Now showing 1 - 2 of 2
  • Publication
    Educational Achievement and Bullying: The Mediating Role of Psychological Difficulties
    Background: Bullying has a profound and enduring impact on academic achievement. However, there is a lack of clarity surrounding the specific mechanisms of this relationship. Aims: This study examined the link between bullying at age 9 and Numeracy/Literacy achievement at age 15 to determine if this relationship is partially or fully explained by psychological difficulties at age 13. Sample: Secondary data analysis was completed on waves 1, 2 and 3 of child cohort (Cohort’98) of the Growing Up in Ireland (GUI) study, respectively, at 9 years (N = 8568), 13 years (N = 7527) and 15 years of age (N = 6216). Results: Longitudinal path mediation model was conducted with bullying at age 9 as the predictor, total (emotional and behavioural) difficulties at age 13 as the mediator and Numeracy/Literacy scores at age 15 as outcomes revealing significant indirect effects of bullying on achievement, via psychological difficulties. Conclusions: We discuss the impact of bullying on the student's psychological well-being, the relationship between bullying and academic attainment and how this may be tackled to avoid consequences throughout education and later in life. Educational Impact and Implications: This study emphasizes the need for schools to address the emotional and behavioural difficulties occurring as a result of bullying in order to improve the overall educational experience of a child. Existing interventions can be built upon by focusing on the continuous remediation of such psychological difficulties.
    Scopus© Citations 6  37
  • Publication
    Help-seeking for Adolescent Mental Health Difficulties: Parents’ Perspectives
    (University College Dublin. School of Psychology, 2022) ;
    0000-0001-6400-7410
    When an adolescent experiences a mental health difficulty they rarely seek help on their own and they frequently rely on their parents to access help and support. However, to date, the role of parents in adolescent help-seeking has been neglected. This research investigated parental help-seeking using a multi-method approach. Study one aimed to explore what factors influence parental help-seeking. Participants were 30 parents of adolescents: 23 mothers and seven fathers. The findings suggest seeking help is a complex process in which parents have to overcome a number of challenges (e.g. limited knowledge, systemic issues with the delivery of services, difficulties engaging their adolescent in services) in order to access appropriate help for their child. The results also suggest that theory needs to acknowledge the complexities of parental help seeking. Study two was informed by the results of study one. Study two tested the application of the Common-Sense Model of Illness Representations to explain how parents perceive adolescent distress and how this predicts intentions to seek help. The study employed an experimental design using video vignettes. The sample consisted of 1,176 parents of adolescents aged 10-19 years. Results showed that the model was useful for explaining parental help-seeking intentions. Parents were more likely to report intending to seek help if they believed that treatment could control the problem and if they believed the problem would have negative consequences for the adolescent. If parents believed the problem was in the control of the adolescent, they were less likely to intend to seek help. Study three was a systematic review of the literature of parental help-seeking interventions. Six electronic databases were searched from inception to May 2020 and eighteen studies met the inclusion criteria. The Behavioural Change Taxonomy was used to code behavioural change techniques, and “promising interventions” were identified using pre-established criteria. The most frequently identified Behavioural Change Taxonomies included a credible source delivering the intervention, supporting parents, and providing prompts/cues regarding services/appointments. Four interventions were identified as “promising” because of strong methodology, significant positive outcomes, and strong evidence-base. The findings from this body of research have enhanced our understanding of the parental help-seeking journey. The research also provides valuable insights regarding how parents can be better supported when seeking help for an adolescent mental health difficulty.
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