|
| ||
|
|
||
Bullying
Kinds of Bullying Terms modified by Bullying Selected AbstractsDangerous Work: The Gendered Nature of Bullying in the Context of Higher EducationGENDER, WORK & ORGANISATION, Issue 2 2004Ruth Simpson This article discusses results from a research project which set out to investigate gender differences in the nature and experience of bullying within the higher education sector. Gender differences emerged in the form and perception of bullying as well as in target responses. Results also indicate that, irrespective of gender, bullies can capture and subvert organizational structures and procedures (such as official hierarchies, mentoring systems and probationary reviews) to further their abuse of the target and to conceal their aggressive intent. These outcomes are discussed in relation to gendered assumptions behind management practices and in relation to the masculinist ethic that underpins many higher education management initiatives. Overall, results indicate that bullying cannot be divorced from gender and that such behaviour needs to be seen in a gendered context. [source] Parents Don't (Always) Know Their Children Have Been Bullied: Child-Parent Discrepancy on Bullying and Family-Level Profile of Communication StandardsHUMAN COMMUNICATION RESEARCH, Issue 2 2009Masaki Matsunaga Discrepancy between bullied victims' experience and their parents' understanding indicates underutilization of family support system, and thus presents an important risk factor. An online survey (N = 300 child-father-mother triads) was conducted to establish a framework that helps distinguish families with different child-parent discrepancy levels. This family-level variability was modeled by profiling child-father-mother triad's family communication standard (FCS) orientations. This "FCS profile" indeed distinguished families with different levels of discrepancies. Further, SEM analyses revealed that those discrepancies presented a distinct risk factor vis-à-vis effects of bullying reports per se. Finally, FCS profile had an indirect association with victims' well-being via mediation by child-parent discrepancy. These findings are discussed with regard to the role of family communication in bullied individuals' coping processes. Résumé Les parents ne savent pas (toujours) que leurs enfants ont été victimes d'intimidation : L,écart parent-enfant à propos de l'intimidation et le profil familial des normes de communication L,écart entre l'expérience des victimes d,intimidation et la compréhension qu'en ont leurs parents signale une sous-utilisation du système de soutien familial et constitue donc un important facteur de risque. Une enquête en ligne (N= 300 triades enfant-père-mère) fut menée afin d,établir un cadre aidant à distinguer les familles présentant différents niveaux d'écart. La variabilité dans les niveaux familiaux fut modelée en décrivant les orientations des normes de communication familiale (NCF) des triades enfant-père-mère. Ce « profil NCF » a effectivement distingué les familles présentant différents niveaux d,écart. De plus, des analyses de l'erreur-type ont révélé que ces écarts présentaient un facteur de risque distinct des répercussions des signalements d,intimidation. Finalement, le profil NCF était indirectement associé au bien-être des victimes par la médiation de l'écart enfant-parent. Ces résultats sont commentés relativement au rôle de la communication familiale dans le processus d,adaptation des victimes d'intimidation. Abstract Eltern wissen nicht (immer), dass ihre Kinder gehänselt wurden: Unstimmigkeiten zwischen Eltern und Kindern beim Thema Hänseleien und ein Profil der Kommunikationsstandards auf Familienebene Wenn die Erfahrungen von Kindern, die Opfer von Hänseleien geworden sind, auf Unverständnis seitens der Eltern stoßen, deutet dies auf fehlende Unterstützung innerhalb der Familie hin, und stellt somit einen erheblichen Risikofaktor dar. Mittels einer Onlinebefragung (N=300, Kind-Mutter-Vater-Triaden) sollten Familientypen extrahiert werden, die sich hinsichtlich der Ausprägung dieses Unverständnisses unterscheiden. Eine Analyse der Ausrichtung der Familienkommunikation innerhalb dieser Kind-Mutter-Vater-Triaden diente der Modellierung der Unterschiede auf Familienebene. Diese Familienkommunikationsprofile erfüllen tatsächlich ihren Zweck und differenzierten zwischen Familien mit unterschiedlichen Graden des Unverständnisses. Darüber hinaus zeigten Strukturgleichungsmodelle, dass diese Familienkommunikationsprofile einen unabhängigen Risikofaktor darstellen, und zwar über den Effekt der Aussage über Hänseleien hinaus. Die Familienkommunikationsprofile hingen indirekt mit dem Wohlbefinden des Opfers zusammen und wurden lediglich über das Ausmaß der Kind-Eltern-Unstimmigkeit vermittelt. Wir diskutieren diese Ergebnisse im Hinblick auf die Rolle der Familienkommunikation im Bewältigungsprozess bei Hänseleien. Resumen Los Padres no (Siempre) Saben que sus Hijos han Sido Víctimas de Matonismo: La Discrepancia entre los Hijos y los Padres sobre el Matonismo y los Perfiles Familiares de los Estándares de Comunicación La discrepancia entre las experiencias de las víctimas de matonismo y el entendimiento de sus padres indican la sub-utilización del sistema de apoyo familiar, y así, presenta un factor de riesgo importante. Encuestas online (N= 300 tríadas hijo-padre-madre) fueron conducidas para establecer un marco que ayude a las familias a distinguir entre los niveles de discrepancia entre el hijo-padres. La variabilidad de nivel familiar fue modelada a través del perfil de las orientaciones del estándar de comunicación familiar de la tríada hijo-padre-madre (FCS). Este "perfil FCS" en verdad distinguió a las familias con distintos niveles de discrepancia. Más aún, los análisis SEM revelaron que esas discrepancias presentaron un factor de riesgo distintivo en relación a los efectos de los reportes de matonismo en sí mismos. Finalmente, el perfil de FCS tuvo una asociación indirecta con el bienestar de las víctimas mediante mediación en la discrepancia hijo-padres. Estos hallazgos son discutidos en relación al rol de la comunicación familiar en los procesos de recuperación de las personas víctimas del matonismo. ZhaiYao Yo yak [source] Bullying among nurses and its effectsINTERNATIONAL NURSING REVIEW, Issue 4 2009m 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] Interpersonal Problems Among Perpetrators and Targets of Workplace BullyingJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 6 2009Lars Glasø This representative study among 2,539 Norwegian employees examines interpersonal problems among targets and perpetrators of workplace bullying. Both targets and perpetrators portrayed elevated levels of interpersonal problems. Yet, the results question the role of a general target personality in explaining exposure to workplace bullying. Although interpersonal problems were reported among 50% of the targets, interpersonal problems were also prevalent in a large proportion of the non-exposed employees. Accordingly, level of interpersonal problems does not easily differentiate targets from non-targets and calls for a broader frame of reference in order to understand the bullying process. [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 2008Maury 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] 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 definedAGGRESSIVE BEHAVIOR, Issue 5 2006Jane 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] Bullying and victimisation in Scottish secondary schools: Same or separate entities?AGGRESSIVE BEHAVIOR, Issue 1 2002A. Karatzias Abstract Previous research has suggested that bullying is an increasingly severe problem in schools. Such research has approached the phenomenon from two different angles. Earlier research has treated bullying and victimisation as separate entities. However, current research suggests that bullies and victims engage in a special dynamic and interactive relationship, thereby providing the need for studying any similarities and differences between bullies and victims in relation to various factors. The present research has approached bullying and victimisation in both ways. First, we studied differences between bullies, victims, and those not involved in relation to various demographic, school, well-being, and personality factors to identify factors that separate these three groups. In addition, we studied differences between those involved in bullying/victimisation (one group) and those never involved in relation to the same aforementioned factors to highlight aspects of the development of their special relationship (i.e., common factors). Prevalence rates and types of bullying/victimisation experienced/expressed in Scottish schools were also investigated. It was found that bullying and victimisation, when treated as separate entities, differed in relation to peer self-esteem, with bullies reporting higher levels of peer self-esteem than victims. When bullies and victims were treated as one group (involved), they were found to differ from the noninvolved group in relation to various factors, including school, well-being, and personality factors. The involved group was found to be disadvantaged in relation to all measures used. However, overall results indicated that from all these factors the best predictors of overall involvement as bully, victim, or bully-victim were Quality of School Life and school stress. The present results support the notion that bullying and victimisation could be treated, by future research, as both separate and/or interactive entities. This is so because bullying and victimisation were found to differ in relation to one personality factor, that is, peer self-esteem. However, Quality of School Life and school stress, both school factors, were found to be associated with the phenomenon as a whole. Results are discussed in relation to future development of antibullying policy in Scottish schools.Aggr. Behav. 28:45,61, 2002. © 2002 Wiley-Liss, Inc. [source] Burned by Bullying in the American Workplace: Prevalence, Perception, Degree and Impact*JOURNAL OF MANAGEMENT STUDIES, Issue 6 2007Pamela Lutgen-Sandvik abstract This study assesses the prevalence of workplace bullying in a sample of US workers, using a standardized measure of workplace bullying (Negative Acts Questionnaire, NAQ), and compares the current study's prevalence rates with those from other bullying and aggression studies. The article opens by defining bullying as a persistent, enduring form of abuse at work and contrasting it with other negative workplace actions and interactions. Through a review of the current literature, we propose and test hypotheses regarding bullying prevalence and dynamics relative to a sample of US workers. After discussing research methods, we report on the rates of bullying in a US sample, compare these to similar studies, and analyse the negative acts that might lead to perceptions of being bullied. Based upon past conceptualizations, as well as research that suggests bullying is a phenomenon that occurs in gradations, we introduce and provide statistical evidence for the construct and impact of bullying degree. Finally, the study explores the impact of bullying on persons who witnessed but did not directly experience bullying in their jobs. [source] On Bullying in the Nursing WorkplaceJOURNAL OF OBSTETRIC, GYNECOLOGIC & NEONATAL NURSING, Issue 4 2008Colonel John S. Murray PhD No abstract is available for this article. [source] Incivility and Bullying in the Workplace and Nurses' Shame ResponsesJOURNAL OF OBSTETRIC, GYNECOLOGIC & NEONATAL NURSING, Issue 2 2008Dianne M. Felblinger ABSTRACT Incivility and bullying in the workplace are intimidating forces that result in shame responses and threaten the well-being of nurses. Some nurses are accustomed to tolerating behaviors that are outside the realm of considerate conduct and are unaware that they are doing so. These behaviors affect the organizational climate, and their negative effects multiply if left unchecked. Interventions for incivility and bullying behaviors are needed at both individual and administrative levels. [source] Producing Contradictory Masculine Subject Positions: Narratives of Threat, Homophobia and Bullying in 11,14 Year Old BoysJOURNAL OF SOCIAL ISSUES, Issue 1 2003Ann Phoenix This paper reports a qualitative analysis of data from a study of masculinity in 11,14 year old boys attending twelve London schools. Forty-five group discussions (N= 245) and two individual interviews (N= 78) were conducted. The findings indicate that boys' experiences of school led them to assume that interviews would expose them to ridicule and so threaten their masculinity. Boys were generally more serious and willing to reveal emotions in individual than in group interviews. A key theme in boys' accounts was the importance of being able to present themselves as properly masculine in order to avoid being bullied by other boys by being labeled "gay." The ways in which boys were racialized affected their experiences of school. [source] Bullying in School: Evaluation and Dissemination of the Olweus Bullying Prevention ProgramAMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 1 2010Dan Olweus The nature and extent of bullying among school children is discussed, and recent attention to the phenomenon by researchers, the media, and policy makers is noted. The Olweus Bullying Prevention Program (OBPP) is a comprehensive, school-wide program that was designed to reduce bullying and achieve better peer relations among students in elementary, middle, and junior high school grades. Several large-scale studies from Norway are reviewed, which provide compelling evidence of the program's effectiveness in Norwegian schools. Studies that have evaluated the OBPP in diverse settings in the United States have not been uniformly consistent, but they have shown that the OBPP has had a positive impact on students' self-reported involvement in bullying and antisocial behavior. Efforts to disseminate the OBPP in Norway and the United States are discussed. [source] High Schools Can Be "Toxic"AMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 3 2002Alice Sterling Honig PhD Book reviewed in this article: And Words Can Hurt Forever. How to Protect Adolescents From Bullying, Harassment, and Emotional Violence, by J. Garbarino and E. DeLara. [source] Examining developmental differences in the social-emotional problems among frequent bullies, victims, and bully/victims,PSYCHOLOGY IN THE SCHOOLS, Issue 2 2009Lindsey M. O'Brennan Bullying poses a threat to children's social-emotional functioning and their perceptions of school climate, yet few studies have examined different types of social-emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels. The current study used data from 24,345 elementary-, middle-, and high-school students to examine the association between frequent involvement in bullying and aggressive impulsivity, attitudes toward aggressive retaliation, internalizing symptoms, peer relations, and perceptions of school climate. Logistic regression analyses indicated that bully/victims were most likely to display internalizing symptoms, problems in peer relationships, and have poorer perceptions of the school environment. Both frequent bullies and bully/victims displayed aggressive-impulsive behavior and endorsed retaliatory attitudes. High-school students frequently involved in bullying tended to display the greatest risk for internalizing problems, but less risk for aggressive impulsivity. Developmental trends and implications for prevention and early intervention are discussed. © 2008 Wiley Periodicals, Inc. [source] Is your Child or Student a Bully or a Victim of Bullying?THE BROWN UNIVERSITY CHILD AND ADOLESCENT BEHAVIOR LETTER, Issue S6 2006Article first published online: 16 MAY 200 No abstract is available for this article. [source] THE GULLIFORD LECTURE: Bullying or befriending?BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 1 2010Children's responses to classmates with special needs Children with special educational needs are generally less accepted, more rejected and more likely to be victims of bullying than their typically developing classmates. However, they are sometimes treated more favourably than classmates, more like friends than acquaintances. In this article, based on her contribution to the Gulliford Lecture series, Norah Frederickson of University College London argues that attributional processes which appear central to the establishment of peer acceptance and supportive relationships are more likely to be triggered when a child's difficulties are severe or obvious, classmates are older and explanatory information is given to them. Schools are sometimes reluctant to discuss the special needs of a pupil with their classmates due to concerns about labelling. However, the literature on labelling suggests that such concerns have been exaggerated and that labels can sometimes serve a protective function. Norah Frederickson suggests that respectful, helping relationships between typically developing classmates and pupils with special needs are valued by young people, their parents and teachers, and can build to friendships within a context of positive opportunities for interaction. [source] Bullying among adolescents with very low birth weightACTA PAEDIATRICA, Issue 6 2009Anna Sorte Grindvik No abstract is available for this article. [source] Conflict resolution and bully prevention: Skills for school successCONFLICT RESOLUTION QUARTERLY, Issue 1 2006Roberta A. Heydenberk In a two-year study, 673 elementary students participated in a bully prevention program that included seven training sessions introducing affective vocabulary, social and emotional literacy, and Conflict resolution skills. Treatment groups showed statistically significant gains on the Conflict resolution subscale of the standardized instrument employed. No gains were found in the comparison groups. A decrease in bullying and an increased sense of safety were indicated from student and staff questionnaire responses. [source] Developing an attitude towards bullying scale for prisoners: structural analyses across adult men, young adults and women prisonersCRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 1 2009Jane L. Ireland Background,Few studies have attempted to explore attitudes towards bullying among prisoners, despite acknowledgement that attitudes may play an important role. Aim,To evaluate the structure of a new attitudinal scale, the Prison Bullying Scale (PBS), with adult men and women in prison and with young male prisoners. Hypotheses,That attitudes would be represented as a multidimensional construct and that the PBS structure would be replicated across confirmatory samples. Method,The PBS was developed and confirmed across four independent studies using item parceling and confirmatory factor analysis: Study I comprised 412 adult male prisoners; Study II, 306 adult male prisoners; Study III, 171 male young offenders; and Study IV, 148 adult women prisoners. Results,Attitudes were represented as a multidimensional construct comprising seven core factors. The exploratory analysis was confirmed in adult male samples, with some confirmation among young offenders and adult women. The fit for young offenders was adequate and improved by factor covariance. The fit for women was the poorest overall. Conclusion,The study notes the importance of developing ecologically valid measures and statistically testing these measures prior to their clinical or research use. Implications,The development of the PBS holds value both as an assessment and as a research measure and remains the only ecologically validated measure in existence to assess prisoner attitudes towards bullying. Copyright © 2009 John Wiley & Sons, Ltd. [source] Coping with academic failure, a study of Dutch children with dyslexiaDYSLEXIA, Issue 4 2008Elly Singer Abstract This paper reports the results of a study of strategies that Dutch children with dyslexia employ to cope with recurrent academic failure. All of the students in the study had developed strategies for protecting their self-esteem. Using Harter's theory of coping with discrepancies between performance and standards, we distinguish four strategies: (1) working hard and committing to standards, (2) lowering standards, (3) seeking support from significant others (i.e. parents and teachers), and (4) avoiding comparisons with significant others (i.e. peers). Although self-talk emerged as an important component of all four strategies, it was employed both adaptively (e.g. to preserve the students' belief in their own academic capacities) and maladaptively (e.g. to devalue the importance of learning). The students relied most strongly on support from their parents; teachers and peers were more likely to be seen as threats to self-esteem. Strategies of teachers and parents to encourage adaptive coping with recurrent academic failure are confirming the student's self-worth, explaining dyslexia, showing faith in the student's capacities, fostering adaptive self-talk, providing educational treatment, and preventing teasing and bullying. Besides that, teachers and parents should cooperate. Copyright © 2007 John Wiley & Sons, Ltd. [source] Childhood negative experiences and subclinical psychosis in adolescence: a longitudinal general population studyEARLY INTERVENTION IN PSYCHIATRY, Issue 2 2007Ellen De Loore Abstract Background:, Accumulating evidence suggests that experiences of trauma and victimization during childhood are associated with an increased risk to develop clinical and subclinical psychosis in adulthood. A recent cross-sectional study showed a significant association between trauma and psychotic experiences in adolescents. The current study aimed to extend these findings by investigating the longitudinal effects of negative life experiences on the risk for subclinical psychotic symptoms 2 years later in an adolescent general community sample. Methods:, Data were derived from the standard health screenings of the Youth Health Care Divisions of the Public Health Services, in the South of the Netherlands. A total of 1129 adolescents filled out a self-report questionnaire at age 13/14 years and 2 years later (15/16 years), assessing psychotic experiences, as well as experiences of being bullied, sexual trauma, and negative life events. Results:, Logistic regression analyses revealed that sexual trauma increased the risk for psychotic symptoms 2 years later. Life events contributed to the risk for psychosis over time and psychosis in turn gave rise to new life events. No significant association with bullying was found after controlling for confounders. Conclusion:, The results provide further evidence for an association between childhood environment and psychosis in the crucial developmental period of early adolescence. Early and later psychological stress, if severe, may impact on the risk for psychosis in adolescence through mechanisms of person,environment interaction and correlation. [source] Dangerous Work: The Gendered Nature of Bullying in the Context of Higher EducationGENDER, WORK & ORGANISATION, Issue 2 2004Ruth Simpson This article discusses results from a research project which set out to investigate gender differences in the nature and experience of bullying within the higher education sector. Gender differences emerged in the form and perception of bullying as well as in target responses. Results also indicate that, irrespective of gender, bullies can capture and subvert organizational structures and procedures (such as official hierarchies, mentoring systems and probationary reviews) to further their abuse of the target and to conceal their aggressive intent. These outcomes are discussed in relation to gendered assumptions behind management practices and in relation to the masculinist ethic that underpins many higher education management initiatives. Overall, results indicate that bullying cannot be divorced from gender and that such behaviour needs to be seen in a gendered context. [source] Primary Headache in Italian Early Adolescents: The Role of Perceived Teacher UnfairnessHEADACHE, Issue 3 2009Massimo Santinello BA Background., The impact of perceived teacher unfairness on headache incidence has previously been insufficiently investigated. Objective., The aims of the study are to analyze the prevalence of headache among Italian early adolescents as well as to examine the role of perceived teacher unfairness and classmate social support in predicting this health outcome. Methods., Data were taken from the "Health Behaviour in School Aged Children," a cross-sectional survey investigating health behaviors among early adolescents in selected European countries. Headache, perceived teacher unfairness, and classmate social support were measured through a self-administered questionnaire filled out by a representative sample of 4386 (48.4% males) Italian students (11, 13, and 15 years old). Covariates included demographic characteristics (age, gender) and socioeconomic status (parental educational attainment), and other confounding psychological factors (eg, family empowerment, bullying). Results., Prevalence of frequent headaches (at least once a week) was about 40%. Girls were more likely to report frequent headaches compared with boys. Prevalence of frequent headaches increased with age. After adjusting for age and gender, teacher unfairness showed a significant association with frequent headache (P < .001). This relationship remained significant even after additional adjustment for several psychosocial factors. Classmate social support seems to act as a protective factor, but not as a buffering mechanism against the negative effects of teacher unfairness. Conclusions., Italian early adolescents show a quite high prevalence of frequent headache. Results show that characteristics of the school setting, such as teacher unfairness and classmate social support, can be significant predictors of frequent headache among early adolescents. Longitudinal research is needed to delineate causal relationships between school factors and recurrent headache. [source] Bullying among nurses and its effectsINTERNATIONAL NURSING REVIEW, Issue 4 2009m 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] International perspectives on workplace bullying among nurses: a reviewINTERNATIONAL NURSING REVIEW, Issue 1 2009S.L. Johnson rn Purpose:, This article examines the nursing literature on workplace bullying with the aim of reaching a better understanding of the phenomenon. Background:, Workplace bullying occurs in many occupations and workplaces, including nursing. Methods:, The following databases were used for the literature review: CINAHL, PubMed, Pro Quest and EBSCO host. Only articles in English were used. Articles from outside the nursing literature were also examined to gain a broader understanding of workplace bullying. Findings:, Workplace bullying is more than a simple conflict between two individuals. It is a complex phenomenon that can only be understood through an examination of social, individual and organizational factors. Workplace bullying has been shown to impact the physical and psychological health of victims, as well as their performance at work. Workplace bullying impacts the organization through decreased productivity, increased sick time and employee attrition. Conclusions:, More nurse-specific research is needed in this area. Research needs to be conducted in a systematic and uniform manner so that generalizations across studies can be made. The ultimate goal of this research should be to generate an understanding of this phenomenon so that solutions can be found. [source] Cohesion among nurses: a comparison of bedside vs. charge nurses' perceptions in Australian hospitalsJOURNAL OF ADVANCED NURSING, Issue 4 2001Wendy Chaboyer PhD RN Cohesion among nurses: a comparison of bedside vs. charge nurses' perceptions in Australian hospitals Aim.,This study examines the extent to which hospital nurses view their working environment in a positive sense, working as a cohesive group. Background.,Despite the fact that nursing in Australia is now considered a profession, it has been claimed that nurses are an oppressed group who use horizontal violence, bullying and aggression in their interactions with one and other. Methods.,After ethical approval, a random sample of 666 nurses working directly with patients and all 333 critical care nurses employed in three large tertiary Australian hospitals were invited to participate in the study in the late 1990s. A mailed survey examined the perceptions of interaction nurses had with each other. The hypothesis, that level of employment (either Level I bedside nurses or Level II/III clinical leaders) and area of work (either critical care or noncritical care) would influence perceptions of cohesion, as measured by the cohesion amongst nurses scale (CANS) was tested. Results.,In total 555 (56%) surveys were returned. Of these, 413 were returned by Level I and 142 by Level II/III nurses. Of this sample, 189 were critical care and 355 noncritical care nurses. There was no difference between Level I and II/III nurses in mean CANS scores. It is interesting to note that the item rated most positively was ,nurses on the units worked well together', however, the item rated least positive was ,staff can be really bitchy towards each other' for both Level I and II/III nurses. There was no difference in CANS scores between critical care and noncritical care nurses. Conclusions.,Nurses working in Australian hospitals perceived themselves to be moderately cohesive but, as would be expected in other work settings, some negative perceptions existed. [source] Interpersonal Problems Among Perpetrators and Targets of Workplace BullyingJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 6 2009Lars Glasø This representative study among 2,539 Norwegian employees examines interpersonal problems among targets and perpetrators of workplace bullying. Both targets and perpetrators portrayed elevated levels of interpersonal problems. Yet, the results question the role of a general target personality in explaining exposure to workplace bullying. Although interpersonal problems were reported among 50% of the targets, interpersonal problems were also prevalent in a large proportion of the non-exposed employees. Accordingly, level of interpersonal problems does not easily differentiate targets from non-targets and calls for a broader frame of reference in order to understand the bullying process. [source] The relationship between self-perception of physical attractiveness and sexual bullying in early adolescenceAGGRESSIVE BEHAVIOR, Issue 5 2010Nancy J. Cunningham Abstract The relationship between self-perception of physical attractiveness and four measures of sexual bullying behavior (victimization, perpetration, having friends who sexually bully, and observation of sexual bullying among peers at school) was examined in a sample of 396 middle school age students. Students who perceived themselves to be more physically attractive than their peers reported sexually bullying others more, being sexually bullied by others more, observing more sexual bullying, and having more friends who sexually bully others than did students who perceived themselves as average looking. In addition, males who perceived themselves to be less physically attractive than their peers reported being victimized more and reported observing more sexual bullying in the school environment. These findings highlight the importance of physical attractiveness in the early initiation of sexual harassment. Implications for future research and interventions with early adolescents are discussed. Aggr. Behav. 36:271,281, 2010. © 2010 Wiley-Liss, Inc. [source] Do personality characteristics and beliefs predict intra-group bullying between prisoners?AGGRESSIVE BEHAVIOR, Issue 4 2010Polly Turner Abstract This study assesses how beliefs about aggression and personality can predict engagement in intra-group bullying among prisoners. A sample of 213 adult male prisoners completed the DIPC-SCALED (bullying behavior), the EXPAGG (beliefs toward aggression), and the IPIP (a five-factor measure of personality). It was predicted that bullies would hold greater instrumental beliefs supporting the use of aggression than the other categories, with perpetrators reporting lower scores on agreeableness, conscientiousness, and openness to experience, and higher scores on neuroticism (i.e. low scores on emotional stability) than the remaining sample. Bullies and bully-victims endorsed greater instrumental aggressive beliefs than the victim category. Only one perpetrator group, bullies were predicted by reduced levels of agreeableness and increased levels of neuroticism, whereas bully/victims were predicted by decreased levels of neuroticism. Limitations of this study and directions for future research are discussed. Aggr. Behav. 36:261,270, 2010. © 2010 Wiley-Liss, Inc. [source] Peer and cyber aggression in secondary school students: the role of moral disengagement, hostile attribution bias, and outcome expectanciesAGGRESSIVE BEHAVIOR, Issue 2 2010Chrisa D. Pornari Abstract This study investigated the relationship between cognitive mechanisms, applied by people to rationalize and justify harmful acts, and engagement in traditional peer and cyber aggression among school children. We examined the contribution of moral disengagement (MD), hostile attribution bias, and outcome expectancies, and we further explored the individual contribution of each MD mechanism. Our aim was to identify shared and unique cognitive factors of the two forms of aggression. Three hundred and thirty-nine secondary school children completed self-report measures that assessed MD, hostile attribution bias, outcome expectancies, and their roles and involvement in traditional and cyber aggression. We found that the MD total score positively related to both forms of peer-directed aggression. Furthermore, traditional peer aggression positively related to children's moral justification, euphemistic language, displacement of responsibility and outcome expectancies, and negatively associated with hostile attribution bias. Moral justification also related positively to cyber aggression. Cyber aggression and cyber victimization were associated with high levels of traditional peer aggression and victimization, respectively. The results suggest that MD is a common feature of both traditional and cyber peer aggression, but it seems that traditional forms of aggression demand a higher level of rationalization or justification. Moreover, the data suggest that the expectation of positive outcomes from harmful behavior facilitates engagement in traditional peer aggression. The differential contribution of specific cognitive mechanisms indicates the need for future research to elaborate on the current findings, in order to advance theory and inform existing and future school interventions tackling aggression and bullying. Aggr. Behav. 36:81,94, 2010. © 2009 Wiley-Liss, Inc. [source] | |||||||||||||||||||||||||||||||