Bullying

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Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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Abstract

In this study we try to offer the reader a sound theoretical and practical basis for work or study in the field of care and education and focuses upon the Correlation between proper care and Education, which should be obligatory throughout all educational institutes. This research work aims to cut through the changes and offer sound underpinning theory and practice needed by those who wish to work or are working in the educational sectors (Schools and Caring Communities) with children. Some chapters are academically based, whilst others link theory and practice, a result of the efforts put into this research work.

Table of Contents

CHAPTER 1: INTRODUCTION6

Background8

CHAPTER TWO: LITERATURE REVIEW9

Research Questions9

Introduction9

Conclusion19

Evaluation21

CHAPTER THREE: METHODOLOGY AND EVALUATION23

Introduction23

Participants25

Ethics26

Data Analysis26

Timeframe29

Evaluation30

CHAPTER FOUR: CONCLUSION31

REFERENCES37

Chapter 1: Introduction

Social isolation has for too long been regarded as peripheral to health policy (Jowell, 1997). Our Healthier Nation seeks to develop policies and actions that will break the cycle of social and economic deprivation and social exclusion. Although the physical and emotional wellbeing of young people remains a central area of concern (Department of Health, 1997), young people who are lesbian, gay or bisexual have been largely omitted from recent discussions about social isolation and exclusion.

In this paper, we focus upon homophobic bullying[1]. While small-scale, pioneering studies have documented the serious harmful effects of homophobic bullying in schools, national education policy currently offers little useful guidance in this area. We begin therefore by outlining relevant policy statements and detailing findings from the limited research available about the nature of homophobic bullying and its harmful effects in terms of mental health and social exclusion. We then present findings concerning teachers' experiences of the extent of homophobic bullying and their views about this from a study recently conducted in England and Wales (Douglas et al., 1997).

Homophobic bullying is a particularly sensitive issue for schools to address, dealing as it does with two highly controversial issues:

* homosexuality; and

* bullying[2].

Many teachers will have been trained at a time when, under the heading, “A moral framework for sex education”, DES Circular 11/87 stated: There is no place in any school in any circumstances for teaching which advocates homosexual behaviour, which presents it as the “norm”, or which encourages homosexual experimentation by pupils (DES, 1987, p. 197).

The late 1980s also saw the introduction of Section 28 of the Local Government Act, 1988. This prohibited local authorities from “intentionally promoting homosexuality” or promoting the acceptability of homosexuality as a “pretended family relationship”. Numerous commentators have pointed out that this legislation does not apply to schools but to local authorities ...