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Sample records for handle bullying harassment

  1. Workplace bullying and harassment new developments in international law

    CERN Document Server

    Pinkos Cobb, Ellen

    2017-01-01

    Workplace Bullying and Harassment: New Developments in International Law provides a comprehensive tour around the globe, summarizing relevant legislation and key developments in workplace bullying, harassment, sexual harassment, discrimination, violence, and stress in over 50 countries in Europe, the Asia Pacific region, the Americas region, and the Middle East and Africa. Workplace bullying, harassment, and other psychological workplace hazards are becoming increasingly acknowledged and legislated against in the modern work world. The costs of bullying, harassment, violence, discrimination, and stress at work are huge and far-reaching. Frequently under-reported and misunderstood, workplace bullying, harassment, violence, discrimination, and stress wreak havoc on the vitality and prosperity of organizations and individuals alike.

  2. Sexual Harassment and Bullying Behaviors in Sixth-Graders

    Science.gov (United States)

    Ashbaughm, Lauren P.; Cornell, Dewey G.

    2008-01-01

    Sexual harassment is widely viewed as a form of bullying, but has received little attention in studies of middle school students. A survey of 109 6th grade students found that 29% of students reported at least one sexual harassment experience in the past 30 days, with 11% reporting harassment once per week or more. Although boys and girls reported…

  3. Initial Development and Validation of the BullyHARM: The Bullying, Harassment, and Aggression Receipt Measure

    Science.gov (United States)

    Hall, William J.

    2016-01-01

    This article describes the development and preliminary validation of the Bullying, Harassment, and Aggression Receipt Measure (BullyHARM). The development of the BullyHARM involved a number of steps and methods, including a literature review, expert review, cognitive testing, readability testing, data collection from a large sample, reliability…

  4. Associations of Workplace Bullying and Harassment with Pain

    OpenAIRE

    Kumi Hirokawa; Toshiyo Taniguchi; Jiro Takaki

    2013-01-01

    The aim of this study was to investigate associations of workplace bullying and harassment with headache, stiffness of the neck or shoulders, lumbago, and pain of two or more joints. The subjects in this cross-sectional study were recruited from workers (n = 1,913) at 35 healthcare or welfare facilities in Japan. Because of non-participation or missing data, the number of subjects included in the analysis varied (response rate ? 77.1%). Workplace bullying and harassment were assessed using th...

  5. Initial Development and Validation of the BullyHARM: The Bullying, Harassment, and Aggression Receipt Measure

    OpenAIRE

    Hall, William J.

    2016-01-01

    This article describes the development and preliminary validation of the Bullying, Harassment, and Aggression Receipt Measure (BullyHARM). The development of the BullyHARM involved a number of steps and methods, including a literature review, expert review, cognitive testing, readability testing, data collection from a large sample, reliability testing, and confirmatory factor analysis. A sample of 275 middle school students was used to examine the psychometric properties and factor structure...

  6. Guidance Counsellor Strategies for Handling Bullying

    Science.gov (United States)

    Power-Elliott, Michleen; Harris, Gregory E.

    2012-01-01

    The purpose of this exploratory-descriptive study was to examine how guidance counsellors in the province of Newfoundland and Labrador would handle a specific verbal-relational bullying incident. Also of interest was guidance counsellor involvement and training in bullying programmes and Positive Behaviour Supports. Data for this study was…

  7. Maryland's Model Policy to Address Bullying, Harassment, or Intimidation

    Science.gov (United States)

    Maryland State Department of Education, 2016

    2016-01-01

    In accordance with the provisions of Section 7-424.1 of the Education Article of the Annotated Code of Maryland, the Maryland State Board of Education has developed and adopted a Model Policy to address bullying, harassment, or intimidation. This report presents the Model Policy, which is organized into the following eight points: (1) Prohibition…

  8. Preventing Bullying and Harassment of Sexual Minority Students in Schools

    Science.gov (United States)

    Bishop, Holly N.; Casida, Heather

    2011-01-01

    Sexual minority students (most often gay, lesbian, or bisexual, but including anyone who does not or is perceived to not fit the common heterosexual stereotype) often face ongoing bullying and harassment in schools that goes unstopped by faculty or administration. These students suffer academically, emotionally, and physically as a direct result…

  9. Bullying, Intimidation and Harassment Prevention School Policy. A Discussion Paper

    Science.gov (United States)

    Montana Office of Public Instruction, 2005

    2005-01-01

    This paper provides a background and discussion regarding the need for school policy and procedures to prevent bullying, intimidation and harassment in schools. The paper is intended to focus discussion on the responsibility of school boards, administrators and staff in making the school environment a safe place for all students. In so doing,…

  10. Associations of Workplace Bullying and Harassment with Pain

    Directory of Open Access Journals (Sweden)

    Kumi Hirokawa

    2013-09-01

    Full Text Available The aim of this study was to investigate associations of workplace bullying and harassment with headache, stiffness of the neck or shoulders, lumbago, and pain of two or more joints. The subjects in this cross-sectional study were recruited from workers (n = 1,913 at 35 healthcare or welfare facilities in Japan. Because of non-participation or missing data, the number of subjects included in the analysis varied (response rate ≥ 77.1%. Workplace bullying and harassment were assessed using the Negative Acts Questionnaire. Depression was assessed using the Brief Job Stress Questionnaire. The frequency of pain experienced by workers in the previous month was evaluated using a four-point scale. Many of the associations of person-related bullying, work-related bullying, and sexual harassment with headache, stiffness of the neck or shoulders, lumbago, and pain of two or more joints were positive and significant (p < 0.05. Even after adjustment for depression, some of the associations remained significant (p < 0.05. For example, changes in the prevalence ratio for headache associated with a 1-point increase in the work-related bullying score were 1.05 (95% confidence interval (CI 1.01 to 1.09 in men and 1.03 (95% CI 1.01 to 1.05 in women after adjustment for age, marital status, employment status, work shift, and depression.

  11. Associations of workplace bullying and harassment with pain.

    Science.gov (United States)

    Takaki, Jiro; Taniguchi, Toshiyo; Hirokawa, Kumi

    2013-09-25

    The aim of this study was to investigate associations of workplace bullying and harassment with headache, stiffness of the neck or shoulders, lumbago, and pain of two or more joints. The subjects in this cross-sectional study were recruited from workers (n = 1,913) at 35 healthcare or welfare facilities in Japan. Because of non-participation or missing data, the number of subjects included in the analysis varied (response rate ≥ 77.1%). Workplace bullying and harassment were assessed using the Negative Acts Questionnaire. Depression was assessed using the Brief Job Stress Questionnaire. The frequency of pain experienced by workers in the previous month was evaluated using a four-point scale. Many of the associations of person-related bullying, work-related bullying, and sexual harassment with headache, stiffness of the neck or shoulders, lumbago, and pain of two or more joints were positive and significant (p < 0.05). Even after adjustment for depression, some of the associations remained significant (p < 0.05). For example, changes in the prevalence ratio for headache associated with a 1-point increase in the work-related bullying score were 1.05 (95% confidence interval (CI) 1.01 to 1.09) in men and 1.03 (95% CI 1.01 to 1.05) in women after adjustment for age, marital status, employment status, work shift, and depression.

  12. Initial Development and Validation of the BullyHARM: The Bullying, Harassment, and Aggression Receipt Measure

    Science.gov (United States)

    Hall, William J.

    2017-01-01

    This article describes the development and preliminary validation of the Bullying, Harassment, and Aggression Receipt Measure (BullyHARM). The development of the BullyHARM involved a number of steps and methods, including a literature review, expert review, cognitive testing, readability testing, data collection from a large sample, reliability testing, and confirmatory factor analysis. A sample of 275 middle school students was used to examine the psychometric properties and factor structure of the BullyHARM, which consists of 22 items and 6 subscales: physical bullying, verbal bullying, social/relational bullying, cyber-bullying, property bullying, and sexual bullying. First-order and second-order factor models were evaluated. Results demonstrate that the first-order factor model had superior fit. Results of reliability testing indicate that the BullyHARM scale and subscales have very good internal consistency reliability. Findings indicate that the BullyHARM has good properties regarding content validation and respondent-related validation and is a promising instrument for measuring bullying victimization in school. PMID:28194041

  13. Dear Colleague Letter: Harassment and Bullying

    Science.gov (United States)

    Ali, Russlynn

    2010-01-01

    In recent years, many state departments of education and local school districts have taken steps to reduce bullying in schools. The U.S. Department of Education (Department) fully supports these efforts. Bullying fosters a climate of fear and disrespect that can seriously impair the physical and psychological health of its victims and create…

  14. Sexual Harassment, Bullying, and School Outcomes for High School Girls and Boys.

    Science.gov (United States)

    Gruber, James; Fineran, Susan

    2016-01-01

    A comparison of the impact of bullying and sexual harassment on five school outcomes was conducted on a sample of high school students. Results revealed that sexual harassment was a stronger predictor than bullying of all school outcomes for both sexes, but especially for girls. This study suggests that sexual harassment, which activates sexist and heterosexist stereotypes, erodes school engagement, alienates students from teachers, and adversely affects academic achievement, to a greater degree than bullying does. © The Author(s) 2015.

  15. Bullying and harassment – Are junior doctors always the victims?

    International Nuclear Information System (INIS)

    Nyhsen, C.M.; Patel, P.; O'Connell, J.E.

    2016-01-01

    Introduction: NHS staff have the right to work in an environment free from bullying, harassment and violence. There should be good team-working with colleagues from all disciplines. Reports of bullying experienced by junior doctors resulted in mandatory annual GMC surveys regarding the quality of training. This led to medical trainees being surveyed more than any other staff. Radiographers informally reported bullying and harassment (B&H) incidents involving trainees. This survey aims to quantify the issue. Methods: Online survey of general and CT radiographers at a large acute hospital in the North East of England addressing incidents involving junior doctors and occurring in the preceding 12 months. Results: The survey was completed by 86% (44/51) general and 5/7 CT radiographers. Overall 45% experienced bullying, 92% had their own/witnessed a colleague's opinion being ignored and 57% were the target of loud verbal abuse/anger or witnessed colleagues being treated in that way. Several radiographers reported 5 or more B&H incidents. 26 radiographers (51%) were shouted at/ridiculed in theatre, 4 feeling unsafe/physically threatened. Junior doctors regularly queried the need to supervise CT contrast injections on call. Free text comments highlighted that doctors rarely introduced themselves to radiology staff. Conclusion: Radiographers report significant incidents of B&H involving junior doctors, who do not always seem to appreciate radiation exposure legislation, patient safety protocols or respect the seniority of highly trained radiographers. Measures introduced subsequently include guidance for radiographers, a dedicated radiology e-learning package for trainees and classroom sessions for foundation doctors and final year undergraduate students. - Highlights: • Bullying and harassment of radiographers is a persistent problem. • Some radiographers reported feeling physically threatened in theatre. • Some junior doctors do not respect radiation exposure

  16. Sexual Harassment and Bullying: A Guide to Keeping Kids Safe and Holding Schools Accountable

    Science.gov (United States)

    Strauss, Susan

    2011-01-01

    Bullying in schools is often discussed, but sexual harassment in schools, and how it differs from bullying is often overlooked. In fact, though, sexual harassment (committed both by fellow students and school personnel) is more common and yet more easily and quickly dismissed by those involved, though its consequences for the victim can be…

  17. Sexual Harassment and Bullying: Similar, but Not the Same. What School Officials Need to Know

    Science.gov (United States)

    Miller, Ellery M., Jr.; Mondschein, Eric S.

    2017-01-01

    As the focus on bullying has grown, attention to incidents of and concern about sexual harassment has diminished. It is easy to understand that sexual harassment can be a form of bullying, especially when it is used to intimidate, but it is also a form of discrimination prohibited by federal and state laws. Effective implementation and enforcement…

  18. Is It Bullying or Sexual Harassment? Knowledge, Attitudes, and Professional Development Experiences of Middle School Staff

    Science.gov (United States)

    Charmaraman, Linda; Jones, Ashleigh E.; Stein, Nan; Espelage, Dorothy L.

    2013-01-01

    Background: This study fills a gap in the literature by examining how school staff members view bullying and sexual harassment and their role in preventing both. Given recent legislation, increasingly more attention is paid to bully prevention; however, student-on-student sexual harassment is less addressed. Methods: Four focus groups were…

  19. Does online harassment constitute bullying? An exploration of online harassment by known peers and online-only contacts.

    Science.gov (United States)

    Wolak, Janis; Mitchell, Kimberly J; Finkelhor, David

    2007-12-01

    To shed light on the nature of online harassment and the extent to which it may be bullying by examining differences in the characteristics of harassed youth, online harassment incidents, and distressing online harassment based on the identity of online harassers (known peer vs. online-only contact). A telephone survey of a nationally representative sample of 1500 youth Internet users, ages 10 to 17, conducted between March and June 2005. Nine percent (n = 129) of youth were harassed online in the past year, 43% (n = 56) by known peers and 57% (n = 73) by people they met online and did not know in person (online-only contacts). Most online harassment incidents did not appear to meet the standard definition of bullying used in school-based research and requiring aggression, repetition, and power imbalance. Only 25% of incidents by known peers and 21% by online-only contacts involved both repeated incidents and either distress to targets or adult intervention. In many cases, the concept of "bullying" or "cyber-bullying" may be inappropriate for online interpersonal offenses. We suggest using "online harassment," with disclaimers that it does not constitute bullying unless it is part of or related to offline bullying. This would include incidents perpetrated by peers that occur entirely online, but arise from school-related events or relationships and have school-related consequences for targets. The Internet provides opportunities for the extension of conventional school bullying to new venues. Those who study conventional school bullying should include online forms of the behavior in research, prevention, and intervention paradigms.

  20. Implementation and outcomes of a zero tolerance of bullying and harassment program.

    Science.gov (United States)

    Meloni, Marion; Austin, Michelle

    2011-02-01

    This case study describes the implementation of a zero tolerance of bullying and harassment program and its outcomes in an ACT hospital. The significance of bullying and harassment within this hospital workplace and its impact became apparent in the 2005 employee satisfaction survey. The results showed low staff satisfaction, a relatively high occurrence of perceived bullying and harassment in the workplace, and a low level of trust by staff in the management of bullying and harassment issues in comparison to the health sector norms. A bullying and harassment program was therefore put in place led by the hospital's Organisational Development Unit and a zero-tolerance approach towards bullying and harassment was adopted and embraced by the leadership group. After nearly 3 years the program has had a positive impact, including contributing to an overall increase in staff satisfaction and improvements in the bullying and harassment section of the latest employee satisfaction survey. Additional initiatives have been implemented and improved employee satisfaction results are expected in 2010-11.

  1. The impact of bullying and sexual harassment on middle and high school girls.

    Science.gov (United States)

    Gruber, James E; Fineran, Susan

    2007-06-01

    The impact of bullying and sexual harassment on six health outcomes among middle school girls were compared to these outcomes among high school girls. High school girls experienced more bullying and sexual harassment and poorer health outcomes than their middle school counterparts, but the impact of these experiences was less among high school students. Differences in outcomes may be the result of better support systems and coping mechanisms among high school girls and/or challenging developmental changes during middle school. Sexual orientation, race, and disability had some notable relationships to bullying and sexual harassment experiences as well as health outcomes.

  2. Teacher Training to Handle Bullying in the School in Indonesia

    Directory of Open Access Journals (Sweden)

    Hidayatus Sholihah

    2016-02-01

    Full Text Available There are several students in Indonesia who have suffered from injury or even died because of bullying. As a consequence, school teachers in Indonesia need to be trained to handle and prevent bullying. This essay examines the importance of pre-service and in service teacher training in order to reduce and prevent bullying in school in Indonesia by examining the problem of bullying, discussing the effects of it and providing areas of training to help teachers to tackle bullying. There are several reasons why bullying becomes serious problem in school. First of all, bullying is a complex task for teachers because it is difficult to identify and, teachers find it difficult to differentiate between bullying and fighting or horseplay. Moreover, teachers lack the knowledge and skills to handle bullying. Bullying has negative effects not only on victims but also on bullies. Victims feel lonely, depressed, and often have low self-esteem, while bullies often exhibit sign of bad temper or depression. Areas of teachers pre- service and in- service training are1 assisting teachers to differentiate between bullying and fighting or horse playing 2 developing skills to communicate with bullies and to manage classrooms where bullying occurs. In conclusion, teacher training is a good solution to tackle bullying at school in Indonesia because teachers are in the front line to solve this problem. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1786

  3. Patterns of Bullying and Sexual Harassment: Connections with Parents and Teachers as Direct Protective Factors.

    Science.gov (United States)

    Doty, Jennifer L; Gower, Amy L; Rudi, Jessie H; McMorris, Barbara J; Borowsky, Iris W

    2017-11-01

    Involvement in bullying and sexual harassment in adolescence is associated with a variety of internalizing, externalizing, and health-risk behaviors. Yet, the two behaviors are often studied independently. The current study examined how bullying and sexual harassment co-occur and whether social connections protected youth from risk patterns. The data for this study come from the 2013 Minnesota Student Survey (N = 121,311; 50% female, 74% White, 26% received free or reduced-price lunch; M age  = 14.9, SD = 1.3). Students reported on bullying and sexual harassment victimization and perpetration. Using latent class analysis, youth were classified into five patterns: High-Risk of All Forms of Victimization and Perpetration (7%), Relational and Cyberbullying Victimization (17%), Sexual Harassment Victimization and Perpetration (8%), Physical Bullying Perpetration (6%), and Low-Risk (62%). Compared to the low-risk class, the four other classes had lower levels of social connections, particularly with teachers and parents. Older youth (9th and 11th grade students) were at greater risk for the sexual harassment pattern, while younger youth (8th grade students) were at greater risk for bullying patterns. The results indicate that efforts to reduce bullying should also address sexual harassment and social connections with adults.

  4. Ethical Infrastructure and Successful Handling of Workplace Bullying

    Directory of Open Access Journals (Sweden)

    Kari Einarsen

    2017-03-01

    Full Text Available Antecedents and consequences of workplace bullying are well documented. However, the mea- sures taken against workplace bullying, and the effectiveness of such measures, have received less attention. This study addresses this knowledge gap by exploring the role of ethical infrastructure in perceived successful handling of reported workplace bullying. Ethical infrastructure refers to formal and informal systems that enable ethical behavior and disable unethical behavior in organizations. A survey was sent to HR managers and elected head safety representatives (HSRs in all Norwegian municipality organizations. Overall, 216 organizations responded (response rate = 50.2 percent. The ethical infrastructure accounted for 39.4% of the variance in perceived suc- cessful handling of workplace bullying. Formal sanctions were the only unique and signi cant contributor to the perceived successful handling of workplace bullying. The results substantiate the argument that organizations’ ethical infrastructure relate to the HR managers and HSRs’ percep- tions regarding their organizations’ handling of workplace bullying.

  5. Dear Colleague Letter Harassment and Bullying (October 26, 2010). Background, Summary, and Fast Facts

    Science.gov (United States)

    US Department of Education, 2010

    2010-01-01

    The Dear Colleague Letter (DCL) does the following: (1) Clarifies the relationship between bullying and discriminatory harassment under the civil rights laws enforced by the Department of Education's (ED) Office for Civil Rights (OCR); (2) Explains how student misconduct that falls under an anti-bullying policy also may trigger responsibilities…

  6. Bullying and harassment in the workplace developments in theory, research, and practice

    CERN Document Server

    Hoel, Helge; Zapf, Dieter; Cooper, Cary

    2010-01-01

    Previously titled Bullying and Emotional Abuse in the Workplace: International Perspectives in Research and Practice, the first edition of this bestselling resource quickly became a benchmark and highly cited source of knowledge for this burgeoning field. Renamed to more accurately reflect the maturing of the discipline, Bullying and Harassment in the Workplace: Developments in Theory, Research, and Practice, Second Edition provides a much-needed update of the original work. Edited by leading experts and presenting contributions from pioneers in their respective subject areas, the book is an up-to-date research-based resource on key aspects of workplace bullying and its remediation. New chapters include: Rehabilitation and Treatment of Victims of Bullying Interventions for the Prevention and Management of Workplace Bullying Bullying and Discrimination An Industrial Relation Perspective on Workplace Bullying Investigating Complaints of workplace bullying Whistleblowing and Workplace b...

  7. Examining the overlap in internet harassment and school bullying: implications for school intervention.

    Science.gov (United States)

    Ybarra, Michele L; Diener-West, Marie; Leaf, Philip J

    2007-12-01

    As more and more youth utilize the Internet, concern about Internet harassment and its consequences for adolescents is growing. This paper examines the potential overlap in online and school harassment, as well as the concurrence of Internet harassment and school behavior problems. The Growing Up with Media survey is a national cross-sectional online survey of 1588 youth between the ages of 10 and 15 years old. Our main measures were Internet harassment (i.e., rude or nasty comments, spreading of rumors, threatening or aggressive comments) and school functioning (i.e., academic performance; skipping school; detentions and suspensions; and carrying a weapon to school in the last 30 days). Although some overlap existed, 64% of youth who were harassed online did not report also being bullied at school. Nonetheless, youth harassed online were significantly more likely to also report two or more detentions or suspensions, and skipping school in the previous year. Especially concerning, youth who reported being targeted by Internet harassment were eight times more likely than all other youth to concurrently report carrying a weapon to school in the past 30 days (odds ratio = 8.0, p = .002). Although the data do not support the assumption that many youth who are harassed online are bullied by the same (or even different) peers at school, findings support the need for professionals working with children and adolescents, especially those working in the schools, to be aware of the possible linkages between school behavior and online harassment for some youth.

  8. Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity, Effectiveness, and School Climate: A Cross-Sectional Analysis

    Science.gov (United States)

    Cosgrove, Heather E.; Nickerson, Amanda B.

    2017-01-01

    In this cross-sectional study, we examined a matched sample of 924 educators' perceptions of severity of bullying and harassment and school climate prior to (Wave 1 n = 435) and following (Wave 2 n = 489) the implementation of New York's anti-bullying and harassment legislation, the Dignity for All Students Act (DASA). Alignment with DASA mandates…

  9. Measurement of the bystander intervention model for bullying and sexual harassment.

    Science.gov (United States)

    Nickerson, Amanda B; Aloe, Ariel M; Livingston, Jennifer A; Feeley, Thomas Hugh

    2014-06-01

    Although peer bystanders can exacerbate or prevent bullying and sexual harassment, research has been hindered by the absence of a validated assessment tool to measure the process and sequential steps of the bystander intervention model. A measure was developed based on the five steps of Latané and Darley's (1970) bystander intervention model applied to bullying and sexual harassment. Confirmatory factor analysis with a sample of 562 secondary school students confirmed the five-factor structure of the measure. Structural equation modeling revealed that all the steps were influenced by the previous step in the model, as the theory proposed. In addition, the bystander intervention measure was positively correlated with empathy, attitudes toward bullying and sexual harassment, and awareness of bullying and sexual harassment facts. This measure can be used for future research and to inform intervention efforts related to the process of bystander intervention for bullying and sexual harassment. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  10. Self-reported harassment and bullying in Australian universities: explaining differences between regional, metropolitan and elite institutions

    DEFF Research Database (Denmark)

    Skinner, Timothy C.; Peetz, David; Strachan, Glenda

    2015-01-01

    © 2015 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management. We analyse data from the largest survey of university staff in Australia to determine whether bullying and harassment are more common in regional than metropolitan...... of harassment. This probably reflected the labour market and resource context of regional universities. Binary logistic regression indicated that a perceived lack of support for professional development partially explained the effect of regional status on differences in the rates of harassment/bullying across...... university types. Markers of organisational culture only partially account for differences in the rates of harassment/bullying between university types....

  11. Ethical Infrastructure and Successful Handling of Workplace Bullying

    OpenAIRE

    Einarsen, Kari; Mykletun, Reidar; Einarsen, Ståle Valvatna; Skogstad, Anders; Salin, Denise

    2017-01-01

    Antecedents and consequences of workplace bullying are well documented. However, the mea- sures taken against workplace bullying, and the effectiveness of such measures, have received less attention. This study addresses this knowledge gap by exploring the role of ethical infrastructure in perceived successful handling of reported workplace bullying. Ethical infrastructure refers to formal and informal systems that enable ethical behavior and disable unethical behavior in organizations. A sur...

  12. Associations of workplace bullying and harassment with stress reactions: a two-year follow-up study

    Science.gov (United States)

    TANIGUCHI, Toshiyo; TAKAKI, Jiro; HIROKAWA, Kumi; FUJII, Yasuhito; HARANO, Kaori

    2015-01-01

    The purpose of this prospective study was to investigate the effect of the patterning of workplace bullying and harassment over two time points (chronic, remission, onset, and never) on psychological and physical stress reactions. The subjects were 543 workers at welfare facilities for the elderly in Japan who completed a self-administered questionnaire at Time 1 (from August to September, 2009) and at Time 2 (from September to October, 2011). Workplace bullying and harassment were assessed using the Negative Acts Questionnaire (NAQ). Stress reactions were assessed using the Brief Job Stress Questionnaire. In the multiple logistic regression analyses, onset of person-related bullying was significantly (ppsychological and physical stress reactions at Time 2. Chronic form of person-related bullying was significantly (ppsychological stress reaction at Time 2. Onset of sexual harassment was significantly (psexual harassment was significantly (psexual harassment can cause stress reactions. Remission of sexual harassment can terminate physical stress reaction. PMID:26537998

  13. Associations of workplace bullying and harassment with stress reactions: a two-year follow-up study.

    Science.gov (United States)

    Taniguchi, Toshiyo; Takaki, Jiro; Hirokawa, Kumi; Fujii, Yasuhito; Harano, Kaori

    2016-01-01

    The purpose of this prospective study was to investigate the effect of the patterning of workplace bullying and harassment over two time points (chronic, remission, onset, and never) on psychological and physical stress reactions. The subjects were 543 workers at welfare facilities for the elderly in Japan who completed a self-administered questionnaire at Time 1 (from August to September, 2009) and at Time 2 (from September to October, 2011). Workplace bullying and harassment were assessed using the Negative Acts Questionnaire (NAQ). Stress reactions were assessed using the Brief Job Stress Questionnaire. In the multiple logistic regression analyses, onset of person-related bullying was significantly (psexual harassment was significantly (psexual harassment was significantly (psexual harassment can cause stress reactions. Remission of sexual harassment can terminate physical stress reaction.

  14. Predictors of US Teachers' Intervention in Anti-Lesbian, Gay, Bisexual, and Transgender Bullying and Harassment

    Science.gov (United States)

    Greytak, Emily A.; Kosciw, Joseph G.

    2014-01-01

    This study examines how United States (US) teachers' experiences and beliefs may be predictive of their intervention in anti-lesbian, gay, bisexual, and transgender (LGBT) bullying and harassment using a US national sample of teachers (N?=?726) who completed an online survey. Results from regression analysis indicated that knowing LGBT people,…

  15. Dating Violence, Bullying, and Sexual Harassment: Longitudinal Profiles and Transitions over Time

    Science.gov (United States)

    Miller, Shari; Williams, Jason; Cutbush, Stacey; Gibbs, Deborah; Clinton-Sherrod, Monique; Jones, Sarah

    2013-01-01

    Although there is growing recognition of the problem of dating violence, little is known about how it unfolds among young adolescents who are just beginning to date. This study examined classes (subgroups) and transitions between classes over three time points based on dating violence, bullying, and sexual harassment perpetration and victimization…

  16. A Descriptive Analysis of Harassment, Intimidation, or Bullying Student Behaviors: 2013-2014

    Science.gov (United States)

    Whisman, Andy

    2015-01-01

    This report describes the occurrence of discipline referrals and corresponding interventions and consequences used by schools for "harassment," "intimidation," or "bullying" behaviors during the 2013-2014 school year. Using data entered into the West Virginia Education Information System (WVEIS), the authors conducted…

  17. A Descriptive Analysis of Harassment, Intimidation, or Bullying Student Behaviors: 2014-2015

    Science.gov (United States)

    Whisman, Andy

    2015-01-01

    This report describes the occurrence of discipline referrals and corresponding interventions and consequences used by schools for harassment, intimidation, or bullying behaviors during the 2014-2015 school year. Using data entered into the West Virginia Education Information System (WVEIS), we conducted two sets of analyses--one focusing on…

  18. "They Were Only Joking": Efforts to Decrease LGBTQ Bullying and Harassment in Seattle Public Schools

    Science.gov (United States)

    Hillard, Pamela; Love, Lisa; Franks, Heather M.; Laris, B. A.; Coyle, Karin K.

    2014-01-01

    Background: Seattle Public Schools has implemented policies and programs to increase safety, family involvement, and student achievement for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth. This case study examines students' perceptions of bullying and harassment in the school environment, and teacher intervention when these…

  19. A Descriptive Analysis of Harassment, Intimidation, and Bullying Student Behaviors: 2012-2013

    Science.gov (United States)

    Whisman, Andy

    2014-01-01

    This report describes the occurrence of discipline referrals and corresponding interventions and consequences used by schools for "harassment," "intimidation," and "bullying" behaviors during the 2012- 2013 school year. Using data entered into the West Virginia Education Information System (WVEIS), this study was…

  20. Gender, Bullying, and Harassment: Strategies to End Sexism and Homophobia in Schools

    Science.gov (United States)

    Meyer, Elizabeth J.

    2009-01-01

    While there have been countless studies of bullying and harassment in schools, none have examined the key gender issues related to these behaviors. In her new book, Meyer does just that and offers readers tangible and flexible suggestions to help them positively transform the culture of their school and reduce the incidences of gendered…

  1. School-level contextual predictors of bullying and harassment experiences among adolescents.

    Science.gov (United States)

    Gower, Amy L; McMorris, Barbara J; Eisenberg, Marla E

    2015-12-01

    Bullying and prejudice-based harassment frequently occur in school settings and have significant consequences for the health and wellbeing of young people. Yet far fewer studies have examined the role of the school environment in peer harassment than individual factors. This multilevel study examined associations between a variety of school-level risk and protective factors and student-level reports of bullying and prejudice-based harassment during adolescence. Data come from 8th, 9th, and 11th graders who completed the 2013 Minnesota Student Survey (N = 122,180 students nested in 505 schools). School-level variables were created by aggregating student report data in five areas: academic orientation to school, internal assets, teacher-student relationship quality, feelings of safety at school, and receipt of disciplinary action. Results indicated that youth attending schools with a higher proportion of students with strong internal assets had lower odds of nearly every type of bullying and prejudice-based harassment assessed when compared to youth attending schools with a lower proportion of students with strong internal assets. Additionally, the proportion of students feeling unsafe at school was a fairly consistent risk factor for most types of peer harassment. Findings support the idea that prevention programs aimed at improving school-wide internal assets and feelings of safety at school may be key prevention points. Copyright © 2015 Elsevier Ltd. All rights reserved.

  2. Bullying and sexual harassment of junior doctors in New South Wales, Australia: rate and reporting outcomes.

    Science.gov (United States)

    Llewellyn, Anthony; Karageorge, Aspasia; Nash, Louise; Li, Wenlong; Neuen, Dennis

    2018-02-16

    Objective The aim of this study was to describe rates of exposure to bullying and sexual harassment in junior doctors in first- or second-year prevocational medical training (PGY1 or PGY2 respectively) positions in New South Wales (NSW) and the Australian Capital Territory (ACT), and to explore the types of actions taken in response. Methods A cross-sectional survey of junior doctors in PGY1 or PGY2 positions was undertaken in 2015 and 2016 (n=374 and 440 respectively). Thematic analysis was undertaken on free-text responses to describe the reporting process and outcomes in more depth. Results The estimated response rate was 17-20%. Results from both surveys followed almost identical trends. Most respondents in 2015 and 2016 reported being bullied (n=203 (54.3%) and 253 (57.5%) respectively), 16-19% reported sexual harassment (n=58 and 82 respectively) and 29% of females reported sexual harassment. Qualitative analysis elucidated reasons for not taking action in response to bullying and harassment, including workplace normalisation of these behaviours, fear of reprisal and lack of knowledge or confidence in the reporting process. For respondents who did take action, most reported ineffective or personally harmful outcomes when reporting to senior colleagues, including being dismissed or blamed, and an intention not to trust the process in the future. Conclusions The findings suggest that interventions targeted at the level of junior doctors to improve the culture of bullying and harassment in medicine are unlikely to be helpful. Different approaches that address the problem in a more systemic way are needed, as is further research about the effectiveness of such interventions. What is known about the topic? Bullying and sexual harassment are common workplace experiences in the medical profession. What does this paper add? Over half the junior doctors in the present study experienced bullying and nearly one-fifth experienced sexual harassment. Junior doctors are

  3. "They were only joking": efforts to decrease LGBTQ bullying and harassment in seattle public schools.

    Science.gov (United States)

    Hillard, Pamela; Love, Lisa; Franks, Heather M; Laris, B A; Coyle, Karin K

    2014-01-01

    Seattle Public Schools has implemented policies and programs to increase safety, family involvement, and student achievement for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth. This case study examines students' perceptions of bullying and harassment in the school environment, and teacher intervention when these problems arise in the presence of strong district policies and programs aimed at reducing LGBTQ bullying and harassment in schools. We surveyed students in Gay-Straight Alliance (GSA) groups at 13 secondary schools (N = 107). We also conducted focus groups with GSA students and students not involved in the GSAs in 7 of 13 schools (N = 16 groups, including 154 students). GSA students who were lesbian, gay, bisexual, or questioning (LGBQ) were significantly more likely than straight students to experience several types of harassment. On the basis of student report, the 2 most common intervention strategies by teachers for verbal harassment included stopping the harassment and explaining why it is wrong; teachers intervened in physical harassment by trying to stop the harassment. Students provided input on how to strengthen teacher interventions, including the need for more consistency in responding and following up. Students also noted a need for more focus on educating those who harass, rather than just asking them to stop. Seattle Public Schools has made great strides in creating safe and welcoming schools for LGBTQ students, but still have to work further toward reaching this goal. Data from students on how they experience their school environment can help identify areas for improvement. © 2013, American School Health Association.

  4. Nurse exposure to physical and nonphysical violence, bullying, and sexual harassment: a quantitative review.

    Science.gov (United States)

    Spector, Paul E; Zhou, Zhiqing E; Che, Xin Xuan

    2014-01-01

    This paper provides a quantitative review that estimates exposure rates by type of violence, setting, source, and world region. A quantitative review of the nursing violence literature was summarized. A literature search was conducted using the CINAHL, Medline and PsycInfo data bases. Studies included had to report empirical results using a nursing sample, and include data on bullying, sexual harassment, and/or violence exposure rates. A total of 136 articles provided data on 151,347 nurses from 160 samples. Articles were identified through a database search and by consulting reference lists of review articles that were located. Relevant data were coded by the three authors. Categories depended on the availability of at least five studies. Exposure rates were coded as percentages of nurses in the sample who reported a given type of violence. Five types of violence were physical, nonphysical, bullying, sexual harassment, and combined (type of violence was not indicated). Setting, timeframe, country, and source of violence were coded. Overall violence exposure rates were 36.4% for physical violence, 66.9% for nonphysical violence, 39.7% for bullying, and 25% for sexual harassment, with 32.7% of nurses reporting having been physically injured in an assault. Rates of exposure varied by world region (Anglo, Asia, Europe and Middle East), with the highest rates for physical violence and sexual harassment in the Anglo region, and the highest rates of nonphysical violence and bullying in the Middle East. Regions also varied in the source of violence, with patients accounting for most of it in Anglo and European regions, whereas patents' families/friends were the most common source in the Middle East. About a third of nurses worldwide indicated exposure to physical violence and bullying, about a third reported injury, about a quarter experienced sexual harassment, and about two-thirds indicated nonphysical violence. Physical violence was most prevalent in emergency

  5. Teen Dating Violence, Sexual Harassment, and Bullying Among Middle School Youth: Examining Measurement Invariance by Gender.

    Science.gov (United States)

    Cutbush, Stacey; Williams, Jason

    2016-12-01

    This study investigated measurement invariance by gender among commonly used teen dating violence (TDV), sexual harassment, and bullying measures. Data were collected from one cohort of seventh-grade middle school students (N = 754) from four schools. Using structural equation modeling, exploratory and confirmatory factor analyses assessed measurement models and tested measurement invariance by gender for aggression measures. Analyses invoked baseline data only. Physical and psychological TDV perpetration measures achieved strict measurement invariance, while bullying perpetration demonstrated partial strict invariance. Electronic TDV and sexual harassment perpetration achieved metric/scalar invariance. Study findings lend validation to prior and future studies using these measures with similar populations. Future research should increase attention to measurement development, refinement, and testing among study measures. © 2016 The Authors. Journal of Research on Adolescence © 2016 Society for Research on Adolescence.

  6. What Constitutes Sexual Harassment and How Should Administrators Handle It?

    Science.gov (United States)

    Mansfield, Katherine Cumings; Beck, Amy Gray; Fung, Kakim; Montiel, Marta; Goldman, Madeline

    2017-01-01

    Gender discrimination and sexual harassment persist on college campuses across the United States. This seems especially obvious at the beginning of the academic year when many freshman women and their parents are welcomed to campus with sexually explicit signs displayed on all-male residences. But, sometimes, sexual harassment and gender…

  7. Teen Dating Violence, Sexual Harassment, and Bullying Among Middle School Students: Examining Mediation and Moderated Mediation by Gender.

    Science.gov (United States)

    Cutbush, Stacey; Williams, Jason; Miller, Shari

    2016-11-01

    This longitudinal study tested whether sexual harassment perpetration mediates the relationship between bullying perpetration and teen dating violence (TDV) perpetration and tested moderated mediation by assessing whether the developmental pathway varies by gender among middle school-aged youth. Although TDV has been associated with bullying and sexual harassment, the developmental relationship among all three behaviors has rarely been examined, especially by gender. The data were collected from one cohort of seventh grade middle school students (N = 612) from four schools. Students were surveyed every 6 months during seventh and eighth grades for a total of four waves of data collection. Structural equation modeling (SEM) was conducted to address the study aims, consisting of three stages: measurement models, mediation, and moderated mediation (otherwise known as Contrast of Mediated Effects). Results indicate no evidence of mediation. However, in the overall model, bullying and sexual harassment both emerged as significant predictors of TDV at a later time point. Among girls, only bullying significantly predicted TDV at a later time point, and, among boys, only sexual harassment significantly predicted TDV at a later time point. Prevention programs that target bullying and sexual harassment perpetration may reduce later perpetration of TDV. Further research is needed to disentangle the temporal relationships between these aggressive behaviors among youth.

  8. Prevalence of bullying, discrimination and sexual harassment in surgery in Australasia.

    Science.gov (United States)

    Crebbin, Wendy; Campbell, Graeme; Hillis, David A; Watters, David A

    2015-12-01

    The topic of discrimination, bullying and sexual harassment in surgery was raised in the Australian media earlier in 2015. This led the Royal Australasian College of Surgeons (RACS) to commission an Expert Advisory Group to investigate and advise the College on their prevalence in surgery in Australia and New Zealand. This paper reports the findings with respect to prevalence of these inappropriate behaviours. The data in this paper were drawn from the published results of two quantitative surveys. One was an online survey sent to all RACS members. The other was an invited survey of hospitals, medical institutions and other related professional organizations including surgical societies. The prevalence survey achieved a 47.8% response rate, representing 3516 individuals. Almost half of the respondents 1516 (49.2%) indicated that they had experienced one or more of the behaviours. This proportion was consistent across every specialty. Male surgical consultants were identified as the most likely perpetrators. More than 70% of the hospitals reported that they had instances in their organization of discrimination, bullying or sexual harassment by a surgeon within the last 5 years. Surgical directors or surgical consultants were by far the most frequently reported perpetrators (in 50% of hospitals). Discrimination, bullying and sexual harassment are common in surgical practice and training in Australia and New Zealand. RACS needs to urgently address these behaviours in surgery. This will involve a change in culture, more education for fellows and trainees, and better processes around complaints including support for those who have suffered. © 2015 Royal Australasian College of Surgeons.

  9. Scientific production on workplace bullying/harassment in dissertations and theses in the Brazilian scenario

    Directory of Open Access Journals (Sweden)

    Isabelle Cristinne Pinto Costa

    Full Text Available OBJECTIVE To analyze scientific production about workplace bullying and harassment in dissertations and theses in Brazil, with emphasis on the year of publication; educational institution; area of knowledge; professional and academic background of the authors; keywords used; and concept map organization. METHOD Bibliometric study with a quantitative approach with a sample consisting of 57 papers, 5 theses and 52 dissertations, published between 2002 and 2012. RESULTS It was found that 2012 was the year with the highest number of publications in this topic area. The region that stood out was the Southeast. The institution with the highest number of publications was the Federal University of Santa Catarina. There was a predominance of dissertations and most publications were produced by researchers focused on a multidisciplinary perspective. CONCLUSION Expanding the views regarding bullying in order to disseminate scientific production was proposed, promoting further advancement of debates and raising pertinent questions.

  10. Scientific production on workplace bullying/harassment in dissertations and theses in the Brazilian scenario

    Directory of Open Access Journals (Sweden)

    Isabelle Cristinne Pinto Costa

    2015-04-01

    Full Text Available OBJECTIVE To analyze scientific production about workplace bullying and harassment in dissertations and theses in Brazil, with emphasis on the year of publication; educational institution; area of knowledge; professional and academic background of the authors; keywords used; and concept map organization. METHOD Bibliometric study with a quantitative approach with a sample consisting of 57 papers, 5 theses and 52 dissertations, published between 2002 and 2012. RESULTS It was found that 2012 was the year with the highest number of publications in this topic area. The region that stood out was the Southeast. The institution with the highest number of publications was the Federal University of Santa Catarina. There was a predominance of dissertations and most publications were produced by researchers focused on a multidisciplinary perspective. CONCLUSION Expanding the views regarding bullying in order to disseminate scientific production was proposed, promoting further advancement of debates and raising pertinent questions.

  11. [Scientific production on workplace bullying/harassment in dissertations and theses in the Brazilian scenario].

    Science.gov (United States)

    Costa, Isabelle Cristinne Pinto; Costa, Solange Fátima Geraldo da; Andrade, Cristiani Garrido de; Oliveira, Regina Célia de; Abrão, Fátima Maria da Silva; Silva, Carlos Roberto Lyra da

    2015-04-01

    OBJECTIVE To analyze scientific production about workplace bullying and harassment in dissertations and theses in Brazil, with emphasis on the year of publication; educational institution; area of knowledge; professional and academic background of the authors; keywords used; and concept map organization. METHOD Bibliometric study with a quantitative approach with a sample consisting of 57 papers, 5 theses and 52 dissertations, published between 2002 and 2012. RESULTS It was found that 2012 was the year with the highest number of publications in this topic area. The region that stood out was the Southeast. The institution with the highest number of publications was the Federal University of Santa Catarina. There was a predominance of dissertations and most publications were produced by researchers focused on a multidisciplinary perspective. CONCLUSION Expanding the views regarding bullying in order to disseminate scientific production was proposed, promoting further advancement of debates and raising pertinent questions.

  12. Vulnerable Bullies: Perpetration of Peer Harassment Among Youths Across Sexual Orientation, Weight, and Disability Status.

    Science.gov (United States)

    Eisenberg, Marla E; Gower, Amy L; McMorris, Barbara J; Bucchianeri, Michaela M

    2015-09-01

    We examined perpetration of bullying among youths in vulnerable groups relative to youths in peer groups not categorized as vulnerable. Data were collected in 2013 from a large school-based survey of adolescents conducted in Minnesota (n = 122,180). We used the χ(2) test and logistic regression to compare measures of perpetration of physical and relational bullying, as well as experiences of victimization and perpetration (or both), across categories of sexual orientation, weight status, and disability status. Rates of physical and relational bullying perpetration were significantly higher among youths in vulnerable groups than among those not in vulnerable groups. With respect to context of victimization experiences, young men and women from vulnerable groups were overrepresented in the group comprising both perpetrators and victims. For example, odds of being both a perpetrator and a victim were 1.41 to 3.22 times higher among gay, lesbian, and bisexual youths than among heterosexual youths. Vulnerable youths, who are prone to peer harassment, may also act as perpetrators of bullying. Prevention strategies should address the particular needs of these populations; targeted programming may be appropriate.

  13. No safe haven: locations of harassment and bullying victimization in middle schools.

    Science.gov (United States)

    Perkins, H Wesley; Perkins, Jessica M; Craig, David W

    2014-12-01

    Given that adolescent bullying victimization is a significant concern for secondary education and adolescent development, identifying school contexts in which victimization is most likely to occur is salient. An anonymous online survey assessed the prevalence of being harassed or bullied in various locations within 20 middle schools (grades 5-9) in New Jersey and New York (N = 10,668). Seven types of bullying-related victimization (teased in an unfriendly way, called hurtful names, physically abused, excluded from a group to hurt feelings, belongings taken/damaged, threatened to be hurt, and negative rumors spread) were examined in 7 locations where each type of victimization could occur (classroom, lunchroom, hallways, gym, playground, bus, or bathroom). Prevalence of victimization types ranged from 4% to 38% depending on location. Prevalence of overall victimization was equal or greater in classrooms compared with other school locations (highest prevalence rates in hallways, classrooms, and lunchrooms), regardless of school demographic characteristics. Victimization in classrooms compared with other school settings was most highly associated with feelings of being unsafe. Vigilant attention to bullying is needed across all school environments and especially in the classroom context, which may mistakenly be perceived as a more protected area. Indeed, middle school classrooms are not safe havens. © 2014, American School Health Association.

  14. Vulnerable Bullies: Perpetration of Peer Harassment Among Youths Across Sexual Orientation, Weight, and Disability Status

    Science.gov (United States)

    Gower, Amy L.; McMorris, Barbara J.; Bucchianeri, Michaela M.

    2015-01-01

    Objectives. We examined perpetration of bullying among youths in vulnerable groups relative to youths in peer groups not categorized as vulnerable. Methods. Data were collected in 2013 from a large school-based survey of adolescents conducted in Minnesota (n = 122 180). We used the χ2 test and logistic regression to compare measures of perpetration of physical and relational bullying, as well as experiences of victimization and perpetration (or both), across categories of sexual orientation, weight status, and disability status. Results. Rates of physical and relational bullying perpetration were significantly higher among youths in vulnerable groups than among those not in vulnerable groups. With respect to context of victimization experiences, young men and women from vulnerable groups were overrepresented in the group comprising both perpetrators and victims. For example, odds of being both a perpetrator and a victim were 1.41 to 3.22 times higher among gay, lesbian, and bisexual youths than among heterosexual youths. Conclusions. Vulnerable youths, who are prone to peer harassment, may also act as perpetrators of bullying. Prevention strategies should address the particular needs of these populations; targeted programming may be appropriate. PMID:26180987

  15. Harassment, Bullying, and Discrimination of Lesbian, Gay, Bisexual, and Transgender Students: Legal Issues for North Carolina Schools

    Science.gov (United States)

    Hall, Will

    2007-01-01

    The purpose of the report is to inform students, parents, school personnel, and officials of the legal issues related to harassment, bullying, and discrimination of lesbian, gay, bisexual, and transgender (LGBT) students. This report describes existing research on the current school climate for LGBT youth as well as the harmful effects of…

  16. Evaluation of a Youth-Led Program for Preventing Bullying, Sexual Harassment, and Dating Aggression in Middle Schools

    Science.gov (United States)

    Connolly, Jennifer; Josephson, Wendy; Schnoll, Jessica; Simkins-Strong, Emily; Pepler, Debra; MacPherson, Alison; Weiser, Jessica; Moran, Michelle; Jiang, Depeng

    2015-01-01

    Although youth-led programs (YLP) have been successful in many areas of public health, youth leadership is rarely used in the prevention of peer aggression. A YLP to reduce bullying, sexual harassment, and dating aggression was compared experimentally with the board-mandated usual practice (UP). Four middle schools in an urban Canadian school…

  17. Victimization by Bullying and Harassment in High School: Findings from the 2005 Youth Risk Behavior Survey in a Southwestern State

    Science.gov (United States)

    Bauman, Sheri

    2008-01-01

    This study analyzed data on victimization by bullying and harassment on school property in a large, diverse, random sample of high school students in Arizona using data from the 2005 Youth Risk Behavior Survey. No gender differences in frequency of victimization were detected, but differences by grade, Body Mass Index category, academic…

  18. [Associations between workplace bullying, harassment, and stress reactions of professional caregivers at welfare facilities for the elderly in Japan].

    Science.gov (United States)

    Taniguchi, Toshiyo; Takaki, Jiro; Harano, Kaori; Hirokawa, Kumi; Takahashi, Kazumi; Fukuoka, Etsuko

    2012-01-01

    The purpose of this study was to describe workplace bullying experienced by professional caregivers at welfare facilities for the elderly in Japan and to confirm its effects on stress reactions. A cross-sectional survey was carried out using self-administered questionnaires in 2009 of all the employees working in rural area of facilities for long-term care. Among the 1,233 respondents who filled out all questionnaires concerning stress reactions the Japanese version of the Negative Acts Questionnaire (NAQ) (response rate: 63.9%), we analyzed 897 professional caregivers. We measured stress reactions by using the stress reaction scores of the Brief Job Stress Questionnaire (29 items) and workplace bullying and harassment by using NAQ. We used the unpaired t-test and analysis of covariance (ANCOVA) to compare crude and adjusted average stress reactions with groups classified on the basis of each subscale of the NAQ or all of them. About 40% of both men and women suffered from "malicious gossip" and over 60% of both men and women experienced "someone withholding necessary information so that their work gets complicated". Among women, scores of the lack of vigor and fatigue were significantly higher in caregivers targeted by person-related bullying than those not targeted (psexual harassment than those not targeted (pworkplace bullying or harassment could may aggravate effects on psychological stress responses. While among men, work-related bullying was positively associated with vigor.

  19. Deconstructing Homophobia through Performance: A Review of "Ugly Ducklings": A National Campaign to Reduce Bullying and Harassment of Lesbian, Gay, Bisexual, Transgender, and Questioning Youth

    Science.gov (United States)

    Wilson, Anna

    2014-01-01

    This review critically examines "Ugly Ducklings: A National Campaign to Reduce Bullying and Harassment of LGBTQ Youth" through a DVD and educator's guidebook. The "Ugly Ducklings" Community Action Kit has two parts: (1) a documentary about the harassment of lesbian youth and (2) short dialogues with "Ugly…

  20. Discrimination, Harassment, Abuse and Bullying in the Workplace: Contribution of Workplace Injustice to Occupational Health Disparities

    Science.gov (United States)

    Okechukwu, Cassandra A.; Souza, Kerry; Davis, Kelly D.; de Castro, A. Butch

    2013-01-01

    This paper synthesizes research on the contribution of workplace injustices – discrimination, harassment, abuse and bullying – to occupational health disparities. A conceptual framework is presented to illustrate the pathways through which injustices at the interpersonal and institutional level lead to differential risk of vulnerable workers to adverse occupational health outcomes. Members of demographic minority groups are more likely to be victims of workplace injustice and suffer more adverse outcomes when exposed to workplace injustice compared to demographic majority groups. A growing body of research links workplace injustice to poor psychological and physical health, and a smaller body of evidence links workplace injustice to unhealthy behaviors. Although not as well studied, studies also show that workplace injustice can influence workers’ health through effects on workers’ family life and job-related outcomes. Lastly, this paper discusses methodological limitations in research linking injustices and occupational health disparities and makes recommendations to improve the state of research. PMID:23813664

  1. Discrimination, harassment, abuse, and bullying in the workplace: contribution of workplace injustice to occupational health disparities.

    Science.gov (United States)

    Okechukwu, Cassandra A; Souza, Kerry; Davis, Kelly D; de Castro, A Butch

    2014-05-01

    This paper synthesizes research on the contribution of workplace injustices to occupational health disparities. We conducted a broad review of research and other reports on the impact of workplace discrimination, harassment, and bullying on workers' health and on family and job outcomes. Members of demographic minority groups are more likely to be victims of workplace injustice and suffer more adverse outcomes when exposed to workplace injustice compared to demographic majority groups. A growing body of research links workplace injustice to poor psychological and physical health, and a smaller body of evidence links workplace injustice to unhealthy behaviors. Although not as well studied, studies show that workplace injustice can influence workers' health through effects on workers' family life and job-related outcomes. Injustice is a key contributor to occupational health injustice and prospective studies with oversample of disadvantaged workers and refinement of methods for characterizing workplace injustices are needed. © 2013 Wiley Periodicals, Inc.

  2. Bullying, hazing, and workplace harassment: the nexus in professional sports as exemplified by the first NFL Wells report.

    Science.gov (United States)

    Tofler, Ian R

    2016-12-01

    In the sporting context there is a significant nexus between adult workplace harassment and two other critical, developmentally related areas, that of child and adolescent bullying, and college hazing. These are all addressed, albeit obliquely and perhaps inadvertently, in the Miami Dolphins saga and the subsequent NFL Wells Report of 2013-2014. This is a significant document. It is even a brave, if politically expedient milestone. It evaluates the complex inter-personal and inter- and intra-systemic contributions within a sporting organization. Wells also elucidates a case where there is overlapping damage to individuals and systems as a result of malignant bullying, harassment, and hazing within overlapping systems. Constructive approaches to team building, and other positive alternatives to hazing may be the best place to initiate trust and verify institutional change at all these levels.

  3. Psychosocial safety climate as a lead indicator of workplace bullying and harassment, job resources, psychological health and employee engagement.

    Science.gov (United States)

    Law, Rebecca; Dollard, Maureen F; Tuckey, Michelle R; Dormann, Christian

    2011-09-01

    Psychosocial safety climate (PSC) is defined as shared perceptions of organizational policies, practices and procedures for the protection of worker psychological health and safety, that stem largely from management practices. PSC theory extends the Job Demands-Resources (JD-R) framework and proposes that organizational level PSC determines work conditions and subsequently, psychological health problems and work engagement. Our sample was derived from the Australian Workplace Barometer project and comprised 30 organizations, and 220 employees. As expected, hierarchical linear modeling showed that organizational PSC was negatively associated with workplace bullying and harassment (demands) and in turn psychological health problems (health impairment path). PSC was also positively associated with work rewards (resources) and in turn work engagement (motivational path). Accordingly, we found that PSC triggered both the health impairment and motivational pathways, thus justifying extending the JD-R model in a multilevel way. Further we found that PSC, as an organization-based resource, moderated the positive relationship between bullying/harassment and psychological health problems, and the negative relationship between bullying/harassment and engagement. The findings provide evidence for a multilevel model of PSC as a lead indicator of workplace psychosocial hazards (high demands, low resources), psychological health and employee engagement, and as a potential moderator of psychosocial hazard effects. PSC is therefore an efficient target for primary and secondary intervention. Copyright © 2011 Elsevier Ltd. All rights reserved.

  4. Bullying Laws and Policies

    Science.gov (United States)

    ... origin, sex, disability, or religion*, bullying overlaps with harassment and schools are legally obligated to address it. Read more about when bullying overlaps with harassment and how to report it to the U.S. ...

  5. Shared Risk Factors for the Perpetration of Physical Dating Violence, Bullying, and Sexual Harassment Among Adolescents Exposed to Domestic Violence

    Science.gov (United States)

    McNaughton Reyes, H. Luz; Chen, May S.; Ennett, Susan T.; Basile, Kathleen C.; DeGue, Sarah; Vivolo-Kantor, Alana M.; Moracco, Kathryn E.; Bowling, J. Michael

    2016-01-01

    The high risk of perpetrating physical dating violence, bullying, and sexual harassment by adolescents exposed to domestic violence points to the need for programs to prevent these types of aggression among this group. This study of adolescents exposed to domestic violence examined whether these forms of aggression share risk factors that could be targeted for change in single programs designed to prevent all three types of aggression. Analyses were conducted on 399 mother victims of domestic violence and their adolescents, recruited through community advertising. The adolescents ranged in age from 12 to 16 years; 64 % were female. Generalized estimating equations was used to control for the covariation among the aggression types when testing for shared risk factors. Approximately 70 % of the adolescents reported perpetrating at least one of the three forms of aggression. In models examining one risk factor at a time, but controlling for demographics, adolescent acceptance of sexual violence, mother–adolescent discord, family conflict, low maternal monitoring, low mother–adolescent closeness, low family cohesion, depressed affect, feelings of anger, and anger reactivity were shared across all three aggression types. In multivariable models, which included all of the risk factors examined and the demographic variables, low maternal monitoring, depressed affect and anger reactivity remained significant shared risk factors. Our findings suggest that programs targeting these risk factors for change have the potential to prevent all three forms of aggression. In multivariable models, poor conflict management skills was a risk for bullying and sexual harassment, but not dating violence; acceptance of dating violence was a risk for dating violence and bullying, but not sexual harassment; and none of the examined risk factors were unique to aggression type. The study’s implications for the development of interventions and future research are discussed. PMID:26746242

  6. Shared Risk Factors for the Perpetration of Physical Dating Violence, Bullying, and Sexual Harassment Among Adolescents Exposed to Domestic Violence.

    Science.gov (United States)

    Foshee, Vangie A; McNaughton Reyes, H Luz; Chen, May S; Ennett, Susan T; Basile, Kathleen C; DeGue, Sarah; Vivolo-Kantor, Alana M; Moracco, Kathryn E; Bowling, J Michael

    2016-04-01

    The high risk of perpetrating physical dating violence, bullying, and sexual harassment by adolescents exposed to domestic violence points to the need for programs to prevent these types of aggression among this group. This study of adolescents exposed to domestic violence examined whether these forms of aggression share risk factors that could be targeted for change in single programs designed to prevent all three types of aggression. Analyses were conducted on 399 mother victims of domestic violence and their adolescents, recruited through community advertising. The adolescents ranged in age from 12 to 16 years; 64 % were female. Generalized estimating equations was used to control for the covariation among the aggression types when testing for shared risk factors. Approximately 70 % of the adolescents reported perpetrating at least one of the three forms of aggression. In models examining one risk factor at a time, but controlling for demographics, adolescent acceptance of sexual violence, mother-adolescent discord, family conflict, low maternal monitoring, low mother-adolescent closeness, low family cohesion, depressed affect, feelings of anger, and anger reactivity were shared across all three aggression types. In multivariable models, which included all of the risk factors examined and the demographic variables, low maternal monitoring, depressed affect and anger reactivity remained significant shared risk factors. Our findings suggest that programs targeting these risk factors for change have the potential to prevent all three forms of aggression. In multivariable models, poor conflict management skills was a risk for bullying and sexual harassment, but not dating violence; acceptance of dating violence was a risk for dating violence and bullying, but not sexual harassment; and none of the examined risk factors were unique to aggression type. The study's implications for the development of interventions and future research are discussed.

  7. Assessment of workplace bullying and harassment: reliability and validity of a Japanese version of the negative acts questionnaire.

    Science.gov (United States)

    Takaki, Jiro; Tsutsumi, Akizumi; Fujii, Yasuhito; Taniguchi, Toshiyo; Hirokawa, Kumi; Hibino, Yuri; Lemmer, Richard J; Nashiwa, Hitomi; Wang, Da-Hong; Ogino, Keiki

    2010-01-01

    Interest in workplace bullying and harassment has been increasing in Japan. At present, the Negative Acts Questionnaire (NAQ) is one of the most frequently used questionnaires for assessing these issues. The purpose of this study was to develop a Japanese version of the NAQ. We translated the original version of the NAQ using a back-translation method. Participants in this study were recruited from 737 workers at a manufacturing company in Japan. Data were obtained from questionnaires completed by 517 respondents (response rate: 70.1%). We used a cross-validation approach. A three-factor model was obtained from exploratory factor analyses. The confirmatory factor analysis for this model revealed values of 0.94, 0.91, 0.95, and 0.054 for the goodness-of-fit index, the adjusted goodness-of-fit index, the comparative fit index, and the root mean square error of approximation, respectively. Pearson's correlation coefficients for the NAQ scores with the Job Content Questionnaire (JCQ) support scores and the Effort-Reward Imbalance Questionnaire scores for respect and job security were significant (psexual harassment score and the JCQ support scores. Cronbach's alpha coefficients for the scores on the entire NAQ scale and on three subscales (person-related bullying, work-related bullying, and sexual harassment) were 0.90, 0.84, 0.60, and 0.60, respectively. A Japanese version of the NAQ was developed and it appears to have acceptable levels of internal consistency reliability and factor- and construct-validity.

  8. Bullying and Harassment in Secondary Schools: A Critical Feminist Analysis of the Gaps, Overlaps, and Implications from a Decade of Research

    Science.gov (United States)

    Meyer, Elizabeth J.

    2007-01-01

    This paper presents an analysis of the past decade (1997-2007) of research conducted in the areas of bullying and harassment in secondary schools. The author presents trends in the research as well as addresses the significant gaps left in a field that is heavily influenced by one school thought. By applying a critical feminist lens to this body…

  9. The Legal Aspects of Bullying and Harassment of Students with Disabilities: School Leaders' Legal Obligations

    Science.gov (United States)

    Eckes, Suzanne; Gibbs, Jesulon

    2012-01-01

    Research demonstrates that students with disabilities are harassed more than their nondisabled peers. Students with disabilities who have been severely harassed have argued that they are not receiving a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) as required by Individuals with Disabilities Education Act…

  10. [School bullying].

    Science.gov (United States)

    Jacquart, J; Van Paemel, S; Pitchot, W

    2018-02-01

    School bullying consists of harassment behaviours in a school setting and is characterized by violence acts, mockery or even humiliations between students. More recently, with the development of new technologies, our society has seen the cyber-bullying born. This new type of harassment "on-line" comes and intersects the harassment at school. After the description of a clinical situation, we describe the impact of this phenomenon on the different actors concerned, the lines for prevention and for appropriate support.

  11. Prevalence of bullying, discrimination and sexual harassment among trainees and Fellows of the College of Intensive Care Medicine of Australia and New Zealand.

    Science.gov (United States)

    Venkatesh, Bala; Corke, Charlie; Raper, Raymond; Pinder, Mary; Stephens, Dianne; Joynt, Gavin; Morley, Peter; Bellomo, Rinaldo; Bevan, Rob; Freebairn, Ross; Varghese, Benoj; Ashbolt, Michael; Hawker, Felicity; Jacobe, Stephen; Yong, Sarah

    2016-12-01

    Anecdotal reports about bullying behaviour in intensive care emerged during College of Intensive Care Medicine (CICM) hospital accreditation visits. Bullying, discrimination and sexual harassment (BDSH) in the medical profession, particularly in surgery, were widely reported in the media recently. This prompted the College to formally survey its Fellows and trainees to identify the prevalence of these behaviours in the intensive care workplace. An online survey of all trainees (n = 951) and Fellows (n = 970) of the CICM. The survey response rate was 51% (Fellows, 60%; trainees, 41%). The overall prevalences of bullying, discrimination and sexual harassment were 32%, 12% and 3%, respectively. The proportions of Fellows and trainees who reported being bullied and discriminated against were similar across all age groups. Women reported a greater prevalence of sexual harassment (odds ratio [OR], 2.97 [95% CI, 1.35-6.51]; P = 0.006) and discrimination (OR, 2.10 [95% CI, 1.39-3.17]; P = 0.0004) than men. Respondents who obtained their primary medical qualification in Asia or Africa appeared to have been at increased risk of discrimination (OR, 1.88 [95% CI, 1.15-3.05]; P = 0.03). Respondents who obtained their degree in Australia, New Zealand or Hong Kong may have been at increased risk of being bullied. In all three domains of unprofessional behaviour, the perpetrators were predominantly consultants (70% overall), and the highest proportion of these was ICU consultants. The occurrence of BDSH appears to be common in the intensive care environment in Australia and New Zealand.

  12. Cyber safety for adolescent girls: bullying, harassment, sexting, pornography, and solicitation.

    Science.gov (United States)

    Smith, Peter K; Thompson, Fran; Davidson, Julia

    2014-10-01

    To examine cyber safety for adolescent girls, specifically issues around the definition, measurement, prevalence, and impact of cyberbullying, harassment, sexting, pornography, and solicitation. Despite some continuing disagreements about definition, especially around cyberbullying and cyber harassment, and about measurement, it is clear that a significant minority of adolescents have potentially or actually harmful experiences on the Internet. There are important sex differences, and those exploited by pornography are mainly women. On some measures, these dangers have increased in recent years, although the extent can be exaggerated. The nature of Internet grooming appears to be changing. Negative effects are well documented in a range of domains, although more longitudinal studies are needed. Individual coping strategies, family and school-based support, and legal actions, all have a role to play in minimizing these dangers. Cyber safety is an important issue. More research and action is needed, and interventions need to be evaluated for their effectiveness.

  13. Workplace bullying in LatinAmerican workers who are employed in Spain: differences in the perception of harassment de- pending on the gender

    Directory of Open Access Journals (Sweden)

    David González-Trijueque

    2015-07-01

    Full Text Available In this article a pilot study is carried out on the perception of the workplace bullying that LatinAmerican workers employed in Spain have suffered and tur- ned for help to the “Platform against the Psychosocial Factors and the Labour Discrimination of the Community of Madrid” during the period 2003-2012. To do so, a sample of 74 women and 61 men was considered. All of them completed the LIPT60 (Leymann Inventory of Psychological Terrorization. The aim is to verify if the women suffer higher levels of workplace bullying than the men and to know possible differences in the mobbing typology. The obtained results indi- cate that women perceive a larger number of harassment behaviours as well as a major intensity in workplace bullying than men. Likewise, women report higher levels of often intimidation, loss of personal prestige, block of the communication and interference with their progress. The obtained results suggest that women are harassed in a qualitatively different way than men. 

  14. Crossing the Line: Sexual Harassment at School

    Science.gov (United States)

    Hill, Catherine; Kearl, Holly

    2011-01-01

    Sexual harassment has long been an unfortunate part of the climate in middle and high schools in the United States. Often considered a kind of bullying, sexual harassment by definition involves sex and gender and therefore warrants separate attention. The legal definition of sexual harassment also differentiates it from bullying. Based on a…

  15. Bullying.

    Science.gov (United States)

    Rettew, David C; Pawlowski, Sara

    2016-04-01

    Bullying refers to aggressive behavior that is repetitive and intentional in which a power differential exists between the victim and bully. The negative effects of bullying on an individual's mental and physical health are substantial and in line with other major forms of child maltreatment. Efforts to increase detection of bullying are indicated, especially among youth presenting with school phobia, depression, anxiety, and declining school performance. Several antibullying efforts have been developed and promoted at the school and community level. Research indicates that many of these programs are effective and share some common elements that can help reduce the prevalence and impact of bullying. Copyright © 2016 Elsevier Inc. All rights reserved.

  16. Bullying

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2017-01-01

    Bullying is a widespread problem among children. This entry will look at its prevalence and offer an overview of some of the definitions developed and discussed by researchers working within childhood studies, and by practitioners trying to implement researchers’ understandings of bullying...

  17. Bullying

    Science.gov (United States)

    Zirkel, Perry A.

    2005-01-01

    In the wake of Columbine and other high-profile school shootings, educators and the public at large have become increasingly aware of the danger and damage that bullying can cause. For example, a study by the U.S. Secret Service suggests that bullying was a contributing factor in two-thirds of 37 school shooting episodes. Other recent research…

  18. Development and Psychometric Properties of the Homophobic Bullying Scale

    Science.gov (United States)

    Prati, Gabriele

    2012-01-01

    The study aimed to develop the Homophobic Bullying Scale and to investigate its psychometric properties. The items of the Homophobic Bullying Scale were created to measure high school students' bullying behaviors motivated by homophobia, including verbal bullying, relational bullying, physical bullying, property bullying, sexual harassment, and…

  19. Bullying

    Science.gov (United States)

    ... Research Information Find a Study More Information Preterm Labor and Birth ... answers to other common questions about bullying, such as what laws may apply and whether certain groups are more ...

  20. Victims of Bullying in Schools

    Science.gov (United States)

    Graham, Sandra

    2016-01-01

    This article provides an overview of current research on bullying (peer victimization, peer harassment) in school, with a focus on victims of such bullying. The 1st section provides a working definition of bullying and its many forms. The 2nd section describes some of the known consequences of being bullied for mental health, physical health, and…

  1. Clinical Trial of Second Step Middle School Program: Impact on Bullying, Cyberbullying, Homophobic Teasing, and Sexual Harassment Perpetration

    Science.gov (United States)

    Espelage, Dorothy L.; Low, Sabina; Van Ryzin, Mark J.; Polanin, Joshua R.

    2015-01-01

    Social-emotional learning programs are increasingly being implemented in U.S. schools to address a wide range of problematic behaviors (e.g., bullying, delinquency) and to promote academic success. The current study examined the direct and indirect impact of the Second Step Middle School Program (Committee for Children, 2008) on bullying,…

  2. Crossing the Line: Sexual Harassment at School. Executive Summary

    Science.gov (United States)

    American Association of University Women, 2011

    2011-01-01

    Sexual harassment has long been an unfortunate part of the climate in middle and high schools in the United States. Often considered a kind of bullying, sexual harassment by definition involves sex and gender and therefore warrants separate attention. The legal definition of sexual harassment also differentiates it from bullying. Based on a…

  3. Bullying--And the Power of Peers

    Science.gov (United States)

    Rodkin, Philip C.

    2011-01-01

    This White House report investigates the essential role that peers play in promoting or preventing bullying. Bullies use bullying to attain success and recognition; their success in doing so depends on the characteristics of the bully, the relationship that exists between bullies and those whom they target for harassment, and the reactions of…

  4. Exploring the experiences and implementing strategies for physiotherapy students who perceive they have been bullied or harassed on clinical placements: participatory action research.

    Science.gov (United States)

    Thomson, Di; Patterson, David; Chapman, Hannah; Murray, Louise; Toner, Maeve; Hassenkamp, Anne-Marie

    2017-03-01

    To explore and empower physiotherapy students who reported being bullied or harassed on clinical placements by co-developing, implementing and evaluating strategies that could be adopted by the university. A participatory action research design was employed. Two focus groups were carried out involving 5 final year physiotherapy students. In the first focus group negative experiences were discussed and coping strategies suggested for their penultimate placement. A second focus group was held following the students' final placement when these strategies were evaluated and further ones proposed. A thematic analysis of the data was carried out. Four themes and sub-themes emerged from the analysis. The four themes were negative experiences on placement, coping strategies, the role of the visiting tutor and the assessment. The students' highlighted various degrees of threat to their efficacy and in most cases could draw upon a suggested 'tool box' of coping strategies. They all agreed that serious cases of harassment require wider support from the University senior management team which should be clearly documented. The role of the visiting tutor was deemed to be critical in these situations and recommendations were made regarding this role and the assessment of placements. Students understand that they are going to be assessed before achieving their professional qualification and in essence they will always find themselves in a hierarchical position but equally fairness must prevail and it is important and that there are clear avenues for them to seek support. Copyright © 2016 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

  5. Workplace bullying: an emergent issue.

    Science.gov (United States)

    Essen, S Donovan; Esquivel, Cynthia; Jha, Pankaj

    2014-09-01

    All companies, including dentists, rely on their staff to represent their firms in the most positive and effective manner. Today's managers face a multitude of issues, and as such, they must walk a fine line of fostering a productive, harmonious and safe working environment for their employees. Over the last several decades it is apparent that on the- job sexual harassment is no longer the leading issue of employee complaints. Rather, the organization issue which was investigated is workplace bullying, also commonly referred to as employee harassment. Risk management is no longer limited to avoiding malpractice issues but also preventing litigation created by poor organizational behavior. The primary purpose of this paper is to explore the background of workplace bullying and how it affects today's managers and their employees, customers and suppliers. In other words, the scope of this paper will feature research on past studies, results and conclusions. Since workplace bullying affects all levels of a corporation, it must be stated that the concern and focus of this paper is for today's manager to understand the background and history of workplace bullying, and what they can do to foster a safe working environment and prevent the bully from creating mental and physical harm to their employees. This paper details the history of workplace bullying and how management, employees and suppliers deal with and address the issue. Lastly, this treatise looks at risk management from a manger/dentist's perspective, the assessment/conclusion summarizes the implications for managers regarding how they must handle the issue or risk harm to the employee and/or serious legal ramifications.

  6. Legal Understanding of Quid Pro Quo Sexual Harassment in Schools

    Directory of Open Access Journals (Sweden)

    Vimbi Petrus Mahlangu

    2017-05-01

    Full Text Available Paper highlights legal understanding of quid pro quo sexual harassment in schools. Quid pro quo sexual harassment implies abuse of authority or position to gain something sexual. A duty of care rests on teachers, Schools Governing Bodies and the Department of Education to provide and maintain safe schools that are free from all forms of victimisation and abuse. However, there seems to be an abuse of power by all those who are supposedly to protect learners in schools. Paper used an abuse of organisational power theory and conceptualisation framework as a lens used in analysing various forms of victimisation and abuse with an effort to provide a better understanding of behaviour that amounts to abuse. Paper concludes with guidelines for handling harassment and bullying in the school contexts.

  7. Prime time sexual harassment.

    Science.gov (United States)

    Grauerholz, E; King, A

    1997-04-01

    This study explores the explicit and implicit messages of sexual harassment that viewers receive when viewing prime-time television in the US. A content analysis of 48 hours of prime-time television reveals that sexual harassment on television is both highly visible and invisible. Sexual harassment is rendered visible simply by its prominence in these programs. Incidents involving quid-pro-quo harassment and environmental harassment occur with regularity on television. Furthermore, about 84% of the shows studied contained at least one incident of sexual harassment; yet these acts of sexual harassment remained largely invisible because none of the behaviors were labeled as sexual harassment. These incidents are presented in humorous ways, and victims are generally unharmed and very effective at ending the harassment. Although such programs may actually reflect the reality of many women's lives in terms of prevalence of sexual harassment, they perpetuate several myths about sexual harassment, such as that sexual harassment is not serious and that victims should be able to handle the situations themselves.

  8. A Narrative Reflection on Examining Text and World for Social Justice: Combatting Bullying and Harassment with Shakespeare

    Science.gov (United States)

    Shelton, Stephanie Anne

    2017-01-01

    Based on classroom readings and discussions of William Shakespeare's "The Merchant of Venice," this Voices from the Field article examines the ways that teachers might use traditional canonized texts to encourage students to both critique and react against bullying behaviors. The author's experiences detail the narratives that students…

  9. Joining Hands against Bullying

    Science.gov (United States)

    Weissbourd, Richard; Jones, Stephanie

    2012-01-01

    Over the last 20 years, high-profile episodes of bullying have stirred up broad public alarm. This attention may appear to be merely trendy, but it's important. Bullying--commonly defined as systematic exclusion, aggression, or harassment that one child or a group of children inflicts on less powerful children--is pervasive in schools. Many…

  10. Cyber space bullying

    Directory of Open Access Journals (Sweden)

    Popović-Ćitić Branislava

    2009-01-01

    Full Text Available Cyber space bullying is a relatively new phenomenon that has received increased attention by scientists, researchers and practitioners in recent years. It is usually defined as an intentionally and repeatedly expression of aggression towards other people through information and communication technologies. Cyber space bullying is characterized by all the primary characteristics of traditional bullying and some specifics ones that clearly differ it from other forms of bullying. In addition to the analysis of characteristics and specifics of cyber space bullying, the paper describes the basic forms of cyber space bullying (flaming, harassment, denigration, impersonation, outing, trickery, exclusion, stalking and happy slapping, as well as, the types of cyber space bullies (vengeful angel, power-hungry, revenge of the nerd, mean girls and inadvertent. The main goal of this paper is to provide initial theoretical guidelines for designing future empirical research on the complex phenomenon of cyber space bullying.

  11. Sexual Harassment and Sexual Bulllying (For Teens)

    Science.gov (United States)

    ... out if there's someone at your school. Most schools have a sexual harassment policy or a bullying policy to protect you. Ask a guidance counselor, school nurse, or administrator about your school's policy. If ...

  12. Contrapower Harassment in the Sport Management Classroom

    Science.gov (United States)

    Taylor, Elizabeth A.; Hardin, Robin; Rode, Cheryl R.

    2018-01-01

    Sexual harassment and incivility in the workplace are the unwanted sexual attention and bullying of employees by their superior. There are times, however, when the roles are reversed and the superior is the target of such behavior. Contrapower harassment refers to subordinate incivility and/or sexual attention directed toward a superior. The focus…

  13. Evidence synthesis on the occurrence, causes, consequences, prevention and management of bullying and harassment behaviours to inform decision making in the NHS

    OpenAIRE

    Illing, Jan; Carter, Madeline; Thompson, Neill; Crampton, Paul; Morrow, Gill; Howse, Jenny; Cooke, A.; Burford, Bryan

    2013-01-01

    Background\\ud Workplace bullying is a persistent problem in the NHS with negative implications for individuals, teams, and organisations. Bullying is a complex phenomenon and there is a lack of evidence on the best approaches to manage the problem.\\ud \\ud Aims\\ud Research questions\\ud \\ud What is known about the occurrence, causes, consequences and management of bullying and inappropriate behaviour in the workplace?\\ud \\ud Objectives\\ud Summarise the reported prevalence of workplace bullying ...

  14. Preventing Sexual Harassment On-Campus: Policies and Practices for Higher Education.

    Science.gov (United States)

    Allen, Ben T.

    This booklet on sexual harassment on college campuses covers sexual harassment law, harassment prevention, protection from liability, and handling allegations. Chapter 1, "What Is Sexual Harassment?" defines the term and gives an overview of sexual harassment law. Chapter 2, "How Does Sexual Harassment Law Apply in Actual Situations?" illustrates…

  15. Cyberbullying: The New Era of Bullying

    Science.gov (United States)

    Wade, Ann; Beran, Tanya

    2011-01-01

    Bullying involves a powerful person intentionally harming a less powerful person repeatedly. With advances in technology, students are finding new methods of bullying, including sending harassing emails, instant messages, text messages, and personal pictures to others. Although school bullying has been studied since the 1970s, relatively little is…

  16. Harassment as an Ethics Issue

    Science.gov (United States)

    Holmes, Mary Anne; Marin-Spiotta, Erika; Schneider, Blair

    2017-04-01

    Harassment, sexual and otherwise, including bullying and discrimination, remains an ongoing problem in the science workforce. In response to monthly revelations of harassment in academic science in the U.S. in 2016, the American Geophysical Union (AGU) convened a workshop to discuss strategies for professional societies to address this pernicious practice. Participants included researchers on this topic and members from professional science societies, academia, and U.S. federal government agencies. We agreed on the following principles: - Harassment, discrimination and bullying most often occur between a superior (e.g., an advisor, professor, supervisor) and a student or early career professional, representing a power difference that disadvantages the less-powerful scientist. - Harassment drives excellent potential as well as current scientists from the field who would otherwise contribute to the advancement of science, engineering and technology. - Harassment, therefore, represents a form of scientific misconduct, and should be treated as plagiarism, falsification, and other forms of scientific misconduct are treated, with meaningful consequences. To address harassment and to change the culture of science, professional societies can and should: ensure that their Code of Ethics and/or Code of Conduct addresses harassment with clear definitions of what constitutes this behavior, including in academic, professional, conference and field settings; provide a clear and well-disseminated mechanism for reporting violations to the society; have a response person or team in the society that can assist those who feel affected by harassment; and provide a mechanism to revisit and update Codes on a regular basis. The Code should be disseminated widely to members and apply to all members and staff. A revised Code of Ethics is now being constructed by AGU, and will be ready for adoption in 2017. See http://harassment.agu.org/ for information updates.

  17. Bullying and Cyber-Bullying in Higher Education: Current Institutional Practice and Prevention

    Science.gov (United States)

    Early, Jeremy Scott

    2014-01-01

    Cyber-bullying led a Rutgers University student to commit suicide, which led the Federal government and institutions of higher education to take a closer look at bullying and cyber-bullying on college campuses. Congress introduced the "Tyler Clementi Higher Education Anti-Harassment Act" (Tyler Clementi Act) that would require…

  18. Longitudinal Associations Among Bullying, Homophobic Teasing, and Sexual Violence Perpetration Among Middle School Students

    OpenAIRE

    Espelage, Dorothy L.; Basile, Kathleen C.; De La Rue, Lisa; Hamburger, Merle E.

    2014-01-01

    Bullying perpetration and sexual harassment perpetration among adolescents are major public health issues. However, few studies have addressed the empirical link between being a perpetrator of bullying and subsequent sexual harassment perpetration among early adolescents in the literature. Homophobic teasing has been shown to be common among middle school youth and was tested as a moderator of the link between bullying and sexual harassment perpetration in this 2-year longitudinal study. More...

  19. Addressing Issues of Workplace Harassment: Counseling the Targets.

    Science.gov (United States)

    Lewis, Jacqueline; Coursol, Diane; Wahl, Kay Herting

    2002-01-01

    Workplace harassment includes dysfunctional personal interactions characterized by bullying behaviors, personal attacks, and attempts to denigrate others. Targets of workplace harassment may experience stress, depression, low self-esteem, loss of sleep, and even posttraumatic stress disorder. Strategies that counselors can use to work effectively…

  20. Harassment-Free Hallways: How to Stop Sexual Harassment in School. A Guide for Students, Parents, and Schools

    Science.gov (United States)

    Balick, Dana

    2004-01-01

    In 2001 the American Association of University Women Educational Foundation released the research report "Hostile Hallways: Bullying, Teasing, and Sexual Harassment in Schools." According to the report, in the eight years since the original AAUW study, "Hostile Hallways: The AAUW Survey on Sexual Harassment in America's Schools" (1993), not a lot…

  1. [Psychological harassment].

    Science.gov (United States)

    Puech, Paloma; Pitcho, Benjamin

    2013-04-01

    Two types of harassment are distinguished: sexual and psychological. In the private sector, according to French labour laws and the penal code, psychological harassment is actionable. It is up to the employer to prove the absence of harassment. The sanctions incurred can be up to 5 years imprisonment and a 150,000 euro fine and various measures of compensation for damages can be envisaged.

  2. What happens when the harassment is personal?

    Science.gov (United States)

    Barton, G Michael; Morrison, Eileen

    2006-01-01

    The medical field has long endured the destructive forces of personal harassment in work environments. Personal harassment, often called workplace bullying, has historically been kept quiet. The targets of personal harassment suffered in silence. Many of the targets either left the organization or became passive-aggressive members of the work team. Personal harassment is no longer tucked away in the shadows, however. This issue is now being cited as a major cause of low morale, high employee turnover, and increased workplace violence. The intent of this article is to provide an awareness of personal harassment and how it has had a catastrophic impact on the medical field. Awareness of this issue is the first step toward its prevention. Medical practitioners, leaders, and employees must commit to addressing this issue before it can adversely impact their organizations.

  3. Sexual harassment.

    Science.gov (United States)

    Sbraga, T P; O'Donohue, W

    2000-01-01

    We review the current state of sexual harassment theory, research, treatment, and prevention. Definitional problems and implications are discussed. An examination of the epidemiology of sexual harassment is presented, highlighting correlates that include characteristics of the organizational environment, the perpetrator, and the recipient of unwanted sexual behavior. Normative responses to sexual harassment and consequences are discussed. Descriptions of the most prevalent models of sexual harassment are offered and the empirical evidence for them is briefly reviewed. From there, the effect of model development and evaluation on the prevention and treatment of sexual harassment is considered. We comment on the steps that would need to be taken to develop viable prevention and treatment programs. Suggestions for fruitful avenues of research and theory development are offered.

  4. "She's Weird!"--The Social Construction of Bullying in School: A Review of Qualitative Research

    Science.gov (United States)

    Thornberg, Robert

    2011-01-01

    Qualitative research provides opportunities to study bullying and peer harassment as social processes, interactions and meaning-making in the everyday context of particular settings. It offers the possibility of developing a deep understanding of the culture and group processes of bullying and the participants' perspectives on peer harassment as…

  5. [Gender differences in workplace bullying].

    Science.gov (United States)

    Campanini, P; Punzi, Silvia; Carissimi, Emanuela; Gilioli, R

    2006-01-01

    Despite the attention that international Agencies give to the gender issue in situations of workplace bullying, few investigations have been performed on this topic. The aim of the study is describe the gender differences in victims of workplace bullying observed in an Italian survey. A total of 243 subjects (124 males and 119 females) were examined at the Centre for Occupational Stress and Harassment of the "Clinica del Lavoro Luigi Devoto" (University of Milan and IRCCS Foundation); they were selected among patients who met the criteria for being considered victims of negative actions at work leading to workplace bullying. Data regarding the person, workplace and the workplace bullying situation were collected by means of an ad hoc questionnaire. Analysis of the data, compared with those of IS-TAT 2002, showed a higher prevalence of females subjected to negative actions at work. In women, the risk of being subjected to negative actions leading to workplace bullying was shown to increase in the 34-44 age range and to decrease in higher age ranges; in men the risk remained elevated also after 55 years of age. In general, women were victims of negative actions regarding personal values related to emotional-relational factors, while men were attacked on their work performance. Sexual harassment, may mark the onset of other types of psychological harassment or can be one of its components.

  6. Bullying within the Forestry Organizations of Turkey

    Science.gov (United States)

    Toksoy, Devlet; Bayramoğlu, Mahmut Muhammet

    2013-01-01

    Today, many studies are conducted in order to determine bullying behaviors and to resolve conflicts with the purpose of increasing and maintaining organizational success in developed countries. According to these studies, bullying cases are more common in public institutions when compared to other sectors. In public institutions, bullying generally occurs when successful workers are discouraged and/or harassed by their managers, thus leaving them feeling distressed and dissatisfied with their jobs. The present study examines whether forest engineers working in the seven geographical regions of Turkey are exposed to bullying behaviors, the level of any bullying, and whether there are any regional differences (N = 835). Through statistical analysis, a significant relationship was determined between bullying and demographic characteristics. The results of the present study were evaluated along with the results of other studies, and some suggestions were made in order to prevent bullying behaviors in forestry organizations. PMID:23853543

  7. Harassment: Imaginings.

    Science.gov (United States)

    Wilt, Judith

    1993-01-01

    Imagines the role of the male college professor in view of the erotic and sexual nature of his subjectivity and the glaring possibilities of sexual misconduct with students. Outlines some experiences related to the sexual harassment policies of one private college. (HB)

  8. Sexual Harassment in Malaysian Educational Institutions: Causes and Solutions

    OpenAIRE

    Mohamed, Ashgar Ali Ali

    2015-01-01

    The vitality of school in proffering solutions to the societal challenges cannot be underrated. However, school as a hub and pivot place in addressing multifarious challenges in our society is faced with some social ills such as bullying and sexual harassment. More profusely, an escalation of sexual harassment in schools’ and on campuses cannot be denied. More copiously, of greater challenges in our contemporary period is inadequate and ineffective measure to curb prevalence of sexual harassm...

  9. Improving social corporate responsibility : the case of bullying behavior

    OpenAIRE

    Gago Rodríguez, Susana; Rodgers, Waymond

    2006-01-01

    This article highlights moral harassment at the workplace as a form of corruption in organizations. This form of corruption has cost organizations billions of dollars each year. A theoretical model is presented in this paper, which explains the main factors that affect bullying processes impact on organizations. Suggestions are provided in this paper, as tools to eliminate bullying within the workplace.

  10. Population-Based Studies of Bullying in Young Children

    NARCIS (Netherlands)

    M. Verlinden-Bondaruk (Maryna)

    2014-01-01

    markdownabstract__Abstract__ School bullying is defined as repeated and intentional aggression toward the peers who have difficulty to stop or counteract such harassment.1,2 Bullying and victimization have serious negative effects on health and functioning of children.3-5 Detecting and

  11. School Leadership and Counselors Working Together to Address Bullying

    Science.gov (United States)

    Austin, Sheila M.; Reynolds, Glenda P.; Barnes, Shirley L.

    2012-01-01

    School bullying remains a serious issue although it has been the subject of national news, government agencies, schools and community organizations since the school shootings at Columbine. School administrators must implement school policies concerning bullying and harassment. The authors describe how administrators can develop a school-wide…

  12. How the Courts Deal with Bullying in Schools

    Science.gov (United States)

    Diamantes, Thomas

    2010-01-01

    School officials have a difficult time dealing with cases of bullying. Often, it is one student's word against another. Also, many victims of bullying are reluctant to report instances for fear of retribution. As in sexual harassment cases, school officials need to be seen doing something about the problem. Courts view indifference to these…

  13. Harassment among school children and new ways of violence

    OpenAIRE

    Norman D. Pautasso

    2016-01-01

    This article is intended to collect some results of the several studies that have been made concerning Bullying and Harassment among boys and girls who attend basic education institutions in the central part of Santa Cruz province, in Argentina. It encloses theoretical framework about the problem of bullying and violence among children at school. It presents information about the region, some common aggressive behaviors as well as different ways and places in which those violent habits might ...

  14. What is Bullying?

    Science.gov (United States)

    ... Types of Aggressive Behavior Print Share What Is Bullying Bullying is unwanted, aggressive behavior among school aged ... When Bullying Happens Frequency of Bullying Types of Bullying There are three types of bullying: Verbal bullying ...

  15. Longitudinal Associations Among Bullying, Homophobic Teasing, and Sexual Violence Perpetration Among Middle School Students.

    Science.gov (United States)

    Espelage, Dorothy L; Basile, Kathleen C; De La Rue, Lisa; Hamburger, Merle E

    2015-09-01

    Bullying perpetration and sexual harassment perpetration among adolescents are major public health issues. However, few studies have addressed the empirical link between being a perpetrator of bullying and subsequent sexual harassment perpetration among early adolescents in the literature. Homophobic teasing has been shown to be common among middle school youth and was tested as a moderator of the link between bullying and sexual harassment perpetration in this 2-year longitudinal study. More specifically, the present study tests the Bully-Sexual Violence Pathway theory, which posits that adolescent bullies who also participate in homophobic name-calling toward peers are more likely to perpetrate sexual harassment over time. Findings from logistical regression analyses (n = 979, 5th-7th graders) reveal an association between bullying in early middle school and sexual harassment in later middle school, and results support the Bully-Sexual Violence Pathway model, with homophobic teasing as a moderator, for boys only. Results suggest that to prevent bully perpetration and its later association with sexual harassment perpetration, prevention programs should address the use of homophobic epithets. © The Author(s) 2014.

  16. Bystander Helping Behavior in Response to Workplace Bullying

    OpenAIRE

    Hellemans, Catherine; Dal Cason, Davide; Casini, Annalisa

    2017-01-01

    This research examines the role of colleagues in workplace bullying. While colleagues could often intervene to support the victim or stop the situation, passive behaviors and non-intervention are more frequent. The bystander effect highlighted by Latané and Darley (1970) has been studied in the context of school bullying and sexual harassment, but only rarely in the context of workplace bullying. We tested the impact of the belief in a just world for others, self-efficacy, perceived severity,...

  17. An Investigation of Organizational and Regulatory Discourses of Workplace Bullying.

    Science.gov (United States)

    Johnson, Susan L; Boutain, Doris M; Tsai, Jenny H-C; de Castro, Arnold B

    2015-10-01

    Organizations use policies to set standards for employee behaviors. Although many organizations have policies that address workplace bullying, previous studies have found that these policies affect neither workplace bullying for targets who are seeking assistance in ending the behaviors nor managers who must address incidents of bullying. This article presents the findings of a study that used critical discourse analysis to examine the language used in policies written by health care organizations and regulatory agencies to regulate workplace bullying. The findings suggest that the discussion of workplace bullying overlaps with discussions of disruptive behaviors and harassment. This lack of conceptual clarity can create difficulty for managers in identifying, naming, and disciplining incidents of workplace bullying. The documents also primarily discussed workplace bullying as a patient safety concern. This language is in conflict with organizations attending to worker well-being with regard to workplace bullying. © 2015 The Author(s).

  18. From the Sandbox to the Inbox: Comparing the Acts, Impacts, and Solutions of Bullying in K-12, Higher Education, and the Workplace

    Science.gov (United States)

    Faucher, Chantal; Cassidy, Wanda; Jackson, Margaret

    2015-01-01

    As research advances in the areas of bullying, cyberbullying, and harassment in various sectors, it is a useful endeavour to consider the connections between research studies conducted in what may appear to be parallel spheres. In this paper, we examine the similarities and differences between research on bullying, harassment, and especially…

  19. Do Surgeons React?: A Retrospective Analysis of Surgeons' Response to Harassment of a Colleague During Simulated Operating Theatre Scenarios.

    Science.gov (United States)

    Gostlow, Hannah; Vega, Camila Vega; Marlow, Nicholas; Babidge, Wendy; Maddern, Guy

    2017-07-24

    To assess and report on surgeons' ability to identify and manage incidences of harassment. The Royal Australasian College of Surgeons is committed to driving out discrimination, bullying, harassment, and sexual harassment from surgical training and practice, through changing the culture of the workplace. To eradicate these behaviors, it is first critical to understand how the current workforce responds to these actions. A retrospective analysis of video data of an operating theatre simulation was conducted to identify how surgeons, from a range of experience levels, react to instances of harassment. Thematic analysis was used to categorize types of harassment and participant response characteristics. The frequency of these responses was assessed and reported. The type of participant response depended on the nature of harassment being perpetuated and the seniority of the participant. In the 50 instances of scripted harassment, active responses were enacted 52% of the time, acknowledgment responses 16%, and no response enacted in 30%. One senior surgeon also perpetuated the harassment (2%). Trainees were more likely to respond actively compared with consultants. It is apparent that trainees are more aware of instances of harassment, and were more likely to intervene during the simulated scenario. However, a large proportion of harassment was unchallenged. The hierarchical nature of surgical education and the surgical workforce in general needs to enable a culture in which the responsibility to intervene is allowed and respected. Simulation-based education programs could be developed to train in the recognition and intervention of discrimination, bullying, harassment and sexual harassment.

  20. Workplace Bullying in Healthcare: Part 1.

    Science.gov (United States)

    Lamberth, Becky

    2015-01-01

    Bullying is a repetitive and a busive behavior in which the victim suffers from abuse, humiliation, or intimidation to such an extent that it interferes with job performance. Victims of bullying have three possible legal solutions: harassment, hostile work environment, and intentional/negligent infliction of emotional distress. However, the elements necessary to fulfill the legal definitions are subjective and difficult at best to satisfy. Hospitals are hesitant to terminate any employee, which would result in open staff positions that are difficult to fill. Replacing staff with specific skills, costly. This make recruitmen cost a significant factor in retaining staff members who demonstrate poor behavior. Part 1 will focus on terminology and concerns related to bullying. Part 2 will discuss the legal protection afforded the bully and possible organizational solutions. Part 3 will address managers who have been accused of bullying by disgruntled employees and what to do about it.

  1. Cyberbullying: another main type of bullying?

    Science.gov (United States)

    Slonje, Robert; Smith, Peter K

    2008-04-01

    Cyberbullying has recently emerged as a new form of bullying and harassment. 360 adolescents (12-20 years), were surveyed to examine the nature and extent of cyberbullying in Swedish schools. Four categories of cyberbullying (by text message, email, phone call and picture/video clip) were examined in relation to age and gender, perceived impact, telling others, and perception of adults becoming aware of such bullying. There was a significant incidence of cyberbullying in lower secondary schools, less in sixth-form colleges. Gender differences were few. The impact of cyberbullying was perceived as highly negative for picture/video clip bullying. Cybervictims most often chose to either tell their friends or no one at all about the cyberbullying, so adults may not be aware of cyberbullying, and (apart from picture/video clip bullying) this is how it was perceived by pupils. Findings are discussed in relation to similarities and differences between cyberbullying and the more traditional forms of bullying.

  2. Contrastings views on bullying in Schools

    DEFF Research Database (Denmark)

    Hansen, Helle Rabøl

    Contrasting views on bullying in schools Which views on bullying influence teachers intervention strategies? This question is discussed  on the basis of the findings of my empirical study of that aspect of bullying that has to do with the position of the teacher (a quantitative survey...... of the teachers' staff room, observations, interviews and analysis of explicit ‘bullying-politics'). I found contradictions in teachers' definitions of the phenomenon of bullying, in how they describe causality and furthermore in how they would attempt to solve a specific and complicated bullying case....... The informants describe ‘bullying' in general terms that include group dynamic signs, when pressed for a causal explanation, or asked how they would handle a specific case. Most commonly, however, their focus is on the individual bully. In this, the teachers' positions seem to follow the commonplace conception...

  3. Bullying of medical students in Pakistan: a cross-sectional questionnaire survey.

    Directory of Open Access Journals (Sweden)

    Syed Ahmer

    Full Text Available BACKGROUND: Several studies from other countries have shown that bullying, harassment, abuse or belittlement are a regular phenomenon faced not only by medical students, but also junior doctors, doctors undertaking research and other healthcare professionals. While research has been carried out on bullying experienced by psychiatrists and psychiatry trainees in Pakistan no such research has been conducted on medical students in this country. METHODOLOGY/PRINCIPAL FINDINGS: We conducted a cross-sectional questionnaire survey on final year medical students in six medical colleges of Pakistan. The response rate was 63%. Fifty-two percent of respondents reported that they had faced bullying or harassment during their medical education, about 28% of them experiencing it once a month or even more frequently. The overwhelming form of bullying had been verbal abuse (57%, while consultants were the most frequent (46% perpetrators. Students who were slightly older, males, those who reported that their medical college did not have a policy on bullying or harassment, and those who felt that adequate support was not in place at their medical college for bullied individuals, were significantly more likely to have experienced bullying. CONCLUSION: Bullying or harassment is faced by quite a large proportion of medical students in Pakistan. The most frequent perpetrators of this bullying are consultants. Adoption of a policy against bullying and harassment by medical colleges, and providing avenues of support for students who have been bullied may help reduce this phenomenon, as the presence of these two was associated with decreased likelihood of students reporting having being bullied.

  4. Sexual harassment in the workplace: it is your problem.

    Science.gov (United States)

    Kane-Urrabazo, Christine

    2007-09-01

    Sexual harassment and hostile work environments are explored. Managerial roles are discussed, including taking a proactive approach and dealing appropriately with an employee's claim. Nurse managers must confront the issue of sexual harassment as complaints continue to develop throughout the industry. Because managers are responsible for employees' actions, it is essential that they familiarize themselves with what constitutes the act and how to handle a claim. Sexual harassment is defined by US Civil Rights Acts (1964 and 1991), US Equal Employment Opportunity Commission, UK's Equal Opportunities Commission, American Nurses Association and the Royal College of Nursing. Frederick Herzberg's Two-Factor Theory of Motivation is also related to workplace sexual harassment. Sexual harassment is a widespread problem within the industry, claiming both men and women as its victims. Managers can be held responsible for sexual harassment even if they are unaware of the existence of behaviour.

  5. Sexual harassment victimization and perpetration among high school students.

    Science.gov (United States)

    Clear, Emily R; Coker, Ann L; Cook-Craig, Patricia G; Bush, Heather M; Garcia, Lisandra S; Williams, Corrine M; Lewis, Alysha M; Fisher, Bonnie S

    2014-10-01

    This large, population-based study is one of the few to examine prevalence rates of sexual harassment occurring during the past 12 months by victimization and perpetration among adolescents. In this large, cross-sectional survey of students attending 26 high schools, sexual harassment was defined using three questions from the Sexual Experiences Questionnaire. Among 18,090 students completing the survey, 30% disclosed sexual harassment victimization (37% of females, 21% of males) and 8.5% reported perpetration (5% of females, 12% of males). Sexual harassment perpetration was highly correlated with male sex, minority race/ethnicity, same-sex attraction, bullying, alcohol binge drinking, and intraparental partner violence. © The Author(s) 2014.

  6. Longitudinal Associations Among Bullying, Homophobic Teasing, and Sexual Violence Perpetration Among Middle School Students

    Science.gov (United States)

    Espelage, Dorothy L.; Basile, Kathleen C.; De La Rue, Lisa; Hamburger, Merle E.

    2015-01-01

    Bullying perpetration and sexual harassment perpetration among adolescents are major public health issues. However, few studies have addressed the empirical link between being a perpetrator of bullying and subsequent sexual harassment perpetration among early adolescents in the literature. Homophobic teasing has been shown to be common among middle school youth and was tested as a moderator of the link between bullying and sexual harassment perpetration in this 2-year longitudinal study. More specifically, the present study tests the Bully–Sexual Violence Pathway theory, which posits that adolescent bullies who also participate in homophobic name-calling toward peers are more likely to perpetrate sexual harassment over time. Findings from logistical regression analyses (n = 979, 5th–7th graders) reveal an association between bullying in early middle school and sexual harassment in later middle school, and results support the Bully–Sexual Violence Pathway model, with homophobic teasing as a moderator, for boys only. Results suggest that to prevent bully perpetration and its later association with sexual harassment perpetration, prevention programs should address the use of homophobic epithets. PMID:25315484

  7. Blocking the Bullies: Has South Carolina's Safe School Climate Act Made Public Schools Safer?

    Science.gov (United States)

    Terry, Troy M.

    2010-01-01

    Recent news in the national media about two students' deaths as a result of harassment in school has highlighted a renewed desire for educators to address the culture of bullying and harassment in public schools, especially when the victims are targeted for their real or perceived differences. South Carolina's legislature responded to this need in…

  8. Addressing Sexual Harassment

    Science.gov (United States)

    Young, Ellie L.; Ashbaker, Betty Y.

    2008-01-01

    This article discusses ways on how to address the problem of sexual harassment in schools. Sexual harassment--simply defined as any unwanted and unwelcome sexual behavior--is a sensitive topic. Merely providing students, parents, and staff members with information about the school's sexual harassment policy is insufficient; schools must take…

  9. Sexual Harassment in Education.

    Science.gov (United States)

    Lewis, John F.; And Others

    As in many other areas of society, sexual harassment has become an important issue in education. It has left the educational community with many questions about what constitutes sexual harassment, how to prevent it, and how to deal with the legal problems that may arise concerning it. This report dispels several myths about sexual harassment in…

  10. School bullying

    OpenAIRE

    Smith, Peter K.

    2013-01-01

    Bullying is defined as a systematic abuse of power; the development of the research program on school bullying is outlined over four phases. The distinctive nature of cyberbullying, and also of identity-based bullying, is outlined. Measurement methods are discussed, and the kinds of prevalence rates obtained. A range of risk factors for involvement as a bully, or victim, are summarized. A range of school-based interventions are described, together with discussion of a meta-analysis of their o...

  11. Cyber Bullying: Examining Curriculum and Policy in Eastern North Carolina High Schools; A Qualitative Case Study

    Science.gov (United States)

    Yancey, Michael

    2017-01-01

    Cyber bullying is the use of technology to harassment another person. Most acts of cyber bullying begin at home but the extent of these acts trickle into schools and disrupt learning opportunities. This new form of behavior leaves school districts unsure of how to respond while balancing legal and ethical responsibilities. This study analyzed…

  12. Reactions to sexual harassment of the physiotherapist

    Directory of Open Access Journals (Sweden)

    L. Bütow-Dûtoit

    2008-02-01

    Full Text Available This  paper follows on a previous paper describing a studyconducted on sexual harassment in the physiotherapy work environment inSouth Africa. A survey questionnaire was used to determine the reactions ofphysiotherapists  after  they  experienced  their  worst  incidents  of  sexualharassment. The most common method of handling the sexual harassmentwas to avoid the perpetrator or situation. The most common effects relatedto work performance after the sexual harassment had occurred, were adecrease in concentration, job pleasure and confidence in job performanceand the most common emotional effect experienced was anger.

  13. Reactions to sexual harassment of the physiotherapist

    OpenAIRE

    L. Bütow-Dûtoit; C.A. Eksteen; M. De Waal

    2008-01-01

    This  paper follows on a previous paper describing a studyconducted on sexual harassment in the physiotherapy work environment inSouth Africa. A survey questionnaire was used to determine the reactions ofphysiotherapists  after  they  experienced  their  worst  incidents  of  sexualharassment. The most common method of handling the sexual harassmentwas to avoid the perpetrator or situation. The most common effects relatedto work performance after the sexual harassment had occurred, were adecr...

  14. Victimization, family environment and the management of the blame-shame on bullying

    Directory of Open Access Journals (Sweden)

    Manuel Ramírez Zaragoza

    2015-11-01

    Full Text Available This work aimed to determine to what extent a history of victimization, handling shame-guilt and family climate differentiate students with and without harassing behavior toward peers. 132 students were identified as aggressors and reported an average of three or more aggressive behavior toward peers. A random sample of similar size was taken to complete the final number of participants. Using logistic regression, variables studied pointed significant difference between groups of students with and without aggressive behavior toward peers (R2 = .58. Victimization (OR = 10.76, shame displacement (OR = 1.99 and family conflict (OR = 1.51 increase the probability of belonging to the group of assailants while recognition (OR = 0.62 and family life (OR = 0.60 decrease this probability. It is concluded that is necessary to analyze bullying from an ecological framework considering variables located in the contexts where individuals interact.

  15. Compensating Differentials for Sexual Harassment

    OpenAIRE

    Joni Hersch

    2011-01-01

    Workplace sexual harassment is illegal, but many workers report that they have been sexually harassed. Exposure to the risk of sexual harassment may decrease productivity, which would reduce wages. Alternatively, workers may receive a compensating differential for exposure to sexual harassment, which would increase wages. Data on claims of sexual harassment filed with the Equal Employment Opportunity Commission are used to calculate the first measures of sexual harassment risks by industry, a...

  16. Ombud’s Corner: moral harassment – are you concerned?

    CERN Multimedia

    Sudeshna Datta-Cockerill

    2015-01-01

    Conflict happens, and in a large international organisation like ours it is often inevitable. Indeed, when it happens in the context of a confrontation of different ideas, opinions or methods it can be considered to be a healthy component of effective collaboration. Yet, when conflict becomes personal, when it is underpinned by unethical actions and hostile interactions, these interpersonal differences can rapidly deteriorate into moral harassment or bullying behaviour.   Moral harassment or bullying behaviour occurs in the work environment when healthy relations break down between two people or between an individual and a group of people. As stated in CERN’s Operational Circular No. 9, it is behaviour that is “contrary to the principles of equal opportunity, non-discrimination and mutual respect [and]… it is detrimental to health and safety at the workplace and the good functioning of the Organization in general”. It often involves an abuse or misuse of p...

  17. Cyberbullying, a bullying problem

    Directory of Open Access Journals (Sweden)

    Mª Ángeles Hernández Prados

    2007-06-01

    Full Text Available At the beginning of each new school year, the violence starts an unceasing way that is leaving alarming signs in pupils, teachers and others members of the educational community. As every year, it firmly proposed to found some solutions, but this problem is so pressing and the educational measures so globalizers, that once again it turns into a declaration of intentions. This paper, explores a new show of bullying or school harassment among pupils, that is emerging for the possibilities that ICT (Information and Communication Technologies offer to the aggressor pupils: the Cyberbullying. We analyze the concept of cyberbullying, its features, its effect and the different modes that it can take. Finally, it was reflect on the possibilities to consider the pedagogical proposal.

  18. Workplace Bullying

    Directory of Open Access Journals (Sweden)

    Devi Akella

    2016-02-01

    Full Text Available Previous research on workplace bullying has narrowed its subjective boundaries by drawing heavily from psychological and social-psychological perspectives. However, workplace bullying can also be understood as an endemic feature of capitalist employment relationship. Labor process theory with its core characteristics of power, control, and exploitation of labor can effectively open and allow further exploration of workplace bullying issues. This article aims to make a contribution by examining workplace bullying from the historical and political contexts of society to conceptualize it as a control tool to sustain the capitalist exploitative regime with empirical support from an ethnographic case study within the health care sector.

  19. Workplace psychological harassment: Gendered exposures and implications for policy.

    Science.gov (United States)

    Lippel, Katherine; Vézina, Michel; Bourbonnais, Renée; Funes, Amélie

    2016-01-01

    This article reports on the results of an empirical study of working conditions including psychological harassment (workplace bullying) in the province of Québec, Canada, the first North American jurisdiction to regulate psychological harassment in its labor legislation. All empirical data provided in this article was drawn from the Québec Survey on Working, Employment and Occupational Health and Safety Conditions, conducted through 5071 telephone interviews of a representative sample of Québec workers, including the self-employed. Here we focus on employees, and provide bivariate and multivariate analyses. All analyses were stratified by gender. We provide a portrait of exposure to psychological harassment, and exposure to other psychosocial factors in the workplace associated with exposure to psychological harassment. Results show associations between exposure to psychological harassment and negative health measures including psychological distress, symptoms of depression, traumatic work accidents, musculoskeletal disorders and negative perception of health status. We report on steps taken by employees to put an end to the harassment. Gender similarities and differences in exposure, associated risk factors, health measures and strategies are presented and discussed in light of the legal context in which the study took place. We conclude with recommendations for prevention strategies that take into consideration the gender composition of the workplace. Copyright © 2016 Elsevier Ltd. All rights reserved.

  20. Sexual harassment in healthcare: classification of harassers and rationalizations of sex-based harassment behavior.

    Science.gov (United States)

    Madison, J; Minichiello, V

    2001-11-01

    This study identified how 16 Australian registered nurses classified sex-based harassers and explained their own behavior and the behavior of the harasser. A qualitative research design, relying on in-depth interviews, was used to collect the data. The study found that harassment is linked to gender roles and that the harassed are reluctant to blame the harasser--the harassed had "sound" rationalizations for harassment. Awareness of the interactional dynamics of self-blame and these rationalizations will help nurse executives ensure a harassment-free workplace.

  1. Sexual harassment: relation to other forms of discrimination and to health among women and men.

    Science.gov (United States)

    Bildt, Carina

    2005-01-01

    During the last years, harassment experiences have more often than earlier been included in the framework of work stress, thereby being seen more as a result of how the work organisation function rather than being a result of poor characteristics among individuals. The aim of the present study was to examine the relation between sexual harassment, gender discrimination, bullying, conflicts and informal decision structures. The study took place at a large university in the northern part of Sweden, and data was collected by a questionnaire. Lack of equality and conflicts were significantly related to sexual harassment among women, but none of the studied factors to sexual harassment among men. Common among both women and men were that gender discrimination, bullying, conflicts, being negatively affected by informal decision structures, that women are given preferential treatment and lack of information were related to poor health. To summarise, the results in the present study support earlier studies in their conclusions that work organisation is closely related to the occurrence of harassment. This is especially important to point out when planning for interventions against for example sexual harassment, which very often focuses on the harassed individual, rather than the organisation.

  2. Bullying Prevention

    Science.gov (United States)

    Kemp, Patrice

    2016-01-01

    The focus of the milestone project is to focus on bridging the gap of bullying and classroom instruction methods. There has to be a defined expectations and level of accountability that has to be defined when supporting and implementing a plan linked to bullying prevention. All individuals involved in the student's learning have to be aware of…

  3. Bullying among medical students in a Saudi medical school

    Directory of Open Access Journals (Sweden)

    Alzahrani Hasan

    2012-07-01

    Full Text Available Abstract Background Bullying and sexual harassment of medical students by their teachers appears to be widespread phenomenon. However, nothing is published about its prevalence in conservative countries such as Saudi Arabia. This survey aims to ascertain the extent of these mistreatments among students in a Saudi medical school. Findings A cross-sectional questionnaire survey was conducted on a group of 542 clinical years’ medical students in a Saudi medical school to explore students' perceptions of their educational environment including exposure to different kinds of bullying. Bullying was defined as “a “persistent behaviour against a medical student that is intimidating, degrading, offensive or malicious and undermines the confidence and self- esteem of the recipient”. Results revealed that more than one quarter (28.0% of the surveyed students reported exposure to some sort of bullying during their clinical. Ninety percent of the reported insults were verbal, 6% sexual and 4% physical. Males were more exposed but difference was not statistically significant. Conclusions Bullying among Saudi medical students is an existing problem. A policy against bullying and harassment should be adopted in all of medical colleges to monitor this phenomenon and support students who have been bullied.

  4. The legislative framework regarding bullying in South African schools

    African Journals Online (AJOL)

    ... the South African Schools Act 84 of 1996 call for critical analysis. KEYWORDS: Abuse; best interest of the child; bullying; child justice; children's rights; code of conduct; constitutional rights; discipline; educational context; harassment; harm; offender; protection orders; restorative justice; right to education; victim; violence.

  5. Bullying: A socially enacted phenomenon with individual effects

    DEFF Research Database (Denmark)

    Hansen, Helle Rabøl; Søndergaard, Dorte Marie

    2018-01-01

    Some practitioners and researchers criticise the concept of bullying and suggest it replaced with e.g. conflict or harassment. We discuss the challenges enacted by the problematisation and propose a joint effort to improve both the conceptualisation and our cooperation in reworking it, while...

  6. Sexual Harassment of Students.

    Science.gov (United States)

    Elgart, Lloyd D.; Schanfield, Lillian

    1991-01-01

    Sexual harassment in American higher education is currently a problem of ethics and morals rather than of law. Any meaningful remedy for the student victim must be created and implemented by the institution, because courts, legislatures, and administrative agencies do not offer a remedy to student victims of sexual harassment. (MSE)

  7. Sexual Harassment in Nursing.

    Science.gov (United States)

    Duldt, Bonnie W.

    1982-01-01

    Sexual harassment in the workplace, specifically in nursing, is discussed. The impact of sexual harassment, characteristics of those commonly involved, the need for changing attitudes of men and women in the workplace, the factor of power in relationships, and ways to avoid legal suits are all examined. (CT)

  8. The Problem with Overly Broad Definitions of Bullying: Implications for the Schoolhouse, the Statehouse, and the Ivory Tower

    Science.gov (United States)

    Cascardi, Michele; Brown, Cathy; Iannarone, Melinda; Cardona, Norma

    2014-01-01

    Within the past few decades, scholars, lawmakers, and educators have increased attention to a specific type of aggressive behavior known as bullying. While bullying is like peer aggression and harassment, in that they all pertain to negative aggressive actions, there are important distinctions among these three forms of behavior. The key features…

  9. Bullying and LGBTQ Youth

    Science.gov (United States)

    ... you provide is encrypted and transmitted securely. Menu Bullying What Is Bullying The Roles Kids Play Who Is at Risk Warning Signs for Bullying Effects of Bullying Diversity, Race & Religion LGBTQ Youth ...

  10. From a Culture of Bullying to a Climate of Support: The Evolution of Bullying Prevention and Research

    Science.gov (United States)

    Cornell, Dewey; Bradshaw, Catherine P.

    2015-01-01

    In this commentary, Cornell and Bradshaw report decades of research in school psychology have brought attention to the culture of peer bullying and harassment that was a largely neglected problem in most schools. At the same time, research on the school environment has brought recognition to the importance of a safe and supportive school climate.…

  11. Effects of workplace bullying on how women work.

    Science.gov (United States)

    MacIntosh, Judith; Wuest, Judith; Gray, Marilyn Merritt; Aldous, Sarah

    2010-11-01

    Work is central to well-being but working is problematic when people experience workplace bullying, which includes psychological, physical, and sexual abuse or harassment. The purpose of the present grounded theory study was to extend current understanding, from the perspective of women, of how workplace bullying affects their work and how they engage in the workforce. The study was conducted in eastern Canada with 36 English-speaking women who had been bullied in the workplace. They reported mainly psychological bullying. The central problem for women is they cannot continue working as they had before the workplace bullying. The authors named a four-stage process of how women address this problem as "Doing Work Differently." The four stages are Being Conciliatory, Reconsidering, Reducing Interference, and Redeveloping Balance. The process is influenced by women's support systems, the effects on their health, and financial circumstances. There are implications for public education, workplace policies, and health care workers.

  12. Sexual Harassment and Organizational Outcomes

    Science.gov (United States)

    2011-04-01

    harassment and unwanted sexual attention) appear to affect job satisfaction and organizational commitment more than the overt quid pro quo type of... Sexual Harassment and Organizational Outcomes Charlie L. Law DEFENSE EQUAL OPPORTUNITY MANAGEMENT...No. 99-11 Sexual harassment and Organizational, 2 Executive Summary Issue Sexual harassment continues to be a

  13. Sexual Harassment: It's Not Academic.

    Science.gov (United States)

    Office for Civil Rights (ED), Washington, DC.

    Sexual harassment affects students at all levels of education. To combat this problem, fundamental information that can help school administrators, teachers, students, and parents recognize and deal with sexual harassment under Title IX are presented in this pamphlet. The text describes quid pro quo harassment and hostile-environment harassment,…

  14. The Legislative Framework Regarding Bullying In South African Schools

    Directory of Open Access Journals (Sweden)

    Annelie Laas

    2014-12-01

    Full Text Available Bullying in schools is a global phenomenon that has the potential to impact on children not only physically but also psychologically. In South Africa countless children fall victim to bullying, harassment and abuse at schools. A myriad of constitutional rights are infringed upon when bullying occurs, and the problem is escalating. The Protection from Harassment Act 71 of 2011 was signed and accepted into law on the 27th of April 2013. This new Act may grant relief to victims of bullying inter alia by providing for protection orders, and therefore adds to the legislative framework available to victims. However, in terms of bullying in schools, the parties to these incidents are minors and therefore a critical analysis is necessary with regard to the rights of the victim and the offender. In this context the relationship and interaction between the Protection from Harassment Act 71 of 2011, the Child Justice Act 75 of 2008, the Children's Act 38 of 2005 and the South African Schools Act 84 of 1996 call for critical analysis.

  15. A Safe Education for All: Recognizing and Stemming Harassment in Music Classes and Ensembles

    Science.gov (United States)

    Carter, Bruce Allen

    2011-01-01

    This article addresses the pervasiveness of harassment in schools in the United States and presents ways to recognize and stem bullying in music classrooms. Music educators are in a unique position to recognize atypical behaviors in their students. Music educators who teach middle and high school ensembles often retain the same students in their…

  16. Workplace bullying, sleep problems and leisure-time physical activity: a prospective cohort study

    DEFF Research Database (Denmark)

    Hansen, Åse Marie; Gullander, Maria; Hogh, Annie

    2015-01-01

    and Harassment (WBH) cohort (N=3278) or the Psychosocial Risk Factors for Stress and Mental Disease (PRISME) cohort (N=4455). We measured workplace bullying using one question that was preceded by a definition of bullying. We used the Karolinska sleep questionnaire to assess sleep problems. The number of hours......OBJECTIVES: Workplace bullying is a potent stressor that may increase sleep problems. Since physical fitness improves resilience to stress, it seems plausible that recreational physical activities may moderate the association between bullying and sleep. The study aimed to examine prospectively...... whether (i) bullying increases the risk of sleep problems, and (ii) the association between bullying and sleep problems is moderated by leisure-time physical activity (LTPA). METHODS: The study sample comprised a cohort of public and private sector employees, who were enrolled into the Work Bullying...

  17. School bullying

    DEFF Research Database (Denmark)

    of open-ended, social, discursive, material and subjective forces. Instead of approaching bullying as a phenomenon that can be explained and defined in terms of one factor (e.g., aggression), the authors in this anthology focus on a range of different forces that are central in bullying: teachers (Hansen...... to the processes of material–discursive enactments establishes important premises for the recurring basic assumptions that the eXbus-team have developed about bullying being enacted by multiple intra-acting forces and about their entangled agencies (see Søndergaard on page XX for an explication of this idea...

  18. Peer-harassment prevalence in self-reports by primary and lower secondary school students. Statistical comparisons of samples from years 2000 and 2013, investigating traditional and cyber-harassment.

    OpenAIRE

    Hjelmen, Kari Jeanette Langseth

    2015-01-01

    Comparative investigation of traditional peer-harassment and cyber-harassment prevalence, examining first year baseline sample of a longitudinal project in a North-Norwegian setting. Thesis contributes into a main study, “Trivsel i Tromsø” (“Well-being in Tromsø”), which aims to examine psychosocial and psychiatric risk factor associations with bullying and cyberbullying, using a combination of survey tools. The thesis explore one of the three survey tools. Investigation of sample administere...

  19. HARASSMENT: DRAWING THE LINE

    CERN Document Server

    2002-01-01

    At a special colloquium at CERN on 31 May, social psychologist Véronique Ducret will discuss harassment in the workplace. The goal of her seminar is prevention of harassment, how to avoid it and how to react if you find yourself a victim. Véronique Ducret is a consultant social psychologist specialising in cases of harassment. She is author of the work'Pour une entreprise sans harcèlement sexuel', and has given several seminars on the subject at CERN. Her talk will be given in French, in the main auditorium at 14:00 on 31 May.

  20. School bullying

    DEFF Research Database (Denmark)

    and relational practices – as well as the abjections by which subjects and social groups are formed – have inspired several of the articles, and the authors seek to reveal complex patterns of relating amongst children in school classes that are saturated by marginalisation and bullying practices. Foucault......School Bullying: New Theories in Context brings together the work of scholars who utilise ontological, epistemological and methodological approaches that challenge paradigm one, contributing to the shift in research on school bullying that we call paradigm two. Several of the authors have...... in these countries highlights both the similarities and differences amongst national school systems. Most importantly, the authors share an analytical ambition to understand bullying as a complex phenomenon that is enacted or constituted through the interactive/intra-active entanglements that exist between a variety...

  1. Understanding Bullying

    Science.gov (United States)

    ... likelihood of victimization include: • Poor peer relationships • Low self-esteem • Perceived by peers as different or quiet National ... ME, Lumpkin CD. Bullying surveillance among youths: Uniform definitions for public health and recommended data elements, Version ...

  2. School bullying

    DEFF Research Database (Denmark)

    the importance of qualitative research in the field of school bullying. However, the authors also acknowledge the importance of insights obtained through quantitative studies, such as survey material, and through mixed methods (see Hansen, Henningsen and Kofoed on page XX, and Cross and Barnes on page XX)....... seen amongst various the actors involved in bullying practices. Theoretical approaches based in deconstruction, discourse analysis and narrative analysis as well as mixed methods have been utilised to analyse the qualitative data. This anthology makes a particular contribution in highlighting......School Bullying: New Theories in Context brings together the work of scholars who utilise ontological, epistemological and methodological approaches that challenge paradigm one, contributing to the shift in research on school bullying that we call paradigm two. Several of the authors have...

  3. Uncovering degrees of workplace bullying: A comparison of baccalaureate nursing students' experiences during clinical placement in Australia and the UK.

    Science.gov (United States)

    Birks, Melanie; Cant, Robyn P; Budden, Lea M; Russell-Westhead, Michele; Sinem Üzar Özçetin, Yeter; Tee, Stephen

    2017-07-01

    Bullying in health workplaces has a negative impact on nurses, their families, multidisciplinary teams, patient care and the profession. This paper compares the experiences of Australian and UK baccalaureate nursing students in relation to bullying and harassment during clinical placement. A secondary analysis was conducted on two primary cross-sectional studies of bullying experiences of Australian and UK nursing students. Data were collected using the Student Experience of Bullying during Clinical Placement (SEBDCP) questionnaire and analysed using descriptive and inferential statistics. The total sample was 833 Australian and 561 UK students. Australian nursing students experienced a higher rate of bullying (50.1%) than UK students (35.5%). Students identified other nurses as the main perpetrators (Aust 53%, UK 68%), although patients were the main source of physical acts of bullying. Few bullied students chose to report the episode/s. The main reason for non-reporting was fear of being victimised. Sadly, some students felt bullying and harassment was 'part of the job'. A culture of bullying in nursing persists internationally. Nursing students are vulnerable and can question their future in the 'caring' profession of nursing after experiencing and/or witnessing bullying during clinical placement. Bullying requires a zero tolerance approach. Education providers must develop clearer policies and implement procedures to protect students - the future nursing workforce. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Workplace bullying--what's it got to do with general practice?

    Science.gov (United States)

    Askew, Deborah A; Schluter, Philip J; Dick, Marie-Louise

    2013-04-01

    Workplace bullying is repeated systematic, interpersonal abusive behaviours that negatively affect the targeted individual and the organisation in which they work. It is generally the result of actual or perceived power imbalances between perpetrator and victim, and includes behaviours that intimidate, offend, degrade or humiliate a worker. It is illegal, and bullied employees can take legal action against their employers for a breach of implied duty of trust and confidence. Despite this, workplace bullying occurs in many Australian workplaces, including Australian general practices. This article explores the issue of workplace bullying with particular reference to bullying within general practice and provides a framework for managing these situations. All general practices need organisation-wide anti-bullying policies that are endorsed by senior management, clearly define workplace bullying, and provide a safe procedure for reporting bullying behaviours. General practitioners should investigate whether workplace issues are a potential contributor to patients who present with depression and/or anxiety and assess the mental health of patients who do disclose that they are victims of workplace bullying, Importantly, the GP should reassure their patient that bullying is unacceptable and illegal, and that everyone has the right to a safe workplace free from violence, harassment and bullying. The time has come for all workplaces to acknowledge that workplace bullying is unacceptable and intolerable.

  5. Harassment - drawing the line

    CERN Multimedia

    2002-01-01

    At a special colloquium at CERN on 31 May, social psychologist Véronique Ducret will discuss harassment in the workplace. The goal of her seminar is prevention of harassment, how to avoid it and how to react if you find yourself a victim.   Harassment takes many forms, some more obvious than others. At first glance, you may think that cases of sexual harassment would be clear-cut, but often there is misunderstanding as to what is unacceptable behaviour. The golden rule is always to put yourself in the other person's shoes. What is important is not necessarily what you intend, but how it is received. A harmless joke to some may be deeply offensive to others. Other forms of harassment, such as moral harassment or 'mobbing' and exclusion are equally pernicious, equally damaging, and also not always clear-cut. In some cases, the perpetrators may not realise the impact of their actions. Following an introduction by the CERN Director of Administration, Jan van der Boon, Ducret's symposium wil...

  6. Contrapower Sexual Harassment of Military Officers

    Science.gov (United States)

    2007-08-01

    Sexual Harassment 1 Contrapower Sexual Harassment of Military Officers Sexual harassment is generally categorized in one of two ways: quid pro quo ...power or status over the victim (McKinney, 1992). The very definition of quid pro quo sexual harassment generally necessitates a superior harassing a...Contrapower Sexual Harassment of Military Officers A Thesis Presented by Sarah K. Clapp to the

  7. Specificity of the links between workplace harassment and PTSD: primary results using court decisions, a pilot study in France.

    Science.gov (United States)

    Bonafons, Claire; Jehel, Louis; Coroller-Béquet, Alain

    2009-04-01

    France is one of the first countries to have passed specific legislation concerning "mental harassment" (In French the term used in the legislation is "harcèlement moral" referring to harassment or bullying leading to mental or psychological distress.) in the workplace. However, the definition of mental harassment at work remains fairly vague. It is, indeed, a complex issue, since no objective and precise consensual definition has been given so far. The objective of this study is to clarify the criteria that French judges consider as characteristic of mental harassment, and to check whether the specific links between mental harassment at work and PTSD pointed to in recent international studies have been taken into account. This study proposes the main lines for debate in countries that have not yet adopted legal clauses on mental harassment at work. Our study is based on a sample of 22 people who were legally recognised as having been mentally harassed at work; this sample is taken as representative of all court decisions passed on harassment and published as such on the French Ministry of Justice website. To establish whether they were considering a case of harassment, the judges based their decisions on the nature of the accusations. In all cases (22/22), the charges brought against the defendant had to do with offences against the employee's dignity. Five cases out of 22 dealt with an offence infringing their rights, 10 cases out of 22 related to the employee's future within the company being compromised, while half of the cases (11/22) concerned a deterioration in the person's health. In more than half of the cases, the judges also looked for other factors, such as repetition and duration of the period of harassment. Whenever the judges noted a deterioration in the victim's mental health, they also referred to medical certificates reporting anxio-depressive syndromes or psychological disorders without providing further detail. No PTSD-like symptomatology was

  8. Are changes in workplace bullying status related to changes in salivary cortisol?

    DEFF Research Database (Denmark)

    Gullander, Maria; Grynderup, Matias; Hansen, Åse Marie

    2015-01-01

    OBJECTIVES: This study aims to investigate whether incident workplace bullying and its dicontinuance is related to subsequent change in morning and evening saliva cortisol concentrations. METHODS: Participants came from two Danish cohort studies, the PRISME cohort (n=4489) and the Workplace...... Bullying and Harassment Cohort (n=3707). At baseline and follow-up exposure to bullying was measured by a single question on bullying (preceded by a definition). Two saliva samples to measure cortisol were collected during a work-day (30min after awakening and at 8p.m.). All participants responding...... to the item on workplace bullying, giving saliva samples and participated at both baseline and follow-up were included. The reference group consisted of non-bullied respondents at both baseline and follow-up. Multilevel mixed-effects linear regressions were used to test for changes in salivary cortisol after...

  9. Sexual harassment in nursing.

    Science.gov (United States)

    Robbins, I; Bender, M P; Finnis, S J

    1997-01-01

    Sexual harassment is a problem faced by women in the workplace which can lead to adverse psychological consequences as well as impaired work performance. Sexual harassment is about the abuse of power and status rather then merely being about sex per se and has to be viewed in the context of institutionalized male power. Although there is a relative dearth of research, there is increasing evidence that sexual harassment of nurses is common and that it can have adverse effects on nurses physical and psychological health as well as a direct impact on patient care. Nursing, by its very nature of having to care for patients bodily needs, transgresses normal social rules regarding bodily contact. This is exploited by the perpetrator who relies on nurses' caring attitude to be able to harass. A descriptive model of the processes involved in harassment is presented which offers the possibility of being able to intervene at a number of points in the process. Interventions need to be aimed at both individual and organizational levels if there is to be a prospect of reducing a major occupational stressor for nurses.

  10. Sexual Harassment: Consequences and Remedies.

    Science.gov (United States)

    Lott, Bernice

    1993-01-01

    Issues in sexual harassment are discussed, including definitions, the experience of harassment, related behavior patterns, prevalence, beliefs, tolerance, and current research. The efforts and impact of a group of female faculty, staff, and graduate students (Women against Sexual Harassment) at the University of Rhode Island are described. (MSE)

  11. Coaches, Sexual Harassment and Education

    Science.gov (United States)

    Fasting, Kari; Brackenridge, Celia

    2009-01-01

    Sexual harassment in sport has become an active research field within the past decade yet we know relatively little about the characteristics of the harassing coach. How are harassing coaches characterised by their victims, that is, the athletes themselves? Do they demonstrate specific kinds of behaviours? One purpose of this article is to address…

  12. Harassment, corruption and tax policy

    NARCIS (Netherlands)

    Mukherjee, A.

    2000-01-01

    This paper introduces ‘harassment’ in a model of bribery and corruption. We characterize the harassment equilibrium and show that taxpayers, with all possible levels of income, participate in such equilibrium. Harassment has a regressive bias. Harassment costs as such may not affect tax revenue.

  13. Life satisfaction and school performance of children exposed to classic and cyber peer bullying.

    Science.gov (United States)

    Bilić, Vesna; Flander, Gordana Buljan; Rafajac, Branko

    2014-03-01

    This paper analyses the relationship between the exposure of school children to various forms of peer bullying (classic/cyber) and their life satisfaction in the domain of school, family, friends and school performance. The sample included 562 children from rural and urban areas of Croatia who were attending the seventh and the eighth grade of primary school. Results show that children were more often exposed to classic forms of peer bullying, especially verbal, and then physical bullying. On the other hand, cyber bullying most often comprises harassment in forums, blogs, chats or social networks, then on the web, by e-mail and mobile phone. Almost half of the examinees knew the identity of the bully, while a minority believes that bullies are the same ones who also physically abuse them at school. We found that children exposed to all forms of both classic and cyber bullying, unlike their peers who do not have such experience, show less satisfaction with friends, while those exposed to physical and cyber bullying show dissatisfaction with their family, too. However no statistically significant difference was found in their satisfaction with school. Children exposed to physical bullying showed poorer school performance, poorer achievement in Croatian and math, while children exposed to verbal and cyber bullying and children who were not exposed to such forms of bullying showed no differences in their school achievement.

  14. The Effectiveness of Policy Interventions for School Bullying: A Systematic Review

    Science.gov (United States)

    Hall, William

    2017-01-01

    Objective Bullying threatens the mental and educational well-being of students. Although anti-bullying policies are prevalent, little is known about their effectiveness. This systematic review evaluates the methodological characteristics and summarizes substantive findings of studies examining the effectiveness of school bullying policies. Method Searches of 11 bibliographic databases yielded 489 studies completed since January 1, 1995. Following duplicate removal and double-independent screening based on a priori inclusion criteria, 21 studies were included for review. Results Substantially more educators perceive anti-bullying policies to be effective rather than ineffective. Whereas several studies show that the presence or quality of policies is associated with lower rates of bullying among students, other studies found no such associations between policy presence or quality and reductions in bullying. Consistent across studies, this review found that schools with anti-bullying policies that enumerated protections based on sexual orientation and gender identity were associated with better protection of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. Specifically, LGBTQ students in schools with such policies reported less harassment and more frequent and effective intervention by school personnel. Findings are mixed regarding the relationship between having an anti-bullying policy and educators’ responsiveness to general bullying. Conclusions Anti-bullying policies might be effective at reducing bullying if their content is based on evidence and sound theory and if they are implemented with a high level of fidelity. More research is needed to improve on limitations among extant studies. PMID:28344750

  15. Warning Signs of Bullying

    Science.gov (United States)

    ... of Aggressive Behavior Print Share Warning Signs for Bullying There are many warning signs that may indicate ... Get help right away . Signs a Child is Bullying Others Kids may be bullying others if they: ...

  16. Experts and Machines against Bullies: A Hybrid Approach to Detect Cyberbullies

    OpenAIRE

    Dadvar, M.; Trieschnigg, Rudolf Berend; de Jong, Franciska M.G.

    2014-01-01

    Cyberbullying is becoming a major concern in online environments with troubling consequences. However, most of the technical studies have focused on the detection of cyberbullying through identifying harassing comments rather than preventing the incidents by detecting the bullies. In this work we study the automatic detection of bully users on YouTube. We compare three types of automatic detection: an expert system, supervised machine learning models, and a hybrid type combining the two. All ...

  17. Seeing Students Squirm: Nursing Students’ Experiences of Bullying Behaviors During Clinical Rotations

    Science.gov (United States)

    Smith, Carolyn R.; Gillespie, Gordon Lee; Brown, Kathryn C.; Grubb, Paula L.

    2016-01-01

    Background Bullying remains a troubling problem in the nursing profession. Nursing students may encounter bullying behavior in clinical settings. However nursing students may not be adequately prepared to recognize and handle bullying behavior when it occurs. The purpose of this study was to gain greater understanding of nursing students’ experiences of bullying behaviors in the clinical setting. Method Using a descriptive qualitative approach, eight focus groups were held with 56 undergraduate baccalaureate nursing students from four college campuses. Focus group data were coded and analyzed for themes. Results Four categories of themes were identified: bullying behaviors, rationale for bullying, response to bullying, and recommendations to address bullying. Each category and its corresponding themes are presented. Conclusion Interventions for nurse educators to address bullying of nursing students in clinical settings are presented. PMID:27560118

  18. Tackling acute cases of school bullying in the KiVa anti-bullying program : A comparison of two approaches

    NARCIS (Netherlands)

    Garandeau, Claire F.|info:eu-repo/dai/nl/380715066; Poskiparta, Elisa; Salmivalli, Christina

    2014-01-01

    Whether cases of bullying should be handled in a direct, condemning mode or in a manner that does not involve blaming the perpetrator is a controversial issue among school professionals. This study compares the effectiveness of a Confronting Approach where the bully is openly told that his behavior

  19. WORKPLACE HARASSMENT. MOBBING PHENOMENON

    Directory of Open Access Journals (Sweden)

    Marius Ezer

    2012-11-01

    Full Text Available Moral harassment at the workplace has become in the last period a very often met phenomenon that severely affects the work relations and represents a significant health and safety danger. This problem has become in the last period an important issue for the European Union which has initiated a series of studie for analyzing the consequences of this pehenomenon on the normal process of the work relations, that has lead, in its turn to an awareness of this new dimenion of harassment between the employees at the internal level.

  20. [Sexual harassment in medical organizations].

    Science.gov (United States)

    Rabinerson, David; Maman, Maor; Glezerman, Marek

    2008-01-01

    Sexual harassment is quite prevalent in medical organizations. The two most affected groups are medical students and nurses. In its broad perspective, sexual harassment is defined as any type of offensive behavior with sexual connotation aimed at any individual or minority. In Israel, sexual harassment is regarded as such only in the literal sense, although recently, courts tend to adopt a more comprehensive approach in their ruling. Final legislation of the law against sexual harassment, which includes employer liability for the actions of its workers, caused increased awareness of the phenomenon of sexual harassment and may serve in reducing its prevalence in the medical environment.

  1. Drawing the Line: Sexual Harassment on Campus

    Science.gov (United States)

    Hill, Catherine; Silva, Elena

    2005-01-01

    This book presents a look at the "big picture." Is sexual harassment common? What kinds of behaviors are taking place? Who is being harassed, and who is doing the harassing? For students who admit to harassing others, why do they do it? How does sexual harassment affect students' educational experience? What do students think should be done about…

  2. Dealing with Sexual Harassment.

    Science.gov (United States)

    Rowe, Mary P.

    1981-01-01

    Advice is presented for managers who encounter sexual harassment problems. Three recommendations are offered: complainants can be helped to help themselves, such conflicts can be resolved through procedures designed to deal with all kinds of complaints, and the issue of power differences should be confronted. (MLW)

  3. Sexual Harassment in Schools.

    Science.gov (United States)

    Stein, Nan D.

    1993-01-01

    Students and employees are legally protected against sexual harassment, regardless of the perpetrator's age or status. Although caution is needed when responding to complaints, school leaders should avoid making backroom deals with staff members accused of molestation or improper sexual conduct. All school community members need information and…

  4. Workplace bullying, sleep problems and leisure-time physical activity: a prospective cohort study.

    Science.gov (United States)

    Hansen, Åse Marie; Gullander, Maria; Hogh, Annie; Persson, Roger; Kolstad, Henrik A; Willert, Morten Vejs; Bonde, Jens Peter; Kaerlev, Linda; Rugulies, Reiner; Grynderup, Matias Brødsgaard

    2016-01-01

    Workplace bullying is a potent stressor that may increase sleep problems. Since physical fitness improves resilience to stress, it seems plausible that recreational physical activities may moderate the association between bullying and sleep. The study aimed to examine prospectively whether (i) bullying increases the risk of sleep problems, and (ii) the association between bullying and sleep problems is moderated by leisure-time physical activity (LTPA). The study sample comprised a cohort of public and private sector employees, who were enrolled into the Work Bullying and Harassment (WBH) cohort (N=3278) or the Psychosocial Risk Factors for Stress and Mental Disease (PRISME) cohort (N=4455). We measured workplace bullying using one question that was preceded by a definition of bullying. We used the Karolinska sleep questionnaire to assess sleep problems. The number of hours per week spent on LTPA estimated the degree of physical activity. Workplace bullying at baseline (T1) was associated with awakening problems and lack of restful sleep at follow-up (T2) but not with overall sleep problems and disturbed sleep. T1-LTPA did not moderate the association between T1-workplace bullying and T2-sleep problems. We found support that workplace bullying is related to development of T2-sleep problems, but this association seems not to be modified by LTPA.

  5. Dampak Media Sosial dalam Cyber Bullying

    Directory of Open Access Journals (Sweden)

    Monica Hidajat

    2015-03-01

    Full Text Available The purpose of this research is to review two journals about social media effect for cyberbullying. First Journal is written by Eddie Fisher with the title From Cyber Bullying to Cyber Coping: The Misuse of Mobile Technology and Social Media and Their Effects on People’s Lives and the second journal is written by ReginaldH. Gonzales with the title Social Media as a Channel and its Implications on Cyber Bullying. First Journal focus on condition and cyber bullying state by interview respondents in law terms. Second journal focus on handling cyber bullying case at social media. Social medial cause few cases of cyberbullying increasing because of its characteristic that possible to spread information easily and fast. Socialization proper use of social media needs to be done to improve public awareness about the dangers of misuse of social media.

  6. Bully, Bullied, Bystander...and beyond

    Science.gov (United States)

    Coloroso, Barbara

    2011-01-01

    Bullying is seldom the only factor in a teenager's suicide. Often, mental illness and family stresses are involved. But bullying does plainly play a role in many cases. These students feel that they have no way out of the pain heaped on them by their tormentors so they turn the violence inward with a tragic and final exit. Bullying involves three…

  7. Bullying in the family: sibling bullying.

    Science.gov (United States)

    Wolke, Dieter; Tippett, Neil; Dantchev, Slava

    2015-10-01

    Sibling relationships have a substantial and lasting effect on children's development. Many siblings experience some occasional conflict, however, up to 40% are exposed to sibling bullying every week, a repeated and harmful form of intrafamilial aggression. We review evidence on the precursors, factors relating to peer bullying, and mental health consequences of sibling bullying. Parenting quality and behaviour are the intrafamilial factors most strongly associated with bullying between siblings. Sibling bullying increases the risk of being involved in peer bullying, and is independently associated with concurrent and early adult emotional problems, including distress, depression, and self-harm. The effects appear to be cumulative, with those children bullied by both siblings and peers having highly increased emotional problems compared with those bullied by siblings or peers only, probably because they have no safe place to escape from bullying. The link between sibling and peer bullying suggests interventions need to start at home. Health professionals should ask about sibling bullying and interventions are needed for families to prevent and reduce the health burden associated with sibling bullying. Copyright © 2015 Elsevier Ltd. All rights reserved.

  8. Bullying among siblings.

    Science.gov (United States)

    Wolke, Dieter; Skew, Alexandra J

    2012-01-01

    Parents are often concerned about repeated conflicts between their daughters and sons. However, there is little empirical research of sibling bullying. To conduct a review of existing studies of sibling bullying. Are there any associations between sibling bullying and peer bullying at school? What are the consequences of sibling bullying? Is there good justification why sibling bullying has been so neglected in research? Studies of sibling relationships were reviewed. Four quantitative studies were identified that report on both sibling and peer bullying. Sibling bullying is frequent with up to 50% involved in sibling bullying every month and between 16% and 20% involved in bullying several times a week. Experience of sibling bullying increases the risk of involvement in bullying in school. Both, bullying between siblings and school bullying make unique contributions to explaining behavioral and emotional problems. There is a clear dose-effect relationship of involvement of bullying at home and at school and behavioral or emotional problems. Those involved in both have up to 14 times increased odds of behavioral or emotional problems compared to those involved in only one context or not at all. The empirical evidence is limited and studies are mostly cross-sectional studies. Nevertheless, the review suggests that for those victimized at home and at school behavioral and emotional problems are highly increased. Sibling relationships appear to be a training ground with implications for individual well-being. Strengthening families and parenting skills and increasing sibling support is likely to reduce bullying and increase well-being.

  9. The co-occurrence of Internet harassment and unwanted sexual solicitation victimization and perpetration: associations with psychosocial indicators.

    Science.gov (United States)

    Ybarra, Michele L; Espelage, Dorothy L; Mitchell, Kimberly J

    2007-12-01

    Previous research in offline environments suggests that there may be an overlap in bullying and sexual harassment perpetration and victimization; however to what extent this may be true for perpetration and victimization of Internet harassment and unwanted sexual solicitation is unknown. The Growing Up with Media survey is a national cross-sectional online survey of 1,588 youth, 10-15 years old, who have used the Internet at least once in the last 6 months. Cluster analysis was conducted with four scales: Internet harassment perpetration, Internet harassment victimization, unwanted sexual solicitation perpetration, and unwanted sexual solicitation victimization. A four-cluster solution was identified: youth with little to no involvement (n = 1326; 81.7%); perpetrator-victims of Internet harassment (n = 205; 14.3%); victims of both Internet harassment and unwanted sexual solicitation (n = 45; 3.1%); and perpetrator-victims of Internet harassment and unwanted sexual solicitation (n = 12; .9%). Involvement in Internet harassment and unwanted sexual solicitation was associated with concurrent reports of psychosocial problems including substance use; involvement in offline victimization and perpetration of relational, physical, and sexual aggression; delinquent peers; a propensity to respond to stimuli with anger; poor emotional bond with caregivers; and poor caregiver monitoring as compared with youth with little to no involvement. This was especially true for perpetrator-victims of Internet harassment and unwanted sexual solicitation. Findings were replicated using a frequency-based definition of involvement, suggesting that cluster analysis is useful in identifying subgroups of youth and can be used to guide frequency-based definitions, which are easier to implement across study samples. The majority of youth are not frequently involved in Internet harassment or unwanted sexual solicitation either as victims or as perpetrators. Among those who are, however

  10. Experts and Machines against Bullies: A Hybrid Approach to Detect Cyberbullies

    NARCIS (Netherlands)

    Dadvar, M.; Trieschnigg, Rudolf Berend; de Jong, Franciska M.G.

    Cyberbullying is becoming a major concern in online environments with troubling consequences. However, most of the technical studies have focused on the detection of cyberbullying through identifying harassing comments rather than preventing the incidents by detecting the bullies. In this work we

  11. Sexual Harassment: A problem unresolved!

    OpenAIRE

    N Vanishree; V Chaithra; Amandeep Pabbla

    2013-01-01

    Sexual harassment is a highly prevalent form of gender-based discrimination and sexual exploitation in the workplace and academic environment. In the dental field, there are a few studies regarding sexual harassment among the patients, professors and claims of their students. There is a silence of consent surrounding sexual harassment. It is clearly an issue about which the practicing dentists need to be informed in order to provide knowledgeable assessment and treatment for all patients. Den...

  12. Sexual harassment in the workplace

    OpenAIRE

    Hersch, Joni

    2015-01-01

    Workplace sexual harassment is internationally condemned as sex discrimination and a violation of human rights, and more than 75 countries have enacted legislation prohibiting it. Sexual harassment in the workplace increases absenteeism and turnover and lowers workplace productivity and job satisfaction. Yet it remains pervasive and underreported, and neither legislation nor market incentives have been able to eliminate it. Strong workplace policies prohibiting sexual harassment, workplace tr...

  13. Internet bullying.

    Science.gov (United States)

    Donnerstein, Ed

    2012-06-01

    There is substantial literature on the impact of the mass media on children's and adolescents' health and development. The question of what role new technology plays in the media's influence is now a subject of both review and discussion, particularly regarding health risks and intervention. This article takes a brief look at online usage and the theoretical mechanisms that might make Internet access more problematic in terms of risks, compared with more traditional media such as television and film. One of these risks, known today as cyberbullying or Internet harassment, is scrutinized in detail. Copyright © 2012 Elsevier Inc. All rights reserved.

  14. The associations between workplace bullying, salivary cortisol, and long-term sickness absence

    DEFF Research Database (Denmark)

    Grynderup, Matias Brødsgaard; Nabe-Nielsen, Kirsten; Lange, Theis

    2017-01-01

    two Danish cohort studies, the "Psychosocial RIsk factors for Stress and MEntal disease" (PRISME) cohort and the "Workplace Bullying and Harassment" (WBH) cohort (n = 5418). Information about exposure to workplace bullying and morning and evening salivary cortisol was collected at three time points......BACKGROUND: Workplace stressors, such as bullying, are strongly related to subsequent long-term sickness absence, but little is known of the possible physiological mechanisms linking workplace stressors and sickness absence. The primary aim of this study was to investigate to what extent cortisol...... levels were associated with subsequent sickness absence and if cortisol mediated the association between workplace bullying and sickness absence. We additionally investigated possible bidirectional associations between bullying, cortisol, and long-term sickness absence. METHODS: Participants came from...

  15. Sexual harassment during clinical clerkships in Dutch medical schools.

    Science.gov (United States)

    Rademakers, Jany J D J M; van den Muijsenbergh, Maria E T C; Slappendel, Geerte; Lagro-Janssen, Antoine L M; Borleffs, Jan C C

    2008-05-01

    Sexual harassment of medical students has been the focus of many international studies. Prevalence rates from 18% to over 60% have been reported. However, a Dutch study at Nijmegen Medical School found the prevalence rate to be lower (13.3% in the total group; 20% among female students only). We aimed to identify whether Nijmegen constitutes a positive sample of Dutch medical schools or whether incidents of sexual harassment are less prevalent in the Netherlands than elsewhere, and to establish if and how these experiences impact the professional lives of students. Students received a semi-structured questionnaire containing questions about their experiences of sexual harassment during clerkships. The questions referred to students' reactions to any incidents, the possible consequences for their wellbeing or professional functioning and the way cases of sexual harassment were handled. The prevalence of sexual harassment was significantly higher in Utrecht than in Nijmegen. In both studies rates were relatively low compared with international data. Nevertheless, 1 in 3-5 Dutch female medical students had experienced unwelcome sexual attention from patients, colleagues or supervisors. Three of 10 students who had experienced such an incident stated that it had a negative impact on their functioning afterwards. Prevalence rates of sexual harassment in medical schools in the Netherlands are low compared with international rates. However, the number of women students who experience sexual harassment is still 1 in 3-5. The occurrence of and ways to deal with these incidents should be important topics in the training of medical students and supervisors.

  16. Perspectives on Bullying Among Children Who Present to the Emergency Department With Behavioral Misconduct

    Science.gov (United States)

    Waseem, Muhammad; Boutin-Foster, Carla; Robbins, Laura; Gonzalez, Rita; Vargas, Steven; Peterson, Janey C.

    2015-01-01

    The problem of bullying is an increasing public health threat encountered by emergency physicians especially in inner city emergency departments (EDs). Bullying may result in emotional disturbances and psychological trauma in children. Many children sent to the ED because of behavioral misconduct require immediate stabilization and treatment. The emergency physician performs an initial assessment and stabilization. Emergency departments are increasingly on the frontline of the bullying problem. Objectives Our objective was to explore children's perspective of bullying and their views of potential solutions. Methods A qualitative study was conducted in a cohort of 50 children (age, 8–17 years),who were referred to the ED from school because of their behavioral misconduct. An interview survey tool about bullying was administered. It focused on what bullying meant to them and what advice they have for a child who is bullied. They were also asked what advice they would have for adults who try to help. We used grounded theory to analyze the data. Similar concepts were grouped, and the categories with similar properties and dimensions were defined. Common themes were then identified. Results We interviewed 50 children, of whom 27 were boys and 23 were girls. Their mean (SD) age was 12.5 (2.12) years (range, 8–17 years). Bullying was identified by children as including physical, verbal, and emotional actions. Several themes emerged. First, a power imbalance between a bully and victim may render an individual vulnerable to bullying. Being different and weak also increases the risk of being bullied. Second, bullying is wrong, and the bully should be punished. Third, children should learn how to handle bullying situations and develop resilience against bullying. Finally, adults need to be more proactive to prevent or stop bullying. Conclusions Our results provide insights into the perceptions of children regarding bullying. We have garnered a better understanding of what

  17. [Bullying, work organization and employee well-being.].

    Science.gov (United States)

    Rafnsdóttir, Guðbjœrg Linda; Tómasson, Kristinn

    2004-12-01

    The study assessed the association between well-being, work-environment and employees? health among the personnel in savings- and other banks? branches with reference to whether they had been exposed to bullying at work. A questionnaire based on the General Nordic Questionnaire for Psychological and Social Factors at Work was sent to all employees (N=1847) in the spring of 2002. The data was analyzed using the SPSS statistical package. The response rate was 80% with 1475 employees returning the questionnaire. Women were 86% (n=1192) of the responders. About 15% of the employees (n=209) had experienced some form of harassment in connection with work. The majority of those had experienced bullying (8% (n=110)). The victims of bullying were more likely to have poor psychosocial work-environment and were less likely to have experienced a positive relationship with supervisors and other staff. There was only minimal association between bullying and seeking medical attention for a selected number of medical conditions. The victims of bullying were more likely to have experienced significant stress recently (p=0.025), to be mentally exhausted at the end of the workday (p=0.013), to have significant sleep difficulties (p=0.001), and poor mental health (pworkplace, that they will quit their job. In light of this it is of importance to study the experience of bullying among those receiving benefits due to long-term sickness absence or disability.

  18. Workplace Bullying Among the Nursing Staff of Greek Public Hospitals.

    Science.gov (United States)

    Karatza, Christine; Zyga, Sofia; Tziaferi, Styliani; Prezerakos, Panagiotis

    2017-02-01

    In this quantitative, cross-sectional study, the authors identified the impact of workplace bullying on nursing staff employed at select Greek public hospitals. They conducted the study using the Negative Acts Questionnaire with a convenience sample of 841 participants employed by five Greek hospitals in the 1st Regional Health Authority of Attica. One third of the respondents reported having been psychologically harassed at work in the past 6 months. According to the results, the impact workplace bullying has on nursing staff varies depending on the existence of a supportive familial or friend environment and if nurses parent children. These findings demonstrate the value of family and friend support when coping with workplace bullying.

  19. Sexual Harassment Identification and Prevention.

    Science.gov (United States)

    Anderson, Patricia L.

    1993-01-01

    School administrators should develop a clear policy statement prohibiting sexual harassment; create guidelines to implement the policy; and designate a key administrator to oversee and ensure compliance with laws related to sexual harassment. Lists steps for dealing with a claim, what teachers can do to protect themselves from claims, and what a…

  20. An Overview of Sexual Harassment

    Science.gov (United States)

    Stier, William F., Jr.

    2005-01-01

    Sexual harassment, according to the Equal Employment Opportunity Commission (EEOC), is when any unwelcome sexual advances for sexual favors, and other verbal or physical conduct of a sexual nature takes place. For sexual harassment to take place there must be some type of behavior, language, or material of a sexual nature, which is offensive.…

  1. Sexual Harassment: It's Not Academic

    Science.gov (United States)

    US Department of Education, 2008

    2008-01-01

    Sexual harassment of students is illegal. A federal law, "Title IX of the Education Amendments of 1972" ("Title IX"), prohibits discrimination on the basis of sex, including sexual harassment, in education programs and activities. All public and private education institutions that receive any federal funds must comply with…

  2. Sexual harassment: identifying risk factors.

    Science.gov (United States)

    O'Hare, E A; O'Donohue, W

    1998-12-01

    A new model of the etiology of sexual harassment, the four-factor model, is presented and compared with several models of sexual harassment including the biological model, the organizational model, the sociocultural model, and the sex role spillover model. A number of risk factors associated with sexually harassing behavior are examined within the framework of the four-factor model of sexual harassment. These include characteristics of the work environment (e.g., sexist attitudes among co-workers, unprofessional work environment, skewed sex ratios in the workplace, knowledge of grievance procedures for sexual harassment incidents) as well as personal characteristics of the subject (e.g., physical attractiveness, job status, sex-role). Subjects were 266 university female faculty, staff, and students who completed the Sexual Experience Questionnaire to assess the experience of sexual harassment and a questionnaire designed to assess the risk factors stated above. Results indicated that the four-factor model is a better predictor of sexual harassment than the alternative models. The risk factors most strongly associated with sexual harassment were an unprofessional environment in the workplace, sexist atmosphere, and lack of knowledge about the organization's formal grievance procedures.

  3. The Culture of Sexual Harassment.

    Science.gov (United States)

    Bracey, Gerald W.

    1997-01-01

    A University of Michigan study that surveyed students about sexual harassment behaviors discovered that 83% of girls and 60% of boys have experienced harassment. Also, 75% of the victims had also been perpetrators. Another study examined how cultural influences may affect high-achieving Japanese students' use of will power and memorization…

  4. Women Faculty Distressed: Descriptions and Consequences of Academic Contrapower Harassment.

    Science.gov (United States)

    Lampman, C; Crew, E C; Lowery, S; Tompkins, K A; Mulder, M

    2016-01-01

    Academic contrapower harassment (ACPH) occurs when someone with seemingly less power in an educational setting (e.g., a student) harasses someone more powerful (e.g., a professor). A representative sample of 289 professors from U.S. institutions of higher education described their worst incident with ACPH. Open-ended responses were coded using a keyword text analysis. Compared to the experiences of men faculty, women faculty reported that students were more likely to challenge their authority, argue or refuse to follow course policies, and exhibit disrespectful or disruptive behaviors. Although sexual harassment was uncommon, men faculty were more likely than women faculty to recount such incidents. Women faculty reported significantly more negative outcomes as a result of ACPH (e.g., anxiety, stress-related illness, difficulty concentrating, wanting to quit) than men faculty, and negative outcomes were most likely to result from ACPH involving intimidation, threats, or bullying from students. Implications for the prevention and reporting of ACPH are discussed.

  5. Mapping sexual harassment in Egypt | IDRC - International ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2017-03-28

    Mar 28, 2017 ... More than 95 per cent of women in Egypt have experienced sexual harassment at ... HarassMap's map of Cairo shows the location and type of incidents that ... HarassMap: Mapping Sexual Harassment and Violence in Egypt.

  6. Sexual Harassment and Organizational Outcomes Executive Summary

    Science.gov (United States)

    2011-10-01

    quid pro quo type of Sexual harassment and Organizational, 4 sexual harassment (e.g., sexual coercion). This should drive organizational efforts to... Sexual Harassment and Organizational Outcomes Executive Summary Charlie L. Law DEFENSE EQUAL...Executive Summary] No. 99-11 Sexual harassment and Organizational, 2 Executive Summary Issue

  7. Sexual Harassment at Camp: Reducing Liability.

    Science.gov (United States)

    Oakleaf, Linda; Grube, Angela Johnson

    2003-01-01

    Employers are responsible for sexual harassment perpetrated by a supervisor. Camps may be responsible for sexual harassment between campers. Steps to reduce liability include providing multiple channels for reporting sexual harassment; having written policies prohibiting sexual harassment and procedures for reporting it; posting these policies and…

  8. Sexual Harassment: Experiences of University Employees.

    Science.gov (United States)

    Goodwin, Megan P.; And Others

    1989-01-01

    Examined Central Michigan University employees' (N=449) sexual harassment experiences through employee survey. Found that (1) more women than men reported sexual harassment; (2) most common harassers cited were male co-workers, administrators, and maintenance employees; (3) harassment most frequently attributed to working conditions and hours; (4)…

  9. Bullying and Parents

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2017-01-01

    Bullying is an extreme form of social exclusion that affects a significant number of children in schools and other childhood institutions. The definition of bullying is a matter of debate among researchers. Some researchers emphasize aggressive contra vulnerable individual personality traits...... as a basic premise for the emergence of bullying behavior. Others conceptualize bullying as an effect of dysfunctional social mechanisms in groups. In line with such diverse understandings of how to define and understand bullying, researchers also discuss the part played by parents in children’s bullying...... practices. Researchers who understand bullying as an effect of deficits in individual children tend to explain such deficits as a consequence of inadequate upbringing. Researchers who explain bullying behavior as an effect of dysfunctional social patterns in groups of children (and adults), meanwhile, tend...

  10. Harassment among school children and new ways of violence

    Directory of Open Access Journals (Sweden)

    Norman D. Pautasso

    2016-03-01

    Full Text Available This article is intended to collect some results of the several studies that have been made concerning Bullying and Harassment among boys and girls who attend basic education institutions in the central part of Santa Cruz province, in Argentina. It encloses theoretical framework about the problem of bullying and violence among children at school. It presents information about the region, some common aggressive behaviors as well as different ways and places in which those violent habits might be produced, according to children. Describes school populations suffering from such practices and analyzes some differences from school years, gender and zonal characteristics. It also shows samples of Victimization Rate and General Aggression Rate got in the area. Open to further discussion, this work provides certain description about some bullying phenomenon in the area, such as the case of the “Round-up Effect”, produced by the lack of anonymity in barely populated places. This article presents new emerging issues in the research field, like the appearance of new ways of violence, related to digital communication technologies such as instant messaging, e-mail, chat, blog, photoblog and social networks. To conclude, it offers some ideas about the construction of Early Warning Devices and Early Intervention Devices.

  11. Cyber space bullying

    OpenAIRE

    Popović-Ćitić Branislava

    2009-01-01

    Cyber space bullying is a relatively new phenomenon that has received increased attention by scientists, researchers and practitioners in recent years. It is usually defined as an intentionally and repeatedly expression of aggression towards other people through information and communication technologies. Cyber space bullying is characterized by all the primary characteristics of traditional bullying and some specifics ones that clearly differ it from other forms of bullying. In addition to t...

  12. Sexual Harassment in Radiology.

    Science.gov (United States)

    Camargo, Aline; Liu, Li; Yousem, David M

    2017-08-01

    To gauge the prevalence of sexual harassment (SH) and to understand the issues regarding its disclosure among radiologists. A questionnaire on ethics and SH was sent by e-mail to 1,569 radiologists and radiology trainees in an institutional database maintained for continuing medical education purposes on three separate occasions between September 17 and October 31, 2016. The link to the survey was also posted on social media sites via the authors' divisional and institutional accounts on Facebook, Twitter, Instagram, and Aunt Minnie, as well as on ACR and RSNA web blogs. Overall, 9.75% (39 of 400) respondents stated they had suffered SH, with more female (22 of 90 = 24.4%) than male victims (11 of 249 = 4.4%) (P school graduates (119 of 220 = 54.1%) were less likely than graduates from outside the United States (37 of 48 = 77.1%). Of 401 respondents to questions on SH, 28.7% (n = 115), including more women (38 of 91 = 41.8%) than men (61 of 249 = 24.5%) (P = .002), said they had witnessed SH. By percentage responding, female radiologists are more frequently victims and witnesses of sexual harassment but are less likely to report such cases. Steps need to be taken to eliminate a culture that leads radiologists to tolerate SH without addressing it. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  13. Take that, You Bully!

    Science.gov (United States)

    Fogg, Piper

    2008-01-01

    Academics can be found all over the Internet commiserating about academic bullying, including on "The Chronicle's" own forums and blogs. There are debates over how to resolve bullying, warnings to other scholars, and even primal cries for help. This article describes three blogs on bullying: (1) Historiann (http://www.historiann.com); (2) On…

  14. Bullying: It's Not OK

    Science.gov (United States)

    ... and generally feel helpless. Facts About Bullying Both girls and boys can be bullies. Bullies target children who cry, ... teasing, threatening, or hurting someone. All children can learn to treat others ... with others. Together with the school principal, teachers, counselors, and parents ...

  15. New Perspectives on Bullying.

    Science.gov (United States)

    Rigby, Ken

    Two decades in which educators have seriously tried to eradicate bullying in schools have met with only modest success. Moreover, bullying is no longer being viewed exclusively as a problem for schools and school children. This book examines bullying behavior in a wide range of settings, including kindergartens and schools, workplaces, the home,…

  16. Evaluation of a workplace bullying cognitive rehearsal program in a hospital setting.

    Science.gov (United States)

    Stagg, Sharon J; Sheridan, Daniel; Jones, Ruth Ann; Speroni, Karen Gabel

    2011-09-01

    Workplace bullying is a serious problem faced by nurses nationally. This study was conducted to determine the frequency of workplace bullying and evaluate the effectiveness of a training program on cognitive rehearsal of responses to common bullying behaviors. This program to increase staff nurses' knowledge of management of workplace bullying consisted of three components: pilot survey testing, a piloted Internet-based survey administered to the medical and surgical nurses, and a 2-hour cognitive rehearsal training program on management of workplace bullying. The results showed that 80% of the nurses surveyed had experienced workplace bullying over the previous year. After the training program, nurses' knowledge of workplace bullying management significantly increased. Additionally, nurses were significantly more likely to report that they had observed bullying and had bullied others. Further, nurses felt more adequately prepared to handle workplace bullying. Results of the research support the provision of a workplace bullying management program for nurses and the need for a specific policy on workplace bullying. Copyright 2011, SLACK Incorporated.

  17. Ombuds’ corner: Work conflict or harassment?

    CERN Multimedia

    Vincent Vuillemin

    2011-01-01

    In this series, the Bulletin aims to explain the role of the Ombuds at CERN by presenting practical examples of misunderstandings that could have been resolved by the Ombuds if he had been contacted earlier. Please note that, in all the situations we present, the names are fictitious and used only to improve clarity.   Bill*, thanks to his technical competence, has been nominated leader of a group in charge of various projects. During his learning phase, he benefited from the experience of his collaborators and had a good working relationship with all of them. However, after few months, his relationship with Mike*, a senior member of the group in charge of some specific developments, turned sour. As the situation did not improve after many weeks, Mike decided to file an informal complaint of harassment with the Ombuds against his group leader, as he was convinced that Bill was bullying him. Mike explained that Bill was interfering more and more with his responsibilities in the project, by interac...

  18. [Workplace bullying during specialty training in a pediatric hospital in Mexico: a little-noticed phenomenon].

    Science.gov (United States)

    Sepúlveda-Vildósola, Ana Carolina; Mota-Nova, Alma Rebeca; Fajardo-Dolci, Germán Enrique; Reyes-Lagunes, L Isabel

    2017-01-01

    Workplace bullying (WB) is a hostile or intimidating behavior that is practiced against workers and has a negative impact on health, job performance, and the learning process. The objective was to research WB magnitude and its associated factors in Mexico. Mixed method study. A survey was designed and administered to all the residents in a pediatric hospital in Mexico who agreed to participate. The survey was divided in two sections: a) resident self-reported events of workplace bullying and associated factors, b) situations and factors of abuse were interrogated in a targeted manner. 137 residents participated in the survey, out of which 32% spontaneously reported have been bullied, and 82.4% harassing behaviors in the targeted section. Personal factors that cause WB in this population were: gender, mental skills and physical appearance. Situations that predispose to harassment were: hierarchy, and lack of supervision. Teachers were more frequently the perpetrators. Factors identified as significant for WB were: being female, younger than 29, studying pediatrics, being unmarried, and having reported harassment spontaneously. The frequency of WB and associated factors are similar to those reported by other authors. Half of the residents did not report spontaneously harassing events, but identified them in the targeted section, which suggests that they consider them as part of the "costumes and habits" during their medical training, or they consider them irrelevant.

  19. The impact of gender-role nonconforming behavior, bullying, and social support on suicidality among gay male youth.

    Science.gov (United States)

    Friedman, Mark S; Koeske, Gary F; Silvestre, Anthony J; Korr, Wynne S; Sites, Edward W

    2006-05-01

    This study hypothesized that gender-role nonconformity is associated with suicidality, and bullying mediates this relationship. Gay males retrospectively answered questions pertaining to elementary, middle, and high school. Support for the hypotheses was found. Results can help screen gay youth for suicidality and support the need for policies prohibiting harassment based on sexual orientation.

  20. Sexual Harassment in Public Medical Schools in Ghana | Norman ...

    African Journals Online (AJOL)

    Sexual Harassment in Public Medical Schools in Ghana. ... of power harasses a subordinate) and contra power sexual harassment, (where a subordinate is the ... Results: Women were 61% more likely to be sexually harassed than men 39%.

  1. Bullying a través de las TIC

    Directory of Open Access Journals (Sweden)

    Fuensanta Cerezo-Ramírez

    2012-07-01

    Full Text Available Bullying is the high point of poor relations among pupils. It is relational violence situations where a peer play the role of aggressor and others the usual victims. Traditional forms of bullying are being analyzed from the 80's. Studies agree in concluding that this abuse is detected regularly in all Western countries, with an average incidence level around 20% of the students; the most common forms of aggression are related to physical contact or verbal, and scenarios, with the space classroom or school environment. In recent years, the incorporation of information technologies (ICT have extended these parameters, and these assumptions are undergoing a profound change from the forms of aggression to the stage and the actors. This study presents an analysis of the differences between the forms of bullying than we call traditional and the bullying via ICT or cyberbullying. We aim to answer whether the differences are formal or substantive, and so if we are to define a new form of harassment among students. The review of work done in this field, can argue that cyberbullying is a specific form of bullying among schoolchildren and contributions advance in knowledge of their characteristics.

  2. Homophobic Bullying and Cyberbullying: Study of a Silenced Problem.

    Science.gov (United States)

    Elipe, Paz; de la Oliva Muñoz, María; Del Rey, Rosario

    2018-01-01

    Bullying and cyberbullying have been studied extensively. In lesbian, gay, bisexual, and questioning (LGBQ) students, these phenomena seem to be overrepresented so that, although they share some common elements, homophobic bullying and cyberbullying could be considered as specific phenomena. This study analyzed homophobic bullying and cyberbullying, with the participation of 533 Spanish secondary school students aged from 12 to 20 (M = 14.9, SD = 1.7). The results showed that students identified as non-heterosexual experienced a higher level of being targeted with bullying and cyberbullying, almost one half of them declaring that they had been victimized and more than 20% cybervictimized. Many stated they had suffered both kinds of harassment. In addition, the prevalence of all kinds of bullying was higher among non-heterosexual students. Regression analyses showed that sexual orientation could be considered a risk factor for suffering these aggressions. We discuss results in relation to previous research and look at their practical implications.

  3. Bullying and Teachers

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2017-01-01

    Approaching the relevance of teachers and their role in children’s bullying practices depends on the definition of bullying implied. If bullying is understood as an effect of individual traits and behavior, teachers are most often considered to be in a position to determine whether...... or not the reported or observed events can be defined as real cases of bullying. In cases deemed as bullying, they are considered responsible for taking further action in relation to the individual children involved. If bullying is understood as an effect of a dysfunctional culture in the school and in the classroom......, and enacted by the social structures in schools and other childhood institutions, it is instead seen as the teacher’s responsibility to analyze and seek to transform the climate and norms among the children. In those contexts the teachers are to transform the complex social processes in which bullying...

  4. Workplace bullying and suicide risk: A register-based study of 78,972 participants in Denmark

    DEFF Research Database (Denmark)

    Conway, Paul Maurice; Erlangsen, Annette; Clausen, Thomas

    2017-01-01

    been subjected to bullying at work within the past 12 months?”, to be answered on a Likert-type scale with 5 response options, 1 = never, 2 = now and then, 3 = monthly, 4 = weekly, and 5 = daily. Based on the answers, the following sub-groups will be generated: a) employees exposed to frequent......Background and aims Workplace bullying means harassing, offending, socially excluding someone or negatively affecting someone’s work repeatedly and regularly over an extended period of time. Nowadays, workplace bullying affects approx. 12% of the Danish working population. The available studies...... show that workplace bullying has an adverse impact on the mental health of those targeted (Nielsen et al., 2014; Verkuil et al., 2015). However, empirical evidence linking workplace bullying to the risk of attempted suicide and death by suicide is scarce. One cross-sectional study examined...

  5. Workplace Bullying in Surgery.

    Science.gov (United States)

    Ling, Mary; Young, Christopher J; Shepherd, Heather L; Mak, Cindy; Saw, Robyn P M

    2016-11-01

    The aim of this study was to determine the extent and nature of workplace bullying among General Surgery trainees and consultants in Australia. An online questionnaire survey of General Surgery trainees and consultant surgeons in Australia was conducted between March and May 2012. Prevalence of bullying was measured using both a definition of workplace bullying and the revised Negative Acts Questionnaire (NAQ-R). Sources of bullying were also examined, as well as the barriers and outcomes of formal reporting of bullying. The response rate was 34 % (370/1084) with 41 % (n = 152) of respondents being trainees. Overall, 47 % (n = 173) of respondents reported having been bullied to some degree and 68 % (n = 250) reported having witnessed bullying of surgical colleagues in the last 12 months. The prevalence of bullying was significantly higher in trainees and females, with 64 % of trainees and 57 % of females experiencing some degree of bullying. The majority of respondents (83 %) had experienced at least one negative behavior in the last 12 months, but 38 % experienced at least one negative behavior on a weekly or daily basis. The persistent negative behaviors that represent work-related bullying most commonly experienced were 'having opinions ignored' and 'being exposed to an unmanageable workload.' Consultant surgeons were the most common source of bullying for both trainees and consultants, with administration the next common source. Of those who reported being bullied, only 18 % (n = 32) made a formal complaint. Despite increased awareness and interventions, workplace bullying remains a significant problem within General Surgery in Australia. The findings in this study serve as a baseline for future questionnaires to monitor the effectiveness of implemented anti-bullying interventions.

  6. Perspectives on bullying among children who present to the emergency department with behavioral misconduct: a qualitative study.

    Science.gov (United States)

    Waseem, Muhammad; Boutin-Foster, Carla; Robbins, Laura; Gonzalez, Rita; Vargas, Steven; Peterson, Janey C

    2014-11-01

    The problem of bullying is an increasing public health threat encountered by emergency physicians especially in inner city emergency departments (EDs). Bullying may result in emotional disturbances and psychological trauma in children. Many children sent to the ED because of behavioral misconduct require immediate stabilization and treatment. The emergency physician performs an initial assessment and stabilization. Emergency departments are increasingly on the frontline of the bullying problem. Our objective was to explore children's perspective of bullying and their views of potential solutions. A qualitative study was conducted in a cohort of 50 children (age, 8-17 years), who were referred to the ED from school because of their behavioral misconduct. An interview survey tool about bullying was administered. It focused on what bullying meant to them and what advice they have for a child who is bullied. They were also asked what advice they would have for adults who try to help. We used grounded theory to analyze the data. Similar concepts were grouped, and the categories with similar properties and dimensions were defined. Common themes were then identified. We interviewed 50 children, of whom 27 were boys and 23 were girls. Their mean (SD) age was 12.5 (2.12) years (range, 8-17 years). Bullying was identified by children as including physical, verbal, and emotional actions. Several themes emerged. First, a power imbalance between a bully and victim may render an individual vulnerable to bullying. Being different and weak also increases the risk of being bullied. Second, bullying is wrong, and the bully should be punished. Third, children should learn how to handle bullying situations and develop resilience against bullying. Finally, adults need to be more proactive to prevent or stop bullying. Our results provide insights into the perceptions of children regarding bullying. We have garnered a better understanding of what these children feel adults should do to

  7. Sexual Harassment: A problem unresolved!

    Directory of Open Access Journals (Sweden)

    N Vanishree

    2013-01-01

    Full Text Available Sexual harassment is a highly prevalent form of gender-based discrimination and sexual exploitation in the workplace and academic environment. In the dental field, there are a few studies regarding sexual harassment among the patients, professors and claims of their students. There is a silence of consent surrounding sexual harassment. It is clearly an issue about which the practicing dentists need to be informed in order to provide knowledgeable assessment and treatment for all patients. Dentists also have a role in advocacy, expert consultation or testimony, research and prevention through education and training. It is a fact that sexual harassment is very commonly encountered by almost everyone especially women. It is the most unresolved and under recognized problem of today especially when professionals are concerned. Preventing sexual harassment requires a considerable investment of time and personnel. This paper reviews the topic of sexual harassment as a problem from its legal aspects and recommendations for further steps to resolve this issue in dentistry.

  8. Factors affecting credibility in a simulated sexual harassment hearing.

    Science.gov (United States)

    Gibbs, M; Sigal, J; Friedman, C R; Orosy-fildes, C

    1995-12-01

    This paper presents two studies investigating judgments in a simulated sexual harassment hearing in which 240 male and female undergraduates participated. The transcript presented a female student's allegations of sexual harassment against a male professor. In the first experiment, 4 versions of a transcript were created, varying the aggressiveness of the attack on the female student complainant and the status of the accused professor. The findings supported the hypothesis that an aggressive attack negatively affects believability of the victim. The findings are also consistent with previous studies, which found out that denial was an effective technique for handling attacks. In the second experiment, the case was modified as to the emotionality of both the victim and the accused and the time of the between the occurrence and the reporting of the alleged harassment incident (1 month vs. 6 months). The results indicated that emotionality was important to decisions about the severity of punishment and guilt; when the victim was emotional, the defendant was punished more severely. Both experiments indicated that process variables (e.g., aggressiveness of attack) might be important in the perception of sexual harassment.

  9. Novice nurse productivity following workplace bullying.

    Science.gov (United States)

    Berry, Peggy A; Gillespie, Gordon L; Gates, Donna; Schafer, John

    2012-03-01

    To determine the prevalence and effects of workplace bullying (WPB) on the work productivity of novice nurses (NNs). Internet-based descriptive cross-sectional survey design. One hundred ninety seven NNs (91.4% female, 8.6% male) in practice less than 2 years completed the Healthcare Productivity Survey, Negative Acts Questionnaire, and a demographic survey. The majority (72.6%, n= 147) of NNs reported a WPB event within the previous month, with 57.9% (n= 114) the direct targets and another 14.7% (n= 29) witnesses of WPB behaviors. Using a weighted Negative Acts Questionnaire score, 21.3% (n= 43) of NNs were bullied daily over a 6-month period. When asked if bullied over the past 6 months, approximately 44.7% (n= 88) of NNs reported repeated, targeted WPB, with 55.3% (n= 109) reporting no WPB. WPB acts were primarily perpetrated by more experienced nursing colleagues (63%, n= 126). Further, work productivity regression modeling was significant and NN productivity was negatively impacted by workplace bullying (r=-.322, p= .045). WPB continues in the healthcare environment and negatively affects bullied NNs' productivity by affecting cognitive demands and ability to handle or manage their workload. Healthcare facilities should continue to measure WPB in the work environment after policy implementation as well as eliminate negative behaviors through root-cause analysis to correct environmental factors associated with WPB. © 2012 Sigma Theta Tau International.

  10. Sexual harassment. Where to draw the line.

    Science.gov (United States)

    Davidhizar, R; Erdel, S; Dowd, S

    1998-02-01

    Research reveals a widespread and frequently mismanaged problem--sexual harassment. Federal and state rulings, workplace guidelines and the Equal Opportunity Commission's definition of sexual harassment can help determine where to draw the line.

  11. School-Based Peer Sexual Harassment.

    Science.gov (United States)

    Kopels, Sandra; Dupper, David R.

    1999-01-01

    Describes extent and impact of harassment; responses of victims, school personnel, and perpetrators to harassment; and legal redress available to victims. Includes specific steps social workers and other school personnel should take to prevent or alleviate such problems. (LBT)

  12. Data Management Plan: HarassMap

    OpenAIRE

    Reem Wael

    2017-01-01

    HarassMap is an Egyptian organisation that works to create an environment where sexual harassment is not tolerated, and where individuals and institutions take action against it. For the purpose of this project, the project team cleaned up, organised, and made openly available for the public to access and use through a web portal, three main types of data: Crowdsourced reports of sexual harassment incidents (reports on HarassMap’s online reporting and mapping system) - CSV and XL...

  13. Sexual Harassment Prevention Policies at Japanese Universities

    OpenAIRE

    Creaser, Fiona

    2009-01-01

    In recent years, an accumulation of Japanese research about sexual harassment and a number of very public court cases involving prominent public figures placed the issue of sexual harassment in the media spotlight. Japan was forced to recognise sexual harassment as a national problem, and not an issue, which was confined to the Western world. In April 1999, the Japanese government realised the need to amend existing laws to include sexual harassment under article twenty-one of the Equal Oppor...

  14. MORAL HARASSMENT DURING WORK AND FEMININE VULNERABILITY

    OpenAIRE

    Silva, Sarah Cristina Andrade; Universidade de Franca - UNIFRAN; Bittar, Cléria Maria; Universidade de Franca - UNIFRAN

    2012-01-01

    Current investigation is a bibliographical review on feminine vulnerability with regard to moral harassment. Moral harassment is defined as all vexation during work, especially when a hierarchy between people has been established. Horizontal moral harassment among people of the same occupation, although it exists, is more difficult to be proved in court. Literature shows that victims of moral harassment may be women and men but research in Brazil and in other countries reveals that most victi...

  15. Sexual harassment in care work - Dilemmas and consequences: A qualitative investigation.

    Science.gov (United States)

    Nielsen, Maj Britt D; Kjær, Susie; Aldrich, Per T; Madsen, Ida E H; Friborg, Maria K; Rugulies, Reiner; Folker, Anna P

    2017-05-01

    Care workers are often exposed to sexual harassment from patients. Research shows that such exposure may have detrimental effects on mental health of the care workers. Inappropriate sexual behaviour from patients is a particular challenge for formal and informal care workers alike. There is a scarceness of studies investigating the experience and the handling of sexual harassment from patients. To investigate the experience and handling of sexual harassment from patients in care work. The study follows an explorative qualitative approach based on group interviews (n=19) with 39 care workers. Ten workplaces participated in the study, including hospitals, nursing homes, community health centres, rehabilitations care centres, and psychiatric residential facilities. We conducted group interviews with care workers (employees), managers, shop stewards and/or safety representatives. The majority of the interviewees were trained nurses. The interviews revealed that sexual harassment is a complex and multifaceted phenomenon. The care workers often separated between intentional and unintentional behaviours initiated by cognitively impaired patients. Thus, they often refrain from using the term harassment, because it implies that the actions were intentional. However, the interviews revealed that, in practice, this separation was very difficult, and that sexual harassment often creates a range of dilemmas in the daily work. At the same time, sexual harassment is a taboo. The managers, shop stewards and safety representatives in this study were often not aware of the frequency and the impact of the episodes had on the care workers. The workplaces participating in this study, rarely had guidelines or policies for managing and/or preventing sexual harassment or inappropriate sexual behaviours, but often responded to episodes in an ad hoc and case-by-case manner. The term sexual harassment might not be appropriate in the context of care work, because many patients who display

  16. Policy offers protection from harassment

    Science.gov (United States)

    McNutt, Marcia

    We face a number of legal and ethical issues in our work as scientists and as AGU members. To uphold the highest ethical standards in our professional activities, the Council has adopted policies on free access to published material, ethics in publishing, and misconduct in science. But what about guidelines to govern the personal behavior that constitutes harassment, sexual or otherwise?For years the AGU headquarters staff has had a policy that offers protection from harassment and rules for dealing with it, but the membership went without one until 1994. That year the Council adopted a policy that extends to the membership as well as to the staff and the vendors they encounter at meetings. The law only requires a policy to prevent harassment in the workplace, but the Council felt that a harassment policy was particularly important for members because the subtle behavior that can constitute harassment is most likely to occur at events that combine work and social interaction, such as the meetings, conferences, and training seminars that AGU members attend.

  17. 29 CFR 1604.11 - Sexual harassment.

    Science.gov (United States)

    2010-07-01

    ... employees, an employer is responsible for acts of sexual harassment in the workplace where the employer (or... the acts of non-employees, with respect to sexual harassment of employees in the workplace, where the... 29 Labor 4 2010-07-01 2010-07-01 false Sexual harassment. 1604.11 Section 1604.11 Labor...

  18. Sexual Harassment in the 90's.

    Science.gov (United States)

    Wasserman, Nora M. Fraser

    This document discusses the developing law of sexual harassment. Sexual harassment is discussed not only in the school environment, but also in the workplace. Two legally recognized forms of sexual harassment are described: (1) quid pro quo, or demanding sexual favors in exchange for grades, raises, promotions; and (2) the hostile environment…

  19. 18 CFR 1300.104 - Sexual harassment.

    Science.gov (United States)

    2010-04-01

    ... CONDUCT FOR EMPLOYEES OF TENNESSEE VALLEY AUTHORITY § 1300.104 Sexual harassment. It is TVA policy that all TVA employees are responsible for assuring that the workplace is free from sexual harassment... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Sexual harassment. 1300...

  20. Sensemaking, Organizational Culture, and Sexual Harassment

    Science.gov (United States)

    Dougherty, Debbie S.; Smythe, Mary Jeanette

    2004-01-01

    While EEOC guidelines for managing sexual harassment prescribe a strong sexual harassment policy and aggressive remedial action following complaints, a communication approach suggests a need for a more complex understanding of sexual harassment as diffused throughout an organizational culture. The present case study uses a sensemaking approach to…

  1. Understanding the Characteristics of the Sexual Harasser.

    Science.gov (United States)

    Sundt, Melora

    1996-01-01

    Information on characteristics of harassers can help policymakers and educators develop more effective prevention programs. Results of a survey of 336 men and 333 women are presented in terms of institutional size, satisfaction with institutional response, views on the acceptability of harassment, beliefs related to harassment, and types of…

  2. New Lessons in Dealing with Sexual Harassment

    Science.gov (United States)

    Franke, Ann H.

    2008-01-01

    Several recent incidents have brought national attention to issues involving male professors and sexual-harassment policies on campuses. Allegations of harassment can involve high stakes for the accused, with dismissal as a possible penalty. Criminal charges for harassment, in contrast to assault, are rare. Within an institution, people accused of…

  3. 49 CFR 1019.5 - Sexual harassment.

    Science.gov (United States)

    2010-10-01

    ... 49 Transportation 8 2010-10-01 2010-10-01 false Sexual harassment. 1019.5 Section 1019.5... TRANSPORTATION BOARD EMPLOYEES § 1019.5 Sexual harassment. (a) Members and employees shall not engage in harassment on the basis of sex. Unwelcome sexual advances, requests for sexual favors, and other verbal or...

  4. Graduate Students' Perceptions of Contrapower Sexual Harassment

    Science.gov (United States)

    Mohipp, Charmaine; Senn, Charlene Y.

    2008-01-01

    This study compared the perceptions of 172 graduate students to traditional versus contrapower sexual harassment. Graduate students are a unique sample due to their dual role as a student and a teacher. After controlling for attitudes toward feminism and sexual harassment, participants viewed contrapower sexual harassment as less indicative of…

  5. Making harassment a public affair | IDRC - International ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2018-04-26

    Apr 26, 2018 ... The research group leading HarassMap in Egypt are combatting sexual harassment with an online tool, developed in 2014, that enables the general public to voluntarily report incidents of harassment that they have experienced or witnessed. The reported incidents are displayed on a free interactive map ...

  6. Sexual harassment against nurses in Turkey.

    Science.gov (United States)

    Celik, Yusuf; Celik, Sevilay Senol

    2007-01-01

    To identify the prevalence and sources of sexual harassment against nurses in Turkey, its consequences, and factors affecting harassment experiences. Descriptive survey. Participants (N=622) were selected from nurses working in eight Ministry of Health hospitals in Turkey. Participants were surveyed with a Sexual Harassment Questionnaire, consisting of the sociodemographic characteristics of participants, types of sexual harassment, sources, feelings, ramifications, and ways to cope with sexual harassment behaviors. Frequency and percentage distributions, chi-square, and logistic regression were used for data analysis. The results showed 37.1% of participants had been harassed sexually. Physicians were identified as the primary instigators of sexual harassment. The most common reactions against harassers were anger and fear; frequently reported negative effects of sexual harassment were disturbed mental health function, decline in job performance, and headache. "Did nothing" was the coping method used most commonly by the nurses. About 80% of sexually harassed nurses did not report the incident of sexual harassment to hospital administration. The lower working status and power of nurses in the workplace, poor working conditions in healthcare settings, and insufficient administrative mechanisms, including the present law and regulations against sexual harassers, were identified as important factors in the work environment in Turkey.

  7. The social ecology of girls' bullying practices: exploratory research in two London schools.

    Science.gov (United States)

    Jamal, Farah; Bonell, Chris; Harden, Angela; Lorenc, Theo

    2015-06-01

    This exploratory study adopts a socio-ecological approach to examine the context of school bullying. It asks: (1) what are students' accounts of bullying practices?; (2) how are these enabled and constrained by the school-environment?; (3) how is gender implicated? Qualitative data were collected from girls in two schools in London via focus groups (one in each school; students aged 12-15) and seven semi-structured interviews (in one school; students aged 16-18); and from school policy documents. Our interpretation of girls' accounts, informed by Giddens' structuration theory, suggests that bullying practices were spatially patterned in the schools and often characterised by the regulation of girls' sexuality and sexual-harassment. Repeated acts of aggression were fluid with regard to the bully and victim role, challenging the dominant view of bullying as characterised by consistent disparities in power between individuals. Schools structured bullying behaviour via policies and practices that ignored these forms of abuse and which focused on and may have been complicit in the making of stable 'bully' and 'victim' roles, thus indirectly contributing to the reproduction of unhealthy relationships between students. In terms of gender, traditional gendered and sexual discourses appear to structure the identities of the schools and girls in our study. © 2015 Foundation for the Sociology of Health & Illness.

  8. Bullies, Bullying and Power in the Contexts of Schooling

    Science.gov (United States)

    Bansel, Peter; Davies, Bronwyn; Laws, Cath; Linnell, Sheridan

    2009-01-01

    In this paper the four authors explore the experience of school bullying, drawing on stories of bullying generated in a collective biography workshop and on fictional accounts of bullying. They counter the current trend of reading bullying as individual or family pathology with a post-structuralist analysis of subjectification and power.

  9. Are changes in workplace bullying status related to changes in salivary cortisol? A longitudinal study among Danish employees.

    Science.gov (United States)

    Gullander, Maria; Grynderup, Matias; Hansen, Åse Marie; Hogh, Annie; Persson, Roger; Kolstad, Henrik Albert; Mors, Ole; Kaerlev, Linda; Bonde, Jens Peter

    2015-11-01

    This study aims to investigate whether incident workplace bullying and its dicontinuance is related to subsequent change in morning and evening saliva cortisol concentrations. Participants came from two Danish cohort studies, the PRISME cohort (n=4489) and the Workplace Bullying and Harassment Cohort (n=3707). At baseline and follow-up exposure to bullying was measured by a single question on bullying (preceded by a definition). Two saliva samples to measure cortisol were collected during a work-day (30 min after awakening and at 8 p.m.). All participants responding to the item on workplace bullying, giving saliva samples and participated at both baseline and follow-up were included. The reference group consisted of non-bullied respondents at both baseline and follow-up. Multilevel mixed-effects linear regressions were used to test for changes in salivary cortisol after newly onset of and discontinuance of workplace bullying. All analyses were adjusted for the potentially confounding effect of differences from baseline to follow-up in education, smoking, alcohol consumption, body mass index, cohort, sampling waves, time of awakening, and time of sampling. We found no indication of statistically significant difference in saliva cortisol, neither when participants changed their self-labelling from not bullied at baseline to being bullied at follow-up, nor when they at follow-up two years later reported discontinuance of bullying. This longitudinal study on the impact of changes in bullying status on change in cortisol levels showed consistent lack of associations with onset and discontinuance of workplace bullying. Copyright © 2015 Elsevier Inc. All rights reserved.

  10. Once, twice, or three times as harmful? Ethnic harassment, gender harassment, and generalized workplace harassment.

    Science.gov (United States)

    Raver, Jana L; Nishii, Lisa H

    2010-03-01

    Despite scholars' and practitioners' recognition that different forms of workplace harassment often co-occur in organizations, there is a paucity of theory and research on how these different forms of harassment combine to influence employees' outcomes. We investigated the ways in which ethnic harassment (EH), gender harassment (GH), and generalized workplace harassment (GWH) combined to predict target individuals' job-related, psychological, and health outcomes. Competing theories regarding additive, exacerbating, and inuring (i.e., habituating to hardships) combinations were tested. We also examined race and gender differences in employees' reports of EH, GH, and GWH. The results of two studies revealed that EH, GH, and GWH were each independently associated with targets' strain outcomes and, collectively, the preponderance of evidence supported the inurement effect, although slight additive effects were observed for psychological and physical health outcomes. Racial group differences in EH emerged, but gender and race differences in GH and GWH did not. Implications are provided for how multiple aversive experiences at work may harm employees' well-being. 2010 APA, all rights reserved

  11. Sexual Harassment towards Newcomers in Elder Care

    DEFF Research Database (Denmark)

    Krøjer, Jo; Lehn-Christiansen, Sine; Nielsen, Mette Lykke

    2014-01-01

    Sexual harassment is illegal and may have very damaging effects on the people exposed to it. One would expect organizations, employers, and institutions to take very good care to prevent employees from exposure to sexual harassment from anyone in their workplace. And yet, many people, mostly women...... institutions might act to prevent sexual harassment toward caregivers......., are exposed to sexual harassment at work. In care work, such behaviour is often directed toward their female caregiver by elderly citizens in need of care. Contemporary Nordic studies of working life and work environment have primarily investigated the interpersonal dimensions of sexual harassment, thus...

  12. Workplace harassment: double jeopardy for minority women.

    Science.gov (United States)

    Berdahl, Jennifer L; Moore, Celia

    2006-03-01

    To date there have been no studies of how both sex and ethnicity might affect the incidence of both sexual and ethnic harassment at work. This article represents an effort to fill this gap. Data from employees at 5 organizations were used to test whether minority women are subject to double jeopardy at work, experiencing the most harassment because they are both women and members of a minority group. The results supported this prediction. Women experienced more sexual harassment than men, minorities experienced more ethnic harassment than Whites, and minority women experienced more harassment overall than majority men, minority men, and majority women.

  13. The Toll of Workplace Bullying

    Science.gov (United States)

    Killoren, Robert

    2014-01-01

    Bullying may be more common than most people think. According to a study commissioned by the Workplace Bullying Institute, one in three employees experience bullying in the workplace either as a victim or as a witness suffering collateral damage. Bullying is a serious problem. Directors, managers, and staff members need to ensure that it does not…

  14. School Practices to Foster LGBT-Supportive Climate: Associations with Adolescent Bullying Involvement.

    Science.gov (United States)

    Gower, Amy L; Forster, Myriam; Gloppen, Kari; Johnson, Abigail Z; Eisenberg, Marla E; Connett, John E; Borowsky, Iris W

    2017-10-14

    Lesbian, gay, bisexual, and transgender (LGBT) youth experience disproportionate rates of bullying compared to their heterosexual peers. Schools are well-positioned to address these disparities by creating supportive school climates for LGBT youth, but more research is needed to examine the variety of practices and professional development opportunities put in place to this end. The current study examines how school practices to create supportive LGBT student climate relate to student reports of bullying. Student-level data come from the 2013 Minnesota Student Survey, a state-wide survey of risk and protective factors. Ninth and eleventh grade students (N = 31,183) reported on frequency of physical and relational bullying victimization and perpetration and sexual orientation-based harassment. School administrators reported on six practices related to creating supportive LGBT school climate (N = 103 schools): having a point person for LGBT student issues, displaying sexual orientation-specific content, having a gay-straight alliance, discussing bullying based on sexual orientation, and providing professional development around LGBT inclusion and LGBT student issues. An index was created to indicate how many practices each school used (M = 2.45; SD = 1.76). Multilevel logistic regressions indicated that students attending schools with more supportive LGBT climates reported lower odds of relational bullying victimization, physical bullying perpetration, and sexual orientation-based harassment compared to students in schools with less supportive LGBT climates. Sexual orientation did not moderate these relations, indicating that LGBT-supportive practices may be protective for all students, regardless of their sexual orientation. Findings support school-wide efforts to create supportive climates for LGBQ youth as part of a larger bullying prevention strategy.

  15. A Harassing Climate? Sexual Harassment and Campus Racial Climate Research

    Science.gov (United States)

    Lundy-Wagner, Valerie; Winkle-Wagner, Rachelle

    2013-01-01

    In this conceptual paper, the authors discuss how research about sexual harassment and campus racial climates for undergraduate students is relegated to separate silos. Drawing on intersectionality and critical race feminist frameworks, the authors juxtapose these strands of research with attention to ethnicity/race and gender, highlighting how…

  16. Sexual Harassment at Work: A European Experience

    Directory of Open Access Journals (Sweden)

    Artan Çela

    2015-03-01

    Full Text Available Unwelcome sexual advances, proposition or pressure for sexual activity, offensive flirtations, leering, whistling, making sexually suggestive gestures, sexual jokes, unwanted sexual looks, unwanted letters, telephone call, or materials of a sexual nature, unwanted physical contact, actual or attempting rape or sexual assault, this and more of this conduct if took place in the workplace would amount to a sexual harassment. The sexual harassment at work has become a serious issue of our time. It is an unjustified interference of integrity, dignity and well-being of workers, causing problems from headaches to depression, loss of confidence, panic attacks and perhaps suicide as the only way appearing to be the sole possible relief from the unremitting and frightening behavior. This article presents information concerning the sexual harassment at workplace, covering topics such as, the definitions for sexual harassment in both international and national context, a short history of sexual harassment, types of sexual harassment, effect of sexual harassment, measure to combat and prevent sexual harassment. It offers a short overview in sexual harassment legislation of some industrialized EU Member States and the legal remedies available against sexual harassment. The main purpose of this article is to provide a better understanding and prevention concerning the issue of sexual harassment in workplace.

  17. Sexual harassment of nurses in the workplace.

    Science.gov (United States)

    Valente, Sharon M; Bullough, Vern

    2004-01-01

    Nurses who are sexually harassed at work face frustration and emotional and economic consequences. Historically before the 1970s, nurses had little legal recourse and tolerated sexual harassment as a necessary "evil" associated with working. The Civil Rights Act of 1964 created the option for legal remedies for sexual harassment/discrimination cases. Successful court cases established the legal criteria for sexual harassment. This article discusses the history, definition, high profile cases, research, consequences, and prevention of sexual harassment. Although research is scant and little is known of how nurses respond to harassing behavior, prevention requires coordinated activities of employers, individual employees, and the healthcare profession. Sexual harassment at work increases anxiety and undermines the nurse's ability to focus on the delivery of safe and competent care.

  18. Bullying and PTSD Symptoms

    Science.gov (United States)

    Idsoe, Thormod; Dyregrov, Atle; Idsoe, Ella Cosmovici

    2012-01-01

    PTSD symptoms related to school bullying have rarely been investigated, and never in national samples. We used data from a national survey to investigate this among students from grades 8 and 9 (n = 963). The prevalence estimates of exposure to bullying were within the range of earlier research findings. Multinomial logistic regression showed that…

  19. Bullying in primary school.

    NARCIS (Netherlands)

    Mooij, Ton

    2016-01-01

    This chapter is focussed on the bullying of, and by, Dutch students below age 13. The first questions to be answered are what is 'bullying', and how can it be distinguished from other types of disruptive behaviours? The answers to these questions are given by means of conceptual definitions, based

  20. One Step Forward--Half a Step Back: A Status Report on Bias-Based Bullying of Asian American Students in New York City Schools

    Science.gov (United States)

    Asian American Legal Defense and Education Fund, 2013

    2013-01-01

    In September 2008, Mayor Michael Bloomberg and former Schools Chancellor, Joel Klein announced Chancellor's Regulation A-832, which established policies and procedures on how New York City schools should respond to bias-based harassment, intimidation, and bullying in schools. The Asian American Legal Defense and Education Fund (AALDEF), the Sikh…

  1. Sexual harassment in tertiary institutions: A comparative perspective

    Directory of Open Access Journals (Sweden)

    Joseph Janice

    2015-01-01

    Full Text Available Sexual harassment is not a new phenomenon in tertiary institutions. It has been receiving considerable attention in research and the media and public awareness has increased dramatically. However, the term sexual harassment is not used uniformly across the globe because countries have defined it differently. Consequently, prevalence of sexual harassment in education varies across cultures. This paper examines sexual harassment from a comparative perspective. It specifically focuses on the definition of sexual harassment, incidence of sexual harassment of students in tertiary institutions, effects of sexual harassment on victims; and victims’ responses to sexual harassment. It also offers suggestions for curtailing sexual harassment in these institutions.

  2. What is bullying?

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    as teachers, parents and school leaders. These data are generated within eXbus: Exploring Bullying in School, an interdisciplinary research project on bullying among children (www.exbus.dk). The conceptual framework is aimed to enhance understanding of bullying practices and thereby form a knowledge basis......Bullying can be understood as an extreme extension of an everyday social dynamic among children in school. In order to contemplate which conditions might hinder the movement from the normal flow of inclusions and exclusions to bullying, it is vital to understand the mechanisms that can cause...... come under pressure in any number of ways, enacted by intra-activity among a range of material-discursive forces – and when it happens uneasiness circulates around the group. One apparently effective alleviation strategy in relation to social exclusion anxiety is the production of contempt...

  3. Assessing psychological violence and harassment at work: reliability and validity of the Japanese version of the Inventory of Violence and Psychological Harassment (IVAPT) comparing NAQ-R and LIPT.

    Science.gov (United States)

    Moreno, Manuel Pando; Beltrán, Carolina Aranda; Tsuno, Kanami; Inoue, Akiomi; Kawakami, Norito

    2013-01-01

    The objective of this study was to examine reliability and validity of the Japanese version of the Inventory of Violence and Psychological Harassment (IVAPT) (Pando, 2006), a 22-item measure of psychological harassment at work and presence and intensity of psychological violence widely used in Latin American countries. The IVAPT was translated into Japanese, and the translation was amended through a small pretest and a back-translation and finalized. A total of 1,810 out of 4,072 civil servants completed a questionnaire including the IVAPT. Cronbach's alpha of the scale was 0.97 for psychological violence and 0.94 for psychological harassment at work. An exploratory factor analysis showed that the first factor explained 64.5% of the total variance. Data did not well fit to previously reported one- or three-factor structures. Psychological violence and harassment at work were more frequent among older respondents. Intensity of psychological violence was well concordant with other scales of workplace bullying, i.e., Leymann Inventory of Psychological Terrorization (LIPT) and Negative Acts Questionnaire-Revised (NAQ-R), and psychological harassment at work was well concordant with the NAQ-R. The Japanese version of the IVAPT showed high internal consistency reliability. While the first factor explained a large proportion of the variance, the IVAPT seems to have a unique factor structure in the Japanese sample. Concurrent validity of the IVAPT was supported by the comparison with the other scales.

  4. Bullying in schools − The educator’s role

    Directory of Open Access Journals (Sweden)

    Elza Venter

    2012-10-01

    Full Text Available Worldwide there is a problem with violent incidents occurring amongst learners in schools. Bullying is one mode of violence that often occurs at school level. Bullying means repeatedly attacking a person psychologically, physically and/or emotionally in order to inflict harm. Bullying behaviour cannot be ignored, because the victims often report physical and mental health problems caused by the abuse they suffered. The future of the bully is also at stake, because such a person can turn into an abuser in his or her adult years. This research focused on the challenges for teachers in the school system to handle bullying behaviour. The specific aims of the study were to research the role of school policies and ethos, as well as the teacher’s role, in dealing with bullying. The researchers investigated the problem by using social identity theory as theoretical framework and Christianity as worldview. The researchers mainly used a qualitative research design. Data for this study were collected by means of a literature study and questionnaires with closed questions as well as open-ended questions about teachers’ experiences regarding bullying. The main emphasis was on the feedback on the open-ended questions. It became clear from the research that schools should adopt an anti-bullying policy. Teachers should give more attention to classroom rules and they should become skilled in dealing with bullying. Recommendations were made concerning the role of teachers as well as the place of school ethos and policies when the above-mentioned behavioural problem needs to be managed.

  5. Poisoned Waters: Sexual Harassment and the College Climate.

    Science.gov (United States)

    Shepela, Sharon Toffey; Levesque, Laurie L.

    1998-01-01

    Studied sexual harassment, including mild forms of harassment, experienced by male and female college students (n=369). Men and women were harassed with similar frequency, and more subtle forms of harassment were common. The very frequency of these subtle behaviors may explain why they are less likely to be labeled as harassment. (SLD)

  6. [Harassment in the public sector].

    Science.gov (United States)

    Puech, Paloma; Pitcho, Benjamin

    2013-01-01

    The French Labour Code, which provides full protection against moral and sexual harassment, is not applicable to public sector workers. The public hospital is however not exempt from such behaviour, which could go unpunished. Public sector workers are therefore protected by the French General Civil Service Regulations and the penal code.

  7. Challenging Sexual Harassment on Campus

    Science.gov (United States)

    Baker, Nancy V.

    2010-01-01

    More than thirty years ago, an administrative assistant at Cornell University first challenged her university's indifference to her boss's sexually predatory behavior. While she did not prevail, her case sparked a movement. Litigation, news stories, and government guidelines defining sexual harassment followed. And universities responded: policies…

  8. Bullying and Victimization Among Children

    Science.gov (United States)

    Shetgiri, Rashmi

    2013-01-01

    Bullying among children is a significant public health problem world-wide. Bullying is most commonly defined as repeated, intentional aggression, perpetrated by a more powerful individual or group against a less powerful victim. Trends in victimization and moderate to frequent bullying may be decreasing slightly in the United States, but over 20% of children continue to be involved in bullying. Direct bullying consists of physical and verbal aggression, whereas indirect bullying involves relational aggression. Cyber bullying is an emerging problem which may be more difficult to identify and intervene with than traditional bullying. Bullies, victims, and bully-victims are at risk for negative short and long-term consequences such as depression, anxiety, low self-esteem, and delinquency. Various individual, parental, and peer factors increase the risk for involvement in bullying. Anti-bullying interventions are predominantly school-based and demonstrate variable results. Healthcare providers can intervene in bullying by identifying potential bullies or victims, screening them for co-morbidities, providing counseling and resources, and advocating for bullying prevention. PMID:24007839

  9. Sexual harassment across the color line: experiences and outcomes of cross- versus intraracial sexual harassment among Black women.

    Science.gov (United States)

    Woods, Krystle C; Buchanan, Nicole T; Settles, Isis H

    2009-01-01

    The current study examined differences in appraisal, harassment, and severity of posttraumatic stress symptoms among 105 Black women who were sexually harassed by either a White (cross-racial sexual harassment) or a Black man (intraracial sexual harassment). Analyses revealed that women appraised cross-racial more negatively than intraracial harassment, despite there being no significant differences in the likelihood of experiencing gender harassment, unwanted sexual attention, or sexual coercion. Further, cross-racial harassment was more likely to include racialized sexual harassment (harassing behaviors combining race and gender simultaneously) and higher status perpetrators. Finally, cross-racial sexual harassment had an indirect (but not direct) mediated effect on posttraumatic stress via participants' appraisals of their harassment. Specifically, the more negative appraisal associated with cross-racial sexual harassment was associated with increased posttraumatic stress symptoms. In light of these findings, consideration of perpetrator race and racially sexualized behaviors could prove significant additions to current models of sexual harassment.

  10. Cyber Bullying and Traditional Bullying: Differential Association with Depression

    Science.gov (United States)

    Wang, Jing; Nansel, Tonja R.; Iannotti, Ronald J.

    2010-01-01

    Purpose The study compared levels of depression among bullies, victims and bully-victims of traditional (physical, verbal and relational) and cyber bullying, and examined the association between depression and frequency of involvement in each form of bullying. Methods A U.S. nationally-representative sample of students in grades 6 to 10 (N = 7313) completed the bullying and depression items in the Health Behavior in School-Aged Children (HBSC) 2005 Survey. Results Depression was associated with each of four forms of bullying. Cyber victims reported higher depression than bullies or bully-victims, a finding not observed in other forms of bullying. For physical, verbal and relational bullies, victims and bully victims, the frequently-involved group reported significantly higher level of depression than the corresponding occasionally-involved group. For cyber bullying, differences were found only between occasional and frequent victims. Conclusion Findings indicate the importance of further study of cyber bullying as its association with depression is distinct from traditional forms of bullying. PMID:21402273

  11. Sexual harassment of nurses and nursing students.

    Science.gov (United States)

    Bronner, Gila; Peretz, Chava; Ehrenfeld, Mally

    2003-06-01

    Nursing has dealt with sexual harassment long before the term was coined during the 1970s. The current study investigated sexual harassment of nurses and nursing students in Israel following new legislation against sexual harassment in the workplace. A self-report questionnaire was administered to 281 nurses and 206 nursing students (80% women) from five medical centres in Israel. Seven types of sexual harassment behaviour patterns were evaluated. Frequency of sexual harassment decreased as the behaviour became more intimate and offensive. Ninety percent of subjects reported experiencing at least one type of sexual harassment and 30% described at least four types. A significant difference was found between nurses and nursing students. Furthermore, "severe" types of behaviour were experienced by 33% of nurses, in comparison with 23% of nursing students. Women were significantly more exposed than men to "mild" and "moderate" types of sexual harassment, while 35% of men vs. 26% of women were exposed to "severe" types of harassment. However, women responded significantly more assertively than men to "severe" sexual harassment. Particular attention is needed when sexual harassment occurs to male students and nurses because they may be subjected to the more offensive sexual conducts and at the same time may lack the ability to respond assertively.

  12. Gender Minority Social Stress in Adolescence: Disparities in Adolescent Bullying and Substance Use by Gender Identity

    Science.gov (United States)

    Reisner, Sari L.; Greytak, Emily A.; Parsons, Jeffrey T.; Ybarra, Michele

    2014-01-01

    Bullying and substance use represent serious public health issues facing adolescents in the U.S. Few large-sample national studies have examined differences in these indicators by gender identity. The Teen Health and Technology Study (N=5,542) sampled adolescents 13–18 years-old online. Weighted multivariable logistic regression models investigated disparities in substance use and tested a gender minority social stress hypothesis, comparing gender minority youth (i.e., who are transgender/gender nonconforming and have a gender different from their sex assigned at birth) and cisgender (i.e., whose gender identity or expression matches one’s sex assigned at birth). Overall, 11.5% of youth self-identified as gender minority. Gender minority youth had increased odds of past-12 month alcohol use, marijuana use, and non-marijuana illicit drug use. Gender minority youth disproportionately experienced bullying and harassment in the past 12 months, and this victimization was associated with increased odds of all substance use indicators. Bullying mediated the elevated odds of substance use for gender minority youth compared to cisgender adolescents. Findings support the use of gender minority stress perspectives in designing early interventions aimed at addressing the negative health sequelae of bullying and harassment. PMID:24742006

  13. Gender minority social stress in adolescence: disparities in adolescent bullying and substance use by gender identity.

    Science.gov (United States)

    Reisner, Sari L; Greytak, Emily A; Parsons, Jeffrey T; Ybarra, Michele L

    2015-01-01

    Bullying and substance use represent serious public health issues facing adolescents in the United States. Few large-sample national studies have examined differences in these indicators by gender identity. The Teen Health and Technology Study (N = 5,542) sampled adolescents ages 13 to 18 years old online. Weighted multivariable logistic regression models investigated disparities in substance use and tested a gender minority social stress hypothesis, comparing gender minority youth (i.e., who are transgender/gender nonconforming and have a gender different from their sex assigned at birth) and cisgender (i.e., whose gender identity or expression matches theirs assigned at birth). Overall, 11.5% of youth self-identified as gender minority. Gender minority youth had increased odds of past-12-month alcohol use, marijuana use, and nonmarijuana illicit drug use. Gender minority youth disproportionately experienced bullying and harassment in the past 12 months, and this victimization was associated with increased odds of all substance use indicators. Bullying mediated the elevated odds of substance use for gender minority youth compared to cisgender adolescents. Findings support the use of gender minority stress perspectives in designing early interventions aimed at addressing the negative health sequelae of bullying and harassment.

  14. Bullying Among Tunisian Middle School Students: the Prevalence, Psychosocial Associated Factors and Perceived Involvement of Parents, Teachers and Classmates.

    Science.gov (United States)

    Sahli, Jihene; Mellouli, Menel; El Ghardallou, Meriam; Limam, Manel; Gallas, Mouna; Ammar, Asma; Mtiraoui, Ali; Ajmi, Thouraya Nebli; Zedini, Chekib

    2018-05-05

    Bullying is a serious public health concern remarkably common among youth. Involvement in bullying can lead to deleterious effect on the emotional well-being of pupils. The aim of this study was to assess the prevalence of bullying, its psychosocial associated factors and the perceived involvement of parents, teachers, and classmates to counteract this behavior. A cross-sectional study. We conducted this study in 2015 among a representative multistage sample of 1584 students enrolled in middle schools in the Region of Sousse using the revised Olweus Bully/Victim Questionnaire. It assesses the prevalence of bullying and covers qualitative details of bullying including psychosocial factors and perceived efforts of others to counteract bullying. 11.7% of respondents were classified as pure victims, 7.8% as pure bullies, 3.2% as bully-victims and 75.5% as bystanders. Compared to other groups, the bully-victims were less likely to report a feeling of empathy and liking school. They were more likely to be afraid of being bullied, aggressive and to have fewer friends in the class. Only 30.3% of the victims indicated that they told someone about being bullied. The majority of the middle school students perceived that classmates (54.1%) and teachers (39.5%) did nothing to counteract bullying. Information about bullying is critical and must be gathered before effective intervention is planned. Parents, teachers and students should learn effective ways to handle the bullying problem since the most effective programs are comprehensive targeting students, schools, families and the community.

  15. Sexual Harassment Policies and Training in State Legislatures.

    Science.gov (United States)

    Griffin, Jonathan

    2017-07-01

    (1) Sexual harassment is a violation of The Civil Rights Act of 1964. (2) Most states do not require employers to conduct sexual harassment training. (3) Most sexual harassment training for state legislators occurs at their orientation.

  16. The Moral Imperative to Prevent Sexual Harassment on Campus.

    Science.gov (United States)

    Rhodes, Frank H. T.

    1990-01-01

    Discusses sexual harassment on college campuses. Focuses on harassing behavior that stems from power relationships and harassing behavior among peers. Describes how Cornell University is addressing these problems. (ABL)

  17. A Comparative Study of Workplace Bullying Among Public and Private Employees in Europe.

    Science.gov (United States)

    Ariza-Montes, Antonio; Leal-Rodríguez, Antonio L; Leal-Millán, Antonio G

    2015-06-01

    Workplace bullying emerges from a set of individual, organizational, and contextual factors. The purpose of this article is hence to identify the influence of these factors among public and private employees. The study is carried out as a statistical-empirical cross-sectional study. The database used was obtained from the 5th European Working Conditions Survey 2010. The results reveal a common core with respect to the factors that determine workplace bullying. Despite this common base that integrates both models, the distinctive features of the harassed employee within the public sector deal with age, full-time work, the greater nighttime associated with certain public service professions, and a lower level of motivation. The present work summarizes a set of implications and proposes that, under normal conditions, workplace bullying could be reduced if job demands are limited and job resources are increased.

  18. Bullying in Elementary School

    DEFF Research Database (Denmark)

    Eriksen, Tine L. Mundbjerg; Nielsen, Helena Skyt; Simonsen, Marianne

    2014-01-01

    Bullying is a widespread social phenomenon that is thought to have detrimental effects on life outcomes. This paper investigates the link between bullying and later school performance. We rely on rich survey and register-based data for children born in a region of Denmark during 1990–92, which...... allows us to carefully consider possible confounders including psychological factors. We implement an IV strategy inspired by Carrell and Hoekstra (2010) where we instrument victim status with the proportion of peers from troubled homes in one’s classroom. We show that bullied children suffer in terms...

  19. Bullying in Schools

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2017-01-01

    Definitions of school bullying vary, when it comes to more detailed descriptions of what this entails and, not least, of why bullying occurs. Some definitions emphasize the individual’s personality and upbringing to explain the cause of bullying behavior. Other, more recent, definitions point...... by a peer or a teacher. A complication in relation to these strategies is that neither of them take into account that the sheltered space of facilitated dialogue differs radically from the shared community of the classroom, with its norms and positionings unchallenged by the mediated conversation. Many...

  20. HarassMap: Mapping Sexual Harassment and Violence in Egypt ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2013-04-05

    Apr 5, 2013 ... To learn more about HarassMap, visit harassmap.org, follow ... وترسم خرائط لذلك على موقع harassmap.org، ثم تستخدم البيانات بعد ذلك لإقناع ...

  1. Avoiding sexual harassment liability in veterinary practices.

    Science.gov (United States)

    Lacroix, C A; Wilson, J F

    1996-05-15

    Harassment based on gender violates the rule of workplace equality established by Title VII of the Civil Rights Act and enforced by the EEOC. In 1986, the US Supreme Court, in Meritor Savings Bank v Vinson, established the criteria that must be met for a claim of hostile environment sexual harassment to be considered valid. Plaintiffs must show that they were subjected to conduct based on their gender, that it was unwelcome, and that it was severe and pervasive enough to alter their condition of employment, resulting in an abusive working environment. There have been few sexual harassment cases involving veterinary professionals, and it is our goal to help keep the number of filed actions to a minimum. The most effective way to avoid hostile environment sexual harassment claims is to confront the issue openly and to adopt a sexual harassment policy for the practice. When it comes to sexual harassment, an ounce of prevention is unquestionably worth a pound of cure.

  2. Bullied at school, bullied at work

    DEFF Research Database (Denmark)

    Andersen, Lars Peter; Labriola, Merete; Andersen, Johan Hviid

    2015-01-01

    of the participants was derived from a national register at Statistics Denmark. Results Several risk factors were identified. Being obese, low self-assessed position in school class, overprotective parents, low self-esteem, low sense of coherence and low socioeconomic status were risk factors for being bullied...

  3. Blackboard Bullies: Workplace Bullying in Primary Schools

    Science.gov (United States)

    Fahie, Declan

    2014-01-01

    This paper offers a comprehensive examination of the "lived experience" of workplace bullying in primary schools in Ireland. Underpinned by the qualitative analysis of in-depth interviews with a class teacher, a chairperson of a Board of Management and a school principal--all of whom who believe themselves to have been targets of…

  4. Stop Harassment!: men's reactions to victims' confrontation

    OpenAIRE

    Carmen Herrera, M.; Herrera, Antonio; Expósito, Francisca

    2014-01-01

    Sexual harassment is one of the most widespread forms of gender violence. Perceptions of sexual harassment depend on gender, context, the perceivers' ideology, and a host of other factors. Research has underscored the importance of coping strategies in raising a victim's self-confidence by making her feel that she plays an active role in overcoming her own problems. The aim of this study was to assess the men's perceptions of sexual harassment in relation to different victim responses. The st...

  5. Sociological Perspectives on Sexual Harassment and Workplace Dispute Resolution.

    Science.gov (United States)

    Lach, Denise H.; Gwartney-Gibbs, Patricia A.

    1993-01-01

    Sexual harassment is the most visible example of workplace disputes that systematically disadvantage women. The prevalence of sexual harassment contributes to the persistence of occupational sex segregation. (SK)

  6. Best Practices in Sexual Harassment Policy and Assessment

    National Research Council Canada - National Science Library

    Alexander, Pamela C; Alexander, Elmore R; Warner, Stephanie

    2005-01-01

    .... Based on the study findings, organizations with the best programs for prevention of sexual harassment had effective human relations strategies in which policies and training on sexual harassment...

  7. Tolerance of sexual harassment: a laboratory paradigm.

    Science.gov (United States)

    Angelone, David J; Mitchell, Damon; Carola, Kara

    2009-12-01

    The present study attempted to develop a laboratory analogue for the study of tolerance for sexual harassment by using an online speed-dating paradigm. In that context, the relation between participants' sexual harassment attitudes, perpetrator attractiveness, perpetrator status, and perceived dating potential of the perpetrator were examined as factors influencing participants' tolerance of sexually harassing behavior. Participants were 128 female college students from a small northeastern public university. Results indicated that attractiveness, high social status, and attitudinal beliefs about sexual harassment were all predictive of tolerance for sexual harassment, providing preliminary support for the validity of this paradigm. In addition, participants' self reported likelihood to date a bogus male dating candidate was also predictive of tolerance for sexual harassment, over and above the aforementioned variables, suggesting that dating potential can play a role in perceptions of sexual harassment. Further, this experiment demonstrated that perceptions of sexual harassment can be assessed using the in vivo measurement of behavior. In addition, using an online environment not only provides a contemporary spin and adds a greater degree of external validity compared to other sexual harassment analogues, it also reduces any risk of potential physical sexual contact for participants.

  8. An overview of sexual harassment.

    Science.gov (United States)

    Charney, D A; Russell, R C

    1994-01-01

    A few widely publicized cases have made sexual harassment a salient subject in the 1990s. This article reviews the topic in a comprehensive manner, with particular attention to demographic information, psychosocial consequences, appropriate therapeutic interventions, and related psychological issues. Computerized literature searches were used to identify research and review papers from psychiatry and psychology journals. Nonscientific works that provide additional information are also cited. The literature suggests that sexual harassment is a widespread phenomenon, affecting 42% of women and 15% of men in occupational settings, 73% of women and 22% of men during medical training, and lower percentages in other educational settings. Despite the pervasive nature of this problem, only 1%-7% of victims file formal complaints. Sexual harassment produces an array of psychological and physical symptoms in over 90% of victims, and 12% seek help from mental health care professionals. Self-doubt is a central issue regardless of gender, but in instances where the perpetrator is male and the victim is female, there are ramifications unique to the trauma of gender-based abuse. It is critical that therapists avoid contributing to the process of "second injury" and not imply that patients have brought their troubles on themselves. Key therapeutic tasks include empathy, validation, and empowerment. Few experimental studies have focused on the victims of sexual harassment, and none have focused on the perpetrators. Psychiatry can play an invaluable role in the assessment and treatment of victims, the fostering of education and research in this area, and the understanding of underlying psychological and gender issues.

  9. Childhood Bullying: Implications for Physicians.

    Science.gov (United States)

    Stephens, Mary M; Cook-Fasano, Hazel T; Sibbaluca, Katherine

    2018-02-01

    Childhood bullying is common and can lead to serious adverse physical and mental health effects for both the victim and the bully. In teenagers, risk factors for becoming a victim of bullying include being lesbian, gay, bisexual, or transgender; having a disability or medical condition such as asthma, diabetes mellitus, a skin condition, or food allergy; or being an outlier in weight and stature. An estimated 20% of youth have been bullied on school property, and 16% have been bullied electronically in the past year. Bullying can result in emotional distress, depression, anxiety, social isolation, low self-esteem, school avoidance/refusal, and substance abuse for the victim and the bully. Preventive measures include encouraging patients to find enjoyable activities that promote confidence and self-esteem, modeling how to treat others with kindness and respect, and encouraging patients to seek positive friendships. For those who feel concern or guilt about sharing their experiences, it may be useful to explain that revealing the bullying may not only help end the cycle for them but for others as well. Once bullying has been identified, family physicians have an important role in screening for its harmful effects, such as depression and anxiety. A comprehensive, multitiered approach involving families, schools, and community resources can help combat bullying. Family physicians are integral in recognizing children and adolescents who are affected by bullying-as victims, bullies, or bully- victims-so they can benefit from the intervention process.

  10. Bullied at school, bullied at work: a prospective study

    OpenAIRE

    Andersen, Lars Peter; Labriola, Merete; Andersen, Johan Hviid; Lund, Thomas; Hansen, Claus D.

    2015-01-01

    Background The consequences of childhood bullying victimisation are serious. Much previous research on risk factors for being bullied has used a cross-sectional design, impeding the possibility to draw conclusions on causality, and has not considered simultaneous effects of multiple risk factors. Paying closer attention to multiple risk factors for being bullying can provide a basis for designing intervention programmes to prevent or reduce bullying among children and adolescents. Methods Ris...

  11. #bully: Uses of Hashtags in Posts about Bullying on Twitter

    Science.gov (United States)

    Calvin, Angela J.; Bellmore, Amy; Xu, Jun-Ming; Zhu, Xiaojin

    2015-01-01

    To understand how bullying is represented within social media, the characteristics of hashtags associated with public mentions of bullying on Twitter between January 1, 2012 and December 31, 2012 are explored in this study. The most frequently used 500 hashtags among the 552,831 distinct hashtags used with the keywords "bully,"…

  12. Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

    NARCIS (Netherlands)

    Goethem, A.A.J. van; Scholte, R.H.J.; Wiers, R.W.H.J.

    2010-01-01

    The main aim of this study was to examine whether an assessment of implicit bullying attitudes could add to the prediction of bullying behavior after controlling for explicit bullying attitudes. Primary school children (112 boys and 125 girls, M age = 11 years, 5 months) completed two newly

  13. Explicit- and implicit bullying attitudes in relation to bullying behavior

    NARCIS (Netherlands)

    van Goethem, A.A.J.; Scholte, R.H.J.; Wiers, R.W.

    2010-01-01

    The main aim of this study was to examine whether an assessment of implicit bullying attitudes could add to the prediction of bullying behavior after controlling for explicit bullying attitudes. Primary school children (112 boys and 125 girls, M age = 11 years, 5 months) completed two newly

  14. Health correlates of workplace bullying

    DEFF Research Database (Denmark)

    Bonde, Jens Peter; Gullander, Maria; Hansen, Åse Marie

    2016-01-01

    -labelled bullying at baseline using logistic regression. RESULTS: Reports of bullying were persistent across four years in 22.2% (57/257) of employees who initially reported bullying. Baseline associations between self-labelled bullying and sick-listing, poor self-rated health, poor sleep, and depressive symptoms...... were significant with adjusted odds ratios (OR) ranging from 1.8 [95% confidence interval (95% CI) 1.5-2.4] for poor sleep quality among those bullied "now and then" to 6.9 (95% CI 3.9-12.3) for depression among those reporting being bullied on a daily to monthly basis. In longitudinal analyses...... adjusting for bullying during follow-up, all health correlates except poor sleep quality persisted up to four years. CONCLUSION: Self-reported health correlates of workplace bullying including sick-listing, poor self-rated health, depressive symptoms, and a diagnosis of depression tend to persist...

  15. Health correlates of workplace bullying

    DEFF Research Database (Denmark)

    Bonde, Jens Peter; Gullander, Maria; Hansen, Åse Marie

    2016-01-01

    OBJECTIVE: This study aimed to examine the course of workplace bullying and health correlates among Danish employees across a four-year period. METHODS: In total, 7502 public service and private sector employees participated in a 3-wave study from 2006 through 2011. Workplace bullying over the past......-labelled bullying at baseline using logistic regression. RESULTS: Reports of bullying were persistent across four years in 22.2% (57/257) of employees who initially reported bullying. Baseline associations between self-labelled bullying and sick-listing, poor self-rated health, poor sleep, and depressive symptoms...... were significant with adjusted odds ratios (OR) ranging from 1.8 [95% confidence interval (95% CI) 1.5-2.4] for poor sleep quality among those bullied "now and then" to 6.9 (95% CI 3.9-12.3) for depression among those reporting being bullied on a daily to monthly basis. In longitudinal analyses...

  16. Workplace harassment among employees: An explorative study

    Directory of Open Access Journals (Sweden)

    Asha P Shetty

    2017-01-01

    Full Text Available Introduction: Workplace harassment is the belittling or threatening behavior directed at an individual worker or a group of workers. Matters of workplace harassment recently gained interest among practitioners and researchers as it is becoming one of the most sensitive areas of effective workplace management. Materials and Methods: Nonexperimental cross-sectional exploratory survey approach with quantitative design was adopted. Samples constituted both male and female employees 20–60 years working for minimum 6 h in an institution selected by random sampling technique. Data were collected using demographic tool and workplace harassment experience tool developed by the investigator. The Institutional Ethics Committee approval and the individual subject consent were also obtained. Results: Data obtained from 210 employees indicated that majority (20% were between the age group of 30–35 years. Majority, 63.3%, of the employees had occasional harassment, 8.1% had mild harassment, 0.5% had severe harassment, and 28.1% reported no harassment at the workplace. Area-wise analysis indicated that highest possible area among participants was psychological (15.5 ± 7.26 and the lowest harassment was in the area of physical harassment (3.74 ± 1.75. Conclusion: Workplace harassment is a serious concern which requires immediate attention for better outcome. Although majority of the participants experience at least some form of harassment, they hesitate to objectively indicate the same due to fear of consequences of losing the job and facing further ramifications. The issue requires to be addressed with appropriate policies at the workplace. The study will help to plan the strategies to be implemented for building a healthy workplace environment.

  17. Addressing Bullying: Policy and Practice

    Science.gov (United States)

    Lerman, Bradford C.

    2010-01-01

    Bullying can be a serious and damaging experience for students today. The children who bully are more likely to be truant; drop out of school; or engage in alcohol, tobacco, or other drug abuse, and children who are bullied are more likely to experience depression, low self-esteem, health problems, poor grades, and suicidal thoughts. In addition,…

  18. FCCLA Quilting Project Fights Bullying

    Science.gov (United States)

    Prasad, Vandita

    2007-01-01

    Bullying in schools is a topic of serious concern. According to a survey conducted in the United States, approximately 30% of youth in grades 6-10 have reported some involvement in moderate or frequent bullying, and this problem affects about 5.7 million youth. To deal with bullying, 2 years ago, Byrnedale Junior High School in Toledo, Ohio…

  19. Mapping the Landscapes of Bullying

    Science.gov (United States)

    Migliaccio, Todd; Raskauskas, Juliana; Schmidtlein, Mathew

    2017-01-01

    Past bullying research has consistently identified common locations (e.g. bathrooms, hallways, playgrounds) on school campuses where bullying occurs, but not specific locations. This limitation does not allow researchers to take into account the unique geography of individual schools and how it contributes to bullying. A random sample of 741 grade…

  20. Educators' Understanding of Workplace Bullying

    Science.gov (United States)

    de Wet, Corene

    2014-01-01

    This article looks at educators' understanding of workplace bullying through the lens of a two- dimensional model of bullying. Educators, who were furthering their studies at the University of the Free State, were invited to take part in a study on different types of bullying. Deductive, directed content analysis was used to analyse 59…

  1. Responding to Bullying: What Works?

    Science.gov (United States)

    Craig, Wendy; Pepler, Debra; Blais, Julie

    2007-01-01

    Children who are bullied are often told to "solve the problems themselves"; however, when bullying is repeated over time, it becomes increasingly difficult for victimized children to stop the torment because of their relative lack of power. We examine the ways in which children respond to bullying and their evaluations of the…

  2. Dealing with Bullies (For Kids)

    Science.gov (United States)

    ... First Aid & Safety Doctors & Hospitals Videos Recipes for Kids Kids site Sitio para niños How the Body Works ... Search English Español Dealing With Bullies KidsHealth / For Kids / Dealing With Bullies What's in this article? Bullying ...

  3. Interpreting the New Sexual Harassment Guidelines.

    Science.gov (United States)

    Hoyman, Michele; Robinson, Ronda

    1980-01-01

    Discusses sexual harrassment guidelines which legally define the term as sex discrimination. While this is good for those facing harassment, it unrealistically places a socially-based problem on the shoulders of personnel managers. Points out the long-term benefits of a workplace free from harassment and intimidation. (JOW)

  4. Sexual Attraction and Harassment: Management's New Problems.

    Science.gov (United States)

    Driscoll, Jeanne Bosson

    1981-01-01

    Both sexual attraction and harassment must be dealt with if men and women are to develop truly productive working relationships. Key issues include policies on sexual attraction and harassment, availability of professional resources on the subjects, training, and the role of personnel specialists. (CT)

  5. Power, Consent, and Adolescent Sexual Harassment.

    Science.gov (United States)

    Chamberlain, Elizabeth

    This paper reviews the literature and case law related to the issue of sexual harassment of females and specifically focuses on the adolescent female in the public middle school setting. The controversial thesis statement the researcher explored was: "sexual harassment is a manifestation of the ubiquitous power imbalance between men and women…

  6. Lesbian Teachers, Harassment and the Workplace

    Science.gov (United States)

    Ferfolja, Tania

    2010-01-01

    Drawn from a larger study examining the experiences of lesbian teachers working in high schools across New South Wales (NSW), Australia, this article explores the ways in which interpersonal anti-lesbian harassment marginalises lesbian teachers. It relays some of the impacts harassment has on individuals, yet also shows that many of these teachers…

  7. University Policies and Procedures on Sexual Harassment.

    Science.gov (United States)

    McIntyre, Jerilyn S.

    Sexual harassment complaints are challenges to the abuse of power in certain kinds of communicative relationships, and sexual harassment policies and procedures are ways of defining the responsible exercise of power and providing the means to address grievances that result from irresponsible and potentially harmful uses of power in those…

  8. Sexual Harassment in Education. Second Edition.

    Science.gov (United States)

    Lewis, John F.; Hastings, Susan C.

    As in most workplaces, sexual harassment has been an issue of significant magnitude in educational institutions as well. It has left the education community with many questions about what constitutes sexual harassment, how to prevent it, and how to deal with the legal problems that may arise concerning it. This report dispels several myths about…

  9. Preventing Sexual Harassment in the Workplace.

    Science.gov (United States)

    Thacker, Rebecca A.

    1992-01-01

    Keeping sexual harassment incidents at bay in the workplace involves prevention training that teaches people how to identify harassment and how to respond, using such techniques as role play and discussion. Trainees should also be informed of the organization's policy and procedures for reporting complaints. (JOW)

  10. Organizational Resources for Addressing Sexual Harassment.

    Science.gov (United States)

    Howard, Sharon

    1991-01-01

    Discusses difficulties in arriving at definition of sexual harassment. Uses a commonplace definition to distinguish quid pro quo and hostile environment harassment. Outlines obligations of organizations, giving attention to the development of appropriate policies and procedures. Discusses effect of organization's climate on institutional…

  11. Understanding sexual harassment using aggregate construct models.

    Science.gov (United States)

    Nye, Christopher D; Brummel, Bradley J; Drasgow, Fritz

    2014-11-01

    Sexual harassment has received a substantial amount of empirical attention over the past few decades, and this research has consistently shown that experiencing these behaviors has a detrimental effect on employees' well-being, job attitudes, and behaviors at work. However, these findings, and the conclusions that are drawn from them, make the implicit assumption that the empirical models used to examine sexual harassment are properly specified. This article presents evidence that properly specified aggregate construct models are more consistent with theoretical structures and definitions of sexual harassment and can result in different conclusions about the nomological network of harassment. Results from 3 large samples, 2 military and 1 from a civilian population, are used to illustrate the differences between aggregate construct and reflective indicator models of sexual harassment. These analyses suggested that the factor structure and the nomological network of sexual harassment differ when modeling harassment as an aggregate construct. The implications of these results for the continued study of sexual harassment are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  12. Sexual Harassment Policies in Florida School Districts.

    Science.gov (United States)

    Rienzo, Barbara A.; Moore, Michele Johnson

    1998-01-01

    Investigated the extent to which Florida's school districts complied with the Florida Department of Education's (FDOE) recommendations for addressing sexual harassment in schools. Surveys of district equity coordinators and analysis of policies indicated that most districts approved sexual harassment policies incorporating many FDOE…

  13. Peer Sexual Harassment: Finding Voice, Changing Culture

    Science.gov (United States)

    Martin, Jennifer L.

    2005-01-01

    This intervention study examines the problem of sexual harassment in an alternative high school for at-risk students. It was hypothesized that creating a forum where girls felt safe to share their experiences would increase their awareness of sexual harassment and its effects, eventually contributing to a decrease in incidents of sexual harassment…

  14. An Ounce of Prevention: Sexual Harassment Education.

    Science.gov (United States)

    Limback, E. Rebecca; Bland, Zinna

    1995-01-01

    To prevent sexual harassment, schools should have a written policy and should educate students about it. Suggested teaching activities include using current court cases, examining and refining school policy, roleplaying on video, inviting speakers, and using an "Is This Sexual Harassment?" questionnaire describing various behaviors. (SK)

  15. Peer harassment, school connectedness, and academic achievement.

    Science.gov (United States)

    Eisenberg, Marla E; Neumark-Sztainer, Dianne; Perry, Cheryl L

    2003-10-01

    This study described peer harassment in a large, multiethnic sample of adolescents, and explored the relationship between experiencing peer harassment and both school connectedness and achievement. Survey data came from 4,746 students in grades 7-12 at 31 public schools in ethnically and socioeconomically diverse communities in a Midwestern state. Frequency of five types of harassment were analyzed with data on school connectedness and grades. Multivariate analysis controlled for gender, grade level, race/ethnicity, and socioeconomic status. Results indicate that most students periodically experience mistreatment; 10% to 17% report being treated disrespectfully, having others act superior, or being insulted at least once per week, and an additional 14% to 22% of students report suffering these behaviors a few times per month. Girls, Whites, Native Americans, and middle school students reported more harassment than boys, other ethnic groups, and high school students, respectively. Peer harassment related significantly to both aspects of school life; those who disliked school tended to suffer more mistreatment, and "B" students reported the least harassment on average. Young people mistreated by peers may not want to be in school and may thereby miss out on the benefits of school connectedness as well as educational advancement. The high prevalence of peer harassment and its association with school connectedness and school achievement provide justification for interventions aimed at prevention of peer harassment. A schoolwide approach using educational and policy components may provide an appropriate prevention strategy.

  16. Reducing Peer Sexual Harassment in Schools

    Science.gov (United States)

    Eckes, Suzanne

    2006-01-01

    Studies have indicated that as many as 80% of students experience some form of sexual harassment in public schools. Such statistics are troublesome, considering that peer sexual harassment can have long-term psychological effects on student victims. Public schools have a responsibility to provide a safe educational environment free of peer sexual…

  17. Sexual Harassment and the University Community.

    Science.gov (United States)

    Hite, Molly

    1990-01-01

    Relates story of a college program director's coercive sexual harassment and the response of women faculty and peers outside the university. Focuses on the distinction between "having affairs" and "sexual coercion." Claims only when definitions of sexual harassment are articulated can men and women begin to talk to one another about the problem.…

  18. Workplace sexual harassment and depressive symptoms

    DEFF Research Database (Denmark)

    Friborg, Maria K; Hansen, Jørgen V; Aldrich, Per T

    2017-01-01

    employees and supervisors in 1041 organizations within 5 occupations. Data were analyzed using multilevel regression and analyses adjusted for gender, age, occupation and socioeconomic position. RESULTS: Exposure to workplace sexual harassment from clients or customers was statistically significantly......BACKGROUND: Previous research has reported that sexual harassment can lead to reduced mental health. Few studies have focused on sexual harassment conducted by clients or customers, which might occur in person-related occupations such as eldercare work, social work or customer service work....... This study examined the cross-sectional association between sexual harassment by clients or customers and depressive symptoms. We also examined if this association was different compared to sexual harassment conducted by a colleague, supervisor or subordinate. Further, we investigated if psychosocial...

  19. Perilaku Bullying pada Mahasiswa Berasrama

    Directory of Open Access Journals (Sweden)

    Mangadar Simbolon

    2013-12-01

    Full Text Available Students’ bullying characteristics phenomena has become a concern because educational institution where educative individuals are being train has in fact become a place of bullying. Bullying is an act of hurting someone done by an individual or group. Bullying is not limited to a community or educational institutional, such as a university, as a whole, but it happened in a narrower area that is related to a campus – dormitory. Dormitory, a place conducive for learning is a social laboratory, with an educative, social, moral and regeneration function. Based on the statistical data of bullying cases of university A, released by the office of the student affairs in 2008, it was found out that there are 1 or 2 cases every semester. Bullies usually consist of 1 to 8 students.To know the types of bullying, factors and affects that causes the act on the victims and dormitory community, and efforts of prevention. A qualitative research was done to dig deep into the real picture of bullying. An interview and discussions were done toward 14 reseach subject. Sources and methodology triangular were done to validate the data. Data analysis was done using the open coding steps. Bullying causes factors in university A is the same in general that is seniority factor, imitating the past experiences. Seniors expect themselves to be honored and problem occurred when juniors dishonored them. Bullies bullied because they were once victims, therefore bullying is somehow done as an act of revenge. Bullying acts occurred in dormitory of university A in Bandung. Anti-bullying systems designed by the university are: Religious understanding development, religious teaching implementation, uplifting moral values. Others things done are improving students’ controlling system by the dormitory deans and monitors (dormitory workers. Keywords: bullying, dormitory, students

  20. Forensic aspects and assessment of school bullying.

    Science.gov (United States)

    Freeman, Bradley W; Thompson, Christopher; Jaques, Cory

    2012-12-01

    This article describes school's obligations related to bullying behavior, the assessment of bullying students and their victims, the evaluation of claimed damages due to bullying, and potential interventions for both individuals and school systems to reduce the frequency of bullying behavior. This article assists evaluators when assessing youth who are involved in bullying behavior, either as victims or perpetrators. Key areas highlighted include an overview of bullying behaviors, legal issues related to a school's responsibility in preventing or curtailing bullying behaviors, important components of a bullying assessment, and proposed interventions to minimize bullying. Copyright © 2012 Elsevier Inc. All rights reserved.

  1. Sexual Harassment: An Employment Issue. A CUPA Monograph.

    Science.gov (United States)

    Deane, Nancy H.; Tillar, Darrel L.

    A practical approach to the prevention of sexual harassment is considered, and a study of sexual harassment as perceived by victims, the courts, and the Equal Employment Opportunity Commission (EEOC) is presented. Attention is directed to the sociology of sexual harassment and to the following possible responses available to victims of harassment:…

  2. Sexual Harassment: An Overview. Monograph. Volume 2, Number 1.

    Science.gov (United States)

    Withers, Nancy A.

    Sexual harassment is a problem in high schools, on college campuses, and in the workplace, although unclear definitions and misinterpretations of sexual harassment have led many to believe that the amount of sexual harassment that occurs is minimal. Sexual harassment has been defined as a continuum of behaviors, with physical sexual assault at one…

  3. Sexual harassment in tertiary institutions: A comparative perspective

    OpenAIRE

    Joseph Janice

    2015-01-01

    Sexual harassment is not a new phenomenon in tertiary institutions. It has been receiving considerable attention in research and the media and public awareness has increased dramatically. However, the term sexual harassment is not used uniformly across the globe because countries have defined it differently. Consequently, prevalence of sexual harassment in education varies across cultures. This paper examines sexual harassment from a comparative perspective...

  4. 45 CFR 73.735-306 - Sexual harassment.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 1 2010-10-01 2010-10-01 false Sexual harassment. 73.735-306 Section 73.735-306... Conduct on the Job § 73.735-306 Sexual harassment. Sexual harassment is deliberate unsolicited verbal comments, gestures, or physical contact of a sexual nature which are unwelcome. Sexual harassment is...

  5. A Social Psychological Model for Predicting Sexual Harassment.

    Science.gov (United States)

    Pryor, John B.; And Others

    1995-01-01

    Presents a Person X Situation (PXS) model of sexual harassment suggesting that sexually harassing behavior may be predicted from an analysis of social situational and personal factors. Research on sexual harassment proclivities in men is reviewed, and a profile of men who have a high a likelihood to sexually harass is discussed. Possible PXS…

  6. PENGETAHUAN GURU TENTANG BULLYING

    Directory of Open Access Journals (Sweden)

    Fauziyah Indahyani

    2015-07-01

    Full Text Available Penelitian ini bertujuan untuk mendeskripsikan tingkat pengetahuan guru sekolah dasar tentang bullying di kecamatan Sokaraja, Kabupaten Banyumas. Metode pengumpulan data menggunakan tes pengetahuan, subjek penelitiannya adalah guru sekolah dasar di Sokaraja, Kabupaten Banyumas. Teknik pengambilan sampel data yang digunakan dalam penelitian ini adalah clustered sampling. Jumlah populasi penelitian adalah 403 guru dari sekolah dasar di kecamatan Sokaraja, Kabupaten Banyumas. 40% di antaranya diambil sebagai sampel, sehingga sampel yang digunakan dalam penelitian ini adalah 130 guru sekolah dasar dari kecamatan Sokaraja, Banyumas kabupaten Hasil analisis menunjukkan bahwa pengetahuan guru tentang bullying rata-rata, hal ini ditunjukkan dalam analisis yang menunjukkan bahwa 130 guru sekolah dasar, 92 di antaranya 70,77% kategori rata-rata dalam mengetahui bullying verbal (70,77%. Sedangkan untuk pengetahuan bullying fisik, dari 130 guru, 91 guru atau 70,00% dikategorikan ke tingkat rata-rata. Kemudian, dari 130 guru sekolah dasar, 70,00% dikategorikan ke dalam pengetahuan rata-rata yang berhubungan dengan pengetahuan mental. Kata kunci: Pengetahuan tentang Bullying, Guru Sekolah Dasar

  7. BULLYING NA ESCOLA

    Directory of Open Access Journals (Sweden)

    Mariana Aparecida Grillo

    2015-09-01

    Full Text Available This article intends to conduct an analysis and reflection of one of the important issues which it is education: bullying, because it is a violence that occurs in the school of repetitive and deliberate manner in which its consequences can cause damage significant to emotional training, psychological and socio-educational of the victim, if the student. Note that bullying is increasing in epidemic form in schools and its effects are traumatizing students to witness and those who suffer the action, because it is violence with deliberate and repetitive character. In terms of overall objective, conduct yourself will this article in order to obtain information about bullying in the school environment, more specifically will address: The Bullying conceptions; Investigate the causes and consequences can be seen in the behavior of students; To study the key players of Bullying in school. Thus, it is a qualitative methodological approach that will make the use of literature by various authors for the issue of deepening. It resulted contribute in the actions of professionals in the face of violence. Therefore, it is concluded that the school is a place of learning, where change is necessary, both in order to act as the thinking of people and students.

  8. Forensic aspects of sexual harassment.

    Science.gov (United States)

    Rosman, J P; McDonald, J J

    1999-03-01

    Sexual harassment law presents a complex set of issues not only for lawyers but also for psychiatrists in their roles both as evaluators and clinicians. Judge Reinhardt of the US Court of Appeals for the 9th Circuit, summed up these complexities: "We tend these days, far more than in earlier times, to find our friends, lovers, and even mates in the workplace. We ... often discover that our interests and values are closer to those of our colleagues or fellow employees than to those of people we meet in connection with other activities. In short, increased proximity breeds increased volitional sexual activity." On the other hand, he notes that Title VII "entitles individuals to a workplace that is free from the evil of sexual intimidation or repression. It is frequently difficult to reconcile the two competing values." He goes on to ask, "When does a healthy constructive interest in romance become sexual harassment? To what extent is pursuit of a co-worker proper but of a subordinate forbidden? Is wooing or courting a thing of the past? Must a suitor cease his attentions at the first sign of disinterest or resistance? Must there be an express agreement before the person seeking romance may even hold the hand of the subject of his affection? Is it now verboten to steal a kiss? In the workplace? Everywhere? Under all circumstances or only some? Has the art of romantic persuasion lost its charm? Questions relating to love and sex are among the most difficult for society to answer." The US Supreme Court has stressed the need for common sense in evaluating cases of sexual harassment. Perhaps psychiatrists can play a sobering role in developing answers to these questions.

  9. Strengthening Elementary School Bully Prevention with Bibliotherapy

    Science.gov (United States)

    Heath, Melissa Allen; Moulton, Emily; Dyches, Tina Taylor; Prater, Mary Anne; Brown, Alec

    2011-01-01

    The consequences of bullying are both widespread and severe. It disrupts learning, threatens school safety, and poses long-term emotional repercussions for bullies, victims, and bystanders. Although multiple strategies have targeted bullying, bullying must be understood within a social contextual framework beyond the bully-victim dyad. Davis and…

  10. Workplace bullying and sleep difficulties

    DEFF Research Database (Denmark)

    Hansen, Åse Marie; Hogh, Annie; Garde, Anne Helene

    2014-01-01

    PURPOSE: The aims of the present study were to investigate whether being subjected to bullying and witnessing bullying at the workplace was associated with concurrent sleep difficulties, whether frequently bullied/witnesses have more sleep difficulties than occasionally bullied....../witnesses, and whether there were associations between being subjected to bullying or witnessing bullying at the workplace and subsequent sleep difficulties. METHODS: A total of 3,382 respondents (67 % women and 33 % men) completed a baseline questionnaire about their psychosocial work environment and health....... The overall response rate was 46 %. At follow-up 2 years later, 1671 of those responded to a second questionnaire (49 % of the 3,382 respondents at baseline). Sleep difficulties were measured in terms of disturbed sleep, awakening problems, and poor quality of sleep. RESULTS: Bullied persons and witnesses...

  11. Ways of explaining sexual harassment: motivating, enabling and legitimizing processes

    OpenAIRE

    Diehl, Charlotte

    2014-01-01

    This dissertation aims to contribute to a comprehensive explanation of sexual harassment by the investigation of three social-psychological processes, which seem to crucially contribute to the etiology of sexual harassment: motivation to sexually harass (e.g., power or sexuality), enabling processes (e.g., through diverse situational cues), and legitimization of sexually harassing behavior (e.g., by applying myths about sexual harassment). By consolidating these three processes into one multi...

  12. Bullied at school, bullied at work: a prospective study.

    Science.gov (United States)

    Andersen, Lars Peter; Labriola, Merete; Andersen, Johan Hviid; Lund, Thomas; Hansen, Claus D

    2015-10-12

    The consequences of childhood bullying victimisation are serious. Much previous research on risk factors for being bullied has used a cross-sectional design, impeding the possibility to draw conclusions on causality, and has not considered simultaneous effects of multiple risk factors. Paying closer attention to multiple risk factors for being bullying can provide a basis for designing intervention programmes to prevent or reduce bullying among children and adolescents. Risk factors for bullying were examined by using questionnaire data collected in 2004 and 2007. In 2004, the participants were aged 14-15 years and 17-18 years in 2007. The baseline questionnaire was answered by 3054 individuals in 2004, and 2181 individuals participated in both rounds. We analysed risk factors for being bullied at the individual and societal level. Information on the social background of the participants was derived from a national register at Statistics Denmark. Several risk factors were identified. Being obese, low self-assessed position in school class, overprotective parents, low self-esteem, low sense of coherence and low socioeconomic status were risk factors for being bullied at school. Being overweight, smoking, low self-assessed position in class, low sense of coherence and low socioeconomic status were risk factors for being bullied at work. However, most associations between risk factors in 2004 and being bullied in 2007 disappeared after adjustment for being bullied in 2004. The strongest risk factor for being bullied was being previously bullied. Our results stress the importance of early prevention of bullying at schools. In addition, attention should be drawn to the role of overprotective parents.

  13. Data Management Plan: HarassMap

    Directory of Open Access Journals (Sweden)

    Reem Wael

    2017-07-01

    Full Text Available HarassMap is an Egyptian organisation that works to create an environment where sexual harassment is not tolerated, and where individuals and institutions take action against it. For the purpose of this project, the project team cleaned up, organised, and made openly available for the public to access and use through a web portal, three main types of data: Crowdsourced reports of sexual harassment incidents (reports on HarassMap’s online reporting and mapping system - CSV and XLS Field data from HarassMap’s research on sexual harassment using traditional qualitative and quantitative research methods - DOCX, PDF, SAV, MP3 Social media conversations (comment threads and messages related to sexual harassment on harassMap’s Facebook page - XLS The social media data was collected retrospectively from our Facebook page during the project period and covers the period 2010-2016. The crowdsourced data and the research data was cleaned and organised to make sure it is usable for the public but still kept in its raw format. During the collection and organisation period, we also made sure to clear out all personal identifiers from the data to ensure anonymity and confidentiality, and prepared descriptions of each dataset that will help the public understand how the data was collected and how it can and cannot be used. The data is stored online on a web portal that we built together with a web developer during the project period. On the web portal, the data is available for the public to view, search and download for research or other purposes. The data is also backed up on a hard drive and the cloud. The web portal and HarassMap open data will be advertised on our website, and the direct link shared with our contacts and others who approach us with interest in our data.

  14. [Sexual harassment of medical students during their period of work placement].

    Science.gov (United States)

    van den Muijsenbergh, M E T C; Lagro-Janssen, A L M

    2005-04-02

    To investigate the incidence, type and consequences of sexual harassment of medical students at the Radboud University in Nijmegen, the Netherlands, during their period of work placement, as well as the students' need for care thereafter. Questionnaire. During the period from 1 July to 31 December 2003, 5th and 6th year medical students were asked about their experiences with sexual harassment by means of a questionnaire. Sexual harassment was defined as unwelcome, sexually-coloured attention. Of the 183 questionnaires distributed, 113 (62%) were returned. 15 (20%) of the 75 female students and none of the 38 male students had experienced sexual harassment. The offenders included 9 patients and 6 doctors (54 men and 1 woman). In 7 of the 15 cases the harassment consisted of combinations of unwanted behaviour and unwanted sexually-coloured remarks. 9 of the 15 students had discussed their experiences with their peers, 7 with a supervisor and 3 with nobody. The most important reason to discuss it first in their peer group was that, despite the fact that the students were convinced that the offender's behaviour was unacceptable, they still doubted their own judgement. 5 students felt inhibited in their contacts with patients after the incident. 8 of the 15 offenders were not confronted with their behaviour. 6 of the 15 students were not satisfied with the way their case was handled. The problem of sexual harassment of medical students during their period of work placement should not be underestimated. It has a negative impact on the personal and professional conduct of future doctors. This subject should be part of the training of both medical students and their supervisors.

  15. Duration of Sexual Harassment and Generalized Harassment in the Workplace Over Ten Years: Effects on Deleterious Drinking Outcomes

    OpenAIRE

    McGinley, Meredith; Richman, Judith A.; Rospenda, Kathleen M.

    2011-01-01

    While harassment in the workplace has been linked to deleterious drinking outcomes, researchers have yet to examine the long-term effects of chronic workplace harassment. During a ten year longitudinal mail survey, university employees (N = 2265) were administered measures of sexual harassment, generalized workplace harassment, and problematic drinking. Using growth mixture modeling, two latent classes of workplace harassment emerged: infrequent and chronic. Demographic characteristics (gende...

  16. Self-reported proclivity to harass as a moderator of the effectiveness of sexual harassment-prevention training.

    Science.gov (United States)

    Robb, L A; Doverspike, D

    2001-02-01

    The interaction between the likelihood of males engaging in sexual harassment and the effectiveness of a 1-hr. sexual harassment-prevention training was explored in a laboratory study. An interaction of scores on the Likelihood to Sexually Harass Scale and training condition for 90 undergraduate men was found, such that sexual harassment-prevention training had a small negative effect on the attitudes of males with a high proclivity to harass.

  17. Two sides of the same coin: gender harassment and heterosexist harassment in LGBQ work lives.

    Science.gov (United States)

    Rabelo, Verónica Caridad; Cortina, Lilia M

    2014-08-01

    This project investigated the incidence, interplay, and impact of gender- and sexuality-based harassment, as experienced by lesbian, gay, bisexual, and queer (LGBQ) employees in higher education. Unlike much queer empirical research, participants in this study were residents of noncoastal regions of the U.S. that are predominantly White, rural, and conservative (i.e., "red states"). They completed surveys about their harassment experiences (gender harassment-sexist, gender harassment-policing, and heterosexist harassment), perceived support systems (from supervisors and organizations), and job attitudes (job burnout, job stress, and job satisfaction). Results showed that gender harassment-both sexist and policing subtypes-rarely occurred absent heterosexist harassment, and vice versa. Harassment severity (experiencing moderate to high levels of all three harassment types) was significantly associated with greater levels of job burnout (both disengagement and exhaustion) and job dissatisfaction. Even infrequent experiences of harassment related to large increases in the "threat" variety of job stress (i.e., sense of feeling hassled and overwhelmed on the job). Additionally, employees who perceived the lowest organizational support reported the most harassment. We interpret results in light of research on organizational behavior and LGBQ psychology. Moreover, we discuss our findings in the context of Title VII, currently interpreted to protect against harassment based on gender, sex, and sex stereotyping, but not sexual orientation. Our results can inform several possible avenues of expanding gay civil rights in employment: broadening judicial interpretations of Title VII, passing new legislation (e.g., the Employment Non-Discrimination Act, or ENDA), and strengthening organizational supports and policies that protect against sexuality-based abuses.

  18. [Cyber-bullying in adolescents: associated psychosocial problems and comparison with school bullying].

    Science.gov (United States)

    Kubiszewski, V; Fontaine, R; Huré, K; Rusch, E

    2013-04-01

    The aim of this study was to determine the prevalence of adolescents engaged in cyber-bullying and then to identify whether students involved in cyber- and school bullying present the same characteristics of internalizing problems (insomnia, perceived social disintegration, psychological distress) and externalizing problems (general aggressiveness, antisocial behavior). Semi-structured interviews were conducted with 738 adolescents from a high-school and a middle-school (mean age=14.8 ± 2.7). The Electronic Bullying Questionnaire and the Olweus Bully/Victim Questionnaire were used to identify profiles of cyber-bullying (cyber-victim, cyber-bully, cyber-bully/victim and cyber-neutral) and school bullying (victim, bully, bully/victim and neutral). Internalizing problems were investigated using the Athens Insomnia Scale, a Perceived Social Disintegration Scale and a Psychological Distress Scale. Externalizing problems were assessed using a General Aggressiveness Scale and an Antisocial Behavior Scale. Almost one student in four was involved in cyber-bullying (16.4% as cyber-victim, 4.9% as cyber-bully and 5.6% as cyber-bully/victim); 14% of our sample was engaged in school bullying as a victim, 7.2% as a bully and 2.8% as a bully/victim. The majority of adolescents involved in cyber-bullying were not involved in school bullying. With regard to the problems associated with school bullying, internalizing problems were more prevalent in victims and bully/victims, whereas externalizing problems were more common in bullies and bully/victims. A similar pattern was found in cyber-bullying where internalizing problems were characteristic of cyber-victims and cyber-bully/victims. Insomnia was elevated in the cyber-bully group which is specific to cyberbullying. General aggressiveness and antisocial behavior were more prevalent in cyber-bullies and cyber-bully/victims. Looking at the differences between types of bullying, victims of "school only" and "school and cyber

  19. School bullying from a sociocultural perspective

    OpenAIRE

    Maunder, Rachel E.; Crafter, Sarah

    2018-01-01

    School bullying is an important concern. Whilst there is growing knowledge about the nature, extent and effects of school bullying, areas of complexity in research findings remain. In this paper we develop our thinking on school bullying using a sociocultural theoretical framework. We review existing literature around three main themes: 1) The conceptualisation and interpretation of bullying; 2) The relational aspects of bullying 3) Bullying as part of someone's life trajectory. For each them...

  20. Adolescent Bullying and Sleep Difficulties

    Directory of Open Access Journals (Sweden)

    Simon C. Hunter

    2014-11-01

    Full Text Available This study evaluated whether adolescents who report having been bullied, being bullies, or report both being a bully and being bullied experience more sleep difficulties than children uninvolved in bullying. The study drew upon cognitive theories of insomnia, investigating whether the extent to which young people report worrying about bullying can moderate associations between victimization and sleep difficulties. Participants were 5420 adolescents who completed a self-report questionnaire. Pure Victims (OR = 1.72, 95% CI [1.07, 2.75], Pure Bullies (OR = 1.80, 95% CI [1.16, 2.81], and Bully-Victims (OR = 2.90, 95% CI [1.17, 4.92] were all more likely to experience sleep difficulties when compared to uninvolved young people. The extent to which young people reported worrying about being bullied did not moderate the links between victimization and sleep difficulties. In this way, bullying is clearly related to sleep difficulties among adolescents but the conceptual reach of the cognitive model of insomnia in this domain is questioned.

  1. Sexual Harassment and Sexual Harassment Policy in Jamaica: The Absence of a National Sexual Harassment Policy, and the Way Forward

    OpenAIRE

    R. Peters; P.A. Bourne

    2012-01-01

    Within the Caribbean only countries such as Belize, Bahamas and Guyana have legitimized legislation against sexual harassment. Countries such as Jamaica, Barbados and St. Kitts and Nevis have draft bills before parliament. In the Jamaican context, the country in September 1981 signed the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) which came into effect in 1984 which deals with the issue of sexual harassment under Articles 2 (Policy Measures and Legislat...

  2. Bullying Prevention for Kids

    Centers for Disease Control (CDC) Podcasts

    2012-01-19

    This podcast discusses what victims of bullying may experience and provides recommendations for coping with it.  Created: 1/19/2012 by National Center for Injury Prevention and Control (NCIPC).   Date Released: 1/19/2012.

  3. The Bully Roundup

    Centers for Disease Control (CDC) Podcasts

    2011-12-27

    In this podcast for kids, the Kidtastics talk about things you can do to deal with bullying.  Created: 12/27/2011 by National Center for Injury Prevention and Control, Division of Violence Prevention.   Date Released: 12/27/2011.

  4. Personal and organizational predictors of workplace sexual harassment of women by men.

    Science.gov (United States)

    Dekker, I; Barling, J

    1998-01-01

    The authors investigated the predictors of workplace sexual harassment in 278 male university faculty and staff (M age = 45 years). Workplace variables (perceptions of organizational sanctions against harassment and perceptions of a sexualized workplace) and personal variables (adversarial sexual beliefs, sexual harassment beliefs, perspective taking, and self-esteem) were studied as predictors of sexualized and gender harassment. Social desirability was controlled. Both organizational variables and beliefs about sexual harassment predicted gender harassment and sexualized harassment. Perspective taking, adversarial sexual beliefs, and sexual harassment beliefs moderated the effects of perceived organizational sanctions against harassment on sexualized harassment. Findings are discussed as they relate to organizational efforts to reduce or prevent sexual harassment.

  5. Outcomes of self-labeling sexual harassment.

    Science.gov (United States)

    Magley, V J; Hulin, C L; Fitzgerald, L F; DeNardo, M

    1999-06-01

    Research has consistently documented a discrepancy between experiencing offensive sex-related behaviors and labeling these situations as sexual harassment, leading to several attempts to understand this phenomenon. The authors propose that the issue of why it is that women who report such experiences generally do not indicate that they have been sexually harassed is an important psychological question, and may provide a path through the nested meanings of workplace harassment. The authors argue for the value of moving beyond a descriptive approach to this issue by examining the effects of self-labeling on the psychological, health, and work-related outcomes of unwelcome, sex-related experiences. They present data from female employees working in 3 separate organizations, demonstrating that women exposed to such behaviors report very similar consequences, whether they label their experiences as harassment or not.

  6. Preventing Sexual Harassment: A Proactive Approach.

    Science.gov (United States)

    Licata, Betty Jo; Popovich, Paula M.

    1987-01-01

    Presents a prototype training program using role theory as a framework for understanding sexual harassment in the workplace. Describes four phases of the program for employees, supervisors, and managers. (CH)

  7. Moral: Don't Ignore Harassment.

    Science.gov (United States)

    Sendor, Benjamin

    1996-01-01

    Last year, the U.S. Court of Appeals for the 11th Circuit ruled in "Davis" that a student can sue for damages if school officials know a student is being sexually harassed but fail to intervene. (MLF)

  8. Workplace sexual harassment and depressive symptoms

    DEFF Research Database (Denmark)

    Friborg, Maria K.; Hansen, Jørgen V.; Aldrich, Per T.

    2017-01-01

    Background: Previous research has reported that sexual harassment can lead to reduced mental health. Few studies have focused on sexual harassment conducted by clients or customers, which might occur in person-related occupations such as eldercare work, social work or customer service work...... workplace initiatives modified the association between sexual harassment by clients or customers and level of depressive symptoms. Methods: We used data from the Work Environment and Health in Denmark cohort study (WEHD) and the Work Environment Activities in Danish Workplaces Study (WEADW) collected...... employees and supervisors in 1041 organizations within 5 occupations. Data were analyzed using multilevel regression and analyses adjusted for gender, age, occupation and socioeconomic position. Results: Exposure to workplace sexual harassment from clients or customers was statistically significantly...

  9. 25 CFR 700.561 - Sexual harassment.

    Science.gov (United States)

    2010-04-01

    ... promotion, training, salary increases, rewards, etc., are based on an employee's submission to or rejection... productivity is also engaging in sexual harassment. (d) It is the policy of the Relocation Commission that...

  10. Depresi Pada Remaja Korban Bullying

    Directory of Open Access Journals (Sweden)

    Aprilia Ramadhani

    2014-08-01

    Full Text Available Tujuan penelitian ini untuk menemukan hubungan antara mengalami bullying dengan depresi pada remaja. Hipotesis penelitian adalah ada korelasi positif antara mengalami bullying dengan depresi pada remaja. Subjek penelitian ini adalah 146 siswa SMA. Data dianalisis dengan korelasi product moment. Hasil analisis menemukan terdapat hubungan positif antara mengalami bullying dengan depresi pada remaja, dengan r = 0.218 (p 0,05. Hasil penelitian menemukan tidak terdapat perbedaan frekuensi bullying yang dialami subjek laki-laki dan perempuan dengan t=1,759 (p>0,05. Hasil menemukan perbedaan frekuensi bullying jenis fisik yang dialami oleh subjek laki-laki dan perempuan dengan t = 2,167 (p<0,05. Laki-laki lebih banyak mengalami bullying dibandingkan perempuan.

  11. [Concept analysis of workplace bullying].

    Science.gov (United States)

    Ma, Shu-Ching; Wang, Hsiu-Hung; Chen, Jih-Yuan

    2011-08-01

    Workplace bullying is a complicated and imprecise concept. Research findings have highlighted it as an important issue in the nursing environment worldwide. Workplace bullying arises due to malfunctions in workplace organizational and cultural related antecedents and manifests in various forms. Many studies have reported that nurses experiencing workplace bullying face increased levels of physical, psychological and social distress, may adopt suicidal thoughts and negativity towards the nursing profession, and may even abandon the nursing profession completely. Although a large number of papers have discussed the antecedents, forms and interventions related to workplace bullying, there has yet been no systematic concept analysis of workplace bullying. This paper applied Walker and Avant's concept analysis process to verify concept definitions, identify defining attributes, antecedents, and consequences, and provide examples of model, borderline, and contrary cases. Findings can help nursing administrators understand and clarify the meaning of workplace bullying in order to take appropriate measures to improve the working environment for nursing professionals.

  12. Sexual Harassment at Work: A European Experience

    OpenAIRE

    Artan Çela

    2015-01-01

    Unwelcome sexual advances, proposition or pressure for sexual activity, offensive flirtations, leering, whistling, making sexually suggestive gestures, sexual jokes, unwanted sexual looks, unwanted letters, telephone call, or materials of a sexual nature, unwanted physical contact, actual or attempting rape or sexual assault, this and more of this conduct if took place in the workplace would amount to a sexual harassment. The sexual harassment at work has become a serious issue of our time. I...

  13. Sexual harassment of students - survey results

    Directory of Open Access Journals (Sweden)

    Dimitrijević Aleksandra

    2017-01-01

    Full Text Available This paper aims to present results of the survey on sexual harassment of students of the Faculty of Special Education and Rehabilitation, University of Belgrade. It starts with presenting and discussing different definitions of the term ‘sexual harassment’. Afterwards, a brief overview of available surveys on this subject is provided. Results of the surveys completed so far show that this kind of students’ victimization in educational institutions is frequent in all parts of the world, regardless of the economic, ethnic and religious grounds. The aim of the survey conducted at the Faculty of Special Education and Rehabilitation (FASPER was to identify the prevalence and characteristics of sexual harassment among undergraduate students, as well as possible forms of assistance and support to students who experience sexual harassment. A survey was conducted by the students of FASPER during April and May 2014 on a sample of 147 students of all four years of undergraduate studies. For data collection a victimization survey was used. The survey results suggested that sexual harassment of students of FASPER is prevalent, while it only manifests itself in a form of verbal harassment with a sexual connotation. Female students are more exposed to harassment than male students, but we need to interpret this finding with a caution due to the fact that a sample was mostly consisted of female respondents. According to the students’ opinion, possible solutions for preventing and eliminating sexual harassment of students of FASPER are education of students and employees, adoption of rules for protection of students from this kind of victimization and establishment of support service for students who experience victimization by sexual harassment.

  14. Determinants of harassment in online multiplayer games

    OpenAIRE

    De Letter, Jolien; van Rooij, Tony; Van Looy, Jan

    2017-01-01

    Objective. Online multiplayer games allow large numbers of participants to play simultaneously online. Unfortunately, this has also given rise to new forms of harassment and abuse. The current study used the criminological framework of Routine Activity Theory to identify possible circumstantial and individual risk factors that predict both general and sexual harassment victimization in this online context. Method. An online survey of online multiplayer gamers (N = 883) was conducted. Meas...

  15. Penalties for Peer Sexual Harassment in an Academic Context: The Influence of Harasser Gender, Participant Gender, Severity of Harassment, and the Presence of Bystanders.

    Science.gov (United States)

    Cummings, Kimberly M.; Armenta, Madeline

    2002-01-01

    Examined the impact of harasser gender, participant gender, and presence of bystanders on perceptions of penalty appropriateness for peer sexual harassment in college. Students responded to descriptions of potential sexual harassment between one college student and another and described the appropriate penalty. Participants were more likely to…

  16. School bullying - A comparative approach -

    OpenAIRE

    Kosevaliska, Olga; Buzarovska - Lazetik, Gordana; Nanev, Lazar

    2014-01-01

    The modest purpose of this paper is to elaborate the phenomenon of school bullying and to try to give an answer to questions that remain open over time because of the seriousness of this issue. A child is being bullied when he or she is exposed repeatedly over time to aggressive behavior that intentionally inflicts injury or discomfort through physical contact, verbal attacks, fighting or psychological manipulation. Besides finding the proper definition of bullying, we’ll give a comparative a...

  17. Sexual Harassment in the Education Sector

    Directory of Open Access Journals (Sweden)

    D Smit

    2011-10-01

    Full Text Available Education should safely shape the minds and attitudes of young adults and children, especially with the in loco parentis principle in mind. Young adults who have experienced sexual harassment in the very environment that should have protected them as learners suffer greatly from social problems and from emotional and academic strain. Victims often become future harassers themselves. Sexual harassment should be eradicated from the education sector in toto to ensure a safe learning environment. High incidences of harassment have been found among college students in America, while a very small percentage of such transgressions have been reported. Similar statistics in South African universities are not available, the problem is therefore managed in a void. The position in schools is more alarming. In South Africa it has been found that 30 per cent of girls are raped at school and that male learners and educators are the main culprits. Not only is the magnitude of this problem gravely underestimated, but the effect of sexual harassment on learners has also not been managed properly. The authors argue that the focus is on avoiding legal responsibility and accountability, rather than on being proactive. The historic invisibility of sexual harassment in education can be attributed to the wrongful silencing thereof.

  18. ADVANCES IN THE STUDY OF BULLYING AT WORK

    Directory of Open Access Journals (Sweden)

    Mariano García-Izquierdo

    2014-05-01

    Full Text Available In the last two decades, mobbing has been one of the topics of research in work and organizational psychology. Since its inception in 2001, the Service of Ergonomics and Applied Psychosociology (Serpa at the University of Murcia has been working on this problem, which has a leading role and impact in work and social fields. This text is an overview of the most interesting findings by this research group and their comparison with other results that appear in the scientific literature. We begin with questions on the delimitation of the concept, forms of quantification, the prevalence and the source of bullying behaviors. Subsequently we review the determinants and consequences, and we refer to a personal resource, self-efficacy, which may moderate the effects of harassment on health behaviors. Finally, we discuss the main forms of intervention and note some considerations with a view to adequate prevention.

  19. Bullying, Genealogy of the Concept

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2017-01-01

    Bullying is a serious problem among children in schools and institutions. However, it is only relatively recently that bullying has emerged as a field of research, although the phenomenon itself has likely existed in various forms among children for as long as mankind has walked the earth. The ge....... The genealogy of bullying as a concept has taken the understanding of bullying in different directions with a varying emphasis on either the roles played by individuals (victims and perpetrators) or on social and relational aspects....

  20. Educators' understanding of workplace bullying

    Directory of Open Access Journals (Sweden)

    Corene de Wet

    2014-01-01

    Full Text Available This article looks at educators' understanding of workplace bullying through the lens o a two-dimensional model of bullying. Educators, who were furthering their studies at the University of the Free State, were invited to take part in a study on different types of bullying. Deductive, directed content analysis was used to analyse 59 participants' descriptions of workplace bullying. The study found that the theoretical model provided a valuable framework for studying bullying in this context. The analysis of the educators' descriptions provided the following insights about the relational and organisational foundations of workplace bullying: (1 The relational powerless victims are subjected to public humiliation, disregard, isolation and discrimination. The bullying of educators results in escalating apathy and disempowerment, to the detriment of their professional and private wellbeing. (2 Bullying is likely to occur in schools where organisational chaos reigns. Such schools are characterised by incompetent, unprincipled, abusive leadership, lack of accountability, fairness and transparency. (3 There is interplay between relational powerlessness and organisational chaos, i.e. the absence of principled leadership, accountability and transparency gives rise to workplace bullying.

  1. Parent Retrospective Recollections of Bullying and Current Views, Concerns, and Strategies to Cope with Children's Bullying

    Science.gov (United States)

    Cooper, Leigh A.; Nickerson, Amanda B.

    2013-01-01

    In this study, parent history of bullying was examined in terms of general involvement with bullying, specific types of bullying experienced, level of hurtfulness associated with the experience, and when bullying occurred. Parent current views, levels of concern, and strategies used to cope with bullying were also evaluated. Finally, the…

  2. Making a Difference for the Bullied: Teachers' Responsibilities for Responding to Bullying

    Science.gov (United States)

    McCarra, Janet F.; Forrester, Jeanne

    2013-01-01

    Bullying continues to be a challenging issue for classroom teachers. The authors provide seven recommendations to prevent bullying and for intervention if bullying occurs: (a) know the forms of bullying and recognize the effects forms of bullying and recognize the effects, (b) promote a positive classroom environment, (c) teach a variety of…

  3. Motivations behind "Bullies Then Offenders" versus "Pure Bullies": Further Suggestions for Anti-Bully Education and Practice

    Science.gov (United States)

    Johnston, Pattie; Tankersley, Merrie; Joenson, Trevor; Hupp, Mikey; Buckley, Jennifer; Redmond-McGowan, Margaret; Zanzinger, Allison; Poirier, Alex; Walsh, Abigail

    2014-01-01

    Cyber-bullying has become increasingly problematic in academic settings including universities and colleges. The bullying literature has been expanding investigation of the bully behaviors and has identified four bully types to include pure offender, pure victim, offender and victim, neither-offender-nor-victim. The majority of research has…

  4. Legal Regulation for Risk in the Work Environment and Bullying at work

    OpenAIRE

    大和田, 敢太

    2009-01-01

    In Belgium, protection for workers from bullying, violence and moral or sexual harassment at work is regulated by the law of June 16, 2007 in the more general framework of prevention of the psychosocial load caused by work. At the same time, it is treated from the point of view of a risk in the work environment. With regard to definitions, violence at work is defined as all situations in which a person is threatened or attacked psychologically or hysically during performance of their duties. ...

  5. Duration of Sexual Harassment and Generalized Harassment in the Workplace Over Ten Years: Effects on Deleterious Drinking Outcomes

    Science.gov (United States)

    McGinley, Meredith; Richman, Judith A.; Rospenda, Kathleen M.

    2012-01-01

    While harassment in the workplace has been linked to deleterious drinking outcomes, researchers have yet to examine the long-term effects of chronic workplace harassment. During a ten year longitudinal mail survey, university employees (N = 2265) were administered measures of sexual harassment, generalized workplace harassment, and problematic drinking. Using growth mixture modeling, two latent classes of workplace harassment emerged: infrequent and chronic. Demographic characteristics (gender, age, and race) predicted the shape of the trajectories and likelihood of class membership. As hypothesized, membership in the chronic harassment classes was linked to future problematic drinking, even after controlling for previous drinking. PMID:21745045

  6. Duration of sexual harassment and generalized harassment in the workplace over ten years: effects on deleterious drinking outcomes.

    Science.gov (United States)

    McGinley, Meredith; Richman, Judith A; Rospenda, Kathleen M

    2011-01-01

    Although harassment in the workplace has been linked to deleterious drinking outcomes, researchers have yet to examine the long-term effects of chronic workplace harassment. During a 10-year longitudinal mail survey, university employees (N = 2,265) were administered measures of sexual harassment, generalized workplace harassment, and problematic drinking. Using growth mixture modeling, two latent classes of workplace harassment emerged: infrequent and chronic. Demographic characteristics (gender, age, and race) predicted the shape of the trajectories and likelihood of class membership. As hypothesized, membership in the chronic harassment classes was linked to future problematic drinking, even after controlling for previous drinking.

  7. THE BULLYING, THE CONVENTION ON THE RIGHTS OF THE CHILD AND THE SCHOOL MEDIATION IN ARGENTINA

    Directory of Open Access Journals (Sweden)

    Romina Paola Capomasi

    2014-05-01

    Full Text Available Bullying is an hostile conduct or persecution, physical or psychological, carried out by one or several children to the detriment of another. The reasons why a child is chosen as permanent attacks are multiple and depend on each school context. The consequences of this are many:  can have problems of integration, can suffer injuries or more serious consequences. Therefore, against the growing aggressiveness among students to question the effectiveness of the guidelines for living together arises the question and need to implement alternative mechanisms for resolution of conflicts which promote habits of peaceful coexistence and contribute to prevent violence in schools, creating spaces pacific of listening dialogue and mutual respect to students who are victims of Bullying are encouraged to ask for help and avoid further damage. This tool also helps stakeholders in the educational community to detect situations of harassment or abuse.

  8. Bullying by Definition: An Examination of Definitional Components of Bullying

    Science.gov (United States)

    Goldsmid, Susan; Howie, Pauline

    2014-01-01

    Lack of definitional consensus remains an important unresolved issue within bullying research. This study examined the ability of definitional variables to predict overall level of victimisation (distress, power inequity, and provocation as predictors) and bullying (intention to harm, power inequity, and provocation as predictors) in 246…

  9. Bullying the Meek: A Conceptualisation of Vietnamese School Bullying

    Science.gov (United States)

    Horton, Paul; Kvist Lindholm, Sofia; Nguyen, Thu Hang

    2015-01-01

    Drawing on ethnographic research conducted at three lower secondary schools in the northern Vietnamese cities of Hanoi and Haiphong, this article provides a contextually nuanced conceptualisation of Vietnamese school bullying. In doing so, the article not only addresses the lack of knowledge about Vietnamese school bullying, but also poses a…

  10. The thrill of bullying

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2018-01-01

    effects in school groups saturated with bullying practices. Ridicule appears to be widespread, very much feared, and not amenable to adult interventions. With this article I look into the many and frequently subtle ways humour intertwines itself in relational practices among children, with a particular...... view towards children in groups plagued by bullying and social tension. I focus on the entanglement of humour in the complex manoeuvrings that characterise children’s worlds, and the subtle mechanisms involved in the self-regulation of their communities in and outside schools. The analyses, concepts......, and theory that I develop are grounded in the qualitative data such as interviews with children and extensive observation in schools and in after school care....

  11. Attempted suicide, psychological health and exposure to harassment among Japanese homosexual, bisexual or other men questioning their sexual orientation recruited via the internet.

    Science.gov (United States)

    Hidaka, Y; Operario, D

    2006-11-01

    To investigate the rates of attempted suicide and its association with psychological distress, experiences of bullying and verbal harassment, and demographic characteristics among Japanese homosexual, bisexual or other men questioning their sexual orientation. A cross-sectional design using Japanese participants recruited through the internet. Of the 1025 respondents, 154 (15%) of the men reported a history of attempted suicide, 716 (70%) showed high levels of anxiety and 133 (13%) showed high levels of depression. 851 (83%) experienced school bullying and 615 (60%) were verbally harassed because of being perceived by others as homosexual. Independent correlates of attempted suicide were psychological distress, history of being verbally harassed, history of sex with a woman, history of meeting a male through the internet, disclosing sexual orientation to six or more friends and not having a university degree. Mental health services and prevention programmes are needed to deal with the psychological consequences of social stigma for Japanese men who are homosexual, bisexual or questioning their sexual orientation.

  12. Attempted suicide, psychological health and exposure to harassment among Japanese homosexual, bisexual or other men questioning their sexual orientation recruited via the internet

    Science.gov (United States)

    Hidaka, Y; Operario, D

    2006-01-01

    Objective To investigate the rates of attempted suicide and its association with psychological distress, experiences of bullying and verbal harassment, and demographic characteristics among Japanese homosexual, bisexual or other men questioning their sexual orientation. Design A cross‐sectional design using Japanese participants recruited through the internet. Results Of the 1025 respondents, 154 (15%) of the men reported a history of attempted suicide, 716 (70%) showed high levels of anxiety and 133 (13%) showed high levels of depression. 851 (83%) experienced school bullying and 615 (60%) were verbally harassed because of being perceived by others as homosexual. Independent correlates of attempted suicide were psychological distress, history of being verbally harassed, history of sex with a woman, history of meeting a male through the internet, disclosing sexual orientation to six or more friends and not having a university degree. Conclusions Mental health services and prevention programmes are needed to deal with the psychological consequences of social stigma for Japanese men who are homosexual, bisexual or questioning their sexual orientation. PMID:17053285

  13. Bullying among Young Children: Strategies for Prevention

    Science.gov (United States)

    Levine, Emily; Tamburrino, Melissa

    2014-01-01

    Bullying is an increasing problem within childcare facilities, preschool programs, and public schools. As a result, many districts are instituting anti-bullying intervention programs. This article defines bullying and explains the direct and indirect forms it can take. First, it examines research on bullying during the beginning years of school.…

  14. Victimising of School Bullying: A Grounded Theory

    Science.gov (United States)

    Thornberg, Robert; Halldin, Karolina; Bolmsjo, Natalie; Petersson, Annelie

    2013-01-01

    The aim of this study was to investigate how individuals;who had been victims of school bullying; perceived their bullying experiences and how these had affected them; and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals, who all had prior experiences of being bullied in school for more than one year,…

  15. Rethinking School Bullying: Towards an Integrated Model

    Science.gov (United States)

    Dixon, Roz; Smith, Peter K.

    2011-01-01

    What would make anti-bullying initiatives more successful? This book offers a new approach to the problem of school bullying. The question of what constitutes a useful theory of bullying is considered and suggestions are made as to how priorities for future research might be identified. The integrated, systemic model of school bullying introduced…

  16. Bystanders Are the Key to Stopping Bullying

    Science.gov (United States)

    Padgett, Sharon; Notar, Charles E.

    2013-01-01

    Bullying is the dominance over another. Bullying occurs when there is an audience. Peer bystanders provide an audience 85% of instances of bullying. If you remove the audience bullying should stop. The article is a review of literature (2002-2013) on the role of bystanders; importance of bystanders; why bystanders behave as they do; resources to…

  17. Bullying Among Youth with Autism Spectrum Disorders

    NARCIS (Netherlands)

    Schrooten, I.; Scholte, Ron H. J.; Didden, Robert

    2017-01-01

    Students with disabilities and/or autism spectrum disorders (ASD) are particularly vulnerable to be involved in bullying compared to their peers without ASD. Studies have found that students with ASD are at higher risk to be involved in bullying as a bully (i.e., perpetrator of bullying), a victim

  18. Harassment and Mental Distress Among Adolescent Female Students by Sexual Identity and BMI or Perceived Weight Status.

    Science.gov (United States)

    Johns, Michelle Marie; Lowry, Richard; Demissie, Zewditu; Robin, Leah

    2017-08-01

    Sexual minority girls (lesbian/bisexual) and girls with overweight/obesity experience high rates of discrimination and mental distress. This study explored whether BMI or perceived weight status might compound sexual minority girls' risk for harassment and mental distress. Data on female students from the national 2015 Youth Risk Behavior Survey (n = 7,006) were analyzed. Logistic regression was used to examine differences in bullying, harassment, and mental distress across sexual identity/BMI groups: heterosexual/normal-weight, heterosexual/overweight, sexual minority/normal-weight, and sexual minority/overweight. Procedures were repeated with four analogous groups created from sexual identity and perceived weight. Across sexual identity/BMI groups, being overweight increased heterosexual females' odds of being bullied or experiencing suicidal thoughts and behaviors. Regardless of weight status, sexual minority females had greater odds for each outcome than heterosexual females. Sexual minority females who perceived themselves as overweight had greater odds of suicidality than all other sexual minority/perceived weight groups. Double jeopardy may exist for sexual minority female students who perceive themselves as overweight. Professional development with school staff on how to create a positive climate for sexual minorities and those with overweight/obesity and addressing positive identity and body image within school-based suicide prevention efforts may be important to the well-being of adolescent girls. © 2017 The Obesity Society.

  19. Influences of peers, teachers, and climate on students' willingness to intervene when witnessing anti-transgender harassment.

    Science.gov (United States)

    Wernick, Laura J; Kulick, Alex; Inglehart, M H

    2014-08-01

    Transgender young people are at increased risk for bullying, harassment, and negative mental health and academic outcomes compared to the general population as well as compared to other members of lesbian, gay, bisexual, transgender, queer, questioning, and similarly identified (LGBTQQ) communities. To inform interventions to support transgender students, the present study investigates students' willingness to intervene when witnessing anti-transgender harassment, using data collected from a participatory action research project investigating school climate. Multi-step linear regression was used to test the impacts of hearing transphobic language and witnessing teachers and others students intervene, while controlling for demographics and school. Hostile climate negatively predicted intervention intentions while witnessing peer intervention positively predicted likelihood to intervene. Witnessing teacher intervention did not significantly predict the outcome. These findings suggest that youth-led interventions in peer networks might be effective in diminishing transphobic bullying and supporting the healthy development of transgender young people. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  20. Sexual harassment of female chiropractors by their patients: a pilot survey of faculty at the Canadian Memorial Chiropractic College

    Science.gov (United States)

    Gleberzon, Brian; Statz, Rachel; Pym, Matthew

    2015-01-01

    Background: The purpose of this study was to survey a group of female chiropractors and inquire as to whether or not they had been sexually harassed by their patients. Methods: An online questionnaire was emailed via Survey Monkey to 47 female faculty members at the Canadian Memorial Chiropractic College (CMCC). Respondents were asked if they had been sexual harassed and, if so, the characteristics of the incident(s), their response to it, how serious they perceived the problem to be and whether or not they felt prepared to deal with it. Results: Nineteen of 47 questionnaires were completed and returned. Of these 19, eight respondents reported being sexually harassed by a patient (all male), most commonly within the first 5 years of practice and most commonly involving a ‘new’ patient. It was rarely anticipated. The nature of the harassment varied and respondents often ignored the incident. Most respondents perceive this to be a problem facing female chiropractors. Discussion: Although this is the first survey of its kind, this is a significant problem facing other healthcare professionals. Conclusions: Among this group of respondents, sexual harassment by patients was a common occurrence. More training on how to handle it, during either a student’s chiropractic education or offered as a continuing education program, may be warranted. PMID:26136603

  1. Sexism, Sexual Harassment and Sexual Assault: Toward Conceptual Clarity

    National Research Council Canada - National Science Library

    Harris, Richard

    2007-01-01

    ... them. Data are from the 2004 Workplace and Gender Relations Survey of Reserve Components (WGRR), which was designed both to estimate the level of sexual harassment and provide information on a variety of consequences of harassment...

  2. Unwelcome, Unwanted and Increasingly Illegal: Sexual Harassment in the Workplace.

    Science.gov (United States)

    World of Work, 1997

    1997-01-01

    A discussion of judicial and arbitral trends regarding sexual harassment addresses what constitutes harassment, outlines legislative action and judicial decisions, and identifies recent trends that show the evolution of social responses to it. (JOW)

  3. Sexism and Sexual Harassment in Tertiary Institutions | Akpotor ...

    African Journals Online (AJOL)

    Gender and Behaviour ... Sexual harassment is a recurring decimal in tertiary institutions. The paper therefore investigates the effects of sexual harassment on the academic performance of female students, using Delta State University, Abraka, ...

  4. 7. Knowledge and Perception of Sexual Harassment in an Institution ...

    African Journals Online (AJOL)

    Esem

    data records from 1996 to 2006 on issues to do with sexual harassment from ... and protect the potential victim ... college women have been sexually harassed. There are .... environment which the University should provide for. , students to ...

  5. Appearance-related bullying and skin disorders.

    Science.gov (United States)

    Magin, Parker

    2013-01-01

    Bullying encompasses verbal aggression, physical aggression, and social exclusion. It involves "harm-doing" that is carried out repeatedly, over time, and within a relationship, involving a power imbalance between the bully and the bullied. Being bullied may have considerable adverse sequelae, including psychologic or psychiatric harm. Much bullying is appearance-related, and it would be surprising if some individuals with skin disease were not bullied given the high visibility of skin diseases. The limited evidence available does suggest that individuals with skin disease, particularly those with acne, psoriasis, and atopic dermatitis, are often bullied, which can adversely affect them psychologically. Copyright © 2013 Elsevier Inc. All rights reserved.

  6. An Exploration of Effects of Bullying Victimization From a Complete Mental Health Perspective

    Directory of Open Access Journals (Sweden)

    Aileen Fullchange

    2016-01-01

    Full Text Available This study explored the effects of being bullied from a dual-factor lens, specifically examining the relation between victimization and constructs that contribute to social-emotional well-being. Prior to carrying out the main analyses, the factor structure of self-report items related to experiencing bullying and harassment from the California Healthy Kids Survey, which was administered to more than 14,000 high school students, was examined to establish that these items represent an overall factor: students’ experience of victimization. This factor was then used as an independent variable in a series of planned comparisons with a dependent variable represented by constructs addressed by the Social Emotional Health Survey–Secondary: belief-in-self, emotional competence, belief-in-others, and engaged living. With increased frequency of victimization, suicidality increased and belief-in-others decreased. For other constructs, belief-in-self, engaged living, and depression, there were significant differences found between individuals who had experienced frequencies of bullying as low as less than once a month and those who did not experience bullying at all but no further detrimental impacts were seen with even higher frequencies of victimization, indicating that being victimized at all is significantly worse than not being victimized for these variables. Implications and future directions for research are explored.

  7. Latina Teen Suicide and Bullying

    Science.gov (United States)

    Romero, Andrea J.; Wiggs, Christine Bracamonte; Valencia, Celina; Bauman, Sheri

    2013-01-01

    Latina adolescents experience depression and suicidal ideations in a disproportionate manner compared to their non-Latina counterparts. We investigate suicide and depressive symptoms among a state-wide sample (N = 650) of adolescent Latina girls with a focus on bullying as a predictor. Bullying rates are higher than previous studies have found for…

  8. Students' perspectives on cyber bullying.

    Science.gov (United States)

    Agatston, Patricia W; Kowalski, Robin; Limber, Susan

    2007-12-01

    The aim of this study was to gain a better understanding of the impact of cyber bullying on students and the possible need for prevention messages targeting students, educators, and parents. A total of 148 middle and high school students were interviewed during focus groups held at two middle and two high schools in a public school district. The focus groups were approximately 45 minutes in length. Students were divided by gender and asked a series of scripted questions by a same-gender student assistance counselor. We found that students' comments during the focus groups suggest that students-particularly females-view cyber bullying as a problem, but one rarely discussed at school, and that students do not see the school district personnel as helpful resources when dealing with cyber bullying. Students are currently experiencing the majority of cyber bullying instances outside of the school day; however there is some impact at school. Students were able to suggest some basic strategies for dealing with cyber bullying, but were less likely to be aware of strategies to request the removal of objectionable websites, as well as how to respond as a helpful bystander when witnessing cruel online behavior. We conclude that school districts should address cyber bullying through a combination of policies and information that are shared with students and parents. Schools should include cyber bullying as part of their bullying prevention strategies and include classroom lessons that address reporting and bystander behavior.

  9. Cyber Bullying and Academic Performance

    Science.gov (United States)

    Faryadi, Qais

    2011-01-01

    This research investigates the emotional and physiological effects of cyber bullying on the university students. The primary objective of this investigation is to identify the victims of cyber bullying and critically analyze their emotional state and frame of mind in order to provide them with a workable and feasible intervention in fighting cyber…

  10. Moral Disengagement Processes in Bullying

    Science.gov (United States)

    Hymel, Shelley; Bonanno, Rina A.

    2014-01-01

    Bullying is the most common form of interpersonal violence facing youth in schools, and recent school-based intervention efforts have shown only limited success in reducing such behavior. Accordingly, this article considers the utility of Albert Bandura's theory of moral disengagement in understanding bullying behavior among children and…

  11. Bullying Prevention and Social Justice

    Science.gov (United States)

    Polanin, Megan; Vera, Elizabeth

    2013-01-01

    School bullying exists as a societal epidemic that affects millions of school-aged students (Espelage & Holt, 2012). Youths involved in bullying--whether perpetrating, witnessing, or being victimized--face inequitable access to school-based resources and opportunities aimed at academic growth and empowerment. This article conceptualizes school…

  12. Bullying Prevention for the Public

    Centers for Disease Control (CDC) Podcasts

    This is the first podcast of a series to discuss the severity of bullying and provide resources for prevention efforts. CDC shares the most recent statistics and trends, provides valuable tips to implement in communities, and teaches individuals how to take action against bullying.

  13. [Workplace bullying and sickness absenteeism].

    Science.gov (United States)

    Campanini, Paolo; Conway, Paul Maurice; Neri, Luca; Punzi, Silvia; Camerino, Donatella; Costa, Giovanni

    2013-01-01

    To assess the relationship between workplace bullying and sickness absenteeism in a large sample of Italian workers. A cross-sectional study conducted by means of questionnaires. In all, 8,992 subjects filled in a questionnaire to detect workplace bullying, the presence of work stress factors and days of sickness absence in the last year. Workplace bullying and psychosocial stressor were measured by the means of the CDL 2.0 questionnaire. Days of sickness absence reported by the subjects. On average, days of sickness absence were 7.4, and 7.2% of the respondents were defined as bullied. Results from logistic regression analyses showed that a workplace bullying was associated with more days of sickness absence after controlling for gender, age, professional qualification, company sector and juridical nature and other psychosocial factors (men: OR =1.62; women: OR =2.15). The present study confirms that workers exposed to a workplace bullying reported higher sickness absenteeism as compared with non-exposed subjects, also when a potentially highly stressful work environment is considered. The results of the present study support that workplace bullying may be viewed as an extreme stressful condition. Interventions to avoid workplace bullying not only favoure workers' health, but also avoid the company costs associated with workers' sickness absenteeism.

  14. Tourette Syndrome: Help Stop Bullying

    Science.gov (United States)

    ... work on Tourette Syndrome Tourette Association information on bullying What it’s like to have Tourette – Mary tells her story What children wish people knew about Tourette Syndrome CDC Children’s Mental Health StopBullying.gov Features Media Sign up for Features ...

  15. Who Cares about the Bullies?

    Science.gov (United States)

    Cowie, Helen; Colliety, Pat

    2016-01-01

    Children who bully have learned to use their power and aggression to control others, a mode that is not conducive to healthy relationships either in the present or in their future lives. Furthermore, there is evidence that children who bully are also likely to have mental health problems that persist into adult life. There are also wide social and…

  16. The Perception and Construction of Sexual Harassment by University Students

    OpenAIRE

    Vohlídalová, M. (Marta)

    2011-01-01

    The paper focuses on perceptions and constructions of sexual harassment by students and the gap between students’ individual definitions and expert definitions of sexual harassment. The paper centres on two main research questions: i) how do students perceive sexual harassment and ii) what are the factors and dimensions that contribute to particular behaviour being labelled as sexual harassment? The study is based on qualitative in-depth interviews with students.

  17. The management of sexual harassment in the workplace / Lucy Jardim

    OpenAIRE

    Jardim, Lucia Rodrigues

    2004-01-01

    This study aims to determine how sexual harassment can effectively be managed in the workplace in accordance with sexual harassment policies and procedures. The literature review takes an in depth view into: local and international codes with reference to the differences and similarities between the codes; the processes and procedures managers should follow when faced with sexual harassment grievances; the legal alternatives available to victims of sexual harassment. The empirical research wa...

  18. Consequences of sexual harassment in sport for female athletes

    OpenAIRE

    Fasting, K; Brackenridge, CH; Walseth, K

    2002-01-01

    Sexual harassment research was first undertaken in the workplace and educational settings. Research on sexual harassment in sport is scarce but has grown steadily since the mid-1980s. Even so, very little is known about the causes and/or characteristics and/or consequences of sexual harassment in sport settings. This article reports on the findings from interviews with 25 elite female athletes in Norway who indicated in a prior survey (N =572) that they had experienced sexual harassment from ...

  19. Harassment in workplace among school teachers: development of a survey

    OpenAIRE

    Russo, Andrea; Milić, Ranko; Knežević, Bojana; Mulić, Rosanda; Mustajbegović, Jadranka

    2008-01-01

    Aim To develop a questionnaire on harassment in the workplace among teachers at primary and secondary schools. Methods We analyzed the existing questionnaires on harassment in the workplace and developed a new one was to specifically address harassment of teachers in the public education sector. The questionnaire was then experimentally applied to a sample of 764 primary and secondary school teachers in Split Dalmatia County, Croatia. It included three scales –exposure to harassment,...

  20. International Olympic Committee consensus statement: harassment and abuse (non-accidental violence) in sport.

    Science.gov (United States)

    Mountjoy, Margo; Brackenridge, Celia; Arrington, Malia; Blauwet, Cheri; Carska-Sheppard, Andrea; Fasting, Kari; Kirby, Sandra; Leahy, Trisha; Marks, Saul; Martin, Kathy; Starr, Katherine; Tiivas, Anne; Budgett, Richard

    2016-09-01

    Despite the well-recognised benefits of sport, there are also negative influences on athlete health, well-being and integrity caused by non-accidental violence through harassment and abuse. All athletes have a right to engage in 'safe sport', defined as an athletic environment that is respectful, equitable and free from all forms of non-accidental violence to athletes. Yet, these issues represent a blind spot for many sport organisations through fear of reputational damage, ignorance, silence or collusion. This consensus statement extends the 2007 IOC Consensus Statement on Sexual Harassment and Abuse in Sport, presenting additional evidence of several other types of harassment and abuse-psychological, physical and neglect. All ages and types of athletes are susceptible to these problems but science confirms that elite, disabled, child and lesbian/gay/bisexual/trans-sexual (LGBT) athletes are at highest risk, that psychological abuse is at the core of all other forms and that athletes can also be perpetrators. Harassment and abuse arise from prejudices expressed through power differences. Perpetrators use a range of interpersonal mechanisms including contact, non-contact/verbal, cyber-based, negligence, bullying and hazing. Attention is paid to the particular risks facing child athletes, athletes with a disability and LGBT athletes. Impacts on the individual athlete and the organisation are discussed. Sport stakeholders are encouraged to consider the wider social parameters of these issues, including cultures of secrecy and deference that too often facilitate abuse, rather than focusing simply on psychopathological causes. The promotion of safe sport is an urgent task and part of the broader international imperative for good governance in sport. A systematic multiagency approach to prevention is most effective, involving athletes, entourage members, sport managers, medical and therapeutic practitioners, educators and criminal justice agencies. Structural and

  1. Bullying among High School Students

    Science.gov (United States)

    Nursel TÜRKMEN, Delia; Halis DOKGÖZ, Mihai; Semra AKGÖZ, Suzana; Bülent EREN, Bogdan Nicolae; Pınar VURAL, Horatiu; Oğuz POLAT, Horatiu

    2013-01-01

    ABSTRACT Objective: The main aim of this research is to investigate the prevalence of bullying behaviour, its victims and the types of bullying and places of bullying among 14-17 year-old adolescents in a sample of school children in Bursa, Turkey. Methodology: A cross-sectional survey questionnaire was conducted among class 1 and class 2 high school students for identification bullying. Results: Majority (96.7%) of the students were involved in bullying behaviours as aggressors or victims. For a male student, the likelihood of being involved in violent behaviours was detected to be nearly 8.4 times higher when compared with a female student. Conclusion: a multidisciplinary approach involving affected children, their parents, school personnel, media, non-govermental organizations, and security units is required to achieve an effective approach for the prevention of violence targeting children in schools as victims and/or perpetrators. PMID:24371478

  2. The associations between workplace bullying, salivary cortisol, and long-term sickness absence: a longitudinal study.

    Science.gov (United States)

    Grynderup, Matias Brødsgaard; Nabe-Nielsen, Kirsten; Lange, Theis; Conway, Paul Maurice; Bonde, Jens Peter; Garde, Anne Helene; Gullander, Maria; Kaerlev, Linda; Persson, Roger; Rugulies, Reiner; Vammen, Marianne Agergaard; Høgh, Annie; Hansen, Åse Marie

    2017-09-16

    Workplace stressors, such as bullying, are strongly related to subsequent long-term sickness absence, but little is known of the possible physiological mechanisms linking workplace stressors and sickness absence. The primary aim of this study was to investigate to what extent cortisol levels were associated with subsequent sickness absence and if cortisol mediated the association between workplace bullying and sickness absence. We additionally investigated possible bidirectional associations between bullying, cortisol, and long-term sickness absence. Participants came from two Danish cohort studies, the "Psychosocial RIsk factors for Stress and MEntal disease" (PRISME) cohort and the "Workplace Bullying and Harassment" (WBH) cohort (n = 5418). Information about exposure to workplace bullying and morning and evening salivary cortisol was collected at three time points with approximately two years in between. After each data collection, all participants were followed for two years in registers, and cases with long-term sickness absence lasting 30 or more consecutive days were identified. The association between cortisol levels and subsequent sickness absence was assessed by logistic regression, while the extent to which the association between bullying and sickness absence was mediated by cortisol was quantified through natural direct and indirect effects. High evening cortisol was associated with a decreased risk of sickness absence (OR = 0.82, 95% CI = 0.68-0.99), but we did not find that high morning cortisol levels (OR = 0.98, 95% CI = 0.81-1.18) or high morning-to-evening slope (OR = 0.99, 95% CI = 0.82-1.18) were associated with subsequent sickness absence. We also tested for reverse causation and found that long-term sickness absence, but not salivary cortisol, was a strong risk factor for subsequent workplace bullying. There was no indication that cortisol mediated the association between workplace bullying and sickness absence. We found no

  3. The sexual harassment of uppity women.

    Science.gov (United States)

    Berdahl, Jennifer L

    2007-03-01

    In 3 studies, the author tested 2 competing views of sexual harassment: (a) It is motivated primarily by sexual desire and, therefore, is directed at women who meet feminine ideals, and (b) it is motivated primarily by a desire to punish gender-role deviants and, therefore, is directed at women who violate feminine ideals. Study 1 included male and female college students (N = 175) and showed that women with relatively masculine personalities (e.g., assertive, dominant, and independent) experienced the most sexual harassment. Study 2 (N = 134) showed that this effect was not because women with relatively masculine personalities were more likely than others to negatively evaluate potentially harassing scenarios. Study 3 included male and female employees at 5 organizations (N = 238) and showed that women in male-dominated organizations were harassed more than women in female-dominated organizations, and that women in male-dominated organizations who had relatively masculine personalities were sexually harassed the most. ((c) 2007 APA, all rights reserved.

  4. Sexual Harassment Law in Employment: An International Perspective.

    Science.gov (United States)

    Husbands, Robert

    1992-01-01

    Describes and compares the law applicable to sexual harassment at work in 23 industrialized countries. Shows how different legal approaches have been adopted to combat sexual harassment in the countries surveyed and how this diversity reflects differences of legal traditions and of attitudes toward the legal classification of sexual harassment.…

  5. Sexual Harassment of Social Workers at Work: Injustice Within?

    Science.gov (United States)

    Maypole, Donald E.

    1986-01-01

    Of 50 percent of the members of the Iowa chapter of the National Association of Social Workers, 27 percent of the women and men surveyed reported they had experienced sexual harassment at work. Discusses sources and types of sexual harassment found, as well as recourses taken by those harassed. (Author/ABB)

  6. Prevalence of physical, verbal and nonverbal sexual harassments ...

    African Journals Online (AJOL)

    Background: A number of studies conducted on sexual harassment focused on general magnitude rather than specific details of the various forms of sexual harassment and their effect on psychological health. Thus, the objective of this study was to assess the prevalence rates of the various forms of sexual harassments and ...

  7. Gender and Race Differences in the Perceptions of Sexual Harassment.

    Science.gov (United States)

    Sydell, Eric J.; Nelson, Eileen S.

    1998-01-01

    Examines influence of gender and race on perception of sexual harassment and on recommended punitive measures by college judicial boards for potential harasser. Significant gender-based differences were found in perception of an ambiguous sexual-harassment situation, with men tending to attribute greater responsibility to victim than did women.…

  8. Sexual Harassment Victims: Psycholegal and Family Therapy Considerations.

    Science.gov (United States)

    Woody, Robert Henley; Perry, Nancy Walker

    1993-01-01

    Examines legal proscriptions and practical definitions of sexual harassment, describes psychological effects of sexual harassment (Sexual Harassment Trauma Syndrome) for victim-client and impact on family system, and offers guidance for family therapy. Focuses on vulnerability of victim-client, reconstruction of self-concept as primary goal of…

  9. Sexual Harassment in Casinos: Effects on Employee Attitudes and Behaviors.

    Science.gov (United States)

    Stedham, Yvonne; Mitchell, Merwin C.

    1998-01-01

    This study focuses on sexual harassment and job satisfaction, organizational commitment, and employee turnover among casino employees. It is the first study investigating sexual harassment in the gaming industry. Based on sex-role spillover theory it was expected that sexual harassment has less of an impact on casino employees than on employees in other industries. Six Reno, Nevada casinos participated in the study and 330 responses were generated from casino employees. The study results show that sexual harassment of and by casino employees is perceived to occur at about the same rate as in other industries. Sexually harassed employees were compared to employees who indicated that they had not been sexually harassed. Sexually harassed employees were less satisfied with their jobs and less committed to the organization. However, they were not more likely to quit their jobs. Sexually harassed employees tended to be younger, Caucasian, and in dealer positions. Hence, in addition to the well-publicized cost of sexual harassment lawsuits, the study shows that sexual harassment in casinos may well be the source of hidden costs important to human resources managers. A result of major interest was that employees who had been harassed held management responsible for not ensuring a work environment that is free of sexual harassment. Implications for casino management are discussed.

  10. Sexual Harassment in the Classroom: Teacher as Target.

    Science.gov (United States)

    Tochterman, Suzanne; Barnes, Fred

    1998-01-01

    Discusses teachers as victims of sexual harassment in their classrooms. Includes examples involving preservice and new teachers. Discusses the impact of harassment on teachers themselves and on classroom performance. Offers strategies to support and intervene with new teachers who have been victims of sexual harassment. (MKA)

  11. Youth at Work: Adolescent Employment and Sexual Harassment

    Science.gov (United States)

    Fineran, Susan; Gruber, James E.

    2009-01-01

    Objective: An examination of the frequency and impact of workplace sexual harassment on work, health, and school outcomes on high school girls is presented in two parts. The first compares the frequency of harassment in this sample (52%) to published research on adult women that used the same measure of sexual harassment. The second part compares…

  12. Sexual Harassment in the Workplace: A Policy Capturing Approach.

    Science.gov (United States)

    York, Kenneth M.

    In 1980, the Equal Employment Opportunity Commission (EEOC) published the Guidelines on Sexual Harassment, specifying that sexual harassment is a kind of sex discrimination under Title VII and is an unlawful employment practice. While the determination of the behaviors that constitute sexual harassment would enable employees to write more…

  13. The Discursive Enactment of Hegemony: Sexual Harassment and Academic Organizing.

    Science.gov (United States)

    Townsley, Nikki C.; Geist, Patricia

    2000-01-01

    Contributes to scholarship advancing the understanding of human communication, illustrating the discursive enactment of hegemony through organizational responses to sexual harassment. Analyzes stories from both victims of sexual harassment and administrators who manage sexual harassment complaints at a major United States university. Argues that…

  14. The Power Game: Sexual Harassment on the College Campus.

    Science.gov (United States)

    Payne, Kay

    A study examined four reports of sexual harassment on college campuses. The reports show that harassers "key" their victims so that a contest will begin but the victims do not understand what is happening. Miscommunication occurs when power myths about men and women intersect during the harassment episode. Such myths include: the looking…

  15. Individual and Contextual Inhibitors of Sexual Harassment Training Motivation

    Science.gov (United States)

    Walsh, Benjamin M.; Bauerle, Timothy J.; Magley, Vicki J.

    2013-01-01

    Studies have evaluated the outcomes of sexual harassment training, but considerably less research has focused on variables that influence sexual harassment training effectiveness. To address this need, we developed and tested a model of individual and contextual inhibitors of sexual harassment training motivation to learn. Survey data collected…

  16. A Longitudinal Investigation of Peer Sexual Harassment Victimization in Adolescence

    Science.gov (United States)

    Petersen, Jennifer L.; Hyde, Janet Shibley

    2009-01-01

    The current study describes longitudinal trends in sexual harassment by adolescent peers and highlights gender, pubertal status, attractiveness, and power as predictors of harassment victimization. At the end of 5th, 7th, and 9th grades, 242 adolescents completed questionnaires about sexual harassment victimization, pubertal status, and perceived…

  17. Influences on Women's Perceptions of Climate for Sexual Harassment

    Science.gov (United States)

    Lytell, Maria C.

    2009-01-01

    Organizational tolerance of sexual harassment has been repeatedly touted as an important antecedent of sexual harassment. Yet, not much is known about the antecedents of perceptions of organizational tolerance. Based on theories from the sexual harassment, organizational justice, and psychological climate literatures, individuals were hypothesized…

  18. Frequency Rates and Correlates of Contrapower Harassment in Higher Education

    Science.gov (United States)

    DeSouza, Eros R.

    2011-01-01

    The current study investigated incivility, sexual harassment, and racial-ethnic harassment simultaneously when the targets were faculty members and the perpetrators were students (i.e., academic contrapower harassment; ACH). The sample constituted 257 faculty members (90% were White and 53% were women) from a medium-sized state university in the…

  19. Reported and Unreported Teacher-Student Sexual Harassment.

    Science.gov (United States)

    Wishnietsky, Dan H.

    1991-01-01

    Study surveyed North Carolina school superintendents (n=140) and high school seniors (n=300) on the extent of teacher-student sexual harassment. Data revealed discrepancies between the number of teachers disciplined for student sexual harassment and the number of students claiming harassment. Presents a structure for establishing guidelines to…

  20. A Typology of Disability Harassment in Secondary Schools

    Science.gov (United States)

    Holzbauer, Jerome J.; Conrad, Clifton F.

    2010-01-01

    The purpose of this exploratory study of disability harassment was to develop a typology of disability harassment experiences anchored in the perspectives of students with disabilities who have experienced harassment in urban, suburban, and exurban-rural schools. Based on focus group interviews with four groups of young people with various…

  1. Gendered Harassment in Secondary Schools: Understanding Teachers' (Non) Interventions

    Science.gov (United States)

    Meyer, Elizabeth J.

    2008-01-01

    This article provides an analysis of teachers' perceptions of and responses to gendered harassment in Canadian secondary schools based on in-depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment,…

  2. Black and White College Women's Perceptions of Sexual Harassment.

    Science.gov (United States)

    Shelton, J. Nicole; Chavous, Tabbye M.

    1999-01-01

    Examined how racial factors influence college women's perceptions of sexual harassment with samples of 46 black and 89 white women. Data suggest that sexual harassment between black women and black men is trivialized compared to sexual behavior between black women and white men. Discusses implications for the study of sexual harassment. (SLD)

  3. Evidence for the Need to Support Adolescents Dealing with Harassment and Cyber-Harassment: Prevalence, Progression, and Impact

    Science.gov (United States)

    Beran, Tanya N.; Rinaldi, Christina; Bickham, David S.; Rich, Michael

    2012-01-01

    The aim of this study was to determine the prevalence of harassment in high school and into university, and the impact of one particular form of harassment: cyber-harassment. Participants were 1,368 students at one US and two Canadian universities (mean age = 21.1 years, 676 female students). They responded on five-point scales to questions about…

  4. Sexual Harassment: The Relationship of Personal Vulnerability, Work Context, Perpetrator Status, and Type of Harassment to Outcomes.

    Science.gov (United States)

    O'Connell, Colleen E.; Korabik, Karen

    2000-01-01

    A survey of 214 female university employees found that gender harassment was most frequently experienced, but it was not related to age. Harassment by peers was associated with higher stress and intent to quit. Harassment by higher-level men was associated with a wider variety of negative outcomes. (SK)

  5. Mobbing and harassment in the steel enterprises

    Directory of Open Access Journals (Sweden)

    J. Vveinhardt

    2017-01-01

    Full Text Available Mobbing and harassment are widely analysed in organizations providing various services but are little studied in the companies undertaking industrial activities. Therefore, the aim of the paper is to diagnose the prevalence of mobbing and harassment in the steel enterprises. The case study analysis of the largest steel producer in the world, and specifically its division in Poland was used to determine the prevalence of these phenomena. It was found out that the said company is the example of the ethically and socially responsible organization. However, the interviews indicate that single cases of mobbing and harassment activities (though relatively rare were also observed. They were distributed among three groups of employees: 1 those who do physical work (are directly engaged in the production process; 2 employees involved in the administrative activity and sales; and 3 managerial staff.

  6. Sexuality and the Schools: Handling the Critical Issues. the Practicing Administrator's Leadership Series. Roadmaps to Success.

    Science.gov (United States)

    Curcio, Joan L.; And Others

    This book provides suggestions for handling important and emotionally charged issues of sexuality in the schools. Six chapters offer information on teenage pregnancy, HIV and Acquired Immune Deficiency Syndrome (AIDS), sexual orientation, sexual harassment, and sex education. The chapters are: (1) "Introduction"; (2) "Searching for Intimacy"…

  7. Do juveniles bully more than young offenders?

    Science.gov (United States)

    Ireland, Jane L

    2002-04-01

    This study compares bullying behaviour among juvenile and young offenders and incorporates two different methods to measure bullying. Ninety-five male juvenile and 196 male young offenders completed two questionnaires, one that measured bullying directly and one that measured behaviours indicative of "being bullied" or of "bullying others". Juveniles perceived a higher extent of bullying than young offenders. Juveniles reported significantly more physical, psychological or verbal and overall direct forms of bullying behaviour than young offenders. A number of differences were found between juveniles and young offenders with regard to the types of prisoners likely to become victims, who they would advise a victim to speak to and how bullying could be prevented. The results are discussed in relation to developmental theories of aggression and how bullying behaviour can be defined and measured among prisoners. Copyright 2002 The Association for Professionals in Services for Adolescents. Published by Elsevier Science Ltd. All rights reserved.

  8. Sexual harassment in Dentistry: prevalence in dental school

    Directory of Open Access Journals (Sweden)

    Cléa Adas Saliba Garbin

    2010-10-01

    Full Text Available OBJECTIVE: Sexual harassment is unlawful in all work and educational environments in most nations of the world. The goals of this study were to describe the sexual harassment prevalence and to evaluate the experiences and attitudes of undergraduate students in one dental school in Brazil. MATERIAL AND METHODS: An 18-item questionnaire was administered to 254 dental students with a completion rate of 82% (208. Students were requested to respond to questions about their background and academic level in dental school, their personal experiences with sexual harassment and their observation of someone else being sexually harassed. Bivariate statistical analyses were performed. RESULTS: Fifteen percent of the students reported being sexually harassed by a patient, by a relative of a patient or by a professor. Male students had 3 times higher probability of being sexually harassed than female student [OR=2.910 (1.113-7.611]. Additionally, 25.4% of the students reported witnessing sexual harassment at the school environment. The majority of students did not feel professionally prepared to respond to unwanted sexual behaviors. CONCLUSION: These findings demonstrate that sexual harassment can occur in a dental school setting. There is a need for ongoing sexual harassment education programs for students and university staff. Increased knowledge of sexual harassment during graduation can better prepare dental professionals to respond to sexual harassment during their practice.

  9. Sexual harassment in public medical schools in Ghana.

    Science.gov (United States)

    Norman, I D; Aikins, M; Binka, F N

    2013-09-01

    This study investigated the prevalence and incidence of Traditional (where a person in a position of power harasses a subordinate) and contra power sexual harassment, (where a subordinate is the harasser of authority figure) in medical schools in Ghana. among. Cross-sectional study. Four hundred and nine medical students from four medical schools in Ghana were interviewed. We also considered if academic and financial dependence would predict either traditional or contra power sexual harassment. We further investigated, whether women were more bothered by sexual harassment than men and the correlation between sexual harassment and health. Women were 61% more likely to be sexually harassed than men 39%. Sexual harassment negatively affects the victims' health outcome. We found that the traditional form of sexual harassment was prevalent in medical schools in Ghana and that academic dependence predicted attacks. In the first and second years, women at these institutions are more likely to be sexually harassed than men. Sexual harassment policies of medical school need to be widely circulated. The various medical schools should provide reporting procedures and counseling for victims. This paper would inform policy and research.

  10. Sexual harassment in dentistry: prevalence in dental school.

    Science.gov (United States)

    Garbin, Cléa Adas Saliba; Zina, Lívia Guimarães; Garbin, Artênio José Insper; Moimaz, Suzely Adas Saliba

    2010-01-01

    Sexual harassment is unlawful in all work and educational environments in most nations of the world. The goals of this study were to describe the sexual harassment prevalence and to evaluate the experiences and attitudes of undergraduate students in one dental school in Brazil. An 18-item questionnaire was administered to 254 dental students with a completion rate of 82% (208). Students were requested to respond to questions about their background and academic level in dental school, their personal experiences with sexual harassment and their observation of someone else being sexually harassed. Bivariate statistical analyses were performed. Fifteen percent of the students reported being sexually harassed by a patient, by a relative of a patient or by a professor. Male students had 3 times higher probability of being sexually harassed than female student [OR=2.910 (1.113-7.611)]. Additionally, 25.4% of the students reported witnessing sexual harassment at the school environment. The majority of students did not feel professionally prepared to respond to unwanted sexual behaviors. These findings demonstrate that sexual harassment can occur in a dental school setting. There is a need for ongoing sexual harassment education programs for students and university staff. Increased knowledge of sexual harassment during graduation can better prepare dental professionals to respond to sexual harassment during their practice.

  11. Attitudes and perceptions of workers to sexual harassment.

    Science.gov (United States)

    McCabe, Marita P; Hardman, Lisa

    2005-12-01

    The authors investigated how individual factors (age, gender, gender role, past experiences of sexual harassment) and organizational factors (gender ratio, sexual harassment policies, the role of employers) related to workers' attitudes toward and perceptions of sexual harassment. In Study 1, participants were 176 workers from a large, white-collar organization. In Study 2, participants were 75 workers from a smaller, blue-collar organization. Individuals from Study 2 experienced more sexual harassment, were more tolerant of sexual harassment, and perceived less behavior as sexual harassment than did individuals from Study 1. For both samples, organizational and individual factors predicted workers' attitudes toward and experiences of sexual harassment. Individual factors-such as age, gender, gender role, past experiences of sexual harassment, and perceptions of management's tolerance of sexual harassment-predicted attitudes toward sexual harassment. Workers' attitudes, the behavioral context, and the gender of the victim and perpetrator predicted perceptions of sexual harassment. The authors discussed the broader implications of these findings and suggested recommendations for future research.

  12. SEXUAL HARASSMENT, WORKPLACE AUTHORITY, AND THE PARADOX OF POWER

    Science.gov (United States)

    McLaughlin, Heather; Uggen, Christopher; Blackstone, Amy

    2012-01-01

    Power is at the core of feminist theories of sexual harassment, though it has rarely been measured directly in terms of workplace authority. While popular characterizations portray male supervisors harassing female subordinates, power-threat theories suggest that women in authority may be more frequent targets. This article analyzes longitudinal survey data and qualitative interviews from the Youth Development Study (YDS) to test this idea and to delineate why and how supervisory authority, gender non-conformity, and workplace sex ratios affect harassment. Relative to non-supervisors, female supervisors are more likely to report harassing behaviors and to define their experiences as sexual harassment. Sexual harassment can serve as an “equalizer” against women in power, motivated more by control and domination than by sexual desire. The interviews point to social isolation as a mechanism linking harassment to gender non-conformity and women’s authority, particularly in male-dominated work settings. PMID:23329855

  13. Gender influence on perceptions of hostile environment sexual harassment.

    Science.gov (United States)

    Baird, C L; Bensko, N L; Bell, P A; Viney, W; Woody, W D

    1995-08-01

    Perceptions of sexual harassment were investigated as a function of perpetrators' and recipients' gender. Undergraduate students (100 women, 98 men) were presented 34 scenarios of men and women interacting at work. Participants were asked to read carefully each scenario and indicate on a scale anchored by 1 (strongly disagree) and 7 (strongly agree) their opinions as to whether the scenario represented an incident of sexual harassment. Analysis indicated that women rated "hostile environment" scenarios as more harassing than men, and male perpetrators were rated as more harassing than female perpetrators. Even though some scenarios were rated as more harassing than others, the full range of the 7-point scale was used on every scenario, indicating a lack of agreement on what constitutes harassment. This lack of agreement highlights the debate within the legal community about whether the "reasonable person" or the "reasonable woman" standard should be used to judge sexual harassment in the workplace.

  14. Management of work place bullying in hospital: A review of the use of cognitive rehearsal as an alternative management strategy

    Directory of Open Access Journals (Sweden)

    Wee Meng Steven Koh

    2016-06-01

    Full Text Available Lateral violence is not uncommon in workplaces. Unfortunately, nursing, a profession that builds its practice on compassion and code of ethics while caring for their patients is not spared from this phenomenon of lateral violence. Studies have reported cases of lateral violence among nurses to occur frequently worldwide. The impact of lateral violence has serious repercussions not only on the health of bullied victims but also on the structure and financial spending of the organisation. More importantly, the potential latent impacts on the patients' safety and health is of great concern. This literature review suggests that the contributing factors towards lateral violence are mainly due to characteristics of perpetrators, victims' reaction to bullying and organisation's characteristic. To mitigate the impact of lateral violence among young and inexperienced nurses, a cognitive rehearsal scripted response is proposed to prevent harassment and bullying incidents from becoming a feature at the workplace for nurses.

  15. Preventing and responding to complaints of sexual harassment in an academic health center: a 10-year review from the Medical University of South Carolina.

    Science.gov (United States)

    Best, Connie L; Smith, Daniel W; Raymond, John R; Greenberg, Raymond S; Crouch, Rosalie K

    2010-04-01

    There is a high incidence of sexual harassment and gender discrimination in academic health center (AHC) settings according to multiple surveys of medical students. Therefore, it is incumbent on AHCs to develop programs both to educate faculty, residents, and students and to handle complaints of possible episodes of sexual harassment or gender discrimination. Despite the apparent high prevalence of gender discrimination and sexual harassment, and the importance of handling complaints of gender discrimination and sexual harassment in a prompt, consistent, and rational manner, there are few descriptions of programs that address those concerns in AHCs.Herein, the authors describe their experiences in dealing with complaints of sexual harassment and gender discrimination for a 10-year period of time (late 1997 to early 2007) at the Medical University of South Carolina, through an Office of Gender Equity. They describe their complaint process, components of their prevention training, and the outcomes of 115 complaints. Key elements of their policies are highlighted. The authors offer an approach that could serve as a model for other AHCs.

  16. Have you been sexually harassed in school? What female high school students regard as harassment.

    Science.gov (United States)

    Witkowska, Eva; Gillander Gådin, Katja

    2005-01-01

    The aim of the study was to explore what behaviors experienced from peers and school staff at school are acknowledged as sexual harassment, and perceived as problematic, by female high school students, and what other factors may be relevant. Analyses were performed of responses (to 540 questionnaires) in an anonymous self-report mail survey from a random sample of female Swedish high-school students (59% response rate). Exposure to relevant behaviors, of varying levels of severity, alone, does not explain the acknowledgment of harassment. Many students were subjected to many of the potentially offensive behaviors without labeling them as sexual harassment, despite the fact that they saw many of them as problematic. Further, viewing the relevant behaviors as problems in one's school did not necessarily lead to acknowledging that sexual harassment in general was a problem. However, the behaviors seen as problems were less likely to be dismissed as sexual harassment than personal experiences. This was especially true of the most common behaviors, namely verbal ones. The results demonstrate female students' reluctance to label incidents as sexual harassment, despite the fact that actual behaviors are perceived as environmental problems. Potentially offensive sex-related behaviors become normalized in the school environment and are difficult to address, when little support is provided by schools.

  17. Interpersonal bullying behaviours in the workplace

    Directory of Open Access Journals (Sweden)

    Charlotte Pietersen

    2007-10-01

    Full Text Available In this paper employing a phenomenological method to explicate seven informants’ experience of interpersonal bullying behaviors in a South African work context, I demarcated four general themes namely: lack of recognition, discrimination, obstructionism, and isolation. Moreover, I found that perpetrators (male and female managers predominantly used verbal and indirect negative acts to bully subordinates. Finally, racial tensions contributed to bullying behavior. While a phenomenological approach shows promise to explore local bullying behavior more research is needed to broaden our understanding of the phenomenon, including explicating bullying through the eyes of bystanders and alleged bullies.

  18. Detrimental effects of workplace bullying: impediment of self-management competence via psychological distress

    Directory of Open Access Journals (Sweden)

    Gabriele eGiorgi

    2016-02-01

    Full Text Available Emotional intelligence has been linked to various positive outcomes, such as organizational effectiveness, commitment, morale and health. In addition, longitudinal studies demonstrate that the competencies of emotional intelligence may change and be developed over time. Researchers have argued that work relationships are important for the development of emotional competence, but their usefulness depends on the quality of the relationship. Workplace bullying is considered to be one of the most stressful phenomena in the workplace and an example of a dysfunctional and toxic relationship that has detrimental effects on an individual’s physical and psychological health. Hence, the objective of the present study was to analyze the relationship linking workplace bullying, psychological distress and the self-management competence of emotional intelligence. More specifically, we tested part of the model presented by Cherniss and Goleman (2001 in which researchers argued that individual emotional intelligence is a result of relationships at work. In addition, we extended the model by proposing that the relationship between exposure to workplace bullying and the competence of self-management is explained by psychological distress. Data analysis of 326 participants from two private sector organizations in Italy demonstrated that psychological distress fully mediated the relationship between workplace bullying and the emotional intelligence ability of self-management. The present study’s findings point to the idea that, not only may emotional intelligence assist in handling exposure to workplace bullying, but exposure to workplace bullying may impede emotional intelligence via psychological distress.

  19. Detrimental Effects of Workplace Bullying: Impediment of Self-Management Competence via Psychological Distress

    Science.gov (United States)

    Giorgi, Gabriele; Perminienė, Milda; Montani, Francesco; Fiz-Perez, Javier; Mucci, Nicola; Arcangeli, Giulio

    2016-01-01

    Emotional intelligence has been linked to various positive outcomes, such as organizational effectiveness, commitment, morale, and health. In addition, longitudinal studies demonstrate that the competencies of emotional intelligence may change and be developed over time. Researchers have argued that work relationships are important for the development of emotional competence, but their usefulness depends on the quality of the relationship. Workplace bullying is considered to be one of the most stressful phenomena in the workplace and an example of a dysfunctional and toxic relationship that has detrimental effects on an individual’s physical and psychological health. Hence, the objective of the present study was to analyze the relationship linking workplace bullying, psychological distress and the self-management competence of emotional intelligence. More specifically, we tested part of the model presented by Cherniss and Goleman (2001) in which researchers argued that individual emotional intelligence is a result of relationships at work. In addition, we extended the model by proposing that the relationship between exposure to workplace bullying and the competence of self-management is explained by psychological distress. Data analysis of 326 participants from two private sector organizations in Italy demonstrated that psychological distress fully mediated the relationship between workplace bullying and the emotional intelligence ability of self-management. The present study’s findings point to the idea that, not only may emotional intelligence assist in handling exposure to workplace bullying, but exposure to workplace bullying may impede emotional intelligence via psychological distress. PMID:26913013

  20. When leaders harass: the impact of target perceptions of organizational leadership and climate on harassment reporting and outcomes.

    Science.gov (United States)

    Offermann, Lynn R; Malamut, Adam B

    2002-10-01

    Using cases of harassment by leaders, the authors examined the effects of target perceptions of leader responses to sexual harassment and whether leader implementation of harassment policies made a difference beyond the impact of the policies themselves. Results showed that women who perceived that leaders made honest efforts to stop harassment felt significantly freer to report harassment, were more satisfied with the complaint process, and reported greater commitment than did those viewing leaders as more harassment tolerant. Different leadership levels had different effects, with hierarchically proximal leaders generally having the greatest impact. Leadership mediated the relationship between organizational policy and outcomes, supporting the view that a key role for leaders is establishing an ethical organizational climate that reinforces formal harassment policies through actions.

  1. Perceptions of Sexual Harassment in Athletic Training

    Science.gov (United States)

    Shingles, René Revis; Smith, Yevonne

    2008-01-01

    Objective: To describe and analyze the experiences of ethnically diverse female certified athletic trainers (ATCs) in order to discern the perceived nature of sexual harassment in the athletic training profession. Design and Setting: Both quantitative and qualitative methods were used for a larger study; however, only the qualitative data are…

  2. Legal Consciousness and Responses to Sexual Harassment*

    Science.gov (United States)

    Blackstone, Amy; Uggen, Christopher; McLaughlin, Heather

    2009-01-01

    Studies of legal mobilization often focus on people who have perceived some wrong, but rarely consider the process that selects them into the pool of potential “mobilizers.” Similarly, studies of victimization or targeting rarely go on to consider what people do about the wrong, or why some targets come forward and others remain silent. We here integrate sociolegal, feminist, and criminological theories in a conceptual model that treats experiencing sexual harassment and mobilizing in response to it as interrelated processes. We then link these two processes by modeling them as jointly determined outcomes and examine their connections using interviews with a subset of our survey respondents. Our results suggest that targets of harassment are selected, in part, because they are least likely to tell others about the experience. Strategies that workers employ to cope with and confront harassment are also discussed. We find that traditional formal/informal dichotomies of mobilization responses may not fully account for the range of ways individuals respond to harassment, and we propose a preliminary typology of responses. PMID:20300446

  3. Sexual Harassment in the Federal Workplace.

    Science.gov (United States)

    Newman, Meredith A.; Jackson, Robert A.; Baker, Douglas D.

    2003-01-01

    Data from the U.S. Merit Systems Protection Board (n=8,081) determined that worker characteristics (age, marital status, employment status) are the principal influence on the likelihood that workers will be sexually harassed. Those most likely also perceive training to be ineffective. Training programs must be reevaluated and upgraded. (Contains…

  4. 29 CFR 1606.8 - Harassment.

    Science.gov (United States)

    2010-07-01

    ... Relating to Labor (Continued) EQUAL EMPLOYMENT OPPORTUNITY COMMISSION GUIDELINES ON DISCRIMINATION BECAUSE... to Guidelines on Discrimination Because of Sex, § 1604.11(a) n. 1, 45 FR 7476 sy 74677 (November 10... for acts of harassment in the workplace on the basis of national origin, where the employer, its...

  5. Student-on-Student Sexual Harassment

    Science.gov (United States)

    Rogers, Frances E.

    2011-01-01

    No school board member, administrator, or teacher wants to see a student suffering from taunts of the student's peers, but with budget cutbacks, reductions in force, and increased class size, teachers and administrators are stretched too thin to easily identify, investigate, and remedy student-on-student harassment. But school districts must…

  6. Educators' understanding of workplace bullying

    African Journals Online (AJOL)

    of the Free State, were invited to take part in a study on different types of bullying. Deductive, .... Although functionalism uses a diverse range of methods to investigate its research questions – qualitative and quantitative – the majority are.

  7. Bullying and social media affordances

    OpenAIRE

    Brailas, Alexios

    2016-01-01

    What constitutes a good and sustainabledigital living?Social media literacyCan we talk about social media intelligence?Can we talk about digital intelligence?How bullying is complicated by special social media affordances?

  8. Bullying in the Academy: Understanding the Student Bully and the Targeted "Stupid, Fat, Mother Fucker" Professor

    Science.gov (United States)

    May, Amy; Tenzek, Kelly E.

    2018-01-01

    Bullying within academia often focuses on peer bullying or the student victim. However, the student bully who targets professors is a neglected area of study yet just as destructive, demeaning, and intimidating. Using a narrative lens analysis, the researchers share how the story of bullying unfolds in the classroom. Distinct triggers, such as…

  9. Bullying: who does what, when and where? Involvement of children, teachers and parents in bullying behavior.

    Science.gov (United States)

    Fekkes, M; Pijpers, F I M; Verloove-Vanhorick, S P

    2005-02-01

    Bullying victimization is associated with several health issues. Prevention of bullying is therefore an important goal for health and education professionals. In the present study, 2766 children from 32 Dutch elementary schools participated by completing a questionnaire on bullying behavior, and the involvement of teachers, parents and classmates in bullying incidents. The results of this study show that bullying is still prevalent in Dutch schools. More than 16% of the children aged 9-11 years reported being bullied on a regular basis and 5.5% reported regular active bullying during the current school term. Almost half of the bullied children did not tell their teacher that they were being bullied. When teachers knew about the bullying, they often tried to stop it, but in many cases the bullying stayed the same or even got worse. With regard to active bullying, neither the majority of the teachers nor parents talked to the bullies about their behavior. Our results stress the importance of regular communication between children, parents, teachers and health care professionals with regard to bullying incidents. In addition, teachers need to learn effective ways to deal with bullying incidents. Schools need to adopt a whole-school approach with their anti-bullying interventions.

  10. Resilience to Bullying: Towards an Alternative to the Anti-Bullying Approach

    Science.gov (United States)

    Moore, Brian; Woodcock, Stuart

    2017-01-01

    Anti-bullying strategies are significant approaches addressing bullying in schools, however their capacity to produce a reduction in bullying behaviour is open to question. This article examined a resilience-based approach to bullying. One hundred and five primary and high school students were surveyed using several standardised instruments. The…

  11. The case of the hidden harassment.

    Science.gov (United States)

    Niven, D; Wang, C; Rowe, M P; Taga, M; Vladeck, J P; Garron, L C

    1992-01-01

    The past year has seen a growing public awareness of sexual harassment in the workplace. The question of what constitutes sexual harassment and how to recognize it has been debated in the news, the courts, and Congress. This HBR case study is less concerned with defining it than with examining what a manager should do about it. When Filmore Trust manager Jerry Tarkwell found out one of his employees was being sexually harassed on the job, he thought he knew exactly what to do. Following company policy, he immediately notified the bank's equal employment office. Then he called Jill McNair, the employee being harassed. Her response dumbfounded him. "You had no right to call EEO before talking to me," McNair said angrily. Do you have any idea what could happen to me and to my career if people find out about this?" Tarkwell didn't understand; McNair wasn't to blame. He believed the only person who should be worried was the harasser. Tarkwell tried to spell out the procedure for her. "All you have to do is write a letter and ..." McNair cut him off. "If this gets investigated by EEO, everyone in the building could be questioned. I'll probably get transferred, and then I won't have a chance at promotion. And who'd want to work with me? Every man in the company would be afraid I'd report him if he so much as opened a door for me."(ABSTRACT TRUNCATED AT 250 WORDS)

  12. Bullying Prevention for the Public

    Centers for Disease Control (CDC) Podcasts

    2012-01-19

    This is the first podcast of a series to discuss the severity of bullying and provide resources for prevention efforts. CDC shares the most recent statistics and trends, provides valuable tips to implement in communities, and teaches individuals how to take action against bullying.  Created: 1/19/2012 by National Center for Injury Prevention and Control (NCIPC).   Date Released: 1/19/2012.

  13. Social capital and workplace bullying.

    Science.gov (United States)

    Pihl, Patricia; Albertsen, Karen; Hogh, Annie; Andersen, Lars Peter Sønderbo

    2017-01-01

    Workplace bullying is a serious stressor with devastating short- and long-term consequences. The concept of organizational social capital may provide insights into the interactional and communicative dynamics of the bullying process and opportunities for prevention. This study aimed to explore the association between organizational social capital and being a target or observer of workplace bullying. Based on self-reported cross-sectional data from a large representative sample of the Danish working population (n = 10.037), logistic regression analyses were conducted to explore at the individual level the associations between vertical and horizontal organizational social capital with being a target or observer of workplace bullying. In the fully adjusted models, low organizational social capital (vertical and horizontal) was associated with significantly increased odds ratios of both self-labelled (vertical: OR = 3.25; CI = 2.34-4.51; horizontal: OR = 3.17; CI = 2.41-4.18) and observed workplace bullying (vertical: OR = 2.09; CI = 1.70-2.56; horizontal: OR = 1.60; CI = 1.35-1.89), when compared with high organizational social capital. This study supports that characteristics of the psychosocial work environment are of importance in the development of workplace bullying, and provides focus on the importance of self-reported organizational social capital.

  14. Childhood bullying and social dilemmas.

    Science.gov (United States)

    Kohm, Amelia

    2015-03-01

    Children who witness bullying often do not defend victims. Bystanders might be reticent to intervene because they are stuck in "social dilemmas." Social dilemmas are situations in which individuals make decisions based on self-interest due to their lack of confidence that others will join with them in decisions that benefit the collective. In this study, the social dilemmas concept, which comes from game theory and social psychology, was applied to bullying for the first time. A total of 292 middle school students at a private residential school in the United States completed surveys about their bullying-related experiences within their residences of 10 to 12 students of the same gender. Multilevel modeling was employed to assess if and how attitudes, group norms, and social dilemmas predict behavior in bullying situations. The findings suggested that both individual and group factors were associated with behavior in bullying situations and that attitudes, group norms, and social dilemmas each made a unique contribution to predicting behavior in bullying situations. Aggr. Behav. 42:97-108, 2015. © 2015 Wiley Periodicals, Inc. © 2015 Wiley Periodicals, Inc.

  15. Sexual harassment at work in the United States.

    Science.gov (United States)

    Das, Aniruddha

    2009-12-01

    Using nationally representative data from the 1992 U.S. National Health and Social Life Survey, this study queried the prevalence and risk factors of lifetime workplace sexual harassment among both women and men. Among those aged 18-60 reporting ever having worked, 41% of women (CI, 37-44) reported any workplace harassment over their lifetime, with men's harassment prevalence significantly lower, at 32% (CI, 29-35). In the youngest age groups (those in their 20s or younger), there was no statistically significant difference between women's and men's harassment prevalence. Multivariate analysis of risk factors suggested that, in contrast to much of the harassment literature, among both genders workplace harassment seemed to have at least as much to do with a system of "routine activities" mechanisms-a victim's conscious or unconscious sexual signaling, more exposure to potential harassers, and a perpetrator's lower cost of harassment-as with unobserved differences in power between victim and perpetrator. Strikingly, both women's and men's harassment was strongly linked to markers of sexualization, whether early developmental factors or behavioral patterns in adulthood-a mechanism insufficiently emphasized in the harassment literature.

  16. Youth experiences with multiple types of prejudice-based harassment.

    Science.gov (United States)

    Bucchianeri, Michaela M; Gower, Amy L; McMorris, Barbara J; Eisenberg, Marla E

    2016-08-01

    Despite prejudice-based harassment's associations with serious physical and mental health risks, research examining multiple forms of harassment among children/adolescents is lacking. This study documents the prevalence of prejudice-based harassment (i.e., harassment on the basis of gender, race/ethnicity, weight or physical appearance, sexual orientation, and disability status) among a large, statewide, school-based Midwestern U.S. sample of 162,034 adolescents. Weight-/appearance-based harassment was most prevalent among both girls (25.3%) and boys (19.8%). Adolescents from certain vulnerable groups experienced higher rates of multiple types of harassment, even when controlling for other sociodemographic characteristics. Prejudice-based harassment experiences are prevalent among adolescent girls and boys. Differential rates of each type of harassment are reported across groups within the corresponding sociodemographic status (e.g., white female adolescents report a significantly lower rate of race-based harassment (4.8%), as compared to Native American (18.6%), mixed/other race (18.9%), Hispanic/Latina (21.5%), Asian/Pacific Islander (24.2%), or Black/African American (24.8%) female adolescents); but a pattern of cross-harassment also is evident, such that differences in prevalence of each harassment type emerge across a variety of statuses (e.g., disability-based harassment was statistically significantly higher among discordant heterosexual (12.7%), gay (13.0%), bisexual (15.3%), and unsure (15.3%) male adolescents than among heterosexual male (7.2%) adolescents). Adolescents from specific sociodemographic groups are particularly vulnerable to certain types of harassment. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  17. Harassment in Workplace Among School Teachers: Development of Survey

    Science.gov (United States)

    Russo, Andrea; Milić, Ranko; Knežević, Bojana; Mulić, Rosanda; Mustajbegović, Jadranka

    2008-01-01

    Aim To study the incidence of harassment in the workplace among teachers at primary and secondary schools. Methods We analyzed the existing questionnaires on harassment in the workplace and developed a new one was to specifically address harassment of teachers in the public education sector. The questionnaire was then experimentally applied to a sample of 764 primary and secondary school teachers in Split Dalmatia County, Croatia. It included three scales –exposure to harassment, witnessing harassment, and disturbance by harassment. Validity of the three scales was examined by factor analysis. Results All three scales showed satisfactory metric characteristics: Cronbach α coefficient was 0.93 for exposure scale, 0.95 for witnessing scale, and 0.97 for disturbance scale. Out of 764 teachers surveyed, 164 (22.4%) were exposed to and 192 (31.7%) witnessed different kinds of harassment in the previous 12 months. There were significantly more of those who experienced harassment as witnesses (χ21 = 249.301; P harassment disturbed women more than men (χ21 = 5.27; P = 0.022). Those who were exposed to harassment had significantly lower median age (42; range 23-68) than those who were not exposed (45; range 23-65) (U = 31401.50; z = 2.129; P = 0.033). Conclusion The questionnaire registered wide spectrum of harassment types, indicating the need for continuous monitoring and systematic work on the prevention of these phenomena. The study showed that exposure to harassment is associated with age, indicating that younger teachers should be the target population for detection and prevention of workplace harassment. PMID:18717002

  18. Bullying experience in primary school children

    Directory of Open Access Journals (Sweden)

    Farah Aulia

    2016-12-01

    Full Text Available Bullying is still a significant problem today. Bullying occurs starting from the primary level up to college. The impact of the bullying on victims can be a lonely, difficult to adjust, insecurity, low self-esteem, depression and the worst is suicide. The earlier effort to detect bullying experienced by children will be able to prevent long-term effects caused. This study was conducted on 258 students of class 4-5 primary school in Yogyakarta. Data was collected through open-ended questionnaires associated with feelings and experiences of bullying in schools both as perpetrators and victims. The result showed that students feel negative emotions associated with bullying at school and most children experience bullying at school with a variety of forms, ranging from physical, verbal and relational from peers at school. These findings have implications related to the effort to do the school to help students cope with the impact of bullying experienced.

  19. GAMING COMPUTER ENTHUSIASM AS A PREDICTOR OF ADOLESCENT BULLYING

    Directory of Open Access Journals (Sweden)

    A. V. Grishina

    2017-01-01

    computer games arises and develops, how computer games influence the child's mental development and personality, whether they can contribute to his emotional development, cause deviations in his behavior, aggressiveness and cruelty. Despite numerous studies of the bullying problem, it remains an open question how computer game enthusiasm is associated with blocking the process of positive personal development of the child and teenage bullying. How the impact of violent computer games on the child's psyche is associated with aggressive forms of harassment.

  20. Cyber bullying: Child and youth spirituality

    OpenAIRE

    Anastasia Apostolides

    2017-01-01

    Digital culture is part of children’s and adolescents’ everyday lives. Digital culture has both positive and negative consequences. One such negative consequence is cyber violence that has been termed cyber bullying. Cyber bullying can cause serious emotional, behavioural and academic problems for both the victim and the bully. Although there is ongoing research on the effects of cyber bullying on children and youth in South Africa, no research has been carried out on how children’s and youth...

  1. Workplace bullying among Nurses in South Taiwan.

    Science.gov (United States)

    Fang, Li; Huang, Su-Hui; Fang, Shu-Hui

    2016-09-01

    This study was to investigate bullying among hospital nurses and its correlates. Chinese people were unlikely to express their opinions or pursue individual rights. Workplace bullying took place more easily among the educated people within Chinese culture. However, studies related to workplace bullying among hospital nurses in Taiwan were still limited. A cross-sectional design. Two hundred and eighty-five nurses who worked in the regional teaching hospital in south Taiwan were recruited. The significant predictors of workplace bullying were identified by using linear regression analysis. The mean of overall bullying was 1·47, showing that the frequency of the nurses having experienced workplace bullying was between 'never' and 'now and then'. The most frequent bullying item was 'being yelled at or being the target of anger', followed by 'being the objects of untruthful criticism' and 'having views ignored'. Hospital nurses working in the Emergency room would gain 10·888 points more in the overall bullying scale compared with those who worked in operation rooms or haemodialysis rooms. They were more likely to be bullied. Hospital nurses with one year increase in nursing experience were 0·207 points less likely to be bullied. Reducing workplace bullying among hospital nurses was an essential method to provide quality assurance to health care. Nurse managers should build up zero tolerance policy to decrease nurses' exposure to workplace bullying. Training programmes related to bullying prevention are suggested to avoid workplace bullying. The contents of the educational training programmes or workshops should incorporate the characteristics and consequences of the workplace bullying, and the strategies to deal with bullying. © 2016 John Wiley & Sons Ltd.

  2. Bully Prevention in Positive Behavior Support

    OpenAIRE

    Ross, Scott W.; Horner, R. H.

    2009-01-01

    Bullying behaviors are a growing concern in U.S. schools. We present here a behavioral approach to bully prevention utilizing a schoolwide intervention. Bully prevention in positive behavior support (BP-PBS) teaches students to withhold the social rewards hypothesized to maintain bullying. A single-subject multiple baseline design across 6 students and three elementary schools was implemented in an empirical evaluation of the intervention's effectiveness. Results indicated that implementation...

  3. Introduction: new approaches to school bullying

    DEFF Research Database (Denmark)

    Schott, Robin May; Søndergaard, Dorte Marie

    2014-01-01

    This chapter offers an introduction to and discussion of the two main paradigms within bullying research: paradigm one with its focus on static personality traits and paradigm two woth an understanding of bullying in terms of the complex relational dynamics and negotiations that occur within social...... Groups and which include a variey of intra-acting forces. The chapter gives a 'road map' to the book's 16 chapters on bullying, situated within the second paradigm. A new definition of bullying concludes the chapter....

  4. Sexual harassment in the Chinese workplace. Attitudes toward and experiences of sexual harassment among workers in Taiwan.

    Science.gov (United States)

    Luo, T Y

    1996-09-01

    This study, with the use of a questionnaire survey method, examined the characteristics of sexual harassment experiences and the dynamics of the attitudes toward sexual harassment among male and female workers in Taipei. An occupationally representative sample of male and female workers was recruited to participate in the survey. The findings showed that 1 in 4 workers in Taipei experienced some sort of sexual harassment in the workplace, 36% (n = 493) of the surveyed women and 13% (n = 415) of the surveyed men reported experiencing workplace sexual harassment. The most frequently reported type of sexual harassment was unwanted sexual jokes/comments, followed by unwanted deliberate body contact, and unwanted requests/pressure for a date. The major source of sexual harassment came from coworkers of the opposite sex. Majority of the alleged victims attributed their sexual harassment incident to insensitivity of the initiator. In being consistent with previous research, the study established three attitudinal models toward sexual harassment among Chinese workers: the victim-blame/trivialization model, the natural/biological explanation, and the power/manipulation model. The study found no consistent relationship between the self-rated attitudes toward sexual harassment and the self-reported sexual harassment experiences.

  5. Weight discrimination and bullying.

    Science.gov (United States)

    Puhl, Rebecca M; King, Kelly M

    2013-04-01

    Despite significant attention to the medical impacts of obesity, often ignored are the negative outcomes that obese children and adults experience as a result of stigma, bias, and discrimination. Obese individuals are frequently stigmatized because of their weight in many domains of daily life. Research spanning several decades has documented consistent weight bias and stigmatization in employment, health care, schools, the media, and interpersonal relationships. For overweight and obese youth, weight stigmatization translates into pervasive victimization, teasing, and bullying. Multiple adverse outcomes are associated with exposure to weight stigmatization, including depression, anxiety, low self-esteem, body dissatisfaction, suicidal ideation, poor academic performance, lower physical activity, maladaptive eating behaviors, and avoidance of health care. This review summarizes the nature and extent of weight stigmatization against overweight and obese individuals, as well as the resulting consequences that these experiences create for social, psychological, and physical health for children and adults who are targeted. Copyright © 2013 Elsevier Ltd. All rights reserved.

  6. Universal problems during residency: abuse and harassment.

    Science.gov (United States)

    Nagata-Kobayashi, Shizuko; Maeno, Tetsuhiro; Yoshizu, Misaki; Shimbo, Takuro

    2009-07-01

    Perceived abuse or harassment during residency has a negative impact on residents' health and well-being. This issue pertains not only to Western countries, but also to those in Asia. In order to launch strong international preventive measures against this problem, it is necessary to establish the generality and cultural specificity of this problem in different countries. Therefore, we investigated mistreatment among resident doctors in Japan. In 2007, a multi-institutional, cross-sectional survey was conducted at 37 hospitals. A total of 619 residents (409 men, 210 women) were recruited. Prevalence of mistreatment in six categories was evaluated: verbal abuse; physical abuse; academic abuse; sexual harassment; gender discrimination, and alcohol-associated harassment. In addition, alleged abusers, the emotional effects of abusive experiences, and reluctance to report the abuse to superiors were investigated. Male and female responses were statistically compared using chi-square analysis. A total of 355 respondents (228 men, 127 women) returned a completed questionnaire (response rate 57.4%). Mistreatment was reported by 84.8% of respondents (n = 301). Verbal abuse was the most frequently experienced form of mistreatment (n = 256, 72.1%), followed by alcohol-associated harassment (n = 184, 51.8%). Among women, sexual harassment was also often reported (n = 74, 58.3%). Doctors were most often reported as abusers (n = 124, 34.9%), followed by patients (n = 77, 21.7%) and nurses (n = 61, 17.2%). Abuse was reported to have occurred most frequently during surgical rotations (n = 98, 27.6%), followed by rotations in departments of internal medicine (n = 76, 21.4%), emergency medicine (n = 41, 11.5%) and anaesthesia (n = 40, 11.3%). Very few respondents reported their experiences of abuse to superiors (n = 36, 12.0%). The most frequent emotional response to experiences of abuse was anger (n = 84, 41.4%). Mistreatment during residency is a universal phenomenon. Deliberation

  7. Maine Project against Bullying. Final Report.

    Science.gov (United States)

    Saufler, Chuck; Gagne, Cyndi

    Noting that bullying among primary school-age children has become recognized as an antecedent to more violent behavior in later grades, the 3-year Maine Project Against Bullying examined currently available research on bullying and evaluated books, curricula, media materials, and programs to identify resources and strategies which can be applied…

  8. Theorizing School Bullying: Insights from Japan

    Directory of Open Access Journals (Sweden)

    Shoko Yoneyama

    2015-08-01

    Full Text Available This paper identifies a lacuna in the existing paradigms of bullying: a gap caused by the frame of reference being largely limited to the highly industrialized societies of the 'west': Europe, North America and Oceania. The paper attempts to address this gap by presenting research developed in Japan. In Japan, sociological discourse on school bullying, i.e. the analysis of institutional factors relevant to understanding bullying was established relatively early, as was the epistemology now referred to as the second paradigm of bullying. The paper attempts to integrate the research strengths of Japan with this new trend in bullying research, with the view of incorporating 'non-western' research traditions into mainstream discourse on bullying. It introduces a typology of school bullying: Types I and II, and discusses 1 hierarchical relationships in schools, focusing on corporal punishment and teacher-student bullying, and 2 group dynamics surrounding bullying. The paper illustrates how bullying among students is entwined with various aspects of schools as social institutions. It argues that school bullying may represent a state of anomie in both formal and informal power structures in schools, which have become dysfunctional communities unable to deal with bullying, while at the same time it can be students' way of compensating their sense of alienation and disconnectedness from school.

  9. A Bully's Bystanders Are Never Innocent

    Science.gov (United States)

    Coloroso, Barbara

    2005-01-01

    Though they play the least active role, bystanders are a critical element in bullying. With peers looking on and providing at least tacit support, the bully is no longer acting alone. The bystanders have become allies to the point of magnifying the supposed negative attributes of the target. If the bullying cycle is to be broken, the role of the…

  10. Bullying: A Handbook for Educators and Parents

    Science.gov (United States)

    Rivers, Ian; Duncan, Neil; Besag, Valerie E.

    2009-01-01

    "Bullying: A Handbook for Educators and Parents" offers a comprehensive exploration of the bullying within public schools, drawing upon research conducted in the United States, United Kingdom, Scandinavia, and Canada. It offers insights into the immediate and long-term impact bullying can have upon the lives of students, their families,…

  11. Bullying Prevention and the Parent Involvement Model

    Science.gov (United States)

    Kolbert, Jered B.; Schultz, Danielle; Crothers, Laura M.

    2014-01-01

    A recent meta-analysis of bullying prevention programs provides support for social-ecological theory, in which parent involvement addressing child bullying behaviors is seen as important in preventing school-based bullying. The purpose of this manuscript is to suggest how Epstein and colleagues' parent involvement model can be used as a…

  12. Why is bullying difficult to change?

    NARCIS (Netherlands)

    Cillessen, A.H.N.; Hymel, S.; Swearer, S.; Gillette, P.

    2008-01-01

    Bullying and victimization are problematic behaviors with negative consequences for everyone: the victims, the bullies, the other students in the classroom and school, the teachers, the parents of the bullies and the victims, and perhaps even the neighborhood in which the school is located. Thus,

  13. Stop the Bullying: A Handbook for Schools.

    Science.gov (United States)

    Rigby, Ken

    Noting that bullying in school is a growing concern in Australian communities, this handbook draws upon a 10-year study of bullying in Australian schools and is designed to help educators find out what is happening in their school and develop sound anti-bullying policies. The handbook also provides guidance in working effectively with students to…

  14. Educators' Perceptions on Bullying Prevention Strategies

    Science.gov (United States)

    de Wet, Corene

    2017-01-01

    I report on an investigation into a group of Free State educators' recognition of bullying, their reactions to incidences of bullying, and their perceptions of the effectiveness of a number of bullying prevention strategies. The research instrument was a synthesis of the Delaware Research Questionnaire and questions based on findings from previous…

  15. The Effects of Bullying in Elementary School

    DEFF Research Database (Denmark)

    Eriksen, Tine L. Mundbjerg; Nielsen, Helena Skyt; Simonsen, Marianne

    Bullying is a widespread social phenomenon. We show that both children who are being bullied and children who bully suffer in terms of long-term outcomes. We rely on rich survey and register-based data for children born in a region of Denmark during 1990-1992, which allows us to carefully consider...

  16. Supervisory Bullying, Status Inequalities and Organizational Context

    Science.gov (United States)

    Roscigno, Vincent J.; Lopez, Steven H.; Hodson, Randy

    2009-01-01

    Bullying has been increasingly identified as a significant social problem. Although much of this attention has centered on the context of schooling, researchers are now beginning to recognize that workplaces are also arenas rife with abusive, bullying behaviors. Personality attributes of bullies and victims have received attention, but much less…

  17. Reducing Bullying: Application of Social Cognitive Theory

    Science.gov (United States)

    Swearer, Susan M.; Wang, Cixin; Berry, Brandi; Myers, Zachary R.

    2014-01-01

    Social cognitive theory (SCT) is an important heuristic for understanding the complexity of bullying behaviors and the social nature of involvement in bullying. Bullying has been heralded as a social relationship problem, and the interplay between the individual and his or her social environment supports this conceptualization. SCT has been used…

  18. Understanding Bullying through the Eyes of Youth

    Science.gov (United States)

    Pister, Rebecca

    2014-01-01

    As reports of bullying continue to make headlines, the push to understand the processes behind bullying behaviors continues to rise. While a great deal of research has been conducted to better understand the processes behind and the outcomes of bullying, the majority of these studies are quantitative in nature and very few involve qualitative…

  19. Workplace Bullying in Radiology and Radiation Oncology.

    Science.gov (United States)

    Parikh, Jay R; Harolds, Jay A; Bluth, Edward I

    2017-08-01

    Workplace bullying is common in health care and has recently been reported in both radiology and radiation oncology. The purpose of this article is to increase awareness of bullying and its potential consequences in radiology and radiation oncology. Bullying behavior may involve abuse, humiliation, intimidation, or insults; is usually repetitive; and causes distress in victims. Workplace bullying is more common in health care than in other industries. Surveys of radiation therapists in the United States, student radiographers in England, and physicians-in-training showed that substantial proportions of respondents had been subjected to workplace bullying. No studies were found that addressed workplace bullying specifically in diagnostic radiology or radiation oncology residents. Potential consequences of workplace bullying in health care include anxiety, depression, and health problems in victims; harm to patients as a result of victims' reduced ability to concentrate; and reduced morale and high turnover in the workplace. The Joint Commission has established leadership standards addressing inappropriate behavior, including bullying, in the workplace. The ACR Commission on Human Resources recommends that organizations take steps to prevent bullying. Those steps include education, including education to ensure that the line between the Socratic method and bullying is not crossed, and the establishment of policies to facilitate reporting of bullying and support victims of bullying. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  20. Stigma Is the Origin of Bullying

    Science.gov (United States)

    Huggins, Mike

    2016-01-01

    Bullying in schools has escalated far beyond childhood teasing. In recent years, torture, murder, and suicide have been associated with bullying (van der Kolk, Weisaeth, & McFarlane, 2007). While bullying is unacceptable behavior in any school, it is particularly problematic in Catholic schools, which must embody Gospel values. Catholic…

  1. Professional Cultures and Rates of Bullying

    Science.gov (United States)

    Ertesvåg, Sigrun K.; Roland, Erling

    2015-01-01

    Preventing and reducing bullying requires long-term and systematic school-wide actions. Researchers on bullying have given little attention to the school organization and its influence on the ability to implement the necessary actions to prevent and stop bullying. This study examines the relationship between aspects of a school's professional…

  2. Addressing Measurement Issues Related to Bullying Involvement

    Science.gov (United States)

    Casper, Deborah M.; Meter, Diana J.; Card, Noel A.

    2015-01-01

    In this article, we address measurement issues related to select aspects of bullying involvement with the goal of moving psychometrically sound measurement practices toward applied bullying research. We first provide a nontechnical introduction to psychometric considerations in measuring bullying involvement, highlighting the importance of…

  3. Bullying and the Twice-Exceptional Student

    Science.gov (United States)

    Franklin-Rohr, Cheryl

    2012-01-01

    Bullying has been an ongoing problem for students, but the issue is becoming more critical with changes in the society and the school systems. A bully is no longer "a person who hurts, frightens, threatens, or tyrannizes over those who are smaller or weaker". According to Tracy Cross, the definition of a bully now is evolving to include any person…

  4. Workplace bullying and subsequent health problems.

    Science.gov (United States)

    Nielsen, Morten Birkeland; Magerøy, Nils; Gjerstad, Johannes; Einarsen, Ståle

    2014-07-01

    Cross-sectional studies demonstrate that exposure to bullying in the workplace is positively correlated with self-reported health problems. However, these studies do not provide a basis to draw conclusions on the extent to which bullying leads to increased health problems or whether health problems increase the risk of being bullied. To provide better indications of a causal relationship, knowledge from prospective studies on the association between bullying in the workplace and health outcomes is therefore summarised. We conducted a systematic literature review of original articles from central literature databases on longitudinal associations between bullying in the workplace and health. Average associations between bullying and health outcomes are calculated using meta-analysis. A consistent finding across the studies is that exposure to bullying is significantly positively related to mental health problems (OR =1.68; 95% KI 1.35-2.09) and somatic symptoms (OR = 1.77; 95% KI 1.41-2.22) over time. Mental health problems are also associated with subsequent exposure to bullying (OR = 1.74; 95% KI 1.44-2.12). Bullying is positively related to mental health problems and somatic symptoms. The association between mental health problems and subsequent bullying indicates a self-reinforcing process between mental health and bullying. The methodological quality of the studies that were conducted is relatively sound. However, based on the existing knowledge base there are no grounds for conclusions regarding an unambiguous causal relationship between bullying and health.

  5. Approaches to reduce bullying in schools

    DEFF Research Database (Denmark)

    Kousholt, Kristine; Fisker, Tine Basse

    2015-01-01

    processes) to embrace the different understandings of bullying and to discuss these critically. The purpose is to present important knowledge to reduce bullying and to engage in a discussion of different perspectives on bullying. This article contributes to the existing knowledge of the field by discussing...

  6. Don't Try This at Home: Using a Multilayered Approach to Teach the Law of Sexual Harassment and Sexual Harassment Investigations

    Science.gov (United States)

    Halgas, Jordan T. L.

    2006-01-01

    In a litigious society, it is of particular importance that students understand the law of sexual harassment and sexual harassment investigations. Sexual harassment litigation can create a heavy financial burden on employers. Sexual harassment investigations and litigation also cause a social impact on employers. In order to provide students with…

  7. Sexual harassment in academia: legal and administrative challenges.

    Science.gov (United States)

    Dowell, M

    1992-01-01

    Guidelines and institutional policies regarding sexual harassment in academia have a relatively short and controversial background. Deference to Equal Employment Opportunity Commission (EEOC) guidelines in employment sexual harassment incidents guides much of the thinking in contemporary courts. Title IX of the Educational Amendments and the Civil Rights Restoration Act of 1987 are but two of the legal redresses available to students with harassment grievance complaints. Lack of definition of the term as well as research studies in nursing complicate the issue of sexual harassment. The potential impact of harassment on nursing students both in the classroom and in the practice area is significant. Nursing administrators and educators must be proactive in writing and implementing policies regarding sexual harassment.

  8. Breaking the Silence: Sexual Harassment of Mexican Women Farmworkers.

    Science.gov (United States)

    Kim, Nicole Jung-Eun; Vásquez, Victoria Breckwich; Torres, Elizabeth; Nicola, R M Bud; Karr, Catherine

    2016-01-01

    The purpose of this study was to understand Mexican women farmworkers' perceptions of workplace sexual harassment, its related factors and consequences, and potential points of intervention. This community-based participatory research study conducted focus groups with 20 women farmworkers in rural Washington. Four coders analyzed and gleaned interpretations from verbatim transcripts. Three main themes were identified. It was learned that women farmworkers: (1) frequently experienced both quid pro quo and hostile work environment forms of sexual harassment; (2) faced employment and health consequences due to the harassment; and (3) felt that both individual- and industry-level changes could prevent the harassment. Based on these findings, the authors identified three sets of risk factors contributing to workplace sexual harassment and recommend using a multilevel approach to prevent future harassment in the agriculture industry.

  9. Sexual harassment of the physiotherapist in South Africa

    Directory of Open Access Journals (Sweden)

    L. Bütow-Dûtoit

    2006-01-01

    Full Text Available No study  has been conducted on sexual harassment of physiotherapists in South Africa and it is therefore not known whether harassment occurs and if it does, to what extent. To this purpose, a questionnaire on  sexual harassment and other sexual-related issues in the physiotherapy work environment in South Africa, was sent to a random selection of  982 physiotherapists registered with the Health Professions Council of South Africa. The response rate was 32%. This paper presents the results of the first half of the questionnaire, which was devoted to sexual harassment of the physiotherapist.  Approximately 60% had experienced sexual harassment, of which 83.98% had been perpetrated by patients. Only 5.82% of the respondents had received some form of information in this regard. The most common form of harassment was requests for a hug or kiss.

  10. Hispanic perspectives on sexual harassment and social support.

    Science.gov (United States)

    Cortina, Lilia M

    2004-05-01

    Bridging the social support, sexual victimization, and cultural psychology literatures, this study examines social-support processes in the context of sexual harassment and Hispanic American culture. Surveys were administered to a community sample of Hispanic American working women, 249 of whom described some encounter with sexual harassment at work. Regression results provided mixed backing for hypotheses about support-seeking behavior, which appeared largely dependent on the social power of the harassment perpetrator. Additional findings upheld predictions about support-perception patterns; harassed women perceived more supportive social reactions when they turned to informal networks of friends and family, but responses were less positive when they turned to formal, organizational sources. Finally, as expected, perceived support and acculturation interacted to moderate relations between sexual harassment and job satisfaction. The article concludes with implications for research and interventions related to social support and sexual harassment.

  11. Advances in the understanding of same-sex and opposite-sex sexual harassment

    OpenAIRE

    Bendixen, Mons; Kennair, Leif Edward Ottesen

    2017-01-01

    Sexual harassment has traditionally been studied as men's harassment of women. This has led to a lack of knowledge about same sex harassment, and women harassing peers. This has also downplayed the inherent sexual nature of sexual harassment acts. While keeping in mind that sexual harassment is undesirable and causes distress, one needs to consider that many acts that are perceived as unwanted may not primarily be motivated by a wish to derogate but rather by an interest in soliciting short-t...

  12. To Confront Versus not to Confront: Women’s Perception of Sexual Harassment

    OpenAIRE

    María del Carmen Herrera; Antonio Herrera; Francisca Expósito

    2017-01-01

    Current research has postulated that sexual harassment is one of the most serious social problems. Perceptions of sexual harassment vary according to some factors: gender, context, and perceiver’s ideology. The strategies most commonly used by women to cope with harassment range from avoiding or ignoring the harasser to confronting the harasser or reporting the incident. The aim of this study was to explore women’s perception of sexual harassment, and to assess the implications of different v...

  13. Theoretical Orientation to Sexual Harassment at Work Place

    OpenAIRE

    Hemalatha, Dr K; Sundaresh, Noopura

    2013-01-01

    To understand the complexity of sexual harassment it requires more complex models but the general problem in the models of sexual harassment in the literature today is their over simplicity. The research paper examines three existing models of sexual harassment from the literature- the psychological model, the organizational model, and the socio-cultural model. From the psychological models, the author examines the impact that "attitudes towards women" has upon the presence of sexual harassme...

  14. Judical Remedies for Sexual Harassment and Its Limit

    OpenAIRE

    戒能, 民江

    2007-01-01

    Equal Opportunities in the Employment (Amendment) Act of 2006 has introduced the employers' compulsory obligation to prevent sexual harassment and has reinforced the employers' liability for taking measures against sexual harassment in the workplace. Recently some court cases charging sexual harassment as sexual violence have appeared. These cases of rape in the workplace try defendants from the viewpoint of psychological studies, using such concepts as rape-trauma syndrome. These trends, how...

  15. Sexual Harassment of Newcomers in Elder Care. An Institutional Practice?

    OpenAIRE

    Jo Krøjer; Sine Lehn-Christiansen; Mette Lykke Nielsen

    2014-01-01

    Sexual harassment is illegal and may have very damaging effects on the people exposed to it. One would expect organizations, employers, and institutions to take very good care to prevent employees from exposure to sexual harassment from anyone in their workplace. And yet, many people, mostly women, are exposed to sexual harassment at work. In care work, such behaviour is often directed toward their female caregiver by elderly citizens in need of care. Contemporary Nordic studies of working li...

  16. Arresting Tailhook: The Prosecution of Sexual Harassment in the Military

    Science.gov (United States)

    1993-04-01

    harassment conduct. It concludes that the direct criminalization of sexual harassment poses serious constitutional and practical problems that need...34an unlawful employment practice for any employer . . . to discriminate against an individual with respect to his compensation, terms, conditions, or...women only after they either simulated masturbating it or performing fellatio on it) 76 had official "zero tolerance" policies on sexual harassment

  17. Harassment in workplace among school teachers: development of a survey.

    Science.gov (United States)

    Russo, Andrea; Milić, Ranko; Knezević, Bojana; Mulić, Rosanda; Mustajbegović, Jadranka

    2008-08-01

    To develop a questionnaire on harassment in the workplace among teachers at primary and secondary schools. We analyzed the existing questionnaires on harassment in the workplace and developed a new one was to specifically address harassment of teachers in the public education sector. The questionnaire was then experimentally applied to a sample of 764 primary and secondary school teachers in Split Dalmatia County, Croatia. It included three scales -exposure to harassment, witnessing harassment, and disturbance by harassment. Validity of the three scales was examined by factor analysis. All three scales showed satisfactory metric characteristics: Cronbach alpha coefficient was 0.93 for exposure scale, 0.95 for witnessing scale, and 0.97 for disturbance scale. Out of 764 teachers surveyed, 164 (22.4%) were exposed to and 192 (31.7%) witnessed different kinds of harassment in the previous 12 months. There were significantly more of those who experienced harassment as witnesses (chi(2)(1)=249.301; Pharassment disturbed women more than men (chi(2)(1)=5.27; P=0.022). Those who were exposed to harassment had significantly lower median age (42; range 23-68) than those who were not exposed (45; range 23-65) (U=31401.50; z=2.129; P=0.033). The questionnaire registered wide spectrum of harassment types, indicating the need for continuous monitoring and systematic work on the prevention of these phenomena. The study showed that exposure to harassment is associated with age, indicating that younger teachers should be the target population for detection and prevention of workplace harassment.

  18. FACTORS INFLUENCING SEXUAL HARASSMENT IN THE MALAYSIAN WORKPLACE

    OpenAIRE

    Lee Kum Chee; Mohd Nazari Ismail; Chan Foong Bee

    2007-01-01

    This study examined the potential risks factors associated with sexually harassing behaviors within the framework of the four-factor model of sexual harassment. The factors examined are unprofessional work environment, skewed gender ratio in the workplace, knowledge of grievance procedure for sexual harassment, sexist attitudes among co-workers, privacy of workspace, physical attractiveness, dress manner of victims, job status, and sex roles. The dependent variable is incidence of sexual hara...

  19. Development and Psychometric Evaluation of the School Bullying Scales: A Rasch Measurement Approach

    Science.gov (United States)

    Cheng, Ying-Yao; Chen, Li-Ming; Liu, Kun-Shia; Chen, Yi-Ling

    2011-01-01

    The study aims to develop three school bullying scales--the Bully Scale, the Victim Scale, and the Witness Scale--to assess secondary school students' bullying behaviors, including physical bullying, verbal bullying, relational bullying, and cyber bullying. The items of the three scales were developed from viewpoints of bullies, victims, and…

  20. Workplace harassment, services utilization, and drinking outcomes.

    Science.gov (United States)

    Rospenda, Kathleen M

    2002-04-01

    Given the negative outcomes associated with sexual harassment (SH) and generalized nonsexual workplace harassment (GWH), this study examines the relationship between SH and GWH and help-seeking behavior in a sample of 2,038 university employees. Employees who experienced SH or GWH were more likely to report having sought mental health or health services to deal with workplace issues, compared with those who did not experience SH or GWH, controlling for job stress and prior services use. Women experiencing GWH were more likely to use services than men, but the same was not true for SH. Men experiencing SH who sought services exhibited higher levels of some alcohol outcomes, contrary to expectations. Implications for workplace interventions and for service providers are discussed.