Traditional bullying and cyberbullying at post-primary school level in Ireland : countering the aggression and buffering its negative psychological effects

Abstract

Involvement in bullying has been associated with a range of negative effects (e.g., Hawker & Boulton, 2000). The present research explores school- and cyber-based bullying and aggression at post-primary school level in Ireland. This Thesis contains analysis of the pertinent literature, an account of the methodological approaches, the findings, and the conclusions regarding two studies. Study 1 was an audit-style study of Irish post-primary school principals' management of traditional bullying and cyberbullying. A sample of 45 principals responded to a questionnaire and findings revealed that all principals implemented an anti-bullying policy, and in the majority of cases this policy also addressed cyberbullying. It is positive that despite not being obliged to do so, many principals were attempting to counter cyberbullying through policy, and provision of training for students in particular. However, it was evident that there is a need for further education, and standardised training and resources for the whole school community which could be provided by the Department of Education and Skills.