Research Papers (Published)


Students with ASD making the transition from school

Bell, S., Devecchi, C., Mc Guckin, C., & Shevlin, M. (2017). Making the transition to post-secondary education: opportunities and challenges experienced by students with ASD in the Republic of Ireland. European Journal of Special Needs Education, 32(1), 54-70. doi: 10.1080/08856257.2016.1254972 (ISSN: 0885-6257 [Print]; ISSN: 1469-591X [Online]).

Available here.


Cyberbullying, schools and the law: Northern Ireland and the Republic of Ireland

Purdy, N., & Mc Guckin, C. (2015). Cyberbullying, schools and the law: A comparative study in Northern Ireland and the Republic of Ireland. Educational Research, 57(4), 420-436. doi: 10.1080/00131881.2015.1091203 (ISSN: 0013-1881 [print], 1469-5847 [online]).

Available here.


Disablist bullying in schools: Giving a voice to student teachers

Purdy, N., & Mc Guckin, C. (2015). Disablist bullying in schools: giving a voice to student teachers. Journal of Research in Special Educational Needs, 15(3), 202-210. doi: 10.1111/1471-3802.12110 (ISSN: 1471-3802 [Online]).

Available here.


Screening assessment of Specific Learning Disability in high education institutes in the Republic of Ireland

Harkin, E., Doyle, A., & Mc Guckin, C. (2015). Screening and assessment of Specific Learning Disabilities in higher education institutes in the Republic of Ireland. Journal of Psychologists and Counsellors in Schools, 25(Special Issue 01), 13-23. doi:10.1017/jgc.2014.15 (ISSN: 1037-2911).

Available here.


 

The Coping With Cyberbullying Questionnaire (CWCBQ)

Sticca, F., Machmutow, K., Stauber, A., Perren, S., Palladino, B. E., Nocentini, A. L., Menesini, E., Corcoran, L., & Mc Guckin, C. (2015). The Coping With Cyberbullying Questionnaire (CWCBQ): Development of a new measure. Societies, 5(2), 515-536. doi: 10.3390/soc5020515 (ISSN: 2075-4698).

Available here.


Cyberbullying or cyber aggression?: Reviewing existing definitions of cyber-based peer-to-peer aggression

Corcoran, L., Mc Guckin, C., & Prentice, G. (2015). Cyberbullying or cyber aggression?: A review of existing definitions of cyber-based peer-to-peer aggression. Societies, 5(2), 245-255. doi: 10.3390/soc5020245 (ISSN: 2075-4698).

Available here.


Disablist bullying: What student teachers in Northern Ireland and the Republic of Ireland don’t know and the implications for teacher education

Purdy, N., & Mc Guckin, C. (2014). Disablist bullying: What student teachers in Northern Ireland and the Republic of Ireland don’t know and the implications for teacher education. European Journal of Special Needs Education, 29(4), 446-456. doi: 10.1080/08856257.2014.952914 (ISSN: 0885-6257 [Print], 1469-591X [Online]).

Available here.


Experiences of workplace bullying among ‘non-traditional’ students: Cause for concern for both business and education?

Mc Guckin, C., Lewis, C. A., Shevlin, M., & Prentice, G. R. (2014). Experiences of workplace bullying among ‘non-traditional’ students: Cause for concern for both business and education? Psychology, Society, & Education, 5(2), 103-124. (ISSN: 2171-2085 [print], 1989-709X [online]).

Available here.


Grieving students: The response and support of Irish schools

O’Brien, A. M., & Mc Guckin, C. (2014). Grieving students: The response and support of Irish schools. Trinity College Dublin Journal of Postgraduate Research, 13, 159-176. (ISSN: 2009-4787).

Available here.


Digital natives or digitally naïve? E-professionalism and ethical dilemmas among newly graduated teachers and social workers in Ireland

Kirwan, G., & Mc Guckin, C. (2014). Digital natives or digitally naïve? E-professionalism and ethical dilemmas among newly graduated teachers and social workers in Ireland. Journal of Technology in Human Services, 32, 119-132. doi: 10.1080/15228835.2013.858096 (ISSN: 1522-8835 [Print], 1522-8991 [Online]).

Available here.


From theory to practice: Two ecosystematic approaches and their applications to understanding school bullying

Mc Guckin, C., & Minton, S. (2014). From theory to practice: Two ecosystemic approaches and their applications to understanding school bullying. Australian Journal of Guidance and Counselling, 24(1), 36-48. doi: 10.1017/jgc.2013.10 (ISSN: 1037-2911, EISSN: 1839-2520).

Available here.


Addressing bullying problems in Irish schools and in cyberspace: A challenge for school management

Corcoran, L., & Mc Guckin, C. (2014). Addressing bullying problems in Irish schools and in cyberspace: A challenge for school management. Educational Research, 56(1), 48-64. doi:10.1080/00131881.2013.874150 (ISSN: 0013-1881 [print], 1469-5847 [online]).

Available here.


Disablist bullying and getting the chance to progress to higher education: Educators as barriers to inclusion

Mc Guckin, C. (2014). Disablist bullying and getting the chance to progress to higher education: Educators as barriers to inclusion. The Association for Higher Education Access and Disability (AHEAD) Conference 2014 Summary Publication, pp. 5-7. (ISSN: 1-899951-37-7 978-1-899951-37-6).

Available here.


Moving to further and higher education: An exploration of the experiences of students with special education needs

Mc Guckin, C., Shevlin, M., Bell, S., & Devecchi, C. (2013). Moving to further and higher education: An exploration of the experiences of students with special educational needs. Research Report Number 14. A Study Commissioned by the National Council for Special Education (NCSE), Trim, County Meath, Ireland.

Available here


A cross-national perspective on cyberbullying among school pupils in Northern Ireland: A supplement to Mora-Merchan and Jäger

Mc Guckin, C., Crowley, N., & Lewis, C. A. (2013). A cross-national perspective on cyberbullying among school pupils in Northern Ireland: A supplement to Mora-Merchan and Jäger (2011). Current Research Journal of Social Sciences, 5(5), 168-176. (ISSN: 2041-3238 [Print], 2041-3246 [Online]).

Available here.


‘So how was it for you?’ Students with disabilities transitioning to higher education: a mixed methods study

Doyle, A., Mc Guckin, C., & Shevlin, M. (2013). ‘So how was it for you?’ Students with disabilities transitioning to higher education: a mixed methods study. In M. Shevlin (Ed.), Trinity Education Papers (Special issue: Examining theory and practice in inclusive education), 2(2), 92-111. Dublin, Ireland: School of Education, Trinity College Dublin. (ISSN: 2009-6003 [Print], 2009-6496 [Online]).

Available here. 


A cross-border Irish study of student teachers’ knowledge, experience, and confidence in dealing with disablist bullying

Purdy, N., & Mc Guckin, C. (2013). A cross-border Irish study of student teachers’ knowledge, experience, and confidence in dealing with disablist bullying. In M. Shevlin (Ed.), Trinity Education Papers (Special issue: Examining theory and practice in inclusive education), 2(2), 36-51. Dublin, Ireland: School of Education, Trinity College Dublin. (ISSN: 2009-6003 [Print], 2009-6496 [Online]).

Available here. 


Lest we forget: Lessons learned from Ireland following Budget 2012

Mc Guckin, C., & O’Brien, A. M. (2013). Lest we forget: Lessons learned from Ireland following Budget 2012. Australian Journal of Guidance and Counselling (Applied Practices: Perspectives from the Field), 23(2), 273-279. doi: 10.1017/jgc.2013.22 (ISSN: 1037-2911, EISSN: 1839-2520).

Available here.


Professional reputation and identity in the online world

Kirwan, G., & Mc Guckin. (2013). Professional reputation and identity in the online world. International Review of Information Ethics: Reputation in the Cyberworld, 19(07/2013), 47-51. (ISSN: 1354-8506).

Available here.


A mixed methods approach to understanding cyberbullying: A role for both quantitative and qualitative research

Espey, K., Duffy, J., & Mc Guckin, C. (2013). A mixed methods approach to understanding cyberbullying: A role for both quantitative and qualitative research. Trinity Education Papers, 2, 112-126. Dublin, Ireland: School of Education, Trinity College Dublin. (ISSN: 2009-6003 [Print], 2009-6496 [Online]).

Available here.


Using student voice to escape the spider’s web: A methodological approach to de-victimizing students with ADHD

Carr-Fanning, K., Mc Guckin, C., & Shevlin, M. (2013). Using student voice to escape the spider’s web: A methodological approach to de-victimizing students with ADHD. Trinity Education Papers, 2, 85-111. Dublin, Ireland: School of Education, Trinity College Dublin. (ISSN: 2009-6003 [Print], 2009-6496 [Online]).

Available here.


Bereavement and grief support for students: The response of Irish schools

O’Brien, A. M., & Mc Guckin, C. (2013). Bereavement and grief support for students: The response of Irish schools. Trinity Education Papers, 2, 2-21. Dublin, Ireland: School of Education, Trinity College Dublin. (ISSN: 2009-6003 [Print], 2009-6496 [Online]).

Available here.