Bullying Behaviour (bullying + behaviour)

Distribution by Scientific Domains


Selected Abstracts


Bullying behaviour in secondary schools: what roles do teachers play?

CHILD ABUSE REVIEW, Issue 3 2008
Deborah J. James
Abstract Teachers have an important role to play in the management and prevention of bullying. Although many anti-bullying programmes advocate a ,whole school approach', they tend to focus on student-student behaviours and rarely examine the nature of other relationships which exist in the school. This study examines bullying between students and teachers at two time points. Thirty per cent of students said they were bullied by teachers at both times. Numbers reporting they bullied teachers were 28 per cent and 16 per cent, respectively. The paper explores the important role that teachers play in dealing with bullying in a school setting by modelling appropriate behaviours and dealing with it effectively. If teachers are victimised by or engage in bullying students this has implications for the ethos within the school and may also impact on the success of anti-bullying programmes. Copyright 2008 John Wiley & Sons, Ltd. [source]


Bullying among nurses and its effects

INTERNATIONAL NURSING REVIEW, Issue 4 2009
m phd
Background:, The victims of bullying are subjected to being terrorized, annoyed, excluded, belittled, deprived of resources, isolated and prevented from claiming rights. The victims of bullying have decreased job satisfaction, work performance, motivation and productivity. Bullying also negatively affects victims' social relationships inside and outside the institution. Objectives:, This study was conducted as a cross-sectional and descriptive study for the purpose of assessing the workplace, bullying of nurses in Turkey and the effects it has on nursing practices. Method:, The sample was composed of 286 nurses, and all of the respondents were female. The research instrument was a questionnaire in five parts. The first section included the participants' demographic information; the other variables were measured in four categories: psychologically violent behaviours, workload, organizational effects and depression. Findings:, Thirty-seven per cent of the nurses participating in the research had never or almost never encountered workplace bullying behaviour in the last 12 months, 21% of the nurses had been exposed to these behaviours. There were no differences between position and educational level in workplace bullying. Workplace bullying leads to depression, lowered work motivation, decreased ability to concentrate, poor productivity, lack of commitment to work, and poor relationships with patients, managers and colleagues. Conclusion:, Workplace bullying is a measurable problem that negatively affects the psychology and performance of the nurses in this study. [source]


Bullying in school and adolescent sense of empowerment: an analysis of relationships with parents, friends, and teachers,

JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 3 2008
Maury Nation
Abstract We explore the development of bullying and victimization in school by investigating 11-, 13- and 15-year-olds' sense of interpersonal empowerment with parents, friends and teachers. A national sample of 4386 male and female students from 243 middle and secondary schools in Italy were surveyed. Boys were more likely than girls to be bullies and more likely to have been a bully/victim. Victimization and the likelihood of being both a bully and a victim declined with age. Bullying increased with age among boys whereas for girls it was slightly more prevalent at age 13 than ages 11 or 15. The sense of empowerment students experience with their teachers decreased in the older cohorts. Disempowered relationships with teachers consistently predicted bullying behaviour. Higher social competence was reported by 13- and 15-year-old bullies. Chronically bullied students had lower social competence in all age cohorts. Otherwise, predictors of victimization varied by age: 11-year-old victims felt less empowered by their teachers; 15-year-old victims reported more difficulties in negotiating cooperative relationships with parents. Bullies in all cohorts and younger bully/victims feel less empowered by their teachers. These findings suggest that students who are disempowered by teachers may either compensate by oppressing (bullying) peers or generalize the power differential with peers (become a victim). Copyright 2007 John Wiley & Sons, Ltd. [source]


Attachment, emotional loneliness, and bullying behaviour: A study of adult and young offenders

AGGRESSIVE BEHAVIOR, Issue 4 2004
Jane L. Ireland
Abstract This research addresses the question of whether or not offenders who bully others and/or are victimised themselves can be distinguished by their attachment styles and the level of emotional loneliness that they report. Adult and young male offenders (n = 220) were required to complete a self-report behavioural checklist (DIPC: Direct and Indirect Prisoner behaviour Checklist: Ireland, 1999a) that addressed the level of bullying behaviour at their present institution. Offenders were also required to complete a measure of attachment, namely the Three Attachment Style Measure [Hazan and Shaver, 1987] exploring secure, avoidant and anxious/ambivalent styles, and a measure of emotional loneliness, namely the revised UCLA Loneliness scale [Russell, Peplaw and Cutrona, 1980]. Young offenders were more likely than adult offenders to report behaviours indicative of ,bullying others' and of ,being bullied.' With regards to attachment style and bullying behaviour, significant differences were restricted to avoidant attachment; bully/victims reported higher avoidant scores than the other bully-categories, with pure bullies and those not-involved reporting lower avoidant scores. Finally, when considering emotional loneliness and bullying behaviour, bully/victims reported higher scores on emotional loneliness than the other bully-categories, with the not-involved group reporting significantly lower scores. Aggr. Behav. 30:298,312, 2004. 2004 Wiley-Liss, Inc. [source]


The relationship between social problem-solving and bullying behaviour among male and female adult prisoners

AGGRESSIVE BEHAVIOR, Issue 4 2001
*Article first published online: 18 JUL 200, Jane L. Ireland
Abstract The association between social problem solving and bullying behaviour among adult male and female prisoners is presented. A total of 210 male and 196 female prisoners were categorised into four groups: pure bullies, pure victims, bully/victims, and those not involved in bullying or victimisation. Prisoners completed a questionnaire that presented them with different bullying scenarios and were asked to suggest ways of dealing with each. Female bully/victims produced significantly more solutions in response to theft-related bullying than male bully/victims. There were no further significant group or gender differences in the number of solutions generated. The bully group favoured aggressive responses for all scenarios. Males reported more aggressive responses than females. The results are discussed with reference to the environment in which the social problem solving is taking place and highlights the importance of distinguishing between the different groups involved in bullying. Aggr. Behav. 27:297,312, 2001. 2001 Wiley-Liss, Inc. [source]


Women's experiences of workplace bullying: changes in social relationships

JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 1 2005
Sian E. Lewis
Abstract This article reports a qualitative study, which investigated social processes in workplace bullying, based on in-depth interviews with ten British women professionals who were targets of workplace bullying. Data were analysed using grounded theory methods. The resulting analysis showed links between disclosures of bullying, reactions of others, and some impacts on targets' psychological health. Key themes which emerged from the data included ,being heard' which describes how others reacted to disclosures of bullying behaviours, and the ,ripple effect' which describes how bullying impacted upon targets' significant others; these predominantly describe relationships with others outside the workplace. The theme of ,withdrawal' describes how targets and others managed relationships within the workplace, and ,denial' and ,personalizing problems' describe how others within the workplace responded to knowledge of bullying behaviours. The theme ,maintaining self' describes how participants responded to changed relationships and struggled to maintain a coherent sense of self during and subsequent to bullying. This research emphasizes the role of social processes and social environments, rather than individual or personality characteristics, in explaining the development of workplace bullying and its impacts on targets. Copyright 2004 John Wiley & Sons, Ltd. [source]


Bullying among mentally-ill patients detained in a high-secure hospital: an exploratory study of the perceptions of staff and patients into how bullying is defined

AGGRESSIVE BEHAVIOR, Issue 5 2006
Jane L. Ireland
Abstract The present study is the first to explore patient-to-patient bullying within a secure psychiatric hospital housing mentally-ill patients. Its main aim was to provide an outline of the perceptions held by both patients and staff with regards to patient-to-patient bullying as opposed to providing an objective study of bullying. The total sample comprised 104 participants, 44 patients and 60 staff. These were sampled from wards housing male patients and wards housing female patients. All participants took part in a semi-structured interview based on that developed by Ireland and Ireland [2003] and Ireland [2005, 2004]. One quarter of participants stated they had seen a patient being bullied in the previous week, with staff perceiving a higher extent of bullying than patients. Differences between wards were minimal. It was predicted that theft-related bullying would be reported most frequently, that staff would identify a wider range of bullying behaviours than patients and that direct forms of aggression would be identified more readily as bullying than indirect forms. All predictions were supported. Problems in attempting to obtain a definition of bullying were also identified, with participants operating broader definitions than those found in the school-based literature. For example, bullying was not generally considered a repeated form of aggression, the severity of the aggression or provocative behaviour of the victim were not defining features, and it was felt bullying could be accidental. In summary, the current study highlights how patient-to-patient bullying does occur in services housing mentally-ill patients and that researching the behaviour may require the adoption of broader hospital-specific definitions of bullying. Aggr. Behav. 32:1,13, 2006. 2006 Wiley-Liss, Inc. [source]