Professor Ian Rivers

Ian Rivers' research on students' mental health shows that students who witness bullying are more likely to use tobacco or alcohol, to be depressed, and to miss or skip school.

U.S. Secretary of Education, Arne Duncan, 21^st September, 2011

Washington, D.C.

I am a chartered psychologist and HPC registered health psychologist specialising in the study of the mental health correlates of bullying behaviour. Since the early 1990s, my research has focused on understanding the reasons why some people bully others, why some people are bullied, and why some people feel unable to stop bullying when they see it. As a result of my research I recently served on two expert panels convened by the U.S. Centers for Disease Control and Prevention (CDC). The first panel’s goal is to develop a uniform definition of bullying that will guide public health surveillance of bullying behaviours/experiences in the U.S., and identify/recommend critical data elements that should be captured in support of public health surveillance of those bullying behaviours/experiences. The second panel, convened by the Division of Adolescent School Health (DASH) focuses on understanding the relationship between youth involvement in bullying, and suicide–related behaviours including attempts, fatalities, and risk factors associated with suicide.

Honours and Awards

Fellow, the British Psychological Society (2010) 

Fellow, the American Psychological Association (2007)

For over fifteen years his research career has established a foundation of knowledge on the bullying and victimization of sexual minority youth that has formed the basis of research in the U.S. and in other English-speaking countries. This seminal work described different forms of bullying in elementary and high schools (APA Division 44 Newsletter, 23[3], p. 6).

Honorary Member, LGBT Youth Scotland (2006)

British Psychological Society’s Award for Promoting Equality of Opportunity (2001)

Ian’s contribution is recognised at many levels ranging from government policy to advice to individuals. He has a deep personal commitment to his chosen field, he is prepared to persuade people to take the bullying issue seriously, and defend them when they do. Future generations of young gay and lesbian youth will owe Ian a debt of gratitude, even though they will probably never know his name (The Psychologist, 14[9], p. 493). 

Visiting Appointments

Anglia Ruskin University, Visiting Professor, Faculty of Education (2010-2013)

York St John College, Visiting Professor, School of Sport Science & Psychology (2005-2006)

Centers for Disease Control & Prevention, Atlanta, GA, USA, Visiting Fellow (2004-2005)

Lund University, Sweden, Visiting Lecturer, Department of Sociology (1995)

I received my B.A. (Education & History) in 1991 from the College of Ripon & York St John before studying psychology at the University of Liverpool (MA, 1992). I joined the DfE Sheffield Anti-Bullying Project in 1993 as a statistician/researcher working with Professor Peter K. Smith (Goldsmiths, University of London) and Professor Helen Cowie (University of Surrey) who later became my PhD supervisors (completed 1999). I began my teaching career as a lecturer in psychology at the University of Luton where I taught modules on developmental, clinical and community psychology. In 1999 I was appointed a senior lecturer in the School of Sport Science and Psychology at York St John College, and subsequently was appointed reader (in 2002) and then professor (in 2004). During my time at York St John College, I also established the Social Inclusion and Diversity Research Unit (SID) to support health, education and voluntary sector services in and around Yorkshire which I directed until 2005. In August 2005 I took up the post of Professor and Head of Psychology at Queen Margaret University Edinburgh where I led a team that developed Scotland’s first doctoral programme in Health Psychology. In 2008 I joined the staff of Brunel University as Professor of Human Development within the School of Sport and Education. At Brunel I remain an active member of research staff within Education in addition to be substantive role as Subject Leader for Sport Sciences.

Research Interests

For nearly two decades I have devoted my career to understanding bullying in schools and, particularly, how bullying affects the mental health and well-being of adolescents. I am particularly interested in bias-based bullying and how its impacts upon those who experience it and witness it. In the 1990s the focus of my research was on the nature and long-term correlates of homophobic bullying. It was conducted at a time when Section 28 of the Local Government Act was in full force and also when few organisations (including LGBT organisations), other than a few key unions (NASUWT, NUT and UNISON), were willing to listen and acknowledge that this had been and continued to be an issue in British schools.

My more recent research, conducted with colleagues from various universities in the U.K. and U.S., has focus on text and-email bullying and the experiences of witnesses. Working collaboratively with local education authorities, our studies have shown that, across five years (2001-2006), text and e-mail bullying rose with the take-up of technology by young people transitioning to high school. We have also shown that students who witness bullying at school not only are affected by that experience but share a number of similarities with victims. Issues such as feelings of powerlessness, witnessing bias-based bullying and cognitive dissonance are associated with an increased likelihood of engaging in self-harming and destructive behaviours.

My research increasingly includes the integration of theories drawn from social and developmental psychology with aspects of cognitive psychology (particularly implicit and explicit reasoning) to better understand the train of thought that takes an individual form a position of safety to one of potential harm. I hope that this research can be applied to many contexts and fields of study.

Books

Rivers, I. (2011). Homophobic bullying: Research and theoretical perspectives. New York: Oxford University Press. ISBN-13  9780195160536.

The voices of pain are powerful.The author presents poignant, evocative narratives in which victims express the  maelstrom of confusion that peer abuse etched on their memories. He integrates a rich review of pivotal investigations on the topic of bullying with primary quantitative and qualitative data as he introduces three original studies that focus on the victimization of sexual minorities. His insightful discussion of classic and contemporary theories from a multidisciplinary perspective will sharpen the reader's understanding of the complex set of psychosocial factors involved in this cycle of abuse. This is a powerful, timely reminder that there are no innocent bystanders in the "bullying circle." Highly recommended. Upper-division undergraduates through faculty/professionals. – CHOICE

Those seeking a better understanding of the problems encountered by victims of bullying will find...Homophobic Bullying by Ian Rivers, a useful work of scholarship. Rivers compiled data from numerous studies on the form and nature of the problem and created a curriculum to help eliminate bullying in schools, starting in kindergarten with the simple message that there are different types of families, and progressing all the way through high school with lessons on the consequences that follow from homophobic taunting and exclusions. Homophobic Bullying is an academic work, written with the emotional detachment of its genre. The personal accounts from victims, while gripping, are brief. However the curriculum and supporting data make this a treasure trove for anyone creating change in a school or workplace. Homophobic Bullying should be in the principal’soffice. – Gay and Lesbian Review Worldwide.

Rivers, I., Duncan, N., & Besag, V.E. (2007). Bullying: A handbook for educators and parents. Westport: Greenwood/Praeger. ISBN 0-313-33850-2

Drawing on research conducted in the US, the UK, Scandinavia, and Canada, Rivers offers insight into the immediate and long-term impact that bullying can have on the lives of students, their families, and teachers. He gives parents tips for working proactively with school administrators to resolve bullying issues, and provides teachers with materials that facilitate a better understanding of the social dynamics of the classroom, hallways, and playground. Administrators will find a quick guide to recent state and federal statutes, directives, and legislation related to bullying and antisocial behavior in grades K-12. –Library Media Connection

Research Centre

Publications

Journal Papers

(2010) Rivers, I. and Gordon, K., 'Coming out', context and reason: First disclosure of sexual orientation and its consequences, Psychology and Sexuality 1 (1) : 21- 33

(2010) Anderson, E., Adams, A. and Rivers, I., "I Kiss Them Because I Love Them": The Emergence of Heterosexual Men Kissing in British Institutes of Education, Archives of Sexual Behavior 1- 10

(2010) Rivers, I., McPherson, KE. and Hughes, JR., The role of social and professional support seeking in trauma recovery: Lesbian, gay and bisexual experiences of crime and fears for safety, Psychology and Sexuality 1 (2) : 145- 155

(2010) Rivers, I. and Noret, N., 'I h8 u': Findings from a five-year study of text and e-mail bullying, British Educational Research Journal 36 (4) : 643- 671

(2010) Poteat, VP. and Rivers, I., The use of homophobic language across bullying roles during adolescence, J APPL DEV PSYCHOL 31 (2) : 166- 172

(2010) Rivers, I. and Noret, N., Participant roles in bullying behavior and their association with thoughts of ending one's life., Crisis 31 (3) : 143- 148

(2009) Basile, KC., Espelage, DL., Rivers, I., McMahon, PM. and Simon, TR., The theoretical and empirical links between bullying behavior and male sexual violence perpetration, Aggression and Violent Behavior 14 (5) : 336- 347 Download publication

(2009) Rivers, I., Poteat, VP., Noret, N. and Ashurst, N., Observing bullying at school: The mental health implications of witness status, School Psychology Quarterly 24 (4) : 211- 223 Download publication

(2008) Richards, A., Rivers, I. and Akhurst, J., A positive psychology approach to tackling bullying in secondary schools: a comparative evaluation, Educational and Child Psychology 25 (2) : 72- 81

(2008) Rivers, I., Poteat, VP. and Noret, N., Victimization, social support, and psychsocial functioning among children of same-sex and opposite-sex couples, Developmental Psychology 44 (1) : 127- 134 Download publication

(2008) Rivers, I. and Noret, N., Well-being among same-sex and opposite-sex attracted youth at school, School Psychology Review 37 (2) : 174- 187 Download publication

(2006) Rivers, I. and Cowie, H., Bullying and homophobia in UK schools: a perspective on factors affecting resilience and recovery, Journal of Gay and Lesbian Issues in Education 3 (4) : 11- 43 Download publication

(2004) Rivers, I., Recollections of homophobia at school and their long-term implications for lesbians, gay men and bisexuals, Crisis: Journal of Crisis Intervention and Suicide Prevention 25 (4) : 169- 175 Download publication

Book Chapters

(Forthcoming) Rivers, I., Chesney, T. and Coyne, IJ., Cyber-bullying. In: Monks, CP. and Coyne, I. eds. Bullying in different contexts. Cambridge, UK : Cambridge University Press (In Press)

(2010) Rivers, I., Homophobia and peer violence. In: Barter, C. and Berridge, D. eds. Children behaving badly? Peer violence between children and young people. London : John Wiley and Sons -

(2007) Rivers, I., Homophobic bullying. In: Bullying. Praeger Publishers Download publication

Books

(2007) Rivers, I., Homophobic Bullying. Oxford University Press, USA

(2007) Rivers, I., Duncan, N. and Besag, VE., Bullying. Praeger Publishers