James O’Higgins Norman

Mimetic Theory and Scapegoating in the Age of Cyberbullying: The Case of Phoebe Prince

Whilst traditional forms of bullying have and continue to receive considerable attention in the literature, research on technology-enabled bullying remains in an embryonic stage and considerable deficits exist in our understanding of the nature, extent, dynamics and consequents of this new form of bullying. Of the limited studies that exist on this issue, much relates to the United States. To date, there has been a dearth of comparative data from European countries, including the United Kingdom and Ireland. Furthermore, while questions arise about the way specific technologies might be used as a means of bullying, other questions arise about the extent to which cyberbullying is underpinned by the mimetic process in which scapegoats are identified and victimised within defined populations. This paper will examine the extent to which adolescent cyberbullying is related to social contexts such as post-primary schools and whether it can be explained by Girard’s mimetic theory of desire.

Cyberbullying, conflict management or just messing? Teenage girls’ understandings and experiences of gender, friendship, and conflict on Facebook in an Irish second-level school

Abstract In recent years, there have been growing concerns worldwide about young people’s safety online, much of which focuses on social media sites such as Facebook and Instagram. Moral panics about sexting and cyberbullying have constructed public discourses about social media as dangerous to adolescents’ safety and relationships. In the academic literature, there are conflicting perspectives on the nature of online relationships, behaviour, and risks, and on the causes and nature of cyberbullying. Less attention is paid—in both public and academic debates—to the role played by gender in online aggression, in spite of the fact that existing scholarship demonstrates that it is an important factor in the dynamics of young people’s online friendships and conflicts. This article presents the findings of an empirical, qualitative and quantitative study of teenage girls’ experiences and understandings of online friendship, conflict, and bullying in an Irish, single-sex secondary school. Questionnaires (n=116), individual in-depth interviews with students (n=26), and a focus group with teachers were used. Our study indicates that significant communicative phenomena within girls’ everyday lives remain unreported and frequently misunderstood.

Conflicts of Ethos: Issues of Equity and Diversity in Faith-based Schools

The recent rise in the number of faith-based schools in Britain creates some interesting issues. On the one hand it is clear that the government, and certainly former Prime Minister Tony Blair, perceives such schools as contributing not only to choice and diversity but also to the raising of educational standards. This appears to be because of an increasingly influential theory that schools with a strong ‘spiritual capital’ (Caldwell, 2008) can raise student achievement. Spiritual capital is defined by Caldwell (2008: 241) as ‘the strength of moral purpose and the degree of coherence among values, beliefs and attitudes about life and learning’. Faith based schools would appear to fit these criteria.

Bullying and Cyberbullying Studies in the School-Aged Population on the Island of Ireland: A Meta-Analysis.

BACKGROUND Bullying research has gained a substantial amount of interest in recent years because of the implications for child and adolescent development. AIM AND SAMPLE 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). METHOD 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. RESULTS 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. CONCLUSIONS 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.

Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions

Abstract 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.

An observation and analysis of profiles among adolescents on the Yellow application

ABSTRACT Yellow is a social networking application for adolescents aged 13 and over. It has raised concerns with parents and educators because of its potential to link and create friendships with strangers. The current study involved a content analysis of 298 Yellow profiles to determine the age and gender of Yellow users, their sharing of personal information or images and their emoji use. Findings indicated privacy concerns such as high sharing of content through secondary profiles (i.e. linked Instagram accounts). Little evidence of a sexual nature was found and Emoji use was common and of a sexual nature in approximately half of the sample. Results are discussed in light of previous Irish research and recommendations for future studies are provided.

Fighting words as revolutionary pedagogy: a Freirean reading of young people’s experiences of a socially-engaged creative writing centre

ABSTRACT The present climate of standardisation and quantification compels schools to deliver outcome-based curricula that measure educational success in terms of academic attainment and students’ ‘ability’ to perform according to set criteria. Efforts to tackle educational inequality encourage conformity rather than address the underlying issues of the varied economic, cultural and social capital of diverse populations. Drawing on Paulo Freire’s theory of critical pedagogy, this paper examines the impact of a Freirean-inspired Dublin-based participatory arts initiative on youth from lower socio-economic backgrounds in Ireland. Focusing on the Freirean concepts of dialogue, democratic relations, voice, creativity and imagination, the authors present a case study of Fighting Words Creative Writing Centre, a socially-engaged participatory arts organisation currently operating in the non-formal education sector in Ireland. The research, a qualitative study conducted over a 12-month period, presents data gathered from participants and other key stakeholders through interviews and questionnaires. The findings indicate that participants in Fighting Words demonstrate increased levels of engagement and motivation, improved confidence and self-esteem, recognition of and pride in creative ability, a stronger sense of self, a greater ability to work collaboratively, and improved literacy.

Parents coping with cyberbullying: A bioecological analysis

Abstracts This chapter explores the extent to which parents are aware of the risk their children being exposed to cyberbullying and the extent to which they have the competencies to tackle the problem. Relying on Bronfenbrenner’s theory of human development we position our analysis within a bioecological model which recognizes that the issue of cyberbullying is complex and multi-systemic. We undertook a parent focused evaluation of 908 parents’ experiences of the internet. The aim was to analyze parental online facility, perceived confidence, and interactions with their children in regards to internet use and cyberbullying specifically, to see what might be gleaned about how parents approach cyberbullying and on-line safety, and how that might inform future practice in helping to better guide and educate parents. The results of the study revealed that parents tended to use different social media and apps to those used by their children which left them unfamiliar with the specific dangers their children were exposed to and they were also found to over rely on their children self-reporting about their safety on-line. The study revealed that parents use the internet as much as their children but not the same social media and that there was a need for them to engage in a more meaningful way with their children in relation to the risk of cyberbullying.