Eilis Hennessy

Pupils' Definitions of Bullying.

Although there has been a growing interest in research on bullying in the last decade the majority of studies have used definitions of bullying and victimisation derived from researchers’ perceptions of the problem. The aim of the present study was to examine pupils’ definitions of bullying in school. The participants were 166 pupils in the top two years in five primary schools in Ireland (two in urban areas and three in rural areas). There were 89 male and 77 female participants, with a modal age of 12 years. An interview was designed to elicit pupils’ perceptions of the defining characteristics of bullying behaviour including (I) the behaviours described as bullying, (II) the importance of repetition, (III) the importance of intention, (IV) the effect on the victim, (V) the role of provocation and (VI) imbalance of power. The results suggest that repetition, intention, and a lack of provocation may not be central to pupils’ definitions of bullying. These results indicate some differences between pupils and researchers on what constitutes the most important defining characteristics of bullying. This suggests that approaches to bullying intervention programmes may need to be reconsidered in light of these findings.RésuméBien qu’il y eu un intérêt croissant dans la recherche sur le “bullying” dans les dix dernières années, la majorité des études ont utilisé des définitions de bullying et de s’anarcher en permanence sur une même personne, dérivent sur la perception du problème par les personnes menant cette recherche. Les études menées actuellement visent à comparer la définition de bullying dans le milieu scolaire à ceux utilisées dans la recherche. Le projet était de faire participer 166 élèves des deux dernières années de l’école primaire parmis 5 écoles irlandaises (deux dans les mileux urbains et trois dans les milieux ruraux). Un total de 89 garçons et 77 filles y ont participés avec une moyenne d’age de 12 ans. Un entretien a été élaboré pour obtenir la perception des élèves sur les caractéristiques de la définition de bullying comportant (1) les atitudes qui définissent le bullying, (2) l’importance de l’attention dirigé par le bullying, (3) l’importance de la répétivité, (4) le rôle du provocateur et (5) l’inégalité de pouvoir influer sur les autres et la conséquence des effects négatifs. Les résultat suggèrent que la répétition, l’intention et la non-provocation ne soient pas communs à la définition que se font les éléves du bullying. Les résultats montrent des différences entre la définition que se font les élèves et les chercheurs sur ce qui constitue les caractéristiques les plus importantes de la définition de bullying. Cela suggère que les programmes de luttes contre le bullying devrait être revu à la lumière de ces découvertes.

Children as Service Evaluators

In recent years there has been a growing interest in methods of eliciting childrens views on factors influencing their lives. When childrens views are sought it is important that this is done in a developmentally appropriate manner with instruments whose psychometric properties are known. The present review describes a variety of methods that have been used to evaluate childrens satisfaction with services in education, paediatrics and mental health. The majority of the studies used self-completion questionnaires and provided only limited information on reliability. Means of establishing reliability and validity in research with children are discussed, as are the variables that have been found to correlate with child satisfaction.

Factors associated with acceptance of peers with mental health problems in childhood and adolescence

BACKGROUND Research suggests that childrens reactions to peers with mental health problems are related to the maintenance and outcomes of these problems. However, childrens perceptions of such peers, particularly those with internalising problems, are neither well researched nor understood. The present study aimed to test a series of models relating socio-demographic and attributional variables to the acceptance of hypothetical boys and girls with attention deficit hyperactivity disorder (ADHD) and depression. METHODS A sample of 595 participants, drawn from five different age-groups spanning early childhood to late adolescence, completed a booklet of questions in response to two vignettes describing the behaviour of hypothetical target peers with depression and ADHD. The sample was drawn from schools randomly selected in the east of Ireland. RESULTS The models indicated that age and gender of the participant, and the perceived responsibility of the target character for his/her condition, were the three most important predictors of acceptance in all models. However, the relationship between these variables and acceptance varied depending on the gender of the target child and the condition (depression or ADHD) in the models tested. CONCLUSIONS The findings of the study suggest that the relationships between socio-demographic and attributional variables and acceptance of peers with mental health problems depend on the type of mental health problem under consideration. The findings have implications for the development of information and education programmes to improve the integration of children with mental health problems.

The effects of specialized training on caregivers and children in early-years settings: An evaluation of the foundation course in playgroup practice

Abstract This study examined the effects of a 120-hour preschool training course on caregivers’ behavior and children’s development in early-years settings. Sixteen caregivers attending this training course and 17 comparison caregivers were assessed on a measure of caregiver sensitivity in the child-care centers in which they were employed. Sixty-eight children, two from each center, were assessed for social and cognitive competence. Both the training and comparison caregivers and children were observed before and after the former group attended the training course. Caregivers who received training made significant gains in positive relationship and decreased in levels of detachment. The children in their care made significant gains in complex social and cognitive play from pre- to post-training. The comparison group adults and children showed no significant improvements from pre- to post-test times.

Focus Groups Versus Individual Interviews with Children: A Comparison of Data

Abstract In recent years there has been an increase in the use of qualitative data collection techniques in research with children. Among the most common of these methods are focus groups and individual interviews. While many authors claim that focus groups have advantages over individual interviews, these claims have not been tested empirically with children. The present study reports on the use of focus groups and interviews to collect qualitative data from 116 children in three age groups, with mean ages of 8.4, 11.5 and 14.3 years. The children were randomly allocated to participate in either focus groups or individual interviews where they were presented with identical material and questions relating to their beliefs about peers with psychological disorders. In line with previous research, the interviews produced significantly more relevant and unique ideas about the causes of these disorders than the focus groups, but the latter gave rise to greater elaboration of ideas. The participating children s...

Early day care and the development of school-age children: A review

Abstract This review presents a discussion of the results of studies which have measured the effects of early day care participation on the development of school-age children. The studies are varied in their aims and methodology and they span a 40 year period of time. Although the findings are diverse it is argued that there are consistencies. For example, most studies reported some measurable effect linked to age at starting day care and most studies reported small effects for type of care experienced. Very few of the studies measured day care quality but those that do found that better quality care produced better child outcome. Some possible reasons for the consistencies and differences are discussed.

‘He's just enthusiastic. Is that such a bad thing?’ Experiences of parents of children with Attention Deficit Hyperactivity Disorder

Parenting a child with Attention Deficit Hyperactivity Disorder (ADHD) is a challenging experience. The hyperactivity, impulsivity and inattention of a child with ADHD often put parenting skills to the test. The present study thus aimed to explore the experiences of parents of children with ADHD in Ireland. Eighteen parents of 7–12-year-old boys with a diagnosis of ADHD took part in open-ended interviews. Thematic analysis was carried out on the interview content. Six major themes were identified: (1) getting your head around ADHD; (2) the child takes over; (3) emotional impact; (4) inconsistency of structural supports; (5) ignorance and discrimination; and (6) its not all bad. Results are discussed in terms of the need to implement family-centred supports for ADHD. The importance of educating the population at large about ADHD is also discussed. Finally, the need to take a more positive, strengths-based approach to ADHD is highlighted.

Adolescents' beliefs about the fairness of exclusion of peers with mental health problems

Stigma research suggests that exclusion of peers with mental health problems is acceptable, however, no research has explored young peoples beliefs about the fairness of exclusion. Group interviews with 148 adolescents explored judgements about the fairness of excluding peers with ADHD or depression from dyads and groups. Young people evaluated exclusion of peers with ADHD or depression from dyads and groups, with the exception of group exclusion of the peer with ADHD, as mostly unfair. Beliefs about the fairness of exclusion were influenced by the attributions that they applied to the target peers behaviour, social obligations and loyalty within friendships and concerns about the adverse psychological effects of exclusion. Furthermore, their evaluations were influenced by personal beliefs about the social and personal costs of including the target peer. Evaluations of exclusion highlight novel avenues for to develop knowledge on the stigma of mental health problems.

Adolescents' perceptions of peers with depression: An attributional analysis

Understanding adolescents׳ perceptions of peers with depression is vital in order to tackle peer exclusion and lessen stigmatization. To examine adolescents׳ perceptions of a hypothetical peer with depression, we test an attributional model: that stigma towards persons with mental disorders is influenced by attributions about the causes of their disorders and inferences of personal responsibility. Participants were 401 adolescents from 4th year/10th grade with an age range of 14.75-17.08 years (M=15.90 years; S.D.=0.403 years). Structural Equation Modeling was employed to assess the relationships among causal attributions (personal control), perceived responsibility, and emotional reactions, in predicting social acceptance/exclusion of a peer with depression. Results indicated that (a) if the peer with depression is perceived as having little control over the cause of depression, responsibility is not inferred, participants feel sympathy and pity, and are likely to socially accept the peer (b) gender of vignette character and participant influence these responses. This study builds on our theoretical understanding of why adolescents with depression may face social exclusion from peers by applying a well-established theory in social psychology. Findings should be incorporated into the design of interventions aimed at reducing peer exclusion and stigmatization of adolescents with depression.

Is breastfeeding in infancy predictive of child mental well-being and protective against obesity at 9 years of age?

BACKGROUND Preventing child mental health problems and child obesity have been recognized as public health priorities. The aim of the present study was to examine whether being breastfed (at all or exclusively) in infancy was a predictor of mental well-being and protective against risk of obesity at age 9. METHODS Cross-sectional data from a large, nationally representative cohort study in the Republic of Ireland was used (n = 8357). Data on breastfeeding were retrospectively recalled. Child mental well-being was assessed using a parent-completed Strengths and Difficulties Questionnaire (SDQ). Childs height and weight were measured using scientifically calibrated instruments. RESULTS Logistic regression analyses indicated that, after controlling for a wide range of potential confounding variables, being breastfed in infancy was associated with a 26% (P < 0.05) reduction in the risk of an abnormal SDQ score at 9 years. Being breastfed remained a significant predictor of child mental well-being when child obesity was controlled for, indicating that being breastfed, independent of child obesity, is a predictor of child mental well-being. The results of a second logistic regression indicated that, after controlling for a wide range of potential confounding variables, being breastfed for between 11 and 25 weeks was associated with a 36% (P < 0.05) reduction in the risk of obesity at 9 years, while being breastfed for 26 weeks or longer was associated with a 48% (P < 0.01) reduction in the risk of obesity at 9 years. CONCLUSIONS Breastfeeding in infancy may protect against both poor mental well-being and obesity in childhood.