Summary
This qualitative study examines how bullying and cyberbullying are assessed within psychological practice and addressed by legal frameworks in the United Kingdom. Through interviews with nine professionals (psychologists and lawyers), the authors identified inconsistencies in how bullying history is incorporated into mental health assessments and noted that whilst legislation exists, its application and effectiveness remain problematic. The study recommends revisions to clinical psychological practices and legal policies, alongside enhanced educational interventions, to improve detection, reduce psychological distress, and lower bullying prevalence.
Regional applicability
This study is directly applicable to United Kingdom psychological and legal practice, providing empirical evidence from UK-based professionals on assessment and legislative gaps. The findings are specific to the UK legal and professional context and may have limited direct transferability to other jurisdictions with different legal frameworks or professional standards.
Key measures
Thematic analysis of semi-structured interviews with five practitioner psychologists and four lawyers; identification of gaps in psychological assessment procedures and legal frameworks
Outcomes reported
The study identified three main themes concerning how bullying and cyberbullying are defined, their psychological and legal impacts, current professional assessment practices, and the role of educational intervention. It examined gaps in psychological risk assessments regarding bullying history and evaluated the adequacy and effectiveness of existing legal provisions.
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