suggests that breaches in organisational justice, can trigger feelings of workplace embitterment which can impact negatively employees’ ability to psychologically unwind from work, as well as their work engagement and job satisfaction levels. The unfolding of further features of workplace embitterment and the development of interventions to improve this feeling seems a worthwhile future endeavour.
Understanding perceptions of cyberbullying in the transition between primary and secondary school
2017
Sutherland, Claire
University of Northumbria at Newcastle
Over the last decade, the nature of bullying has changed dramatically, moving from traditional, face to face to via communication technologies. The associated bullying behaviours and technologies is collectively known as ‘cyberbullying’. Cyberbullying is an increasing problem which results in negative outcomes for all involved. For victims, it is ubiquitous; there is no escape. Cyberbullying, has been directly and indirectly linked to an increased risk of suicide for both victims and bullies. It is therefore vital to explore what children, parents and teachers interpret as cyberbullying and how to design effective interventions to reduce cyberbullying and/or develop resilience and coping strategies. To date, research on cyberbullying has focussed on children in their teens. However, little is known about the perceptions of younger children particularly at the key transitions point from primary to secondary school. At this age, self-esteem decreases and peer support and influence become very important in determining behaviour. Technology use increases around this age and parental monitoring decreases. This thesis uses multiple methods to fully explore similarities and differences in perceptions and experiences between children before (aged 10-11 years) and after (aged 12-15 years) this transition and develops a behaviour change intervention to promote more positive behaviour online, increase resilience and self-efficacy. This thesis aims to develop ways for children to overcome adversity by developing their problem-solving skills and increasing their confidence levels to deal with a negative situation through building their cyberbullying resilience. Cyberbullying resilience can be strengthened through external factors such as a supportive environment, strong peer support and a sense of belonging and internal factors including high self-esteem, self-control and self-efficacy (Bozak (2013) as cited in Hinduja and Patchin (2017)). Initial findings suggested that cyberbullying is predominantly a female behaviour and that victims and bystanders are reluctant to seek adult intervention unless the situation is considered to be so extreme that they can no longer cope. Primary girls were found to be more likely to report a cyberbullying incident than secondary, even though there was no difference in their perception of the severity of the incident. This thesis adds to the literature by highlighting children, parents and teachers’ understandings and expectations around reporting and what these are. This thesis identifies age differences in relation to cyberbullying perceptions and reporting channels and presents a behaviour change intervention which increased self-efficacy and resilience levels. It is also applies a unique intervention approach by introducing implementation intentions with the intention to increase kind online behaviour in addition to building self-efficacy, self-esteem and cyberbullying resilience so that children have skills and strategies in place to deal with adversity online should the time come.
A critical analysis of the legal history of vicarious liability and its applications
2017
White, Emily Charlotte
Sheffield Hallam University
This thesis presents an examination of the historical developments of vicarious liability law in the English legal system over the past 200 years. The developments considered date from the principles laid down in Joel v Morison [1834] EWHC KB J39 to the most recent case of Bellman v Northampton Recruitment Ltd [2017] IRLR 124. The various tests for employment status and the course of employment are discussed, with specific analysis into why the tests have changed and developed. Case law and academic criticism is presented to emphasise how the changes have had a positive or negative impact on the clarity and fairness of the area of law.
Depersonalisation, burnout and resilience among mental health clinicians
2017
Wright, Stephen
Canterbury Christ Church University
Burnout in human services has become a widely researched psychological concept over the last 40 years (Shaufeli, Leiter & Maslach, 2009). Negative outcomes of clinician burnout in mental health services is well documented, however less research has focused on the specific burnout subsection of depersonalisation (Maslach, 1998). A mixed methodology was used which aimed to examine predictors of depersonalisation among qualified clinicians employed in NHS mental health services, as well as an exploration of experiences of resilience and burnout. A total of 261 Mental Health Nurses, Clinical Psychologists and Social Workers employed in NHS mental health services completed an online survey and open-ended qualitative questions. Multiple regression analysis suggested five significant predictors of depersonalisation; clinicians’ specialties, years of experience post-qualification, exposure to physical abuse, emotional exhaustion and low ratings of personal achievement. No significant differences of depersonalisation were reported among different professions. Thematic Analysis of responses to open-ended questions suggested that a ‘love of the job’ or desire to ‘help service users’ supported resilience. Job stressors such as exposure to physical abuse or bullying were reported as detrimental to resilience. Implications of maintaining compassionate and effective client care were discussed as well as limitations and areas of future research.