Here is the research we’ve found on cyberbullying in Ireland, with the most recent first. Please email us if you have any articles to add with the details ordered in the same format as the others.
Authors: Burke, Jolanta and McGuckin, Conor
Year: 2022
Title: BULLYING AND CHARACTER DEVELOPMENT: An Examination of Character Strengths Associated With Bullying and Cyberbullying in Postprimary Schools in Ireland.
Journal: Journal of Character Education
Abstract: A substantive body of research demonstrates negative bias toward reporting characteristics of young people associated with bullying and cyberbullying in schools, as both victims and perpetrators. The current study proposes a different approach. A sample of 2,799 postprimary school pupils aged 12 to 19 years (M = 15.5, SD = 1.66), divided equally across males and females, completed the Values in Action Inventory of Strengths for Youth questionnaire (VIA-Youth; Park & Peterson, 2005) and Corcoran’s (2013) modified version of the net- TEEN questionnaire (Machmutow et al., 2012). A series of stepwise regression analyzes found that the strength of “prudence” was a common denominator predicting nonparticipation in school bullying—as both perpetrators and victims of traditional and cyberbullying. Furthermore, the current study identified a list of other character strengths, such as “fairness” and “love, which predicted noninvolvement of each of the 4 bullying groups (traditional bullies, traditional victims, cyber bullies, cyber victims) differently. Implications of the current research for both practitioners and researchers are discussed, including the potential for the creation of a prosocial, strength-based program to prevent bully/victim problems in schools.
Authors: Burke, J., and Mc Guckin, C.
Year: 2022
Title: Bullying and character development: An examination of character strengths associated with bullying and cyberbullying in post-primary schools in Ireland
Journal: Trinity College Dublin
URL: http://www.tara.tcd.ie/handle/2262/100279
Abstract: A substantive body of research demonstrates negative bias towards reporting characteristics of young people associated with bullying and cyberbullying in schools, as both victims and perpetrators. The current study proposes a different approach. A sample of 2,799 post-primary school pupils aged 12 to 19 years (M=15.5, SD=1.66), divided equally across males and females, completed the Values in Action Inventory of Strengths for Youth questionnaire (VIA-Youth: Park & Peterson, 2005) and Corcoran’s (2013) modified version of the netTEEN questionnaire (Machmutow, Perren, Sticca, & Alsaker, 2012). A series of stepwise regression analyses found that the strength of “prudence” was a common denominator predicting participation in school bullying – as both perpetrators and victims of traditional and cyberbullying. Furthermore, the current study identified a list of other character strengths, such as “fairness” and “love”, which predicted each of the four bullying groups (traditional bullies, traditional victims, cyber bullies, cyber victims) differently. Implications of the current research for both practitioners and researchers are discussed, including the potential for the creation of a pro-social, strength-based programme to prevent bully/victim problems in schools.
Authors: Derek A. Laffan, Robert Slonje, Catriona Ledwith, Colm O’Reilly & Mairéad Foody
Year: 2022
Title: Scoping Bullying and Cyberbullying Victimisation Among a Sample of Gifted Adolescents in Ireland
Journal: International Journal of Bullying Prevention
URL: https://link.springer.com/article/10.1007/s42380-022-00134-w
Abstract: Research has indicated that gifted adolescents experience an increased amount of bullying and cyberbullying compared to their non-gifted peers. However, there has not been a sufficient attempt to investigate the extent of bullying and cyberbullying victimisation among gifted adolescent populations in Ireland. A total of 195 gifted adolescents between the ages of 14 and 18 years completed a comprehensive online survey assessing the bullying and cyberbullying prevalence, wellbeing, indicative mental health, and friendship quality outcomes. The results showed considerably higher prevalence rates of bullying and cyberbullying victimisation among gifted adolescents compared to an all-Ireland national prevalence rate. Bullying and cyberbullying victimisation was associated with higher levels of negative outcomes. Females, LGBTI + , and twice-exceptional participants scored significantly lower on satisfaction with life and significantly higher on negative outcomes compared to other gifted participants. The results are discussed alongside recommendations for anti-bullying policies and teacher education provisions.
Authors: Aoife Lonergan, Amy Moriarty, Fiona McNicholas and Triona Byrne
Year: 2021
Title: Cyberbullying and internet safety: a survey of child and adolescent mental health practitioners
Journal:
Abstract: Cyberbullying is increasingly recognised as a threat for young people’s mental health. Young people and their families may not know how to stay safe online or how to respond following unsafe internet experiences. This study aimed to examine Child and Adolescent Mental Health Service (CAMHS) staff perceived knowledge, practice and attitudes towards cyberbullying (CB) and internet safety (IS), and their training needs. A descriptive, survey design was used. 59 CAMHS clinicians completed a study specific online survey examining their knowledge, practice, attitudes and training needs regarding CB and IS. Frequency and descriptive statistics were conducted on participant responses. Clinicians reported that risky internet behaviour and CB were frequent experiences reported by youth attending their clinical practice. Professionals were aware of potential adverse effects on the young person, including social withdrawal, low self-esteem, anxiety, self-injurious behaviour and suicidal thoughts. Training for young people on online behaviour and good digital citizenship skills was a highly endorsed preference. The majority of respondents felt CAMHS staff have a role in supporting families and managing IS and identified training and resource materials as strategies to assist them in this regard. Findings support a need for clinicians to regularly inquire about internet use, safety and adverse online experiences. The ongoing development of resources and training in CB and IS for CAMHS clinicians, children and caregivers is necessary. Further research is warranted due to the small sample size and the subjective nature of the current study.
Authors: Ida Risanger Sjursø, Hildegunn Fandrem, James O’Higgins Norman, & Erling Roland.
Year: 2019
Title: Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland
Journal: International Journal of Environmental Research and Public Health
URL: https://doi.org/10.3390/ijerph16071163
Abstract: A growing body of research shows a correlation between an authoritative school climate and lower levels of bullying. One objective of this study is to conceptualize authoritative intervention in bullying cases. A second goal is to explore whether, and how, the pupils, having experienced traditional and/or cyber victimization, perceive that the class teacher is demonstrating authoritative leadership when intervening in long-lasting cases of bullying. The class teacher refers to the teacher that has special responsibility for the class. The article presents the findings from nine semi-structured interviews with four Irish and five Norwegian pupils. The informants were between 12 to 18 years of age and had experienced either traditional victimization or both traditional and cyber victimization for 1 to 7 years. The informants were selected because their cases had been reported as resolved. The findings showed no descriptions of the class teacher that appeared to fit with the authoritative style of leadership, both high on warmth and control. The possible practical implications of these findings are discussed.
Authors: Munnelly, A., Farrell, L., O’Connor, M., & McHugh, L
Year: 2018
Title: Adolescents’ Implicit and Explicit Attitudes Toward Cyberbullying: an Exploratory Study Using the Implicit Relational Assessment Procedure (IRAP) and Self-Report Measures.
Journal: The Psychological Record
URL: https://link.springer.com/article/10.1007/s40732-017-0261-0
Abstract: The current study reports the findings of an experiment in which adolescents’ explicit and implicit attitudes toward cyberbullying were explored. Participants first completed an explicit measure of their attitudes toward cyberbullying, followed by an implicit measure in the form of the Implicit Relational Assessment Procedure (IRAP). Results revealed that participants displayed a combination of anti- and pro-cyberbullying attitudes. There was no statistically significant correlation between participants’ implicit and explicit attitudes toward cyberbullying. The current findings may have important implications for our understanding of adolescents’ attitudes toward cyberbullying and the development of relevant educational programs.
Author(s): Munnelly, A., Farrell, L., O’Connor, M., & McHugh, L.
Year: 2017
Title: Adolescents’ Implicit and Explicit Attitudes Toward Cyberbullying: an Exploratory Study Using the Implicit Relational Assessment Procedure (IRAP) and Self-Report Measures
Journal: The Psychological Record
URL: https://link.springer.com/article/10.1007/s40732-017-0261-0
Abstract: The current study reports the findings of an experiment in which adolescents’ explicit and implicit attitudes toward cyberbullying were explored. Participants first completed an explicit measure of their attitudes toward cyberbullying, followed by an implicit measure in the form of the Implicit Relational Assessment Procedure (IRAP). Results revealed that participants displayed a combination of anti- and pro-cyberbullying attitudes. There was no statistically significant correlation between participants’ implicit and explicit attitudes toward cyberbullying. The current findings may have important implications for our understanding of adolescents’ attitudes toward cyberbullying and the development of relevant educational programs.
Author(s): Foody, M., Samara, M., & O’Higgins Norman, J.
Year: 2017
Title: Bullying and cyberbullying studies in the school‐aged population on the island of Ireland: A meta‐analysis
Journal: British journal of educational psychology
URL: http://onlinelibrary.wiley.com/doi/10.1111/bjep.12163/full
Abstract: Bullying research has gained a substantial amount of interest in recent years because of the implications for child and adolescent development. We conducted a meta-analysis of traditional and cyberbullying studies in the Republic and North of Ireland to gain an understanding of prevalence rates and associated issues (particularly psychological correlates and intervention strategies) among young people (primary and secondary school students).
Author(s): Savoldi, F., & Ferraz de Abreu, P.
Year: 2016
Title: Bullying, cyberbullying and Internet usage among young people in post-conflict Belfast.
Journal: Cogent Social Sciences
URL: http://www.tandfonline.com/doi/full/10.1080/23311886.2015.1132985
Abstract: In this paper, we analyse the relationship between bullying, cyberbullying and Internet usage in the post-conflict city of Belfast, using the conceptual framework of social capital theory. Observing the results of a survey we conducted among young people, with the help of local partners, we found a paradox, according to which moderate Internet users claimed to have been more exposed to cyberbullying than heavy Internet users. In the observed context, cyberspace seems to be a more suitable place for verbal offences, in particular for vulgar messages, the high level of occurrence of which, compared to the offline environment, explains the high levels of cyberbullying. Moreover, our findings confirmed a gender pattern according to which males constitute a slight majority of bullying victims, while females are a significant majority among cyberbullying victims.
Author(s): Purdy, N., & York, L.
Year: 2016
Title: A Critical investigation of the nature and extent of cyberbullying in two post-primary schools in Northern Ireland.
Journal: Pastoral Care in Education
URL: http://www.tandfonline.com/doi/abs/10.1080/02643944.2015.1127989
Abstract: This study aimed to investigate internet usage among post-primary pupils in years 9, 11 and 13 in two contrasting post-primary schools in Northern Ireland, the nature and incidence of cyberbullying among these pupils, and the ways in which their schools are currently addressing the problem. A mixed methodological approach was adopted: a paper questionnaire was completed by pupils in Years 9, 11 and 13 (n=425) in the two post-primary schools; focus group interviews were conducted with pupils from each year group (n=18); and individual semi-structured interviews were carried out with the pastoral care coordinators (deputy heads with responsibility for pupil wellbeing) of each school (n=2). The findings confirm that the post-primary pupils in these two schools own a range of internet-capable media devices and spend considerable time online. The incidence of cyberbullying among these pupils was relatively low, and most often consisted of hurtful or nasty comments sent via texts or posted on social networking sites. The study reveals inconsistencies between the approaches taken by the two schools, but also generally low levels of staff training, little engagement with parents, a lack of pupil confidence in the school’s ability to discuss cyberbullying openly, and a worrying absence of any systematic evaluation of the effectiveness of the schools’ current strategies for tackling this complex issue.
Author(s): O’Neill, B., & Dinh, T.
Year: 2015
Title: Mobile technologies and the incidence of cyberbullying in Seven European Countries: findings from Net children go mobile.
Journal: Societies
URL: http://www.mdpi.com/2075-4698/5/2/384/htm
Abstract: The harmful effects of bullying and harassment on children have long been of concern to parents, educators, and policy makers. The online world presents a new environment in which vulnerable children can be victimized and a space where perpetrators find new ways to perform acts of harassment. While online bullying is often considered to be an extension of persistent offline behavior, according to EU Kids Online (2011), the most common form of bullying is in person, face-to-face. With the rise in use of mobile Internet technologies, this balance is changing. Increased levels of use and more time spent online accessed through a variety of devices has increased children’s exposure to a range of online risks, including cyberbullying. This article presents the findings of the Net Children Go Mobile project, a cross-national study of children aged 9–16 in seven European countries. The research builds on the work of EU Kids Online and supports the identification of new trends in children’s online experiences of risk and safety. The study finds that while overall levels of bullying have remained relatively static, levels of online bullying have increased, particularly among younger teens. The relationship between cyberbullying and the use of mobile Internet technologies is examined and factors contributing to increased levels of cyberbullying are highlighted.
Author(s): Purdy, N., & Mc Guckin, C.
Year: 2015
Title: Cyberbullying, schools and the law: a comparative study in Northern Ireland and the Republic of Ireland.
Journal: Educational Research
URL: http://www.tandfonline.com/doi/abs/10.1080/00131881.2015.1091203
Abstract: Background: This study addresses the fast developing behavioural issue of cyberbullying in schools and its complex legal context. Purpose: This study set out to investigate teachers’ perceptions of the extent of cyberbullying and the extent to which school leaders in Northern Ireland and the Republic of Ireland feel knowledgeable and confident about dealing with cyberbullying problems in school. The study also examined the legal responsibility that schools in Northern Ireland and the Republic of Ireland have in dealing with incidents of cyberbullying. Sample: The sample comprised 14 headteachers and senior teachers from primary and post-primary schools (focus groups), and a further 143 school headteachers in Northern Ireland and the Republic of Ireland who responded to the postal questionnaire. Design and Methods: The sample was stratified according to geographical location, school management type and school size. The study had qualitative and quantitative elements. Focus group discussions were held in Northern Ireland and the Republic of Ireland involving experienced primary and post-primary teachers and headteachers. Questionnaires were sent to primary and post-primary school headteachers (n = 143 completed: response rate = 28.6%). Data were analysed to provide a descriptive overview of knowledge and attitudes as well as the experiences of staff working in schools in both jurisdictions. Results: The study indicates that school leaders in both Northern Ireland and the Republic of Ireland reported a level of frustration in their attempts to deal with the growing and very complex problem of cyberbullying. They expressed a desire for more guidance from their respective government departments of education. Analysis of data suggests that confusion surrounding the legal responsibilities of schools was common in both jurisdictions. Findings indicate that rather than relying on evidence-based strategies and procedures proposed by government, school leaders were resorting to ad hoc solutions, at best consulting neighbouring schools, while trying to unravel intricate webs of interpersonal online aggressive acts, many of which had taken place outside of school and outside-of-school hours. Conclusion: Recommendations are made in relation to the development and dissemination of training and resources for schools in both jurisdictions. In describing the challenges faced by school leaders in dealing with cyberbullying, this study highlights, more generally, the need for the development of guidance and professional support frameworks to help educators manage the problems that are presented by this complex and evolving social phenomenon.
Author(s): Corcoran, L., & Mc Guckin, C.
Year: 2014
Title: Addressing bullying problems in Irish schools and in cyberspace: a challenge for school management.
Journal: Educational Research
URL: http://www.tandfonline.com/doi/abs/10.1080/00131881.2013.874150
Abstract: Background: School management, in Ireland and also internationally, are currently faced with the problem of peer aggression among students both in a traditional school context and in a cyber context. Although Irish school principals are obliged to implement policy and procedures to counter bullying among students, there is a need for guidance that relates specifically to cyber-based peer aggression
Author(s): O’Moore, M.
Year: 2012
Title: Cyber-bullying: The situation in Ireland.
Journal: Pastoral care in education
URL: http://www.tandfonline.com/doi/abs/10.1080/02643944.2012.688065
Abstract: This paper reports on the first major survey of cyber-bullying undertaken in Ireland. While preliminary results have been published they were based on a smaller and incomplete sample of 12-16 year olds living in Ireland. The preliminary results addressed the incidence level of cyber-bullying and that of the different subcategories of cyber-bullying (text message bullying, the sending of pictures and video clips via mobile telephones, threatening calls, emails, instant messages and abuse via social networking sites and chat rooms). However, they omitted to provide a comprehensive picture of the views held by the participants to cyber-bullying. Thus the aim of the present paper is to report more thoroughly on the thoughts and feelings that students have to cyber-bullying and the ways in which they cope when subjected to cyber-bullying. The objective is to gain an understanding of cyber-bullying from the perspective of students in order that effective strategies can be developed to prevent and counter cyber-bullying. Across the sample (“n” = 3004), 13.9% reported that they had been cyber-bullied within the last couple of months and 8.6% confessed to cyber-bullying others. While 29.8% were bullied both offline and online and 24.4% bullied others online and offline, the fact that one in five students were found to be involved either as a cyber-bully, cyber-victim or both reflects that cyber-bullying is a cause of great concern to students, parents and teachers due to the emotional and behavioural problems experienced by them as a result of cyber-bullying, and one that requires urgent action. The views the students hold on cyber-bullying and their implications for prevention and intervention are discussed.
Author(s): Devine, P., & Lloyd, K.
Year: 2012
Title: Internet use and psychological well-being among 10-year-old and 11-year-old children.
Journal: Child Care in Practice
URL: http://www.tandfonline.com/doi/abs/10.1080/13575279.2011.621888
Abstract: This paper uses data from the 2009 Kids’ Life and Times Survey, involving 3657 children aged 10 or 11 years old in Northern Ireland. The survey indicated high levels of use of Internet applications, including social-networking sites and online games. Using the KIDSCREEN-27 instrument, the data indicate that the use of social-networking sites and online games is related to poorer psychological well-being among girls, but not boys. Boys and girls who experience “cyberbullying” have poorer psychological well-being. This association between psychological well-being and some Internet applications merits more attention in future research and policy development.
Author(s): Jäger, T., Amado, J., Matos, A., & Pessoa, T.
Year: 2010
Title: Analysis of Experts’ and Trainers’ Views on Cyberbullying.
Journal: Australian Journal of Guidance and Counselling
URL: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8497653
Abstract: Partners from nine European countries developed a cyberbullying training manual for the benefit of trainers working with parents, school staff and young people.1 The development of the training manual built on a two-level qualitative research process that combined elements of the Delphi method and online focus groups. The two studies outlined in this article aimed to assess trainers’ and experts’ views on the problem of cyberbullying while also gathering insight in relation to their preferences in terms of a training manual. This article outlines the main outcomes of a content analysis of experts’ and trainers’ views. According to experts and trainers, the sources of cyberbullying were specifically related to new technical developments and new patterns of usage, a lack of media literacy and media education, and the lack of appropriate laws, control and reporting mechanisms. Approaches for tackling cyberbullying suggested by experts and trainers included the provision of enhanced information on ICT and e-safety, adequate rules, monitoring mechanisms and sanctions. Furthermore a range of approaches targeting children and young people, parents and other adults, schools as well as approaches run by authorities and IT providers were suggested. In terms of the elements and style of a training manual, experts and trainers emphasised that it should be practically oriented, and that elements like narratives, case examples or video clips would be vital for the implementation of training.
Author(s): McElearney, A., Roosmale-Cocq, S., Scott, J., & Stephenson, P.
Year: 2008
Title: Exploring the anti-bullying role of a befriending peer support programme: A case study within the primary school setting in Northern Ireland.
Journal: Child Care in Practice
URL: http://www.tandfonline.com/doi/abs/10.1080/13575270701868694
Abstract: Bullying remains a significant issue in the lives of many primary school children in Northern Ireland and elsewhere. Children are now experiencing direct and indirect bullying as well as cyberbullying, all of which can have significant negative consequences for health and well-being that may persist in the long term into adulthood. Many children do not tell of their bullying experience or seek help and support. While bullying has achieved a higher profile on the policy and practice agenda over the past few years, prevalence and incidence rates have improved little. Peer support programmes have increasingly been identified as an important element of whole school approaches to tackling and preventing bullying. It has been suggested that these programmes contribute by building resilience, promoting friendship and challenging negative peer group roles in bullying behaviour. This paper presents a case study that describes the process by which a befriending peer support intervention was developed in a primary school setting in Northern Ireland. The factors contributing to its role in promoting friendship and countering bullying at the school are presented.
