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School bullying and cyberbullying represent the most common forms of victimization during childhood and adolescence in many countries across the globe. Although they can be studied as distinct phenomena with their own defining characteristics, there is evidence to suggest that they are related and often co-occur. The present research aimed to estimate the rates of school bullying and cyberbullying, studied their evolution by age, and analyzed any possible overlap between the two. An empirical study was carried out with a large sample of children and adolescents in Galicia, Spain (N = 2083), where 10–17 year olds were presented with The European Bullying Intervention Project Questionnaire and European Cyberbullying Intervention Project Questionnaire. School bullying was found to be more prevalent than cyberbullying, with 25.1% involved as victims and 14.3% as bully-victims, while the cyberbullying rates were 9.4% for victims and 5.8% for bully-victims. Perpetration rates were similar for school and cyberbullying (4.4% and 4.3% respectively). The overlap between both phenomena adds to the evidence for a whole-community approach to tackling all types of bullying and victimization experiences, as opposed to each in silo. The clear age differences in bullying behaviours also suggest the appropriateness of tailoring anti-bullying programs to target specific age groups.
Rafael Pichel; Mairéad Foody; James O’Higgins Norman; Sandra Feijóo; Jesús Varela; Antonio Rial. Bullying, Cyberbullying and the Overlap: What Does Age Have to Do with It? Sustainability 2021, 13, 8527 .
AMA StyleRafael Pichel, Mairéad Foody, James O’Higgins Norman, Sandra Feijóo, Jesús Varela, Antonio Rial. Bullying, Cyberbullying and the Overlap: What Does Age Have to Do with It? Sustainability. 2021; 13 (15):8527.
Chicago/Turabian StyleRafael Pichel; Mairéad Foody; James O’Higgins Norman; Sandra Feijóo; Jesús Varela; Antonio Rial. 2021. "Bullying, Cyberbullying and the Overlap: What Does Age Have to Do with It?" Sustainability 13, no. 15: 8527.
Sexting has been identified as an emerging online phenomenon among adolescents. However, research investigating its behavioural correlates and the sexting behaviours (i.e., sending and/or receiving) is still scarce. The present study investigated the association between different sexting behaviours and various behavioural problems among Irish adolescents. A sample of 848 students aged 15–18 participated in the study (Mage = 16.4 years). A self-report measure assessing the sharing of sexual images among teenagers was created and administered for the purpose of this study. The Strengths and Difficulties Questionnaire was adopted to detect emotional and behavioural problems. Findings showed that senders of sexts are more likely to be girls, whereas receivers are more likely to be boys. Two-way sexting (i.e., sending and receiving sexts) was more prominent among boys, LGBTQ adolescents, and positively associated with peer problems. Findings are discussed in terms of their theoretical and practical relevance.
Mairéad Foody; Angela Mazzone; Derek Alan Laffan; Magnus Loftsson; James O'higgins Norman. “It's not just sexy pics”: An investigation into sexting behaviour and behavioural problems in adolescents. Computers in Human Behavior 2020, 117, 106662 .
AMA StyleMairéad Foody, Angela Mazzone, Derek Alan Laffan, Magnus Loftsson, James O'higgins Norman. “It's not just sexy pics”: An investigation into sexting behaviour and behavioural problems in adolescents. Computers in Human Behavior. 2020; 117 ():106662.
Chicago/Turabian StyleMairéad Foody; Angela Mazzone; Derek Alan Laffan; Magnus Loftsson; James O'higgins Norman. 2020. "“It's not just sexy pics”: An investigation into sexting behaviour and behavioural problems in adolescents." Computers in Human Behavior 117, no. : 106662.
James O’Higgins Norman. Tackling Bullying from the Inside Out: Shifting Paradigms in Bullying Research and Interventions. International Journal of Bullying Prevention 2020, 2, 161 -169.
AMA StyleJames O’Higgins Norman. Tackling Bullying from the Inside Out: Shifting Paradigms in Bullying Research and Interventions. International Journal of Bullying Prevention. 2020; 2 (3):161-169.
Chicago/Turabian StyleJames O’Higgins Norman. 2020. "Tackling Bullying from the Inside Out: Shifting Paradigms in Bullying Research and Interventions." International Journal of Bullying Prevention 2, no. 3: 161-169.
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. Class teacher refers to the teacher that has a 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.
Ida Risanger Sjursø; Hildegunn Fandrem; James O’Higgins Norman; Erling Roland. Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland. International Journal of Environmental Research and Public Health 2019, 16, 1163 .
AMA StyleIda Risanger Sjursø, Hildegunn Fandrem, James O’Higgins Norman, Erling Roland. Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland. International Journal of Environmental Research and Public Health. 2019; 16 (7):1163.
Chicago/Turabian StyleIda Risanger Sjursø; Hildegunn Fandrem; James O’Higgins Norman; Erling Roland. 2019. "Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland." International Journal of Environmental Research and Public Health 16, no. 7: 1163.
James O’Higgins Norman; Sameer Hinduja. Inaugural Editorial. International Journal of Bullying Prevention 2019, 1, 1 -2.
AMA StyleJames O’Higgins Norman, Sameer Hinduja. Inaugural Editorial. International Journal of Bullying Prevention. 2019; 1 (1):1-2.
Chicago/Turabian StyleJames O’Higgins Norman; Sameer Hinduja. 2019. "Inaugural Editorial." International Journal of Bullying Prevention 1, no. 1: 1-2.
The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.
Mairéad Foody; Helena Murphy; Paul Downes; James O’Higgins Norman. Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions. Pastoral Care in Education 2018, 36, 126 -140.
AMA StyleMairéad Foody, Helena Murphy, Paul Downes, James O’Higgins Norman. Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions. Pastoral Care in Education. 2018; 36 (2):126-140.
Chicago/Turabian StyleMairéad Foody; Helena Murphy; Paul Downes; James O’Higgins Norman. 2018. "Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions." Pastoral Care in Education 36, no. 2: 126-140.
Bullying kann das Recht von Kindern auf eine sichere Lernumgebung beeinträchtigen und so ihre soziale und emotionale Entwicklung negativ beeinflussen. Um Bullying-Verhalten in irischen Schulen zu reduzieren und ihm vorzubeugen, hat das irische Bildungsministerium im Jahr 2013 die Anti-Bullying-Maßnahmen für Grundschulen und weiterführende Schulen eingeführt. In diesem Beitrag wird die Effektivität dieser Maßnahmen im Hinblick auf ihre erfolgreiche Anwendung in Schulen und mögliche Auswirkungen auf Schülerinnen und Schüler, Lehrpersonen und die breitere Schulgemeinschaft bewertet. Auf der Basis erfolgreicher Implementierung und aktueller Forschungsergebnisse zum Bullying in Irland werden Empfehlungen für weitere stützende Maßnahmen auf politischer Ebene gegeben, um eine effektive und nachhaltige Veränderung im Hinblick auf diesen wichtigen Problemkreis zu erreichen. Involvement in bullying can impact on children’s right to a safe learning environment, negatively influencing their social and emotional development. To reduce and prevent bullying behaviours in Irish schools, the Department of Education and Skills implemented the Anti-Bullying Procedures for Primary and Post-Primary schools in 2013. This paper evaluates the effectiveness of these Procedures for best practice in schools, potential impacts on pupils, staff and the wider school community. Considering the principles of best practice and recent research on bullying in Ireland, we make recommendations for further supports at policy level to create effective and sustainable change on this important topic.
Mairéad Foody; Liam Challenor; Helena Murphyy; James O’Higgins Norman. The Anti-Bullying Procedures for Primary and Post-Primary Schools in Ireland: What Has Been Achieved and What Needs to be Done? Bildung und Erziehung 2018, 71, 88 -97.
AMA StyleMairéad Foody, Liam Challenor, Helena Murphyy, James O’Higgins Norman. The Anti-Bullying Procedures for Primary and Post-Primary Schools in Ireland: What Has Been Achieved and What Needs to be Done? Bildung und Erziehung. 2018; 71 (1):88-97.
Chicago/Turabian StyleMairéad Foody; Liam Challenor; Helena Murphyy; James O’Higgins Norman. 2018. "The Anti-Bullying Procedures for Primary and Post-Primary Schools in Ireland: What Has Been Achieved and What Needs to be Done?" Bildung und Erziehung 71, no. 1: 88-97.
Much research on bullying behaviour in schools among students has been carried out since the 1970’s, when Olweus started a large-scale project in Norway which is now generally regarded as the first scientific study on bullying. Yet, there has been little research on how teachers respond to reports of bullying and tackle bullying behaviour in post-primary schools. This paper reports on a preliminary study investigating teacher empathy levels and their preparedness for tackling bullying in a post-primary school in Ireland. There were two research questions central to this research. The first looked at how empathic are teachers in this school? The second examined to what extent it prepares them for tackling bullying? In answering these questions we relied on the Interpersonal Reactivity Index (IRI) to gather data on empathy levels among teachers (n=10), with findings related to existing research in the field. The results showed that teacher empathy is an important factor in creating and maintaining a positive school climate, which in turn leads to a prevention of bullying situations.
Helena R Murphy; John Tubritt; James O’Higgins Norman. The Role of Empathy in Preparing Teachers to Tackle Bullying. Journal of New Approaches in Educational Research 2018, 7, 17 -23.
AMA StyleHelena R Murphy, John Tubritt, James O’Higgins Norman. The Role of Empathy in Preparing Teachers to Tackle Bullying. Journal of New Approaches in Educational Research. 2018; 7 (1):17-23.
Chicago/Turabian StyleHelena R Murphy; John Tubritt; James O’Higgins Norman. 2018. "The Role of Empathy in Preparing Teachers to Tackle Bullying." Journal of New Approaches in Educational Research 7, no. 1: 17-23.
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). Four electronic databases were searched (PsychArticles, ERIC, PsychInfo and Education Research Complete) for studies of traditional bullying and cyberbullying behaviours (perpetrators, victims or both) published between January 1997 and April 2016. A final sample of 39 articles fit our selection criteria. CMA software was used to estimate a pooled prevalence rate for traditional/cyberbullying victimization and perpetration. A systematic review on the psychological impacts for all types of bullying and previously used interventions in an Irish setting is also provided. The results demonstrate the influence moderating factors (e.g., assessment tools, answer scale, time frame) have on reported prevalence rates. These results are discussed in light of current studies, and points for future research are considered.
Mairéad Foody; Muthanna Samara; James O'higgins Norman. Bullying and cyberbullying studies in the school-aged population on the island of Ireland: A meta-analysis. British Journal of Educational Psychology 2017, 87, 535 -557.
AMA StyleMairéad Foody, Muthanna Samara, James O'higgins Norman. Bullying and cyberbullying studies in the school-aged population on the island of Ireland: A meta-analysis. British Journal of Educational Psychology. 2017; 87 (4):535-557.
Chicago/Turabian StyleMairéad Foody; Muthanna Samara; James O'higgins Norman. 2017. "Bullying and cyberbullying studies in the school-aged population on the island of Ireland: A meta-analysis." British Journal of Educational Psychology 87, no. 4: 535-557.
The research reported in this paper sought to determine the level of awareness among school principals in primary schools in Ireland where homophobic bullying is concerned. International research has previously shown that school leaders as animators of school climate are often lacking in their responses to this type of bullying [Walton, G. 2004. “Bullying and Homophobia in Canadian Schools: The Politics of Policies, Programs, and Educational Leadership.” Journal of Gay and Lesbian Issues in Education 1 (4): 23–36; Pizmony-Levy, O., and J. G. Kosciw. 2016. “School Climate and the Experience of LGBT Students: A Comparison of the United States and Israel.” Journal of LGBT Youth 13 (1–2): 46–66; Taylor, C. G., E. J. Meyer, T. Peter, J. Ristock, D. Short, and C. Campbell. 2016. “Gaps Between Beliefs, Perceptions, and Practices: The Every Teacher Project on LGBTQ-Inclusive Education in Canadian Schools.” Journal of LGBT Youth 13 (1–2): 112–140]. We sought to ascertain whether school principals in Ireland have had experience of dealing with this type of bullying, whether they believe it is a significant issue and what they perceive their role to be in relation to addressing homophobic bullying. The research focused on the views of school principals because of the critical role they play in policy implementation and school organisation. The research revealed that one in every two school principals had responded to homophobic bullying and that these same principals did not always consider the use of homophobic pejoratives to constitute homophobic bullying. The paper points to the need for further education and training for school leaders on the topic of homophobic bullying otherwise their perspectives will contribute to the many silences that surround this topic in primary schools in Ireland.
Gerard Farrelly; James O’Higgins Norman; Michael O’Leary. Custodians of silences? School principal perspectives on the incidence and nature of homophobic bullying in primary schools in Ireland. Irish Educational Studies 2016, 36, 151 -167.
AMA StyleGerard Farrelly, James O’Higgins Norman, Michael O’Leary. Custodians of silences? School principal perspectives on the incidence and nature of homophobic bullying in primary schools in Ireland. Irish Educational Studies. 2016; 36 (2):151-167.
Chicago/Turabian StyleGerard Farrelly; James O’Higgins Norman; Michael O’Leary. 2016. "Custodians of silences? School principal perspectives on the incidence and nature of homophobic bullying in primary schools in Ireland." Irish Educational Studies 36, no. 2: 151-167.