The causes and nature of bullying and social exclusion in schools, and ways of preventing them

Research Objectives

(1) the nature and definition of the phenomenon

Examine the terms used for 'bullying' across different countries/languages; the importance of certain definitional criteria and the valence or moral value put on different behaviours.

• A Report on Definitions of Bullying-Related Terms from Children in Different Cultures

(2) the use and integration of different methods of study

Reassess methodologies and move towards a common framework of measurement while allowing for regional variations.

• A Report on The Use of Semistructured Interviews and Qualitative Methods for the Study of Peer Bullying
• A Report on An Observational Approach to Study Social and Aggressive Behaviour of Children
• A Report on Adult Bullying
• A Report on Bullying and Emotions
• A Report on Theory of Mind in Bullying: A Methodological Reassessment
• Final Report on General Survey Questionnaires and Nomination Methods Concerning Bullying
• A Report on the use of cartoons to assess cognitions, emotions and copying strategies in bullying situations

(3) the causation of bullying problems in different societies, using recent theoretical perspectives

Examine the application of three new theoretical approaches: attachment theory across the life span, theory of mind development, and systems theory; and their implications for behaviour through into adult life and the workplace.

(4) the longer-term consequences of school bullying and social exclusion in the workplace and adult life

A retrospective cross-national study, with young adults, of long term effects of any experiences of bullying at school; investigate any links between school bullying and workplace bullying; and any effects of school bullying on workplace relationships and on early career productivity.

• A Report on Retrospective Methods for Assessment of Bullying Experiences

(5) collation of examples of successful interventions and their evaluation

Collate, across teams and from elsewhere, examples of interventions to reduce school bullying, whether focussed on children, school classes, whole schools, parents or the community; and methods of evaluation of the interventions.

Also collate intervention work done in the workplace, including prisons and the armed forces.

(6) planning and evaluation of short-term longitudinal intervention studies on a network-enriched basis.

Evaluate further planned interventions on a cross-national basis. These will be interventions which have either been found successful in one locality, or predicted to be successful on the basis of new theoretical insights.

Finally, to provide clear advice for schools/educational institutions and enhanced awareness of the issue on a European basis.

 Goldsmiths College, University of London, UK
(coordinating team)

 University of Surrey Roehampton

 University of Florence, Italy

 University of Calabria, Italy

 University of Seville, Spain

 University autonoma, Madrid, Spain

 University of Minho, Portugal

 University Technica of Lisbon, Portugal

 University Ludwig-Maximilians of Munich, Germany

This research project has now closed (11/11/01), therefore, there are no further vacancies available.

Methodological Approach and Work Plan

(1) the nature and definition of the phenomenon

Comparative work using equivalent methodology; obtaining judgements about specific behaviours, as depicted in illustrations and vignettes, from different informants. Examine responses to the vignettes of different sexes, age groups, and types of student. The work will cover understanding of bullying through the life-span, through school to the workplace and adult life. Methodologies will be developed from a study already carried out in England.

(2) the use and integration of different methods of study

Build on findings from objective 1 to create a battery of instruments, including both:

(i) a revised general survey questionnaire, and (ii) special purpose instruments; these questionnaires would share a large common core across countries and teams (thus allowing sharing and comparison of findings) as well as allowing the inclusion of sections to cover particular aspects in each culture.

Also explore use of more qualitative methods, via open interviews, to reveal more of the experiences of victims and the dynamics of bully/victim situations. Develop further, and share, other methodologies already being piloted or used by one or more teams for the study of aspects of bully/victim problems.

In general, this objective will be achieved by sharing of knowledge and expertise across teams, with a very major training component for young researchers.

(3) the causation of bullying problems in different societies, using recent theoretical perspectives

Following the shared development of measures in objective (2), these will be used for samples of children and young people, to ascertain whether those involved in bullying, or being bullied are characterised by particular models of relationships (attachment theory), mentalising or empathy skills or deficits (theory of mind), family structural characteristics, or bystander apathy (systems theory). The relative predictive power of different theoretical predictions will be ascertained, with relevance for intervention plans (objective 6).

(4) the longer-term consequences of school bullying in adult life

This objective will be forwarded by suitable questionnaires and semi-structured interview procedures, developed under objective 2. We will primarily rely on retrospective data from adults, on school experiences and workplace experiences of bullying and exclusion. Longitudinal studies would add more robust information, but are not feasable in the time scale of the Network; Network findings will however improve instrumentation and refine hypotheses for any subsequent longitudinal studies which may be planned.

(5) collation of examples of successful interventions and their evaluation

Essentially a data-gathering task, but of considerable scope. Besides school-based interventions, we will collate work done on bullying and harassment in the workplace, prisons, and the armed forces; in team countries, and from other EC countries. Emphasis will be given to the detailed nature of interventions; assessment of a range of outcomes, including bullying experiences, attitudes and school ethos; and information from longer-term as well as immediate follow-up to assess the durability of changes made.

(6) planning and evaluation of short-term longitudinal intervention studies on a network-enriched basis.

The theoretical ideas for intervention work will come from objectives (3) and (5); the methodology and training on a cross-team basis, in objectives (1) and (2). Several teams already have some experience in intervention work and assessment; this will be enhanced by the prior Network activities and will depend for its success on the opportunities for exchange and training which Network funding will provide.

Finally, all these objectives will yield information and advice for schools, and to some extent for workplace institutions, which may be thought of as vitally important for a happy and productive workforce operating on democratic principles, based on an education for citizenship respecting fully the rights of individuals.

Schedule and Milestones

The first 2 objectives will be scheduled sequentially:

(1) the nature and definition of the phenomenon

SCHEDULE - months 1 to 6 of project

MILESTONES - joint report at end of 4 months on this aspect of the Network activity, suitable for publication; essential step for subsequent objectives.

(2) the use and integration of different methods of study

SCHEDULE - months 6 to 12 of project

MILESTONES - internal report at end of this 4 months on expertise and training of network members; essential step for subsequent objectives.

The next 3 objectives will be scheduled concurrently:

(3) the causation of bullying problems in different societies, using recent theoretical perspectives

SCHEDULE - months 12 to 24 of project

MILESTONES - report suitable for publication

(4) the longer-term consequences of school bullying and social exclusion in the workplace and adult life

SCHEDULE - months 12 to 24 of project

MILESTONES - joint report suitable for publication

(5) collation of examples of successful interventions and their evaluation

SCHEDULE - months 12 to 24 of project, probably continuing to month 36

MILESTONES - report suitable for publication

The final objective, and disseminating activities, will follow sequentially:

(6) planning and evaluation of short-term longitudinal intervention studies on a network-enriched basis

SCHEDULE - months 24 to 40 of project

MILESTONES - individual assessment reports

Dissemination of results on European-wide basis; conference; preparation of multi-media package; final Report

SCHEDULE - months 40 to 48 of project

Network Organisation and Management

All teams have telephone, fax and email facilities. We will organise and communicate primarily via email networking facilities. An internet home page is also installed, to contact other researchers and interested parties.

The organisation will be centered with the Goldsmiths team; however the management of the 8 teams will be facilitated by the pairing of teams in each of the 4 countries. In each case, there are close ties between country teams due to shared activities, supervision, and prior publications. Communication and exchange of skills will thus be facilitated by the cascade model of the Network.

Part of the Network aims will be to build on other EC contacts to maximise effective dissemination of work through the EC.

Connections to Industry

As this is primarily a school-based project, industry involvement is envisaged to be limited at this stage to collating information on workplace bullying and harassment, how social exclusion and bullying is viewed by management and personnel, and what interventions or policies are currently used and their perceived effectiveness. In collaboration with relevant groups our dissemination of findings will, as appropriate, include a multimedia package or packages aimed at small and medium sized companies, and workforce unions.

Training Programme

Aspects of training particularly relevant to objectives (1) (definitions), (2) (use and integration of different methods of study), (3) (causes and theories) and (4) (long-term effects of bullying),will have priority in the first 24 months of the network (first phase). This will provide Network researchers with a toolkit of tried and tested assessment instruments to use at appropriate times and in appropriate situations.

In the second 24 months of the network (second phase), the training component will include experiences of the educational system and school situation in each country, activity and research on workplace bullying and social exclusion, and the use of particular interventions in schools and also in adult and workplace situations; particularly relevant for objectives (5) (collating and evaluating interventions) and (6) (planning new interventions). This will provide Network researchers with the ability to plan and advise on future interventions, and to evaluate them rigorously.

The training content of the network will have a primary focus in objective (2), use and integration of different methods of study. The aim will be to share methods of expertise in one team or one country, with those elsewhere. Such aspects of expertise will include measurement tools (e.g. adapted and special purpose questionnaires; statistical procedures), research tools (e.g. interpersonal process recall, focussed observation, adult attachment interview); methods of intervention in schools (e.g. quality circles, peer support, drama therapy, playground equipment and design); and methods of evaluation (e.g. measures of school climate; ethnographic approaches).

The training (both of young researchers, and other staff working on the project) will be accomplished by the following main methods:

• Sharing of information, ideas, publications and instruments via mail and e-mail, Newsletters and via the Network home page on the internet;
• Movement of more senior staff to other teams for short periods of 1-4 weeks, to provide specialist advice and experience to all members of teams in other countries;
• Movement of young researchers from different teams to spend periods of c. 1 month with teams in other countries. By assisting in use and development of research tools and methods, they will both acquire specialist training, and contribute to the actual process of data collection and analysis in the research programme;
• Researchers will take part in external events such as specialised training workshops, and conferences, where appropriate.

Braga Team
Calabria Team
Florence Team
Goldsmiths Team
Madrid Team
Munich Team
Roehampton University of Surrey Team
Seville Team
Joint Publications (involving at least 2 network partners)

Team Leaders

Peter K Smith (network coordinator)
Professor and Head of Unit for School and Family Studies
Department of Psychology, Goldsmiths College, New Cross, London SE14 6NW, UK
Tel: +44-20-7919-7898
Fax: +44-20-7919-7873
E-mail: pss01pks@gold.ac.uk

Unit for School and Family Studies

Helen Cowie
Professor
School of Psychology and Counselling, Roehampton University of Surrey, Whitelands College, West Hill, London SW15 3SN

Rosario Ortega
Associate Professor
Universidad de Sevilla, Departamento de Psicologia Evolutiva y de la Educacion, Avenida San Francisco Javier, S/N 41005 Sevilla, Spain

Ana Tomas Almeida
Assistant Professor
Universidade do Minho, Instituto de Estudos da Crianca, Avenida Central 100, 4710 Braga, Portugal

Research Group Leaders