Research into bullying behaviour has identified two main categories of bullying behaviour, direct bullying and relational bullying, within which different profiles are evident, namely ‘pure’ bullies, ‘pure’ victims, bully/victims and neutral children. The current study examined the relationship between direct and relational bullying profiles, arousal levels, and behaviour problems. 242 (males: 121, females: 121) Secondary school pupils (mean age 13.5 years) completed three questionnaires; the Arousal Predisposition Scale (APS) (Behav. Res. Therapy 26 (1988) 415); the School Relationships Questionnaire (SRQ) (detailed in J. Child Psychol. Psychiatry 41(8) (2000) 989; Br. J. Psychol. 92 (2001) 673); the Strengths and Difficulties Questionnaire (SDQ) (J. Child Psychol. Psychiatry 38(5) (1997) 581). Results revealed that the bully/victim profile for direct and relational bullying had the highest levels of arousal compared to other bullying profiles. Conversely, direct ‘pure’ bullies had low levels of arousal. Clinical behaviour problems as measured by the SDQ were associated with high levels of arousal. Clinically low arousal was not related to either bullying profiles, or behaviour problems. These findings were largely consistent with the arousal theory of behaviour (Crime and personality, 1964), which indicates that arousal levels are differentially associated with distinct behaviour patterns. The results provide implications for bullying intervention strategies, and methods to manage the school environment in relation to arousal levels.

Stalking can be defined as a pattern of repeated, unwanted behaviors by one person to another. These behaviors may take the form of communicative intrusion, third-party contact, and physical or sexual assault. The individual stalking behaviors experienced by victims have been found to differ in every case, specifically dependent on their stalker–victim relationship. Recent tragedies have shown that the police force generally underestimates the risk of ex-intimate stalking and harassment behaviors. This study aims to identify patterns of stalking behaviors from a victim’s perspective, specifically, whether there are any patterns of behavior among the ex-intimate stalkers, in comparison with acquaintance or stranger stalkers. Information from the accounts of individuals who had reported unwanted experiences as a result of one of three stalker–victim relationships (ex-intimate, acquaintance, or stranger) was extracted from the National Stalking Helpline database. Analyses were conducted on a sample of 1,626 victims’ reports. One-way analysis of variance (ANOVA) and multiple logistic regressions were conducted to establish any common patterns of behavior among the subgroups of stalkers and to ascertain which behaviors increased the odds of being categorized as an ex-intimate stalker. Results indicated that ex-intimate stalkers presented considerably more behaviors than acquaintance or stranger stalkers; some of which included third-party contact, criminal damage, physical assault, and sexual assault. Results also indicated that ex-intimate stalkers presented more severe behaviors than the other subgroups. The majority of stalking behaviors were found to produce a statistically significant predictive contribution to being classed as an ex-intimate stalker. The findings in this study highlight that common misconception surrounding ex-intimate stalking still exists at every level of the Criminal Justice System. Results and implications for future research are discussed.

Purpose The purpose of this study is to examine the latent structure of stalking. Stalking can be defined as a pattern of repeated and unwanted behaviours that cause another person to be afraid. The consequences for the victims can be severe and potentially happen over a long period of time. While stalking is considered as a taxon, empirical evidence and an absence of pathognomonic criteria point towards a dimensional structure. Design/methodology/approach The aim of this study is to examine the latent structure of stalking using taxometric analyses on the Severity of Stalking Behaviours Scale. Analyses were conducted on a sample of N = 1,032 victims’ accounts, who had contacted the National Stalking Helpline in the UK. Findings Taxometric analyses revealed that stalking presents a dimensional structure, and no taxonic peaks emerged. The results were consistent across analyses (MAMBAC, MAXEIG and L-Mode), indicators (CCFI, curves) and measures (items, factors). Research limitations/implications A dimensional structure implies that individual variation is a matter of intensity, and the present results suggest that the conceptualization of stalking should be modified. Understanding stalking from a dimensional perspective provides support to study stalking in non-clinical populations. Scales that measure stalking should provide discrimination along the entire continuum rather than focusing on putative taxonic boundaries and arbitrary threshold. Originality/value This paper is proposing the first set of taxometric analyses on stalking. The results are providing empirical support to the idea that stalking exists on a continuum. It also strengthened the validity of previous findings in non-clinical populations and their applications all along the continuum, including with clinical populations.

This presentation draws on the work from a 2-year collaborative practitioner research project, Moments of wonder, every day events: how are young children theorising and making sense of their world. The project aimed to contribute perspectives to the discussion around the ways young children express and develop working theories, how practitioners understand these and how best to respond to this learning in five Playcentres (parent-led early childhood education settings) in Canterbury, New Zealand. Children's working theories, as described in Te Whāriki (the New Zealand early childhood education curriculum), are derived from Claxton's view that knowledge consists of a large number of purpose-built situation specific packages called 'mini theories', and that 'learning involved a gradual process of editing these mini theories so that they come to contain better knowledge and skill and be better located with respect to the area of experience for which they are suitable'. 1 When children are engaged with others in complex thinking they are forming and strengthening their working theories. In exploring working theories we recognise that children have many interests. Some of these are fleeting, while others are more connected or revisited more frequently by children. Over the course of our research, we have come to think of these interests as 'islands' and in doing so have adopted this as a metaphor for working theories. We were keen to see how we can grow some of these islands of interest: making them more complex, more connected, and more compelling to children. The research team explored the different ways opportunities can be created for children to express and develop working theories and the outcomes for children's learning as a result. The presentation will focus on some of the strategies implemented and the ways these have contributed to children's 'working theories' learning as the practitioner researchers attempted to build communities of thinkers and 'wonderers'.

No abstract