Suzanne Guerin

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.

An Evaluation of the Parents Plus Early Years Programme: A Video-based Early Intervention for Parents of Pre-school Children with Behavioural and Developmental Difficulties

This article describes the development of the Parents Plus Early Years Programme (PPEY): a video-based early intervention for parents of pre-school children with behavioural and developmental difficulties. PPEY combines individual parent-child sessions using video feedback with parenting group sessions using video-based teaching over a 12-week period. As well as detailing the research basis, theory and practice of the PPEY, the article describes the results of an initial study of 30 children, with a range of conduct, attention and developmental problems whose parents completed the programme. Results showed a significant drop in conduct problems and hyperactivity as measured by the Strengths and Difficulties Questionnaire, decreased parental stress as measured by Parent Stress Scale, and significant gains towards parent-defined goals. In addition, before and after video observation of parent-child interaction showed an increase in positive parent-child attention and a decrease in parent-child instructions, as measured by independent observers. Gains were maintained at 5-month follow-up. The article also includes some initial results of a follow-up qualitative evaluation of parents’ experience after attending the programme.

The relationship between bullying, depression and suicidal thoughts/behaviour in Irish adolescents

OBJECTIVES This study examined the prevalence of depressive symptoms, including suicidal ideation/behaviour, among bullied and non-bullied young people. METHODS Participants were 209 students, 97 male and 112 female, attending eight urban post-primary schools and aged between 12 and 15 years. Participants were interviewed using the Schedule for Affective Disorders and Schizophrenia for School Aged Children - Present and Lifetime Version, the Hopelessness Scale for Children, the Scale for Suicide Ideation, and the Suicide Intent Scale. RESULTS Data were analysed using a series of non-parametric comparison tests. Being a victim of bullying was found to be significantly associated with depression (χ2 = 10.986; df = 1; p = 0.001) and suicidal ideation (χ2 = 5.811; df = 1; p = 0.022). Results also indicated that victims were more likely to have reported a suicide attempt (χ2 = 5.995; df = 1; p = 0.022). Finally, those bullied were significantly more likely to have been referred to psychiatric services (χ2 = 6.661; df = 1;p = 0.011). CONCLUSIONS These findings suggest that the issue of bullying needs to be re-addressed within Irish schools, with particular emphasis placed on further investigation into the psychological consequences thereof.

A study of complicated grief symptoms in people with intellectual disabilities

INTRODUCTION Previous studies have shown a significant association between familial bereavement and the onset of challenging behaviours and psychopathology in people with intellectual disabilities (ID). However, little work has been done to accurately describe the specific symptoms of grief, in particular symptoms of complicated grief in this population. Consensus criteria for the diagnosis of complicated grief have been drawn up and tested for validity in the general population. AIMS To examine the occurrence of symptoms of complicated grief, and to explore the relationships between complicated grief and bereavement experience. METHOD A bereavement history questionnaire and a newly developed measure examining for symptoms of complicated grief were administered to a group of carers of people with mild or moderate ID, who had experienced a parental bereavement within the previous 2 years. The questionnaires were also administered to a matched comparison group, who had not been bereaved. RESULTS/CONCLUSIONS This carer-based comparison study has revealed that bereaved individuals with ID experience complicated grief symptoms following the death of a parent, with one-third of the bereaved group experiencing 10 or more clinically apparent symptoms. In addition, complicated grief symptoms were more likely to occur with higher rates of bereavement ritual involvement. These findings have both clinical and research implications.

An exploration of the experience, confidence and attitudes of staff to the provision of palliative care to people with intellectual disabilities.

Research suggests that shortcomings exist in the provision of palliative care to people with intellectual disabilities. This mixed-methods study aimed to describe the experience, confidence and attitudes of staff to the provision of palliative care to people with intellectual disabilities. The sample was drawn from the population of one Health Service Executive area in Ireland. Staff from intellectual disability and palliative care services completed surveys and participated in focus group discussions. Three hundred and eighty-nine questionnaires were distributed and 16 focus groups were held. Fifty-nine per cent of palliative care staff and 67% of intellectual disability services staff had cared for someone with intellectual disability who had died but level of experience was low. Both palliative care and intellectual disability services staff lacked confidence in their ability to provide palliative care. Staff were challenged by perceived ‘differences’ and ‘difficulties’ in the provision of care. They endorsed a partnership approach to care but focus group discussions revealed that a shared desire to cooperate was insufficient to guarantee effective collaboration.

A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings.

This is the first study to compare the social competence of children with moderate intellectual disability in inclusive versus segregated school settings in the Republic of Ireland. A convenience sample was recruited through two large ID services. The sample comprised 45 children across two groups: Group 1 (n=20; inclusive school) and Group 2 (n=25; segregated school). Parents and teachers completed the Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale-School: 2nd edition. A series of 2 x 2 ANOVAs were carried out on social competence scores using educational placement type (inclusive vs segregated school) and proxy rater (parent vs teacher) as the independent variables. Key findings indicated that children in inclusive schools did not differ significantly from children in segregated schools on the majority of proxy ratings of social competence. This supports the belief that children with intellectual disabilities can function well in different educational settings. Present findings highlight the importance of utilising the functional model of ID when selecting and designing school placements for children with moderate ID.

Review of Family-Based Psychosocial Interventions for Childhood Cancer

OBJECTIVE To report the findings of a systematic review of family-based psychosocial interventions with pediatric oncology populations. METHODS A number of intervention studies documenting psychosocial interventions for childhood cancer populations, that incorporated multiple family members, were examined. RESULTS Twenty-one studies were identified that met the criteria for inclusion and provided the data necessary for synthesizing the results. Findings illustrate that multiple family members are integrated into interventions for childhood cancer in a number of ways. Considerable variation was observed regarding the family member combinations targeted and the intervention modalities employed. A minority of interventions met the criteria for empirically validated treatments; however, evidence of beneficial outcomes was observed across the majority of interventions reviewed. CONCLUSIONS Findings suggest the feasibility, acceptability, and potential effectiveness of family-based psychosocial interventions in pediatric oncology. Recommendations for conducting future intervention studies are provided including the integration of qualitative methods in evaluations of family-based interventions.

A controlled clinical evaluation of the parents plus children's programme: a video-based programme for parents of children aged 6 to 11 with behavioural and developmental problems.

This article describes the development and the clinic-based evaluation of the Parents Plus Children’s Programme (PPCP), a group-based video-modelling-assisted programme for parents of children aged 6 to 11 referred to a Child Mental Health Service with significant behavioural problems both with and without associated developmental difficulties. In evaluating the programme, a sequential block design was used to assign 74 parents of children referred to the service to the PPCP group (n = 42) or the Treatment as Usual (TAU) Comparison Group (n = 32). Assessment took place before and immediately following the 8-week intervention for both groups and at 5-month follow-up for the PPCP Group. Compared to the TAU Group postprogramme, the PPCP Group displayed significant reductions in total difficulties and conduct problems as measured by the Strengths and Difficulties Questionnaire, decreased parental stress, increased parental confidence and significant improvements in parent-defined problems and goals. These positive changes were maintained at 5-month follow-up for the PPCP group, in addition to further significant improvements in peer problems and prosocial behaviour. The analysis also suggests that the programme is more effective for parents of children with behavioural problems only, than for those with associated developmental difficulties. The strengths and limitations of the study are discussed, as well as the difficulties of conducting practice-based research.

Using Children’s Drawings as Data in Child-Centred Research

Child-centred research shows a respect for children and promotes their entitlement to be considered as persons of value and persons with rights. With the growing interest in this approach to psycho...

Expanding the Test of Counterfeit Deviance: Are Sexual Knowledge, Experience and Needs a Factor in the Sexualised Challenging Behaviour of Adults with Intellectual Disability?.

It is posited within the literature that the sexualised challenging behaviour of adults with intellectual disability may be influenced by low levels of sexual knowledge, lack of sexual experience and unmet sexual needs. In this study, individuals with sexualised challenging behaviour were identified and matched for gender, age and ability level with individuals recruited to the non-sexualised and no challenging behaviour groups. All (n=24) were interviewed using the Socio-Sexual Knowledge and Attitudes Tool - Revised (SSKAAT-R) and the Sexual Knowledge, Experience and Needs Scale for Intellectual Disability (Sex-Ken-ID) to assess their sexual knowledge, experience and needs. Adaptive behaviour was measured as a covariate. In the current study, contrary to expectations in the wider literature, the sexualised challenging behaviour group showed significantly higher levels of sexual knowledge in several areas when adaptive behaviour was controlled. Their needs in relation to Dating and Intimacy were also significantly higher but no differences were found between groups in relation to sexual experience. The implications of these findings for service provision are outlined along with the considerations of directions for future research.