Sample records for harassment intimidation bullying

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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,…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  6. Perceptions of the School Community as It Implements New Jersey Harassment, Intimidation, and Bullying Legislation

    ERIC Educational Resources Information Center

    Schlenoff, Fran

    2014-01-01

    This study examined the success of five elementary schools in their implementation of the 2011 New Jersey Harassment, Intimidation, and Bullying law (NJ HIB law). It also explored stakeholders' perceptions of school climate since the law went into effect. Fourth and fifth grade parents, students, teachers, and counselors in the district's five…

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

    ERIC Educational Resources Information Center

    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…

  8. E-Bully

    ERIC Educational Resources Information Center

    Jackson, Camille

    2006-01-01

    Bullying has never been easier. Any child, operating in relative anonymity on the Internet at any time of day or night, can harass and intimidate peers. Bullying has gone high tech as kids, usually between age 9 and 14, use personal computers, cell phones and PDAs (personal digital assistants) to intimidate and manipulate their peers. Bullying…

  9. Perceptions of intimidation and bullying in dental schools: a multi-national study.

    PubMed

    Rowland, Michael L; Naidoo, Sudeshni; AbdulKadir, Rahimah; Moraru, Ruxandra; Huang, Boyen; Pau, Allan

    2010-04-01

    To determine first year dental students' perceptions of intimidation by instructors and bullying by fellow students. Data were collected through a cross-sectional survey of first year dental students from seven dental schools representing five countries; one each from Romania, South Africa, Australia and the U.S.A., and three from Malaysia. Self-report questionnaires were administered to participants at least six months after they had commenced their dental degree course during 2005-6. Over a third (34.6%) reported that they had been intimidated or badly treated by their tutors/instructors and 17% reported that they had been bullied or badly treated by their fellow students in the recent past. There were statistically significant differences in reports of intimidation by instructors between the different dental schools. Intimidation by instructors was associated with a history of medication use for stress, anxiety and depression, and perceived stress in the past month. There were no statistically significant variations in reports of bullying by fellow students between different dental schools. Bullying by fellow students was associated with dieting to lose weight, self-reported general health and perceived stress. This multi-national study highlights that intimidation and bullying is prevalent within dental teaching and training environments. Future research is needed to explore their impact on students' wellbeing and academic progress as well as on patient care. Dentists are the best recruiters for the profession. If the dental school experience is a negative one it can have significant impact on the future of the profession

  10. Bullying. ERIC/CASS Digest.

    ERIC Educational Resources Information Center

    Coy, Doris Rhea

    Nearly 160,000 students skip school each day because of intimidation by their peers. Bullying has been a persistent problem that, with the heightened attention to school violence, has been recently recognized as a pervasive issue needing attention. Bullying can take many forms; racial discrimination and sexual harassment are examples of abuse…

  11. Bullying and sexual harassment among Brazilian high school students.

    PubMed

    DeSouza, Eros R; Ribeiro, J'aims

    2005-09-01

    Bullying and sexual harassment at school have received recent attention in developed countries; however, they have been neglected in Latin America. Thus, the authors investigated these phenomena among 400 Brazilian high school students from two high schools (one private and one public). Analyses using t-tests showed that boys bullied and sexually harassed their peers more often than girls did. Hierarchical multiple regression analyses showed that boys and girls who scored high on general misconduct bullied their peers more often than those who scored low on general misconduct. Boys who believed they would be punished by their teachers for bullying and who scored low on benevolent sexism bullied more often than boys who believed they would not be punished by their teachers and who scored high on benevolent sexism. Moreover, bullying predicted peer sexual harassment for boys and girls. Recommendations to prevent bullying and sexual harassment are offered.

  12. Bullying and harassment.

    PubMed

    2016-11-01

    As part of its work to address bullying and harassment in the health service, NHS Employers has produced the first of two podcasts in which Bernadette El-Hadidy, NHS Employers London area head of engagement, talks to trade union and workforce experts about the issue and how to tackle it.

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

    PubMed

    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.

  14. Effective Intervention for Bullying

    ERIC Educational Resources Information Center

    O'Neil, Randie; Kellner, Millicent H.; Green, Stuart; Elias, Maurice J.

    2012-01-01

    Most professional educators are aware that every school should have an effective approach to harassment, intimidation, and bullying (HIB) prevention in which every member of the school community participates. Regardless of the approach a school takes, all students and all staff members should be knowledgeable participants who have been trained to…

  15. Know Your Rights: Legal Protections Against Bullying in New Jersey Schools

    ERIC Educational Resources Information Center

    Education Law Center, 2007

    2007-01-01

    Bullying is a common and damaging form of violence among children. New Jersey state law defines "harassment, intimidation or bullying" as any gesture or written, verbal or physical act that is reasonably perceived as being motivated by any actual or perceived distinguishing characteristic and has the effect of causing harm to a student…

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

    PubMed

    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.

  17. Associations of workplace bullying and harassment with pain.

    PubMed

    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.

  18. Associations of Workplace Bullying and Harassment with Pain

    PubMed Central

    Takaki, Jiro; Taniguchi, Toshiyo; Hirokawa, Kumi

    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 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. PMID:24071921

  19. Sexual Harassment and Bullying Behaviors in Sixth-Graders

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  1. Is it bullying or sexual harassment? Knowledge, attitudes, and professional development experiences of middle school staff.

    PubMed

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

    2013-06-01

    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. Four focus groups were conducted with 32 staff members from 4 midwestern public middle schools. Questions assessed professional development opportunities on bullying and sexual harassment prevention/intervention, personal definitions of these behaviors, and their perceptions of school norms regarding such behavior. Staff members recalled receiving more professional development on bullying than sexual harassment. They tended to define sexual harassment as something that occurs between adults and/or adults and students and did perceive their role in enforcing a "sexual harassment-free" peer-to-peer school zone. When school administrators fail to provide professional development on both bullying and sexual harassment, staff members do not understand that sexual harassment occurs between students. Thus, they are unaware of policies to protect students from harmful experiences in educational settings and are not likely to understand their own role in preventing them. © 2013, American School Health Association.

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

    PubMed

    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.

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

    PubMed

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

    PubMed

    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 (p<0.05) positively associated with both psychological and physical stress reactions at Time 2. Chronic form of person-related bullying was significantly (p<0.05) positively associated with psychological stress reaction at Time 2. Onset of sexual harassment was significantly (p<0.05) positively, and remission of sexual harassment was significantly (p<0.05) negatively associated with physical stress reaction at Time 2. Onset and chronic form of person-related bullying and onset of sexual harassment can cause stress reactions. Remission of sexual harassment can terminate physical stress reaction.

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

    PubMed Central

    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 (p<0.05) positively associated with both psychological and physical stress reactions at Time 2. Chronic form of person-related bullying was significantly (p<0.05) positively associated with psychological stress reaction at Time 2. Onset of sexual harassment was significantly (p<0.05) positively, and remission of sexual harassment was significantly (p<0.05) negatively associated with physical stress reaction at Time 2. Onset and chronic form of person-related bullying and onset of sexual harassment can cause stress reactions. Remission of sexual harassment can terminate physical stress reaction. PMID:26537998

  6. Hostile Hallways: Bullying, Teasing, and Sexual Harassment in School.

    ERIC Educational Resources Information Center

    Lipson, Jodi, Ed.

    This study investigates secondary school students' experiences of sexual harassment--and all the bullying, teasing, and touching it entails--and compares the results with those of the 1993 study "Hostile Hallways: The AAUW Survey on Sexual Harassment in America's Schools." Topics in the survey include students' knowledge and awareness of…

  7. Bullying and Sexual Harassment among Brazilian High School Students

    ERIC Educational Resources Information Center

    DeSouza, Eros R.; Ribeiro, J'aims

    2005-01-01

    Bullying and sexual harassment at school have received recent attention in developed countries; however, they have been neglected in Latin America. Thus, the authors investigated these phenomena among 400 Brazilian high school students from two high schools (one private and one public). Analyses using t-tests showed that boys bullied and sexually…

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    Hall, William J

    2016-11-01

    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.

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

    PubMed Central

    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

  12. Workplace Bullying in Healthcare: Part 1.

    PubMed

    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.

  13. Dating Violence & Sexual Harassment across the Bully-Victim Continuum among Middle and High School Students

    ERIC Educational Resources Information Center

    Espelage, Dorothy L.; Holt, Melissa K.

    2007-01-01

    Associations among bullying, peer victimization, sexual harassment, and dating violence were examined among 684 middle and high school students. Cluster analysis of self-report measures revealed four distinct bully-victim subtypes: uninvolved, victims, bully-victims, and bullies. African-American students comprised the bully cluster more than…

  14. A survey of perceived stress, intimidation, harassment and well-being of resident doctors in a Nigerian Teaching Hospital.

    PubMed

    Ogunsemi, O O; Alebiosu, O C; Shorunmu, O T

    2010-06-01

    Stress levels of residency are under-reported in Nigeria despite the importance of well-being during residency training. We investigated the level of perceived stress, intimidation/harassment, mental health and well being among resident doctors. This was a cross sectional questionnaire survey of all residents in training in a Nigerian teaching hospital located in south western part ofNigeria. The response rate was 80.6% (58 out of 72). Forty three (74.1%) of the respondents were males. The mean age was 35.7 +/- 2.8 years (range = 31-43 yeas). The mean number of working hours was 8.8/ hours/week. Fifty percent of residents reported their life was stressful. There were gender differences in conditions like work situation, residency programme, employment status, personal and family safety, caring for children and discrimination in favour of men. Some residents resorted to the use of alcohol (5.2%), cigarette (1.7%), drugs and medications (8.6%) to handle stress. A greater majority of the residents (61.4%) would pursue another career if they had to do it all over, while 34.5% would consider changing to another teaching hospital for their residency. Many residents reported experiencing intimidation and harassment. Eighteen (31%) of the residents admitted to have had emotional or mental health problems during the residency program. About 29% will require further screening for depression, 21.6% for panic disorder, 15.8% for generalized anxiety, 9.3% for social phobia and 8.8% for agoraphobia. The study design however did not allow prediction of proportion of individuals who had mental challenges, nor allow comparison of such rates to the normal population in the country. Many residents experience significant stressors and intimidation/harassment, some of which differ among gender. This study can serve as a pilot for future research, resource application and advocacy for overall improvements of the well-being of residents in training.

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

    ERIC Educational Resources Information Center

    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…

  16. Bias-Based Harassment in New York City Public Schools: A Report Card on the Department of Education's Implementation of Chancellor's Regulation A-832

    ERIC Educational Resources Information Center

    Asian American Legal Defense and Education Fund, 2009

    2009-01-01

    On September 3, 2008, Mayor Michael Bloomberg and Schools Chancellor Joel Klein announced Chancellor's Regulation A-832, which established a procedure for addressing student-to-student bias-based harassment, intimidation, and bullying. Community groups and advocates stood with the Mayor and Department of Education (DOE) leadership in announcing…

  17. No Safe Haven: Locations of Harassment and Bullying Victimization in Middle Schools

    ERIC Educational Resources Information Center

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

    2014-01-01

    Background: 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. Methods: An anonymous online survey assessed the prevalence of being harassed or bullied in various locations within 20 middle…

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

    PubMed

    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

  19. Bullying and Harassment: A Legal Guide for Educators

    ERIC Educational Resources Information Center

    Conn, Kathleen

    2004-01-01

    Any educator who wants to stop bullying and harassment needs to first understand the legal ins and outs of the problem. Here's a guide that provides the practical information needed to protect students and avoid litigation. Using actual court cases and school events that made major headlines, educator and attorney Kathleen Conn examines essentials…

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

    PubMed

    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.

  1. Developing a Philosophy about Bullying and Sexual Harassment: Cognitive Coping Strategies among High School Students

    ERIC Educational Resources Information Center

    deLara, Ellen W.

    2008-01-01

    Bullying or harassment are a part of the everyday experience of many school children in the U.S. Bullying can take many forms and, while not acceptable, is considered almost inevitable. Despite exposure to various anti-bullying programs instituted in the schools, bullying persists and students must figure out how to deal with this phenomenon. This…

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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

  4. Sexual Harassment and Sexual Bulllying (For Teens)

    MedlinePlus

    ... Educators Search English Español Sexual Harassment and Sexual Bullying KidsHealth / For Teens / Sexual Harassment and Sexual Bullying ... being sexually harassed or bullied. What Are Sexual Bullying and Harassment? Just like other kinds of bullying, ...

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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…

  7. Dating violence, bullying, and sexual harassment: longitudinal profiles and transitions over time.

    PubMed

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

    2013-04-01

    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 experienced by youth. The sample was ethnically diverse, consisting of 795 seventh-grade students from schools that were part of a multi-site, longitudinal evaluation of a dating violence initiative (50 % female; 27 % White, 32 % African American, 25 % Latino, 16 % other or multiple races). Results from latent transition analyses revealed five classes of students with distinct behavioral profiles: multi-problem (victimization and perpetration), bullying and sexual harassment (victimization and perpetration), bullying (victimization and perpetration) and sexual harassment (victimization only), bullying (victimization and perpetration), and a least problem group. The majority of classes were characterized by reports of both perpetration and victimization for at least one behavior. Girls were more likely to be in the less problematic classes. Class membership was fairly stable across the three time points. When students transitioned to a different class, the shift was most often from a more problematic to a less problematic class, particularly for girls. The findings support understanding dating violence within a dynamic, developmental process that recognizes related behaviors within and across individuals. Overall, the findings highlight the utility of person-oriented approaches to enhance our understanding of longitudinal profiles and transitions over time for dating violence and related behaviors.

  8. A pilot study of bullying and harassment among medical professionals in Pakistan, focussing on psychiatry: need for a medical ombudsman.

    PubMed

    Gadit, A A M; Mugford, G

    2008-06-01

    The magnitude of bullying and harassment among psychiatrists is reportedly high, yet no peer-review published studies addressing this issue could be found. Therefore, it was decided to conduct a pilot study to assess the degree of the problem, the types of bullying/harassment and to provide some insights into the situation. Following multiple focus group meetings, a yes/no response type questionnaire was developed to assess the degree and type of bullying and harassment experienced by psychiatrists. Over a 3-month period the questionnaire was administered to a random sample of 60 psychiatrists. 57 out of the 60 psychiatrists reported harassment and bullying. Frequencies of the following response variables are presented in descending order: rumours 40% (n = 24); defamation 20% (n = 12); passing remarks 20% (n = 12); false accusations 15% (n = 9); threats 13.3% (n = 8); verbal abuse 13.3% (n = 8); unjustified complaints 13.3% (n = 8); promotion blocked 13.3% (n = 8); humiliation 13% (n = 8); bad reference given 10% (n = 6); credentials questioned 8.3% (n = 5); physical attacks 5% (n = 3); termination 5% (n = 3); derogatory remarks 1.7% (n = 1) and 1.7% (n = 1) were subjected to personal work. As a result of being subjected to harassment, 66.7% of the psychiatrists did not take any action, whereas 33.3% confronted the person(s) they believed responsible. Asked whether the bullying and harassment caused distress, 18.3% of the psychiatrists did not report any effect, 30% reported mild distress, 40% moderate distress and severe distress was reported by 11.7%. It was concluded that the magnitude of bullying and harassment among psychiatrists may be quite high, as evidenced by this pilot study. There is a need for extensive systematic studies on this subject and to establish strategies to prevent and address this issue at a national and regulatory level.

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  11. The great intimidators.

    PubMed

    Kramer, Roderick M

    2006-02-01

    After Disney's Michael Eisner, Miramax's Harvey Weinstein, and Hewlett-Packard's Carly Fiorina fell from their heights of power, the business media quickly proclaimed thatthe reign of abrasive, intimidating leaders was over. However, it's premature to proclaim their extinction. Many great intimidators have done fine for a long time and continue to thrive. Their modus operandi runs counter to a lot of preconceptions about what it takes to be a good leader. They're rough, loud, and in your face. Their tactics include invading others' personal space, staging tantrums, keeping people guessing, and possessing an indisputable command of facts. But make no mistake--great intimidators are not your typical bullies. They're driven by vision, not by sheer ego or malice. Beneath their tough exteriors and sharp edges are some genuine, deep insights into human motivation and organizational behavior. Indeed, these leaders possess political intelligence, which can make the difference between paralysis and successful--if sometimes wrenching--organizational change. Like socially intelligent leaders, politically intelligent leaders are adept at sizing up others, but they notice different things. Those with social intelligence assess people's strengths and figure out how to leverage them; those with political intelligence exploit people's weaknesses and insecurities. Despite all the obvious drawbacks of working under them, great intimidators often attract the best and brightest. And their appeal goes beyond their ability to inspire high performance. Many accomplished professionals who gravitate toward these leaders want to cultivate a little "inner intimidator" of their own. In the author's research, quite a few individuals reported having positive relationships with intimidating leaders. In fact, some described these relationships as profoundly educational and even transformational. So before we throw out all the great intimidators, the author argues, we should stop to consider what

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

    PubMed

    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.

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

    PubMed

    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.

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

    PubMed Central

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

    2015-01-01

    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. PMID:28239435

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

    PubMed

    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.

  16. Self-Reported Harassment and Bullying in Australian Universities: Explaining Differences between Regional, Metropolitan and Elite Institutions

    ERIC Educational Resources Information Center

    Skinner, Timothy C.; Peetz, David; Strachan, Glenda; Whitehouse, Gillian; Bailey, Janis; Broadbent, Kaye

    2015-01-01

    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 and Go8 universities, and to what extent any differences could be attributed to other factors. While professional staff showed no difference in harassment rates between regional and…

  17. ‘It would not be tolerated in any other profession except medicine’: survey reporting on undergraduates’ exposure to bullying and harassment in their first placement year

    PubMed Central

    Timm, Anja

    2014-01-01

    Objectives To determine the extent to which undergraduate medical students experience (and/or witness) bullying and harassment during their first year on full-time placements and to compare with new General Medical Council (GMC) evidence on bullying and harassment of doctors in training. Setting A UK university offering medical and nursing undergraduate programmes. Participants 309 medical and nursing undergraduate students with 30–33 weeks’ placement experience (123 medical students and 186 nursing students); overall response rate: 47%. Primary and secondary outcome measures (A) students’ experience of bullying and harassment; (B) witnessing bullying and harassment; (C) actions taken by students; (D) comparison of medical and nursing students’ data. Results Within 8 months of starting clinical placements, a fifth of medical and a quarter of nursing students reported experiencing bullying and harassment. Cohorts differ in the type of exposure reported and in their responses. Whereas some nursing students follow incidences with query and challenge, most medical students acquiesce. Conclusions Bullying and harassment of medical (and nursing) students—as well as witnessing of such incidents—occurs as soon as students enter the clinical environment. This augments evidence published by the GMC in its first report on undermining of doctors in training (December 2013). The data suggest differences between nursing and medical students in how they respond to such incidents. PMID:25009133

  18. Coping with Cliques

    MedlinePlus

    ... the outside and know that a clique is bullying or intimidating others, let teachers or counselors know ... Teens What Stresses You Out About School? Shyness Cyberbullying Sexual Harassment and Sexual Bullying Dealing With Bullying ...

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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 (p<0.05). Scores of depression were significantly higher in caregivers targeted by work-related bullying than those not targeted (p<0.05). Scores of anxiety were significantly higher among caregivers targeted by sexual harassment than those not targeted (p<0.05). Among men, scores of the lack of vigor were significantly lower in caregivers targeted by work-related bullying than those not targeted (p<0.05). Among women, workplace bullying or harassment could may aggravate effects on psychological stress responses. While among men, work-related bullying was positively associated with vigor.

  3. SUPERVISORS' TRANSFORMATIONAL LEADERSHIP AND BULLYING IN THE WORKPLACE.

    PubMed

    Dussault, Marc; Frenette, Éric

    2015-12-01

    The study tests the relationship between supervisors' transformational, transactional, and laissez-faire leadership and perceived bullying in the workplace. Transformational and transactional leaders can create conditions that make bullying at work less frequent but laissez-faire leadership may cause conflict that can result in bullying. The participants were 288 adults (122 women, 164 men; M age = 38.9 yr., SD = 11.7; M tenure = 7.2 yr.) employed across several organizations. Of the participants, 53.2% were contacted during an evening class in organizational behavior, and the others were workers from a waterproofing company. Scales measuring perceived leadership of a supervisor and perceived bullying at work were administered. Supervisor's transformational and transactional leadership were negatively related to work-related bullying, person-related bullying, and physically intimidating bullying. Transactional leadership was also negatively related to Work-related bullying, perceived Person-related bullying, and perceived Physically intimidating bullying. Supervisor's laissez-faire leadership was positively related to Work-related bullying, perceived Person-related bullying, and perceived Physically intimidating bullying. The use of Bass's model of transformational leadership in relation with the three-factor structure of the Negative Acts Questionnaire-Revised is unique in research on leadership and bullying. The relationship between laissez-faire leadership and leadership support results from previous studies: transactional or transformational leadership is likely to provide an environment that makes bullying more rare than under a negative or passive leadership.

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

    ERIC Educational Resources Information Center

    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…

  5. Crossing the Line: Sexual Harassment at School

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

  7. Interpreting the New Sexual Harassment Guidelines.

    ERIC Educational Resources Information Center

    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)

  8. An Interview with...Susan Limber and Sylvia Cedillo: Responding to Bullying.

    ERIC Educational Resources Information Center

    Chamberlain, Steven P.

    2003-01-01

    An interview with two experts on violence, bullying, and sexual harassment in schools notes the increased attention given to bullying, the recognition of peer sexual harassment, a definition of bullying, the close relationship between sexual harassment and bullying, gender differences in bullying, problems with school "zero tolerance" policies, a…

  9. Bullying in the Academy: Understanding the Student Bully and the Targeted "Stupid, Fat, Mother Fucker" Professor

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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,…

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

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

    PubMed

    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.

  15. Risk indicators and outcomes associated with bullying in youth aged 9-15 years.

    PubMed

    Lemstra, Mark E; Nielsen, Ghita; Rogers, Marla R; Thompson, Adam T; Moraros, John S

    2012-01-01

    Bullying is a form of aggression in which children are intentionally intimidated, harassed or harmed. The main objective of our study was to determine the unadjusted and adjusted risk indicators associated with physical bullying. The second objective was to clarify the impact of repeated physical bullying on health outcomes - namely depressed mood. Every student attending school in the city of Saskatoon, Canada, between grades 5-8 was asked to complete the Saskatoon School Health Survey. In total, 4,197 youth completed the questionnaire; of these, 23% reported being physically bullied at least once or twice in the previous four weeks. After multivariate adjustment, the covariates independently associated with being physically bullied included being male (OR=1.39), attending a school in a low-income neighbourhood (OR=1.41), not having a happy home life (OR=1.19), having a lot of arguments with parents (OR=1.16) and feeling like leaving home (OR=1.23). Children who were repeatedly physically bullied were more likely to have poor health outcomes. For example, 37.3% of children who were physically bullied many times per week had depressed mood in comparison to only 8.1% of children who were never bullied. After regression analysis, children who were ever physically bullied were 80% more likely to have depressed mood. Most of the independent risk indicators associated with physical bullying are preventable through appropriate social policy implementation and family support. It also appears that preventing repeated bullying should be the main focus of intervention in comparison to preventing more infrequent bullying.

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

    PubMed

    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.

  17. Ambiguities around Sexuality: An Approach to Understanding Harassment and Bullying of Young People in British Schools

    ERIC Educational Resources Information Center

    Trotter, Joy

    2009-01-01

    This article is based on a small study undertaken in 2001, which examined the experiences of and responses to sexual harassment and bullying adopted by different professionals (teachers, education social workers, youth workers and a school nurse) and by young people (12 to 25-year-olds). It draws together some of the literature relating to young…

  18. Bullying Children with Disabilities: A Global Epic

    ERIC Educational Resources Information Center

    Ervin, Dana

    2011-01-01

    Bullying is an issue in all schools, colleges and work places throughout the world. It is in the national news constantly. The media typically reports on bullying and harassment when it involves non-disabled children, mostly high school and college aged students. Very little attention is given to bullying and harassment of children with…

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  2. [Experiences of bullying in medical residents].

    PubMed

    Ortiz-León, Silvia; Jaimes-Medrano, Aurora Leonila; Tafoya-Ramos, Silvia Aracely; Mujica-Amaya, María Luisa; Olmedo-Canchola, Víctor Hugo; Carrasco-Rojas, José Antonio

    2014-01-01

    Harassment and abuse are forms of persistent intimidating behavior against a person and in medical practice those are accepted and justified at all levels of education and are considered specific to the hospital culture. To identify the frequency of harassment and some factors related to its existence on residents of medical specialties in Mexico City. A linear study was carried out in which a total of 260 interns pertaining to the following medical specialties: surgery, internal medicine, gynecology and obstetrics, and pediatrics participated. The study took place in three general hospitals in Mexico City. Two evaluations with Leymann Inventory of Psychological-Terrorization (LIPT-60) with 6 months between assessments were performed. Comparison between the first and second evaluations did not show differences in any of the harassment measurements obtained. Of all residents, 265 (98.5%) claimed to have experienced some type of harassing behavior against them at least once during the previous 6 months, with a 1.4 (±0.5) average intensity, showing no difference between men and women. Women received a higher grade than men on the communication block scale. Harassing behaviors that obtained the highest average values were evident intimidation and occupational discredit. Among all harassment measurements, the specialty of gynecology and obstetrics showed the highest grade. The hospital influenced the reported harassment. The most common harassing behaviors were occupational discredit, verbal threats, shouting, and mockery. The high frequency of harassment that medical residents experience during their hospital training deserves our attention.

  3. Bullying among pediatric patients with food allergy.

    PubMed

    Lieberman, Jay A; Weiss, Christopher; Furlong, Terence J; Sicherer, Mati; Sicherer, Scott H

    2010-10-01

    There are reports of children and teens with food allergy being harassed because of their food allergy, yet no study to date has attempted to characterize these occurrences. To determine the presence and characteristics of bullying, teasing, or harassment of food-allergic patients owing to their food allergies. Questionnaires were completed by food-allergic teens and adults and by parents of food-allergic children. A total of 353 surveys were completed. Because most food-allergic individuals were children, most surveys were completed by parents of food-allergic individuals. The ages of the food-allergic individuals were younger than 4 years (25.9%), 4 to 11 years (55.0%), 12 to 18 years (12.5%), 19 to 25 years (2.6%), and older than 25 years (4.0%). Including all age groups, 24% of respondents reported that the food-allergic individual had been bullied, teased, or harassed because of food allergy. Of those who were bullied, teased, or harassed, 86% reported multiple episodes. Eighty-two percent of episodes occurred at school, and 80% were perpetrated mainly by classmates. Twenty-one percent of those who were bullied, teased, or harassed reported the perpetrators to be teachers or school staff. Overall, 79% of those bullied, teased, or harassed attributed this solely to food allergy. Of those bullied, 57% described physical events, such as being touched by an allergen and having an allergen thrown or waved at them, and several reported intentional contamination of their food with allergen. Bullying, teasing, and harassment of children with food allergy seems to be common, frequent, and repetitive. These actions pose emotional and physical risks that should be addressed in food allergy management. Copyright © 2010 American College of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

  4. 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

    ERIC Educational Resources Information Center

    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…

  5. An Evaluation of the Antibullying Program at a Public Suburban High School

    ERIC Educational Resources Information Center

    Drury, Brian

    2014-01-01

    This project study addressed the problem of harassment, intimidation, and bullying (HIB) at a public suburban high school in the Northeast United States. The study school implemented the Anti-bullying Program in September 2011, yet no evaluation had been conducted on whether the program was meeting its goals. Two conceptual frameworks that drove…

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

    PubMed

    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 (p<0.001) and the direction of these associations were consistent with our expectations, with the exceptions of the correlations between the NAQ sexual 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.

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

    PubMed

    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.

  8. Exploring bullying: Implications for nurse educators.

    PubMed

    Edwards, Sharon L; O'Connell, Claire Frances

    2007-01-01

    This article examines briefly the issue of workplace violence and bullying in the hospital environment, but more importantly how the same and different styles of bullying and intra-staff bullying are emerging in nurse education. The content describes the aetiology of violence and bullying and their place in the National Health Service (NHS) including nursing. It explores bullying as the principle form of intimidation in nurse education, the different types and subtle forms of bullying, why individuals become bullies, dealing with and the consequences of bullying. The legislation, guidelines, policies are part of the recommendations for practice.

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

    PubMed Central

    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

  10. Does exposure to bullying behaviors at the workplace contribute to later suicidal ideation? A three-wave longitudinal study.

    PubMed

    Nielsen, Morten Birkeland; Einarsen, Ståle; Notelaers, Guy; Nielsen, Geir Høstmark

    2016-05-01

    This study aimed to determine the relative impact of person-related, work-related and physically intimidating bullying behaviors on suicidal ideation two and five years after the fact. Logistic regression analyses were utilized to examine relationships between bullying behaviors and suicidal ideation in a random and representative cohort sample of 1775 (T1-T2)/1613 (T1-T3) Norwegian employees. The time lag between T1 and T2 was two years and five years between T1 and T3. Exposure to bullying behaviors was measured with the revised version of the Negative Acts Questionnaire. Suicidal ideation was measured with a single item asking respondents whether they had "Thoughts about ending your life" during the past seven days. Prevalence of suicidal ideation was 4% at T1, 5% at T2, and 4.2% at T3. At T1, 8.2% reported monthly exposure to person-related bullying, 19.1% to work-related bullying, and 1.8% to physically intimidating bullying behaviors. After adjusting for demographic characteristics, baseline suicidal ideation, and the shared variance of the bullying behavior categories, exposure to physical intimidation was the only form of bullying which significantly predicted suicidal ideation two [odds ratio (OR) 10.68, 95% confidence interval (95% CI) 4.13-27.58) and five (OR 6.41, 95% CI 1.85-22.14) years later. Exposure to workplace bullying behaviors in the form of physically intimidating behaviors is a risk factor for suicidal ideation. Although the prevalence of physical intimidation is low, this study shows that the consequences can be detrimental and organizations should therefore be especially aware of, and have available measures against, this type of bullying.

  11. Perceptions of Adult to Student Bullying in Secondary School Settings

    ERIC Educational Resources Information Center

    Boyle, Ricki M.

    2012-01-01

    Despite the volumes of research on peer-to-peer bullying little research has been done regarding teacher to student bullying. Educational professionals recognize that bullying and intimidation have a negative effect on school climate. The purpose of the study was to explore the prevalence of teacher to student bullying in secondary schools from…

  12. Workplace Bullying: Curing the Cancer of the American Workplace.

    ERIC Educational Resources Information Center

    Glendinning, Peter M.

    2001-01-01

    A literature review concluded that supervisor/supervisee relationships are critical to job satisfaction; workplace bullying in the form of a management style of aggressive and intimidating behaviors is widespread; certain types of organizations foster bullying; and bullying has high costs for the targeted employee and the organization. (Contains…

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    Ahmer, Syed; Yousafzai, Abdul Wahab; Bhutto, Naila; Alam, Sumira; Sarangzai, Amanullah Khan; Iqbal, Arshad

    2008-01-01

    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. 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. 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.

  15. The Online Bully in Higher Education

    ERIC Educational Resources Information Center

    Reigle, Rosemary R.

    2007-01-01

    The purpose of the research was to define online bullying, determine its incidence in higher education, and survey methods instructors used to respond to those students who use the online forum to intimidate or offend their classmates or instructors. The study extended Tattum and Tattum's (1992) definition of bullying to define the term…

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

    PubMed Central

    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

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

    PubMed

    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.

  18. Bullying--And the Power of Peers

    ERIC Educational Resources Information Center

    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…

  19. Victims of Bullying in Schools

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  1. Development and Psychometric Properties of the Homophobic Bullying Scale

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

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

    PubMed Central

    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

  4. What If Your Child "IS" the Bully? PHP-c109

    ERIC Educational Resources Information Center

    Kelly, Marcia

    2005-01-01

    The word "bullying" often conjures up an image of a schoolyard scene, with a big, intimidating student towering over a small, cowering child. That is just one face of bullying--and of children who bully. They are significantly more likely than others to lead lives marked by school failure, depression, violence, crime, and other problems, according…

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

    ERIC Educational Resources Information Center

    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…

  6. Buddying or Bullying? A School-Wide Decision

    ERIC Educational Resources Information Center

    Riley, Jeanetta G.; Boyce, Janet S.

    2007-01-01

    Bullying and harassment are increasing problems in educational settings around the world. In some countries, such as Norway, England, and Canada, the concern about bullying is so great that national governments have required schools to initiate anti-bullying policies. How can teachers and families reduce bullying in early childhood programs,…

  7. Cyberbullying: The New Era of Bullying

    ERIC Educational Resources Information Center

    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…

  8. Lawmakers Take Aim at Bullying

    ERIC Educational Resources Information Center

    Zubrzycki, Jaclyn

    2011-01-01

    The author reports on the issue of bullying that rose on state legislative agendas this year, with 21 states passing anti-bullying laws--some of which expanded schools' responsibilities to keep a check on any harassment that goes on among students. States set out to write clear definitions of bullying and to regulate school policies and…

  9. [Gender differences in workplace bullying].

    PubMed

    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.

  10. Harassment as an Ethics Issue

    NASA Astrophysics Data System (ADS)

    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.

  11. Crafting a Successful Bully Prevention Program

    ERIC Educational Resources Information Center

    McMurrer-Shank, Marlene R.

    2010-01-01

    Bullying continues to be a serious problem in schools everywhere, and states are enacting laws that target bullying and harassment on campus. Several state legislatures have proposed laws that require schools to establish anti-bullying policies and programs. Therefore, education leaders and school business officials should ensure that the bully…

  12. Preventing Youth Violence and Aggression and Promoting Safety in Schools.

    ERIC Educational Resources Information Center

    Mulhern, Sean; And Others

    Increased violence in schools, represented by possession of weapons, sexual or racial harassment, bullying, verbal intimidation, gang or cult activity, arson, or corporal punishment of students, for example, is a growing concern among students, educators, and communities. Since educators alone cannot ensure safety in schools, collaboration among…

  13. Cyberbullying and the Law: Implications for Professional School Counselor

    ERIC Educational Resources Information Center

    Crawford, Sherrionda; Doss, Kanessa Miller; Babel, Korrinne H.; Bush, Holly

    2017-01-01

    Cyberbullying or the use of technology to intimidate, harass, or bully has become increasingly problematic. School Counselors are in a unique position to provide prevention and intervention services concerning acts of cyberbullying, however varying state laws and confusing legal language has created ambiguity regarding the "reach" and…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  16. Contrapower Harassment in the Sport Management Classroom

    ERIC Educational Resources Information Center

    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…

  17. Examining Victimization, Bullying, Coping, and Students' Perceptions of Safety in an Urban Elementary School

    ERIC Educational Resources Information Center

    Andreuzzi-Kovalsky, Cathy

    2014-01-01

    Because of the negative psychological and emotional effects of bullying and its pervasive presence in schools, many states have passed antiharrassment, intimidation, and bullying (HIB) legislation. These laws mandate that all schools implement local antiHIB initiatives to prevent and educate stakeholders about bullying. The purpose of this study…

  18. Impact of New Jersey's Legislation on Professional Development Related to HIB for Middle and High School Personnel in Four New Jersey School Districts

    ERIC Educational Resources Information Center

    Jones, Danielle R.

    2018-01-01

    It is important that school employees understand the meaning of Harassment, Intimidation, and Bullying [HIB] as defined by NJ's HIB legislation as a result of the professional development [PD] opportunities provided by their school district. Adequate training on HIB, HIB legislation, and intervention/prevention strategies is paramount in reducing…

  19. Lecture on Female Masturbation Harassed Him, Male Student Says.

    ERIC Educational Resources Information Center

    Wilson, Robin

    1995-01-01

    A male student in a California State University-Sacramento psychology lecture on female masturbation has filed a sexual harassment complaint, claiming the lecture violated institutional policy by creating an intimidating, hostile, and offensive learning environment. He felt the lecture was inappropriately graphic and political in intent. (MSE)

  20. Bullying among nursing staff: relationship with psychological/behavioral responses of nurses and medical errors.

    PubMed

    Wright, Whitney; Khatri, Naresh

    2015-01-01

    The aim of this article is to examine the relationship between three types of bullying (person-related, work-related, and physically intimidating) with two types of outcomes (psychological/behavioral responses of nurses and medical errors). In addition, it investigates if the three types of bullying behaviors vary with age or gender of nurses and if the extent of bullying varies across different facilities in an institution. Nurses play an integral role in achieving safe and effective health care. To ensure nurses are functioning at their optimal level, health care organizations need to reduce negative components that impact nurses' job performance and their mental and physical health. Mitigating bullying from the workplace may be necessary to create and maintain a high-performing, caring, and safe hospital culture. Using an internal e-mail system, an e-mail requesting the participants to complete the questionnaire on Survey Monkey was sent to a sample of 1,078 nurses employed across three facilities at a university hospital system in the Midwest. Two hundred forty-one completed questionnaires were received with a response rate of 23%. Bullying was measured utilizing the Negative Acts Questionnaire-Revised (NAQ-R). Outcomes (psychological/behavioral responses of nurses and medical errors) were measured using Rosenstein and O'Daniel's (2008) modified scales. Person-related bullying showed significant positive relationships with psychological/behavioral responses and medical errors. Work-related bullying showed a significant positive relationship with psychological/behavioral responses, but not with medical errors. Physically intimidating bullying did not show a significant relationship to either outcome. Whereas person-related bullying was found to be negatively associated with age of nurses, physically intimidating bullying was positively associated with age. Male nurses experienced higher work-related bullying than female nurses. Findings from this study suggest

  1. End Sexual Harassment of Employees, or Your Board Could Be Held Liable.

    ERIC Educational Resources Information Center

    Underwood, Julie

    1987-01-01

    Defines sexual harassment and reminds school boards of their moral and legal obligation to protect employees and maintain an intimidation-free workplace. Offers several tips for preventing sexual harrassment and for launching investigations into complaints. (MLH)

  2. Joining Hands against Bullying

    ERIC Educational Resources Information Center

    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…

  3. Intimidation: a concept analysis.

    PubMed

    Lamontagne, Clare

    2010-01-01

    Patient safety is being compromised by intimidating communication and ineffective teamwork among healthcare providers. The Joint Commission Update indicates that ineffective communication has been the leading root cause of the majority of sentinel events since 1996. Furthermore, the organizational implementation of policies and procedures for addressing this dangerous situation is now mandated by The Joint Commission Sentinel Event Alert. However, in order to consistently identify and address this problem, there must be a clear and universal definition of intimidation. The purpose of this article is to clarify the definition of intimidation in healthcare settings. Without this clarity, the role of intimidation as a precursor to the occurrence of medical errors will inevitably be obscured. The framework for concept analysis proposed by Walker and Avant is used to explicate the definition, attributes, antecedents, consequences, and cases of intimidation. Analyzing the extent of the relationship between intimidation and medical errors will provide healthcare organizations and professionals with a foundation for the development of strategies to combat the effects of intimidation on medical errors and patient safety. The necessity to create a culture of safety in healthcare settings is paramount.

  4. Dear Colleague Letter: Harassment and Bullying

    ERIC Educational Resources Information Center

    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…

  5. Are there health effects of harassment in the workplace? A gender-sensitive study of the relationships between work and neck pain.

    PubMed

    Stock, Susan R; Tissot, France

    2012-01-01

    The aim of this study was to identify workplace physical and psychosocial risk factors for neck pain among male and female workers and, in particular, to study the relationship between neck pain and intimidation and sexual harassment in the workplace in a representative sample of the Quebec working population. The study sample included 5405 men and 3987 women. In multiple logistic regression analyses, when taking into account individual and other workplace factors, neck pain was significantly associated with intimidation at work among both male (odds ratio (OR) 1.4 (1.01-1.8)) and female workers (OR 1.3 (1.01-1.8)). Among female workers, neck pain was alsosignificantly associated with unwanted sexual attention (OR 1.6 (1.1-2.4)). If confirmed in prospective studies, these results suggest that interventions to prevent harassment in the workplace may help reduce musculoskeletal disorders in the workplace and that workplace programmes to reduce harassment in the workplace should include prevention of sexual harassment. While taking into account relevant personal factors and previously identified workplace physical and psychosocial risk factors, this gender-based study identifies new work exposures associated with neck pain that have not previously been studied, including unwanted sexual attention, intimidation and difficult or tense situations with the public.

  6. When Teens Turn Cyberbullies

    ERIC Educational Resources Information Center

    Strom, Paris S.; Strom, Robert D.

    2005-01-01

    Cyber harassment involves using an electronic medium to threaten or harm others. E-mail, chat rooms, cell phones, instant messaging, pagers, text messaging, and online voting booths are tools used to inflict humiliation, fear, and a sense of helplessness. This type of intimidation differs from traditional bullying in several important ways. Unlike…

  7. Associations Between Peer Harassment and School Risk and Protection Profiles.

    PubMed

    Gloppen, Kari M; Gower, Amy L; McMorris, Barbara J; Eisenberg, Marla E

    2017-11-01

    Peer harassment can have serious implications for students' success and well-being, and prevention programs need to consider the school context. This study aimed to: (1) identify groups of similar schools based on their risk and protective factors and demographic characteristics and (2) examine associations between school profiles and students' bullying involvement. Data came from 505 schools and 122,106 students who completed the 2013 Minnesota Student Survey. School-level risk and protective factors and demographic characteristics were included in a latent profile analysis (LPA) to identify profiles of schools. Multilevel logistic regression was used to assess associations between school profiles and peer harassment. Six qualitatively different school profiles were identified. Unadjusted models showed that schools with higher levels of risk had greater odds of peer harassment. However, after controlling for student-level risk and protection, regardless of school-level risk, students in metro-area schools with a more diverse student body reported lower odds of bullying involvement. These findings highlight the importance of the social environment into peer harassment. In addition to addressing student-level risk and protection, larger community factors and norms also need to be taken into account for developing, selecting, and implementing the most effective approaches to bullying prevention. © 2017, American School Health Association.

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

    ERIC Educational Resources Information Center

    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…

  9. Bullying and Youth with Disabilities and Special Health Needs

    MedlinePlus

    ... can help keep kids safe. Federal Civil Rights Laws and Youth with Disabilities When bullying is directed ... the harassment. Read more about federal civil rights laws . Additional Resources Bullying and Children and Youth with ...

  10. Law and policy on the concept of bullying at school.

    PubMed

    Cornell, Dewey; Limber, Susan P

    2015-01-01

    The nationwide effort to reduce bullying in U.S. schools can be regarded as part of larger civil and human rights movements that have provided children with many of the rights afforded to adult citizens, including protection from harm in the workplace. Many bullied children find that their schools are hostile environments, but civil rights protections against harassment apply only to children who fall into protected classes, such as racial and ethnic minorities, students with disabilities, and victims of gender harassment or religious discrimination. This article identifies the conceptual challenges that bullying poses for legal and policy efforts, reviews judicial and legislative efforts to reduce bullying, and makes some recommendations for school policy. Recognition that all children have a right to public education would be one avenue for broadening protection against bullying to all children. (c) 2015 APA, all rights reserved).

  11. Protecting Students from Harassment and Hate Crime. A Guide for Schools.

    ERIC Educational Resources Information Center

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

    Education and law enforcement officials are all committed to ensuring that students throughout the nation are able to attend school safely, free from all forms of harassment. However, some students are subject to verbal and physical abuse and intimidation based on their race, ethnicity, national origin, religion, sex, disability, or sexual…

  12. Ijime: The Bullying of Japanese Youth.

    ERIC Educational Resources Information Center

    Schoolland, Ken

    1986-01-01

    "Ijime," which means the intimidation of the weakest people in a social group, has become prevalent in the Japanese educational system. Between April and October of 1985, 155,066 cases of bullying were reported in Japan's schools. The education council cites the rigorous discipline measures undertaken by teachers as the cause of rising…

  13. What happens when the harassment is personal?

    PubMed

    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.

  14. What if Your Child IS the One Showing Bullying Behavior? PACER Center ACTion Information Sheets. PHP-c109

    ERIC Educational Resources Information Center

    PACER Center, 2015

    2015-01-01

    The word "bullying" often conjures up an image of a schoolyard scene, with a big, intimidating student towering over a small, cowering child. However, that's just one of the many faces of children who bully. Another face of someone who bullies might be that of one's own child. Surprised? Many parents are. Often they have no idea that…

  15. Protecting Students from Harassment and Hate Crime: A Guide for Schools. [Revised.

    ERIC Educational Resources Information Center

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

    Education and law enforcement officials are all committed to ensuring that students throughout the nation are able to attend school safely, free from all forms of harassment. However, some students are subject to verbal and physical abuse and intimidation based on their race, ethnicity, national origin, religion, sex, disability, or sexual…

  16. Decreasing Bullying Behaviors in Middle School: Expect Respect

    ERIC Educational Resources Information Center

    Nese, Rhonda N. T.; Horner, Robert H.; Dickey, Celeste Rossetto; Stiller, Brianna; Tomlanovich, Anne

    2014-01-01

    A nonconcurrent multiple baseline across 3 middle schools was used to assess the impact that teaching all students to follow the" Bullying and Harassment Prevention in Positive Behavior Support: Expect Respect" intervention had on bullying behaviors. The 3 schools were using School-Wide Positive Behavioral Interventions and Supports and…

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

    PubMed

    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.

  18. Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students.

    PubMed

    Hein, Vello; Koka, Andre; Hagger, Martin S

    2015-07-01

    We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  19. What Educators Need to Know about Bullying

    ERIC Educational Resources Information Center

    Graham, Sandra

    2011-01-01

    Peer victimization--or what's known as harassment or bullying--is not a new problem in American schools, though it appears to have taken on more epic proportions in recent years. The research about peer victimization has increased dramatically in the past 10 years, but there are still many myths about bullying. This article discusses six myths…

  20. School Leadership and Counselors Working Together to Address Bullying

    ERIC Educational Resources Information Center

    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…

  1. School Bullying: Tools for Avoiding Harm and Liability

    ERIC Educational Resources Information Center

    McGrath, Mary Jo

    2006-01-01

    Every hour of every day, students experience bullying and harassment at school by their peers. The immediate and long-term impact on the victims' learning capabilities, emotional health, and self-esteem is staggering. " School Bullying: Tools for Avoiding Harm and Liability" tackles this critical problem with an easy-to-use framework that guides…

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

    PubMed

    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.

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

    PubMed

    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

  4. How the Courts Deal with Bullying in Schools

    ERIC Educational Resources Information Center

    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…

  5. Bullying Surveillance among Youths: Uniform Definitions for Public Health and Recommended Data Elements. Version 1.0

    ERIC Educational Resources Information Center

    Gladden, R. Matthew, Comp.; Vivolo-Kantor, Alana M., Comp.; Hamburger, Merle E., Comp.; Lumpkin, Corey D., Comp.

    2014-01-01

    Bullying is one type of violence that threatens a youth's well-being in schools and neighborhoods. The impacts of bullying are felt by individuals, families, schools, and society and may result in youths feeling powerless, intimidated, and humiliated by the aggressive acts of other youth(s). This document is designed as a tool to help…

  6. Workplace Bullying in Radiology and Radiation Oncology.

    PubMed

    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.

  7. Workplace bullying in risk and safety professionals.

    PubMed

    Brewer, Gayle; Holt, Barry; Malik, Shahzeb

    2018-02-01

    Previous research demonstrates that workplace bullying impacts the welfare of victimized employees, with further consequences for the organization and profession. There is, however, a paucity of information relating to the bullying directed at risk and safety professionals. The present study was conducted to address this issue. Risk and safety professionals (N=420) completed the Negative Acts Questionnaire - Revised and Brief Cope, and reported the extent to which they had been pressured to make or amend a risk or safety based decision. Those experiencing workplace bullying were more likely to engage in a range of coping behaviors, with exposure to work-related and personal bullying particularly influential. Workplace bullying also predicted pressure to make or change a risk or safety based decision. Work related and physically intimidating bullying were particularly important for this aspect of professional practice. Findings are discussed with regard to current practice and the support available to risk and safety professionals. Risk and safety professionals require additional support in relation to workplace bullying and specifically guidance to resist pressure to make or change a risk or safety based decision. Copyright © 2017 National Safety Council and Elsevier Ltd. All rights reserved.

  8. Counselor Roles in Dealing with Bullies and their LGBT Victims

    ERIC Educational Resources Information Center

    Pollock, Sandra L.

    2006-01-01

    The relationship between bullying or harassment and LGBT youth is examined in this article. Recent research has exposed a relationship between gender-based and sexualized forms of violence and harassment in school, and it's been theorized that heterosexism-- the belief that heterosexuality is superior to other forms of sexuality -- is the…

  9. A Time Line of the Evolution of School Bullying in Differing Social Contexts

    ERIC Educational Resources Information Center

    Koo, Hyojin

    2007-01-01

    The aim of this present study is to expand our general understanding of bullying behaviour and to advance our knowledge about bullying among pupils. As evidenced by historical documents, the phenomenon of bullying is not a new concept. The fact that some people are frequently and systematically harassed or attacked by others is described in…

  10. Bullying: Are Researchers and Children/Youth Talking about the Same Thing?

    ERIC Educational Resources Information Center

    Vaillancourt, Tracy; McDougall, Patricia; Hymel, Shelley; Krygsman, Amanda; Miller, Jessie; Stiver, Kelley; Davis, Clinton

    2008-01-01

    Given the rapid increase in studies of bullying and peer harassment among youth, it becomes important to understand just what is being researched. This study explored whether the themes that emerged from "children's" definitions of bullying were consistent with theoretical and methodological operationalizations within the research…

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

    ERIC Educational Resources Information Center

    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…

  12. Sexually Harassing Behavior against Adolescent Girls in Rural Bangladesh: Implications for Achieving Millennium Development Goals

    ERIC Educational Resources Information Center

    Alam, Nurul; Roy, Swapan K.; Ahmed, Tahmeed

    2010-01-01

    This study examines the extent and type of sexually harassing behavior or intimidations unmarried adolescent girls experienced on their way to school, college or social visits and type of perpetrators in victims' view in rural Bangladesh using data of the 2004 National Nutrition Programme baseline survey. The survey collected self-reported data on…

  13. Bullying within the forestry organizations of Turkey.

    PubMed

    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.

  14. Bullying within the Forestry Organizations of Turkey

    PubMed Central

    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

  15. The Role of Popular Girls in Bullying and Intimidating Boys and Other Popular Girls in Secondary School

    ERIC Educational Resources Information Center

    Dytham, Siobhan

    2018-01-01

    Despite a large amount of research focusing on bullying and exclusion in secondary schools, there is far less research focusing on cross-gender bullying and 'popular' students who experience bullying. This research provides an analysis of interactions between male and female students (aged 13-14) in a school in England. The data provides multiple…

  16. Male Violence and Sexual Intimidation in a Wild Primate Society.

    PubMed

    Baniel, Alice; Cowlishaw, Guy; Huchard, Elise

    2017-07-24

    Sexual violence occurring in the context of long-term heterosexual relationships, such as sexual intimidation, is widespread across human populations [1-3]. However, its evolutionary origins remain speculative because few studies have investigated the existence of comparable forms of sexual coercion in animals [4, 5], in which repeated male aggression toward a female provides the aggressor with delayed mating benefits [6]. Here, we test whether male aggression toward females functions as sexual coercion in wild chacma baboons (Papio ursinus). We found support for all three main predictions of the sexual coercion hypothesis [7]: male aggression (1) is greatest against cycling females, (2) is costly and represents the main source of injuries for cycling females, and (3) increases male mating success with their victims in the future. Detailed analysis of chronological sequences between aggression and matings ruled out other coercive mechanisms, such as short-term harassment and punishment, by showing that aggression and matings are temporally decoupled. This decoupling may explain why some forms of sexual violence have been largely overlooked in well-studied animal populations despite their likely impact on the fitness of both sexes. Finally, we found no support for alternative hypotheses such as a female preference for aggressive males [8, 9]. This new, detailed study of the forms and intensity of sexual intimidation in a wild primate suggests that it may be widespread across mammalian societies, with important implications for understanding the evolution of mate choice and sexual conflict in mammals, as well as the origins of human sexual violence. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. LGBTQ Part 2.

    PubMed

    Perron, Tracy; Kartoz, Connie; Himelfarb, Chaya

    2017-03-01

    In addition to dealing with the normal challenges of being a teenager, many times LGBTQ youth have to deal with harassment, intimidation, and bullying on a daily basis as they disproportionately experience verbal and physical harassment while in school as a result of their sexual orientation and/or gender identity. This violence adversely affects these students' health and well-being as reflected in the depression and suicide rate among LGBTQ youth. As Part 2 of a series in articles on caring for LGBTQ youth in a school setting, this article reviews specific health risks in this group of students. School nurses can help reduce disparities in health for LGBTQ youth by understanding risk for psychological consequences of bullying and advocating for a just and responsive social school culture. Implications for school nurses include educating school staff and families as well as providing prompt and appropriate referrals for necessary psychological care.

  18. Prevention of Bullying in Schools, Colleges, and Universities: Research Report and Recommendations

    ERIC Educational Resources Information Center

    American Educational Research Association (AERA), 2013

    2013-01-01

    The epicenter for bullying is schools, colleges, and universities, where vast numbers of children, youth, and young adults spend much of their time. Bullying--a form of harassment and violence--needs to be understood from a developmental, social, and educational perspective. The educational settings in which it occurs, and where prevention and…

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

    PubMed

    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. Bullying at school: Agreement between caregivers' and children's perception.

    PubMed

    Durán, Lucas G; Scherñuk Schroh, Jordán C; Panizoni, Estefanía P; Jouglard, Ezequiel F; Serralunga, M Gabriela; Esandi, M Eugenia

    2017-02-01

    Bullying at school is usually kept secret from adults, making them unaware of the situation. To describe caregivers' and children's perception and assess their agreement in terms of bullying situations. Cross-sectional study in children aged 8-12 years old attending public schools and their caregivers. The questionnaire on preconceptions of intimidation and bullying among peers (PRECONCIMEI) (child/caregiver version) was used. Studied outcome measures: Scale of bullying, causes of bullying, child involvement in bullying, communication in bullying situations. Univariate and bivariate analyses were done and agreement was estimated using the Kappa index. A total of 529 child/caregiver dyads participated. Among caregivers, 35% stated that bullying occurred in their children's schools. Among children, 133 (25%) admitted to being involved: 70 (13%) were victims of bullying, 40 (8%) were bullies, and 23 (4%) were bullied and perpetrated bullying. Among the 63 caregivers of children who admitted to be bullies, 78% did not consider their children capable of perpetrating bullying. Among children who were bullied or who both suffered bullying and bullied others, 69.9% (65/93) indicated that "if they were the victims of bullying, they would tell their family." However, 89.2% (83/93) of caregivers considered that their children would tell them if they were ever involved in these situations. Agreement was observed in terms of a positive communication (Kappa = -0.04) between 62.6% (57/91) of the child/caregiver dyads school bullying. Disagreement was observed between children and their caregivers in relation to the frequency and communication of bullying situations. Few caregivers whose children admitted to being involved in these situations believed it was a possibility. Sociedad Argentina de Pediatría

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

    PubMed

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

    PubMed Central

    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

  3. Cyberbullying: another main type of bullying?

    PubMed

    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.

  4. Bullying perpetration and subsequent sexual violence perpetration among middle school students.

    PubMed

    Espelage, Dorothy L; Basile, Kathleen C; Hamburger, Merle E

    2012-01-01

    This study examines the association between bullying experiences and sexual violence (SV) perpetration among a sample of middle school students (n = 1391; males and females in grades 5-8) across five middle schools in a Midwestern state. We include waves 1 and 2 of a larger longitudinal study that aimed to track the overlap between bullying and SV victimization and/or perpetration across a 3-year period. Wave 1 data were collected in the spring of 2008, and wave 2 data were collected in the fall of 2008. Student participants completed a series of scales in a paper and pencil survey. After missing data imputation, a total sample of 1391 students was analyzed. Using cutoff scores, 12% of males and 12% of females could be considered bully perpetrators. Thirty-two percent of the boys (22% of girls) reported making sexual comments to other students, 5% of boys (7% of girls) spread a sexual rumor, and 4% of boys (2% of girls) pulled at someone's clothing. Bullying perpetration and homophobic teasing were significant predictors of sexual harassment perpetration over time. Given the overlap among bullying, homophobic teasing perpetration, and SV perpetration, future studies should address the link among these forms of aggression so that prevention programs can be enhanced to address gender-based bullying and sexual harassment. Copyright © 2012 Society for Adolescent Health and Medicine. All rights reserved.

  5. Attributional styles, self-esteem, and just world belief of victims of bullying in Dutch organizations.

    PubMed

    Steensma, Herman; van Dijke, Richard

    Large-scale surveys in Europe document that some 8-15% of European workers are subjected to intimidation and bullying. Victims of severe bullying in Dutch organizations (N = 21) and non-victims (N = 30) filled out questionnaires. As predicted, victims had a lower Just World Belief, and lower self-esteem than non-victims. Moreover, victims attached higher importance to negative situations than non-victims do. The two groups demonstrated only minor differences in their attributions of internal, and stable causes to negative events. However, victims of bullying attributed causes of bullying significantly more often to specific aspects of situations. In the discussion it is suggested that in future research a distinction should be made between subgroups of victims.

  6. Lifestyle, harassment at work and self-assessed health of female flight attendants, nurses and teachers.

    PubMed

    Gunnarsdottir, Holmfridur K; Sveinsdottir, Herdis; Bernburg, Jon Gunnar; Fridriksdottir, Hildur; Tomasson, Kristinn

    2006-01-01

    Health-related lifestyle, harassment at work, and self-assessed health of female flight attendants in comparison to that of female nurses and female primary school teachers were surveyed. A higher proportion of flight attendants than nurses or teachers were smokers, 26% vs. 15% and 17% respectively; and consumed alcohol at least once a week, 40% vs. 21% and 16%. Repeated sexual harassment at work was more common among the flight attendants, 31% vs. 8% and 4%; whereas bullying, physical violence and threats were less prevalent among the flight attendants (12%) than among nurses (19%). Flight attendants were on average somewhat taller, but weighed on average less, 63.8 kg vs. 72.4 kg and 72.7 kg respectively. Repeated exposure to sexual harassment, bullying, violence and threats was related to less physical and psychological well-being in all the groups. Teachers scored on average significantly lower than did the flight attendants on general health and physical well-being, while nurses did not.

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

    PubMed

    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).

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

    PubMed Central

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

    2017-01-01

    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. PMID:26223898

  9. Why Adolescents Don't Disclose Incidents of Bullying and Harassment

    ERIC Educational Resources Information Center

    deLara, Ellen W.

    2012-01-01

    While bullying among students is a recalcitrant problem in U.S. schools, research indicates that many students do not disclose bullying they experience or witness despite repeated efforts on the part of adults. The preponderance of research tends to neither include the perceptions of students nor provide understanding about their reluctance to…

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

    ERIC Educational Resources Information Center

    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…

  11. Child and Parental Reports of Bullying in a Consecutive Sample of Children With Food Allergy

    PubMed Central

    Annunziato, Rachel A.; Ambrose, Michael A.; Ravid, Noga L.; Mullarkey, Chloe; Rubes, Melissa; Chuang, Kelley; Sicherer, Mati; Sicherer, Scott H.

    2013-01-01

    OBJECTIVE: The social vulnerability that is associated with food allergy (FA) might predispose children with FA to bullying and harassment. This study sought to quantify the extent, methods, and correlates of bullying in a cohort of food-allergic children. METHODS: Patient and parent (83.6% mothers) pairs were consecutively recruited during allergy clinic visits to independently answer questionnaires. Bullying due to FA or for any cause, quality of life (QoL), and distress in both the child and parent were evaluated via questionnaires. RESULTS: Of 251 families who completed the surveys, 45.4% of the children and 36.3% of their parents indicated that the child had been bullied or harassed for any reason, and 31.5% of the children and 24.7% of the parents reported bullying specifically due to FA, frequently including threats with foods, primarily by classmates. Bullying was significantly associated with decreased QoL and increased distress in parents and children, independent of the reported severity of the allergy. A greater frequency of bullying was related to poorer QoL. Parents knew about the child-reported bullying in only 52.1% of the cases. Parental knowledge of bullying was associated with better QoL and less distress in the bullied children. CONCLUSIONS: Bullying is common in food-allergic children. It is associated with lower QoL and distress in children and their parents. Half of the bullying cases remain unknown to parents. When parents are aware of the bullying, the child’s QoL is better. It is important to proactively identify and address cases in this population. PMID:23266926

  12. Bullying among Special Education Students with Intellectual Disabilities: Differences in Social Adjustment and Social Skills

    ERIC Educational Resources Information Center

    Reiter, Shunit; Lapidot-Lefler, Noam

    2007-01-01

    Harassment and bullying among 186 students with intellectual disabilities, ages 12 to 21 years, in special education schools were examined. The differences between bullies and victims in terms of social adjustment and social skills were investigated. No prototypes characterizing differences in social skills were found between the three subgroups:…

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

    ERIC Educational Resources Information Center

    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.…

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

    PubMed

    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.

  15. Effects of workplace bullying on how women work.

    PubMed

    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.

  16. Threat, Intimidation, and Student Financial Market Knowledge: An Empirical Study

    ERIC Educational Resources Information Center

    Ford, Matthew W.; Devoto, Steve; Kent, Daniel W.; Harrison, Todd

    2007-01-01

    Threat emanating from financial markets may intimidate college students to some degree. In this article, the authors considered the influence of such intimidation on student financial market knowledge. They hypothesized a negative relationship between intimidation and market knowledge. An empirical study of over 150 undergraduate business school…

  17. Bullying, harassment, and horizontal violence in the nursing workforce: the state of the science.

    PubMed

    Vessey, Judith A; Demarco, Rosanna; DiFazio, Rachel

    2010-01-01

    In the complex health care workplace of nurses, intra/interprofessional ideals intersect with the expectations of patients, families, students, and coworkers in a context of managed care environments, academia, and other health care enterprises. Integral to quality assessment, management, and assurance is collegial and respectful communication. Decades of reported descriptive and anecdotal data on intra/inter professional and on client communication, describe the antithesis of these ideals. Specifically, increasing frequency and rates of persistent bullying, harassment, or horizontal violence (BHHV) have shown to yield detrimental effects on workplace satisfaction, workforce retention, and the psychological and physical health of nurses as well as implied effects on quality of patient care and risk of poor health outcomes. Persistent BHHV among nurses is a serious concern. In advancing the science of description and explanation to a level of prevention intervention, explanatory models from biology, developmental psychology, intra/interpersonal interactionism are described along with theoretical explanations for the prevalence of BHHV in nurse workplaces. Making the connection between explanatory models and creative solutions to address BHHV through multiple levels of behavioral influence such as individual, environmental, interpersonal, and cultural contexts is key to advancing the science of the relationship between professional behavior and client/family/community health care outcomes.

  18. Student's perception of school bullying and its impact on academic performance: A longitudinal look.

    PubMed

    Zalba, Julieta; Durán, Lucas G; Carletti, Diego R; Zavala Gottau, Patxi; Serralunga, María G; Jouglard, Ezequiel F; Esandi, María E

    2018-04-01

    Bullying among peers has immediate and long-term consequences, as it affects children's health-related quality of life. The aim was to examine the association between the frequency, type and dynamics of children's involvement in bullying situations and their academic performance over the school year. Longitudinal study conducted in 2015 in 9 to 12 year-olds in schools of Bahía Blanca, Argentina. Outcome measures: children's involvement in bullying situations, frequency of participation in bullying and academic performance. Bullying categories were obtained through the Preconceptions of Bullying and Intimidation Among Peers (PRECONCIMEI) questionnaire and academic performance as reflected by each child's school grades. The survey included 375 children, of which 22.1% (83/375) were repeatedly involved and 30.12% (113/375) were occasionally involved in bullying situations (20.27% [76/375] reported having participated by the year end but not at the beginning, and 9.85% [37/375] showed the opposite behavior). No statistically significant differences were found, regardless of the course subject analyzed. Grades were found to have improved by school year-end, in all groups assessed. No association was found between bullying and academic performance. Sociedad Argentina de Pediatría.

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

    PubMed

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

  2. 41 CFR 60-250.69 - Intimidation and interference.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 41 Public Contracts and Property Management 1 2010-07-01 2010-07-01 true Intimidation and interference. 60-250.69 Section 60-250.69 Public Contracts and Property Management Other Provisions Relating to... PROTECTED VETERANS General Enforcement and Complaint Procedures § 60-250.69 Intimidation and interference...

  3. 41 CFR 60-250.69 - Intimidation and interference.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 41 Public Contracts and Property Management 1 2012-07-01 2009-07-01 true Intimidation and interference. 60-250.69 Section 60-250.69 Public Contracts and Property Management Other Provisions Relating to... PROTECTED VETERANS General Enforcement and Complaint Procedures § 60-250.69 Intimidation and interference...

  4. 41 CFR 60-250.69 - Intimidation and interference.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 41 Public Contracts and Property Management 1 2013-07-01 2013-07-01 false Intimidation and interference. 60-250.69 Section 60-250.69 Public Contracts and Property Management Other Provisions Relating to... PROTECTED VETERANS General Enforcement and Complaint Procedures § 60-250.69 Intimidation and interference...

  5. 41 CFR 60-250.69 - Intimidation and interference.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 41 Public Contracts and Property Management 1 2011-07-01 2009-07-01 true Intimidation and interference. 60-250.69 Section 60-250.69 Public Contracts and Property Management Other Provisions Relating to... PROTECTED VETERANS General Enforcement and Complaint Procedures § 60-250.69 Intimidation and interference...

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

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

    PubMed

    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.

  10. Symbolic hate: intention to intimidate, political ideology, and group association.

    PubMed

    Wiener, Richard L; Richter, Erin

    2008-12-01

    In Virginia v. Black (123 S.Ct. 1536, 2003), the Supreme Court ruled that the First Amendment did not bar statutes that prohibit cross burnings in which defendants acted with intention to intimidate others. Using a variety of symbols including cross burnings, swastikas, confederate flags, and skin fists, the current research tested how mock jurors used alternative actor intentions to judge culpability in symbolic hate speech cases. Only partially validating the Court's assumptions, participants rated guilt certainty highest when they believed the speakers conveyed direct threats, sometimes regardless of whether defendants intended to intimidate others. Further, results showed the level of perceived intimidation only partially mediated the relationship between type of fact pattern and guilt certainty ratings. While alternative intentions did produce different levels of intention to intimidate, path analysis showed that the participants' ratings of the defendant's intention to convey a direct threat influenced guilt certainty ratings in all cases. Perceived intimidation levels predicted culpability in only some of the cases and not for cross burning on private property.

  11. Forensic aspects of sexual harassment.

    PubMed

    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.

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

    PubMed

    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.

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

    PubMed Central

    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

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

    ERIC Educational Resources Information Center

    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…

  15. Public attitudes about different types of anti-bullying laws: results from a national survey.

    PubMed

    Puhl, Rebecca M; Luedicke, Joerg; King, Kelly M

    2015-02-01

    State anti-bullying laws have been enacted across the United States to address bullying both by and of youths. Although these statutes can provide critical protection to youth, there is debate about whether such laws should enumerate protected classes of youth. Weight-based bullying is an increasingly prevalent form of harassment and it has been overlooked in policy initiatives. Enumeration in existing laws might help protect overweight victims. As no research has examined this issue, we conducted a national survey of American adults (N=1155) to assess public opinion about enactment of anti-bullying laws that vary according to whether or not they enumerate distinguishing characteristics. Our results demonstrated substantial public agreement (ranging from 2/3 to 3/4 of participants) with enactment of state and federal anti-bullying laws that enumerate distinguishing characteristics, including physical appearance and weight, which are currently absent in most statutes. Our evidence can inform policy and legal approaches to protect youth effectively from bullying.

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

    PubMed Central

    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

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

    ERIC Educational Resources Information Center

    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…

  18. Who would want to be a nurse? Violence in the workplace--a factor in recruitment and retention.

    PubMed

    Jackson, D; Clare, J; Mannix, J

    2002-01-01

    In a climate of a declining nursing workforce where violence and hostility is a part of the day-to-day lives of most nurses, it is timely to name violence as a major factor in the recruitment and retention of registered nurses in the health system. Workplace violence takes many forms such as aggression, harassment, bullying, intimidation and assault. Violent acts are perpetrated against nurses from various quarters including patients, relatives, other nurses and other professional groups. Research suggests that nurse managers are implicated in workplace violence and bullying. Furthermore, there may be a direct link between episodes of violence and aggression towards nurses and sick leave, burnout and poor recruitment and retention rates. This paper explores what is known about workplace violence as it affects nurses, and calls for managerial support and policy to act to improve work environments for all nurses.

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

    PubMed

    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.

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

    PubMed

    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.

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

    PubMed

    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.

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

    PubMed

    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.

  3. Developing Student's Knowledge, Intervention Skills, and a Willingness To Participate in Decreasing School Bullying: A Secondary School's Use of the Curriculum Approach.

    ERIC Educational Resources Information Center

    Young, Gordon H.

    Due to the increase in the number of non-physical bullying incidents observed by both teachers and administrators throughout the last year at a high-school, students were becoming so intimidated by other students that they were unwilling to even speak up about or report any such incidents to school administrators. A strategy was designed and…

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

    PubMed

    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.

  5. Understanding linkages between bullying and suicidal ideation in a national sample of LGB and heterosexual youth in the United States.

    PubMed

    Ybarra, Michele L; Mitchell, Kimberly J; Kosciw, Joseph G; Korchmaros, Josephine D

    2015-04-01

    While there is an extant research base regarding suicidal ideation in relation to bullying and peer harassment, how findings may be similar and different for lesbian, gay, and bisexual (LGB) and non-LGB youth is less well understood. To address this gap, we analyzed data from 5,542 13- to 18-year-old youth who were nationally surveyed online in the United States in 2010. Results suggest that the relative odds of suicidal ideation are elevated for youth who are victims of bullying (OR = 5.61, 95 % CI, 4.11, 7.64), as well as those who are victims of peer harassment (OR = 2.06, 95 % CI, 1.53, 2.79). Within the context of other important factors, bullying was associated with odds of suicidal ideation twice that of non-victimized youth (aOR = 2.02, 95 % CI, 1.30, 3.13). Within sexual identity, the relation between bullying and suicidal ideation was particularly strong for gay, lesbian, and queer youth, even after adjusting for other influential factors (aOR = 6.29, 95 % CI, 2.69, 14.66). Across sexual identities, the odds of suicidal ideation are higher for bisexual youth (aOR = 1.77, 95 % CI, 1.23, 2.55) but not for other sexual minority youth when compared with otherwise similar heterosexual youth. Other factors, including depressive symptomatology and low self-esteem, were also predictive of recent ideation across all sexual identities. Findings highlight the complexity of bullying and suicidal ideation. Furthermore, given the relation between bullying and suicidal ideation, and the disproportionate level of bullying experienced by LGB youth, our findings suggest the need for more protective environments for LGB youth.

  6. 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.

    PubMed

    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.

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

    PubMed

    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.

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

    PubMed

    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.

  9. Bullying Victimisation and Social Support of Adolescent Male Dance Students: An Analysis of Findings

    ERIC Educational Resources Information Center

    Risner, Doug

    2014-01-01

    This analysis (n?=?33), drawn from the findings of the author's larger mixed method research study, investigated bullying and harassment of adolescent male students (ages 13-18) pursuing dance study at the pre-professional level in the United States. Procedures for this analysis included review of primary and secondary sources from the…

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

    PubMed

    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 (p<0.0001), and to be dissatisfied in their job (p<0.0001). In the light of the association between work organization and bullying it is of importance that supervisors and employers are well versified in communication skills as pertains to staff relations and recognizing psychosocial risk factors in the employees' work environment. As victims of bullying are more dissatisfied with their work than others, it is likely that if they become sick and link their illness to the workplace, 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.

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

    PubMed

    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.

  12. 28 CFR 42.732 - Prohibition against intimidation.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 28 Judicial Administration 1 2014-07-01 2014-07-01 false Prohibition against intimidation. 42.732 Section 42.732 Judicial Administration DEPARTMENT OF JUSTICE NONDISCRIMINATION; EQUAL EMPLOYMENT... Activities; Implementation of the Age Discrimination Act of 1975 Compliance Procedures § 42.732 Prohibition...

  13. Bullying and Sexual Discrimination in the Greek Health Care System.

    PubMed

    Chrysafi, Pavlina; Simou, Effie; Makris, Marinos; Malietzis, George; Makris, Gregory C

    Modern medicine is based on teamwork and communication. Bullying and discrimination can have a serious effect on these, affecting the standard of medical training and patient care. To determine the incidence of bullying and sex discrimination in the Greek health care system. An online questionnaire was designed and circulated among Greek medical professionals. We received 1349 completed questionnaires with a response rate of 48% and with 45% of them being female. Equal opportunities in specialty training were reported by 55% of the participants. Female doctors in medicine and in surgery reported no equal opportunities at an incidence of 15% and 30%, respectively (p < 0.001). Family obligations and lack of family support were considered as the main obstacles in female doctors' professional development by 92% and 59% of the participants, respectively. Both sexes appeared to have suffered from various forms of abusive behavior with characteristics that vary between them. Verbal abuse, threatening behavior, and sexual harassment were reported by 50%, 38%, and 20%, respectively, with women being 3 times more likely to be victims of sexual harassment (34% vs. 9%, p < 0.001). Finally, the availability of official support mechanisms was reported in only 15% of the cases, whereas friends and colleagues were the main support for 46.17% of the cases. This is the first study attempting to preliminary describe the extent of bullying and sexual discrimination in the Greek national health care system. Despite the limitations of this study, it is imperative that more research is performed on this issue from the appropriate national authorities. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  14. Why it's important for it to stop: Examining the mental health correlates of bullying and ill-treatment at work in a cohort study.

    PubMed

    Butterworth, Peter; Leach, Liana S; Kiely, Kim M

    2016-11-01

    There is limited Australian information on the prevalence and mental health consequences of bullying and ill-treatment at work. The aims of this study were to use data from an ongoing Australian longitudinal cohort study to (1) compare different measures of workplace bullying, (2) estimate the prevalence of bullying and ill-treatment at work, (3) evaluate whether workplace bullying is distinct from other adverse work characteristics and (4) examine the unique contribution of workplace bullying to common mental disorders in mid-life. The sample comprised 1466 participants (52% women) aged 52-58 from wave four of the Personality and Total Health (PATH) through Life study. Workplace bullying was assessed by a single item of self-labelling measure of bullying and a 15-item scale of bullying-related behaviours experienced in the past 6 months. Factor analysis the identified underlying factor structure of the behavioural bullying scale. Current bullying was reported by 7.0% of respondents, while 46.4% of respondents reported that they had been bullied at some point in their working life. Person-related and work-related bullying behaviours were more common than violence and intimidation. The multi-dimensional scale of bullying behaviours had greater concordance with a single item of self-labelled bullying (Area Under the Curve = 0.88) than other adverse work characteristics (all Area Under the Curves < 0.67). Self-labelled bullying and scales reflecting person-related and work-related bullying were independent predictors of depression and/or anxiety. This study provides unique information on the prevalence and mental health impacts of workplace bullying and ill-treatment in Australia. Workplace bullying is a relatively common experience, and is associated with increased risk of depression and anxiety. Greater attention to identifying and preventing bullying and ill-treatment in the workplace is warranted. © The Royal Australian and New Zealand College of

  15. [Violent and intimidating behavior of psychiatric patients at admission].

    PubMed

    Moamaï, J; Moamaï, N

    1994-05-01

    The dangerousness of the mentally ill patient is still unknown. This study assesses the actual prevalence of violent and intimidating behaviours in psychiatric patients at the time of their admission, or in the days leading up to their admission to a Quebec hospital. These behaviours have been measured on a six-point scale whose reliability for this population is appropriate. The consecutive sample consists of 383 adult admissions, and the results show that 83.0 percent of the involuntary admissions and 40.7 percent of the voluntary admissions manifested violent or intimidating behaviours at the time of hospitalization. The results support the clinical experience that psychiatric patients often exhibit this type of behaviour on admission.

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

    PubMed

    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.

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

    PubMed

    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

  18. Gender harassment: broadening our understanding of sex-based harassment at work.

    PubMed

    Leskinen, Emily A; Cortina, Lilia M; Kabat, Dana B

    2011-02-01

    This study challenges the common legal and organizational practice of privileging sexual advance forms of sex-based harassment, while neglecting gender harassment. Survey data came from women working in two male-dominated contexts: the military and the legal profession. Their responses to the Sexual Experiences Questionnaire (SEQ) revealed five typical profiles of harassment: low victimization, gender harassment, gender harassment with unwanted sexual attention, moderate victimization, and high victimization. The vast majority of harassment victims fell into one of the first two groups, which described virtually no unwanted sexual advances. When compared to non-victims, gender-harassed women showed significant decrements in professional and psychological well-being. These findings underscore the seriousness of gender harassment, which merits greater attention by both law and social science.

  19. 41 CFR 60-1.32 - Intimidation and interference.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 41 Public Contracts and Property Management 1 2010-07-01 2010-07-01 true Intimidation and interference. 60-1.32 Section 60-1.32 Public Contracts and Property Management Other Provisions Relating to Public Contracts OFFICE OF FEDERAL CONTRACT COMPLIANCE PROGRAMS, EQUAL EMPLOYMENT OPPORTUNITY, DEPARTMENT...

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

    PubMed

    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.

  1. Prime time sexual harassment.

    PubMed

    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.

  2. Sexual harassment.

    PubMed

    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.

  3. Civility and workplace bullying: resonance of Nightingale's persona and current best practices.

    PubMed

    Lim, Fidelindo A; Bernstein, Ilya

    2014-01-01

    Conflict or aggression occurring between and among healthcare workers is undermining attempts to create a culture of safety in the workplace. Healthcare occupations have higher rates of workplace bullying (WPB), and intimidating behavior across healthcare settings has been shown to foster medical errors, increase the cost of care, and contribute to poor patient satisfaction and preventable adverse outcomes. WBP is also partially responsible for the high attrition among nurses, a particular concern in the current nursing shortage. Through a narrative that explores Florence Nightingale's professional persona and experience, this article outlines various factors that contribute to incivility and WPB, and provides suggestions for curriculum design that may help preempt incivility in tomorrow's nurses.

  4. Coming Out

    MedlinePlus

    ... about them. They're afraid they'll face bullying, harassment, discrimination, or even violence. Their families don' ... Use Anti-Gay Language? Sexual Harassment and Sexual Bullying Dealing With Bullying Coping With Cliques Transgender People ...

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

    PubMed

    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.

  6. [Psychological harassment].

    PubMed

    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.

  7. Bullying in the family: sibling bullying.

    PubMed

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

    ERIC Educational Resources Information Center

    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,…

  9. 13 CFR 117.14 - Intimidating or retaliatory acts prohibited.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... other person shall intimidate, threaten, coerce, or discriminate against any individual for the purpose of interfering with any right or privilege secured by this part or because an individual or group has..., enforcement process, or hearing under this part. The identity of complainants shall be kept confidential...

  10. 13 CFR 117.14 - Intimidating or retaliatory acts prohibited.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... other person shall intimidate, threaten, coerce, or discriminate against any individual for the purpose of interfering with any right or privilege secured by this part or because an individual or group has..., enforcement process, or hearing under this part. The identity of complainants shall be kept confidential...

  11. 13 CFR 117.14 - Intimidating or retaliatory acts prohibited.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... other person shall intimidate, threaten, coerce, or discriminate against any individual for the purpose of interfering with any right or privilege secured by this part or because an individual or group has..., enforcement process, or hearing under this part. The identity of complainants shall be kept confidential...

  12. 13 CFR 117.14 - Intimidating or retaliatory acts prohibited.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... other person shall intimidate, threaten, coerce, or discriminate against any individual for the purpose of interfering with any right or privilege secured by this part or because an individual or group has..., enforcement process, or hearing under this part. The identity of complainants shall be kept confidential...

  13. 13 CFR 117.14 - Intimidating or retaliatory acts prohibited.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... other person shall intimidate, threaten, coerce, or discriminate against any individual for the purpose of interfering with any right or privilege secured by this part or because an individual or group has..., enforcement process, or hearing under this part. The identity of complainants shall be kept confidential...

  14. 45 CFR 160.316 - Refraining from intimidation or retaliation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... reasonable and does not involve a disclosure of protected health information in violation of subpart E of... 45 Public Welfare 1 2014-10-01 2014-10-01 false Refraining from intimidation or retaliation. 160.316 Section 160.316 Public Welfare Department of Health and Human Services ADMINISTRATIVE DATA...

  15. 45 CFR 160.316 - Refraining from intimidation or retaliation.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... reasonable and does not involve a disclosure of protected health information in violation of subpart E of... 45 Public Welfare 1 2013-10-01 2013-10-01 false Refraining from intimidation or retaliation. 160.316 Section 160.316 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES ADMINISTRATIVE DATA...

  16. 45 CFR 160.316 - Refraining from intimidation or retaliation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 1 2010-10-01 2010-10-01 false Refraining from intimidation or retaliation. 160.316 Section 160.316 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES ADMINISTRATIVE DATA... made unlawful by this subchapter, provided the individual or person has a good faith belief that the...

  17. 45 CFR 160.316 - Refraining from intimidation or retaliation.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 1 2012-10-01 2012-10-01 false Refraining from intimidation or retaliation. 160.316 Section 160.316 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES ADMINISTRATIVE DATA... made unlawful by this subchapter, provided the individual or person has a good faith belief that the...

  18. 45 CFR 160.316 - Refraining from intimidation or retaliation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 1 2011-10-01 2011-10-01 false Refraining from intimidation or retaliation. 160.316 Section 160.316 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES ADMINISTRATIVE DATA... made unlawful by this subchapter, provided the individual or person has a good faith belief that the...

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

    PubMed

    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

  20. Sexual Harassment at UC Davis.

    ERIC Educational Resources Information Center

    Whitmore, Robin L.

    Sexual harassment at the University of California Davis was studied to provide information for campus officials. Attention was directed to: campus attitudes about sexual harassment; the incidence of sexual harassment among survey respondents; the circumstances and characteristics of sexual harassment incidents; the effects of sexual harassment on…

  1. Power lines: Derrida, discursive psychology and the management of accusations of teacher bullying.

    PubMed

    Hepburn, A

    2000-12-01

    This study connects broad issues of classroom control and the disciplining of pupils by teachers with a detailed examination of the way teachers deal with an implied accusation that they have been bullying. The analysis of interviews develops with reference to discursive psychology and Derrida's development of deconstruction. Billig's (1992) insights into ways that participants' accounts can neutralize threats to established social arrangements are employed in relating detailed analytic points to the broader power relations between teacher and pupil. Interviews were conducted with Scottish secondary school teachers, and subjected to close textual analysis. This resulted in the development of three themes: (1) Subjectivity Construction, in which the functional role of the construction of mental entities is examined; (2) Normalizing Techniques, identifying strategies whereby intimidation can be constructed as normal; and (3) Figuration, examining the utility of figurative language--metaphors, maxims, and so on. These themes display the subtlety and complexity of teachers' strategies for distancing themselves from being held accountable for reported intimidation. To conclude, three broader features of the study are discussed: the contribution to discursive psychology that Derrida's deconstructive philosophy can make; the respecification of psychology and subjectivity as participants' resources for action; and the contribution that this type of detailed study can make to issues of power and social critique.

  2. Addressing Sexual Harassment

    ERIC Educational Resources Information Center

    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…

  3. 41 CFR 101-8.719 - Prohibition against intimidation or retaliation.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 41 Public Contracts and Property Management 2 2014-07-01 2012-07-01 true Prohibition against intimidation or retaliation. 101-8.719 Section 101-8.719 Public Contracts and Property Management Federal Property Management Regulations System FEDERAL PROPERTY MANAGEMENT REGULATIONS GENERAL 8-NONDISCRIMINATION...

  4. Examining characteristics and associated distress related to Internet harassment: findings from the Second Youth Internet Safety Survey.

    PubMed

    Ybarra, Michele L; Mitchell, Kimberly J; Wolak, Janis; Finkelhor, David

    2006-10-01

    significantly less likely to be distressed by the harassment. Internet harassment can be a serious event for some youth. Because there has been a significant increase in the prevalence of Internet harassment from 2000 to 2005, adolescent health professionals should continue to be vigilant about such experiences in the lives of young people with whom they interact. Social problems and online aggressive behavior are each associated with elevated odds of being the target of harassment. Thus, prevention efforts may be best aimed at improving the interpersonal skills of young people who choose to communicate with others using these online tools. Adolescent health professionals should be especially aware of events that include aggressive offline contacts by adult harassers or asking the child or adolescent to send a picture of themselves, because each of these scenarios increase the odds of reporting distress by more than threefold. Findings further support the call for the inclusion of Internet-harassment prevention in conventional antibullying programs empowering schools to address Internet bullying situations that occur between students. This will not solve all situations, however. We also must encourage Internet service providers to partner with consumers to be proactive in serious harassment episodes that violate criminal laws and service-provider codes of conduct.

  5. Harassment Hurts: Sex-Role Stereotyping and Sexual Harassment, Elementary School Resources.

    ERIC Educational Resources Information Center

    Staton, Pat; Larkin, June

    Sex role stereotyping can lead to sexual harassment, even in elementary school. This activity kit is designed to help elementary school students understand the link between sex role stereotyping and sexual harassment, to educate students about the harmful effects of sex role stereotyping and sexual harassment, and to provide students with the…

  6. Workplace bullying and general health status among the nursing staff of Greek public hospitals.

    PubMed

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

    2016-01-01

    The arduous emotional and physical nurses' work, the gradual nursing staff cutbacks and the lack of recognition that nurses feel regarding their skills and overall capabilities are some of the factors that act of bullying between nursing staff and management, between nurses and patients/families or even among nurses themselves. Workplace bullying has physical and psychological effects on worker-victims and, by extension, patients themselves. The purpose of this study was to investigate the relationship between the phenomenon of workplace bullying and general health status among the nursing staff of Greek public hospitals. A cross-sectional study was conducted on a convenience sample of 841 members of the nursing staff working in five major hospitals of the 1st Regional Health Authority of Attica, located in Athens. The response rate was 84.1 %. The respondents completed the Negative Acts Questionnaire (NAQ) and the General Health Questionnaire (GHQ-12) and also their demographic characteristics. The appropriate permissions were obtained by the Hospitals' Ethics Committees and the questionnaire's authors. Data were collected from March to July 2013. Data analysis was performed with IBM SPSS 21.0 and included t test, χ (2) test and regression analysis. The two-tailed significance level was set ≤0.05. 30.2 % of the respondents reported that they had been psychologically harassed in their workplaces during the preceding 6 months. Statistical analysis revealed that relative to other respondents, respondents who had received support from their families and friends enjoyed better health but respondents who perceived their work environments more negatively because of work-related bullying suffered from worse general health. Workplace bullying among nursing staff is a major concern in Greece. Support systems play a crucial role in addressing the negative effects of bullying and they should be taken into account when designing prevention and troubleshooting policies

  7. Sexual Assault and Sexual Harassment in the U.S. Military: Volume 3. Estimates for Coast Guard Service Members from the 2014 RAND Military Workplace Study

    DTIC Science & Technology

    2015-01-01

    workplace characterized by severe or per- vasive unwelcome sexual advances, comments, or physical conduct that offends service members – sexual ...either the service member or the offender as a sexual encounter. Ensuring that members of the Coast Guard understand the full scope of physical assaults...systems for sexual harassment, gender discrimination, hazing, bullying, and physical assaults. The prevalence of sexual assault in the Coast Guard is

  8. Bias-motivated bullying and psychosocial problems: implications for HIV risk behaviors among young men who have sex with men.

    PubMed

    Li, Michael Jonathan; Distefano, Anthony; Mouttapa, Michele; Gill, Jasmeet K

    2014-02-01

    The present study aimed to determine whether the experience of bias-motivated bullying was associated with behaviors known to increase the risk of HIV infection among young men who have sex with men (YMSM) aged 18-29, and to assess whether the psychosocial problems moderated this relationship. Using an Internet-based direct marketing approach in sampling, we recruited 545 YMSM residing in the USA to complete an online questionnaire. Multiple linear regression analyses tested three regression models where we controlled for sociodemographics. The first model indicated that bullying during high school was associated with unprotected receptive anal intercourse within the past 12 months, while the second model indicated that bullying after high school was associated with engaging in anal intercourse while under the influence of drugs or alcohol in the past 12 months. In the final regression model, our composite measure of HIV risk behavior was found to be associated with lifetime verbal harassment. None of the psychosocial problems measured in this study - depression, low self-esteem, and internalized homonegativity - moderated any of the associations between bias-motivated bullying victimization and HIV risk behaviors in our regression models. Still, these findings provide novel evidence that bullying prevention programs in schools and communities should be included in comprehensive approaches to HIV prevention among YMSM.

  9. Work-related stress and bullying: gender differences and forensic medicine issues in the diagnostic procedure

    PubMed Central

    2011-01-01

    Background The attention of international agencies and scientific community on bullying and work-related stress is increasing. This study describes the gender differences found in victims of bullying and work-related stress in an Italian case series and analyzes the critical issues in the diagnostic workup. Methods Between 2001 and 2009 we examined 345 outpatients (148 males, 197 females; mean age: 41 ± 10.49) for suspected psychopathological work-related problems. Diagnosis of bullying was established using international criteria (ICD-10 and DSM-IV). Results After interdisciplinary diagnostic evaluation (Occupational Medicine Unit, Psychology and Psychiatry Service), the diagnosis of bullying was formulated in 35 subjects, 12 males and 23 females (2 cases of Post-Traumatic Stress Disorder and 33 of Adjustment Disorder). Fifty-four (20 males, 34 females) suffered from work-related anxiety, while work-unrelated Adjustment Disorder and other psychiatric disorders were diagnosed in 7 and 112 subjects, respectively. Women between 34 and 45 years showed a high prevalence (65%) of "mobbing syndrome" or other work-related stress disorders. Conclusions At work, women are more subject to harassment (for personal aspects related to emotional and relational factors) than men. The knowledge of the phenomenon is an essential requisite to contrast bullying; prevention can be carried out only through effective information and training of workers and employers, who have the legal obligation to preserve the integrity of the mental and physical status of their employees during work. PMID:22088163

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

    PubMed Central

    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. Cyberbullying and How It Impacts Schools

    ERIC Educational Resources Information Center

    Choucalas, Vida Zoe

    2013-01-01

    With all of its many benefits to humanity, one of the consequences of the Internet age is a far more pervasive and potentially damaging version of bullying called cyberbullying, which can also be referred to as ebullying, electronic bullying, cyberviolence, digital bullying, electronic harassment, and online harassment. Cyberbullying is being…

  12. Factors associated with workplace violence in paramedics.

    PubMed

    Koritsas, Stella; Boyle, Malcolm; Coles, Jan

    2009-01-01

    The majority of research that has explored workplace violence has focused on establishing the prevalence of violence in different settings. In general, there is a paucity of research that explores factors that may predict or increase the risk of experiencing violence in the workplace. The aim of this research was to determine predictors of violence for paramedics. A questionnaire was developed that focused on paramedics' experiences with six forms of violence: verbal abuse, property damage/theft, intimidation, physical abuse, sexual harassment, and sexual assault. The questionnaire was distributed randomly to paramedics throughout rural Victoria and metropolitan South Australia, and completed and returned anonymously. Predictors emerged for verbal abuse, intimidation, sexual harassment, and sexual abuse. Specifically, gender was the only predictor of intimidation, sexual harassment, and sexual assault. Paramedic qualifications, how they responded to a call-out, and hours per week in direct patient contact emerged as a predictor of verbal abuse. Certain factors predict or predispose paramedics to workplace violence. The need for workplace violence education and training is imperative for the prevention of violence, as well as for its management.

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

    PubMed

    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.

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

    PubMed

    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

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

    PubMed

    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.

  16. Bully, bullied and abused. Associations between violence at home and bullying in childhood.

    PubMed

    Lucas, Steven; Jernbro, Carolina; Tindberg, Ylva; Janson, Staffan

    2016-02-01

    The aim was to examine experiences of bullying among Swedish adolescents and whether victims and perpetrators were also exposed to violence in the home, with particular focus on how abuse severity affected the risk of exposure to bullying. A nationally representative sample of pupils aged 14-15 responded to a questionnaire exploring exposure to corporal punishment and other types of violence. Results were analysed using Pearson's chi-square and multiple logistic regression, adjusting for factors regarding the child, the parents and the families' socioeconomic status. Among the 3197 respondents, a significant proportion reported at least one incident of either bullying victimisation (girls 36%, boys 26%) or bullying perpetration (girls 24%, boys 36%). Physical and emotional violence in the home, including witnessed intimate partner violence, were significantly associated with both bullying victimisation and bullying perpetration. Odds ratios for exposure to bullying rose with increasing frequency and severity of abuse. Adjusted odds ratios ranged from 1.6 for any event of abuse vs. single episodes of bullying to 20.3 for multiple types of abuse vs. many episodes of bullying. The child's gender and the presence of a chronic health condition were consistently associated with nearly all levels of abuse and bullying. Bullying experiences are common among youth and are clearly associated with abuse. Frequent bullying, whether as victim or perpetrator, warrants particular vigilance, as it appears to be an indicator of severe violence in the home. © 2015 the Nordic Societies of Public Health.

  17. Sexual Harassment: It's Not Academic.

    ERIC Educational Resources Information Center

    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,…

  18. Sexual Harassment and Organizational Outcomes

    DTIC Science & Technology

    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

  19. The Stopit! programme to reduce bullying and undermining behaviour in hospitals.

    PubMed

    Benmore, Graham; Henderson, Steven; Mountfield, Joanna; Wink, Brian

    2018-05-21

    Purpose The impact of bullying and undermining behaviours on the National Health Service on costs, patient safety and retention of staff was well understood even before the Illing report, published in 2013, that reviewed the efficacy of training interventions designed to reduce bullying and harassment in the outputs. The purpose of this paper is to provide an example of a good programme well evaluated. Design/methodology/approach The methodology follows a broad realist approach, by specifying the underlying programme assumptions and intention of the designers. Three months after the event, Q-sort methodology was employed to group participants into one of three contexts - mechanism - output groups. Interviews were then undertaken with members of two of these groups, to evaluate how the programme had influenced each. Findings Q-sort identified a typology of three beneficiaries from the Stopit! workshops, characterised as professionals, colleagues and victims. Each group had acted upon different parts of the programme, depending chiefly upon their current and past experiences of bullying in hospitals. Research limitations/implications The paper demonstrates the effectiveness of using Q-sort method to identify relevant CMOs in a realist evaluation framework. Practical implications The paper considers the effectiveness of the programme to reduce bullying, rather than teach victims to cope, and how it may be strengthened based upon the research findings and Illing recommendations. Social implications Workplace bullying is invariably implicated in scandals concerning poor hospital practice, poor patient outcomes and staff illness. All too frequently, the sector responds by offering training in resilience, which though helpful, places the onus on the victim to cope rather than the employer to reduce or eliminate the practice. This paper documents and evaluates an attempt to change workplace practices to directly address bullying and undermining. Originality/value The paper

  20. Subjective health complaints in adolescent victims of cyber harassment: moderation through support from parents/friends - a Swedish population-based study.

    PubMed

    Fridh, Maria; Lindström, Martin; Rosvall, Maria

    2015-09-23

    Victimization in cyberspace has emerged as a new public health issue among the young. The main purpose of this study was to analyze associations between cyber victimization defined as cyber harassment (CH) (a somewhat broader concept than cyberbullying) and subjective health complaints (SHC), to study whether these associations were modified by parental/friend support (measured as communication), and to explore the influence of traditional bullying victimization (TBV) on the association between CH and SHC. The study population consisted of 8544 students in 9th grade (around 15 years old) who participated in the 2012 Scania public health survey of children and adolescents. The survey was a cross-sectional total-population study conducted in school, with a response rate of 83 %. Main and interaction (stress-buffering) effects of social support on the relationship between CH and SCH were investigated by hierarchical multiple linear regression analyses, adjusted for potential confounders, including TBV. The past-year prevalence of CH (once or several times) was 14 % among boys and 20 % among girls. Having been cyber harassed once or several times during the past year was associated with higher levels of SHC, controlling for age, parental occupation, parental origin, daily smoking, intense alcohol consumption, and disability. Among both boys and girls, the associations were stronger for CH occurring several times than for CH occurring only once. Main effects of parental/friend support were seen for both boys and girls, while stress-buffering effects were indicated for boys only. Additional analysis further adjusting for TBV did not change the associations substantially, indicating that CH has an effect of its own on SHC. Intervention programs aimed at improving the quality of peer and family relationships among children and adolescents might reduce the incidence of both cyber harassment and traditional bullying and lower the prevalence of psychosomatic complaints.

  1. Sexual harassment against nurses in Turkey.

    PubMed

    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.

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

    PubMed

    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.

  3. What is Bullying?

    MedlinePlus

    ... 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 ...

  4. Sexual harassment: identifying risk factors.

    PubMed

    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.

  5. Sexual Harassment in Education.

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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. Sexual harassment in the Chinese workplace. Attitudes toward and experiences of sexual harassment among workers in Taiwan.

    PubMed

    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.

  8. [Sexual harassment in medical organizations].

    PubMed

    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.

  9. School-based peer sexual harassment.

    PubMed

    Kopels, S; Dupper, D R

    1999-01-01

    Peer sexual harassment in schools is an often overlooked problem that contributes to a hostile school environment: one major study found that 85% of girls and 76% of boys reported experiencing some form of sexual harassment in school. This article describes the extent and impact of peer sexual harassment in schools and the responses of the victims, school personnel, and perpetrators to peer sexual harassment. It discusses and analyzes the evolution of peer sexual harassment lawsuits and the recent U.S. Supreme Court decision concerning such actions. It concludes steps that social workers and other school personnel should take to prevent or alleviate such problems.

  10. Graduate students' perceptions of contrapower sexual harassment.

    PubMed

    Mohipp, Charmaine; Senn, Charlene Y

    2008-09-01

    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 sexual harassment than traditional sexual harassment. Those with teaching experience perceived the scenarios provided as more indicative of sexual harassment than participants without teaching experience, and this effect was magnified for males. These findings suggest that people take sexual harassment less seriously in contrapower sexual harassment than in traditional sexual harassment. Furthermore, it is possible that teaching experience makes graduate students more aware of the complicated power differentials involved in classroom settings.

  11. Sexual Harassment at Camp: Reducing Liability.

    ERIC Educational Resources Information Center

    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…

  12. Armed Forces 2002 Sexual Harassment Survey

    DTIC Science & Technology

    2003-11-01

    sexual harassment in the workplace , those...reprisal, severity of experiences) that will inform our understanding of sexual harassment in the workplace . In addition, other countries, such as Australia...sexual harassment. In M. S. Stockdale (Ed.), Sexual harassment in the workplace : Perspectives, frontiers, and response strategies (pp.

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

    PubMed

    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

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

    PubMed

    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

  15. Sexual Harassment: Experiences of University Employees.

    ERIC Educational Resources Information Center

    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)…

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

    ERIC Educational Resources Information Center

    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…

  17. Sexual harassment in medical training.

    PubMed

    Komaromy, M; Bindman, A B; Haber, R J; Sande, M A

    1993-02-04

    Sexual harassment has become a national concern and one that is increasingly recognized in the field of medicine. Although there are reports of the sexual harassment of medical trainees, there is little information on the prevalence of this problem and whether it is adequately addressed by training institutions. Surveys with descriptions and examples of sexual harassment were mailed to 133 internal medicine residents in a university training program. The residents were asked to report anonymously whether they had encountered sexual harassment during medical school or residency, the frequency and type of harassment, its effect on them, whether they chose to report it to a person in authority, and the factors that influenced this decision. Surveys were returned by 82 residents (response rate, 62 percent), 33 women and 49 men. Twenty-four women (73 percent) and 11 men (22 percent) reported that they had been sexually harassed at least once during their training. The women were more likely than the men to have been physically harassed, and the women's harassers were of higher professional status. Among those harassed, 19 of the women (79 percent) and 5 of the men (45 percent) thought that the experience created a hostile environment or interfered with their performance at work, but only 2 women and no men reported their experiences to an authority. The women cited a lack of confidence that they would be helped as the main reason for not reporting the experience, whereas men most commonly said that they had dealt with the problem without the need for outside assistance. Many medical trainees encounter what they believe to be sexual harassment during medical school or residency, and this often creates a hostile learning and work environment. Training institutions need to address the adverse effects this may have on medical education and patient care.

  18. 25 CFR 700.561 - Sexual harassment.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 2 2012-04-01 2012-04-01 false Sexual harassment. 700.561 Section 700.561 Indians THE... Responsibility and Conduct § 700.561 Sexual harassment. (a) Sexual harassment is a form of employee misconduct... an environment free from unsolicited and unwelcome sexual overtures. Sexual harassment is defined by...

  19. 25 CFR 700.561 - Sexual harassment.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 2 2013-04-01 2013-04-01 false Sexual harassment. 700.561 Section 700.561 Indians THE... Responsibility and Conduct § 700.561 Sexual harassment. (a) Sexual harassment is a form of employee misconduct... an environment free from unsolicited and unwelcome sexual overtures. Sexual harassment is defined by...

  20. 25 CFR 700.561 - Sexual harassment.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 2 2011-04-01 2011-04-01 false Sexual harassment. 700.561 Section 700.561 Indians THE... Responsibility and Conduct § 700.561 Sexual harassment. (a) Sexual harassment is a form of employee misconduct... an environment free from unsolicited and unwelcome sexual overtures. Sexual harassment is defined by...

  1. 25 CFR 700.561 - Sexual harassment.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 2 2014-04-01 2014-04-01 false Sexual harassment. 700.561 Section 700.561 Indians THE... Responsibility and Conduct § 700.561 Sexual harassment. (a) Sexual harassment is a form of employee misconduct... an environment free from unsolicited and unwelcome sexual overtures. Sexual harassment is defined by...

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

    PubMed

    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.

  3. Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms

    ERIC Educational Resources Information Center

    Farmer, Thomas W.; Petrin, Robert A.; Robertson, Dylan L.; Fraser, Mark W.; Hall, Cristin M.; Day, Steven H.; Dadisman, Kimberly

    2010-01-01

    This study examined the social relations of bullies, victims, and bully-victims in second-grade classrooms. Bully-victims are identified as both bullies and victims. The sample consisted of 537 ethnically diverse second-grade students (247 boys, 290 girls) from 37 classrooms across 11 participating schools. Bullies, bully-victims, and victims…

  4. Bullying.

    PubMed

    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.

  5. Workplace sexual harassment and depressive symptoms: a cross-sectional multilevel analysis comparing harassment from clients or customers to harassment from other employees amongst 7603 Danish employees from 1041 organizations.

    PubMed

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

    2017-09-25

    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 workplace initiatives modified the association between sexual harassment by clients or customers and level of depressive symptoms. 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 in 2012. WEHD is based on a random sample of employed individuals aged 18-64. In WEADW, organizational supervisors or employee representatives provided information on workplace characteristics. By combining WEHD and WEADW we included self-reported information on working conditions and health from 7603 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. Exposure to workplace sexual harassment from clients or customers was statistically significantly associated with a higher level of depressive symptoms (2.05; 95% CI: 0.98-3.12) compared to no exposure. Employees harassed by colleagues, supervisors or subordinates had a higher mean level of depressive symptoms (2.45; 95% CI: 0.57-4.34) than employees harassed by clients or customers. We observed no statistically significant interactions between harassment from clients and customers and any of the examined psychosocial workplace initiatives (all p > 0.05). The association between sexual harassment and depressive

  6. Teachers bullied by students: forms of bullying and perpetrator characteristics.

    PubMed

    Kauppi, Teemu; Pörhölä, Maili

    2012-01-01

    The focus of this study is on the forms in which the bullying of school teachers by students manifests itself, the characteristics of the students who engage in the bullying, and the manner in which the students who engage in bullying behave in their own peer relationships. The data was gathered from primary and lower secondary school teachers by means of an Internet survey. The answers of 70 teachers who had experienced bullying by their students are examined. The teachers had been exposed to different forms of bullying by students. They had typically been bullied by male students. In most cases, the bullying had been perpetrated by an individual student or a small group of students. According to the teachers' assessment, the majority of the students who bullied them also bullied their fellow students.

  7. Sexual Harassment: Consequences and Remedies.

    ERIC Educational Resources Information Center

    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)

  8. Extending the Duluth Model to Workplace Bullying: A Modification and Adaptation of the Workplace Power-Control Wheel.

    PubMed

    Scott, Hannah S

    2018-03-01

    Workplace bullying (WB) is an increasingly prevalent topic in the nursing literature. Recently, a new concept has been introduced into WB research to explain the motivations of WB instigators using elements of the Power-Control Wheel (PCW). Initially, this wheel was designed to assist intimate partner violence (IPV) targets/victims identify patterns of abuse and intervene with male batterers/instigators. Research examining IPV and victims/survivors of WB demonstrate that targets often share common abusive experiences, including intimidation, coercion and threats, isolation, and economic and emotional abuse. This article demonstrates clear support for the Duluth Model and its application to WB target experiences. Applications of this model to identify WB and assist individuals to identify and describe experiences of abusive work environments are discussed.

  9. Self-esteem in pure bullies and bully/victims: a longitudinal analysis.

    PubMed

    Pollastri, Alisha R; Cardemil, Esteban V; O'Donnell, Ellen H

    2010-08-01

    Past research on the self-esteem of bullies has produced equivocal results. Recent studies have suggested that the inconsistent findings may be due, in part, to the failure to account for bully/victims: those children who both bully and are victims of bullying. In this longitudinal study, we examined the distinctions among pure bullies, pure victims, bully/victims, and noninvolved children in a sample of 307 middle school students. Analyses of cross-sectional and longitudinal results supported the importance of distinguishing between pure bullies and bully/victims. In addition, results revealed some interesting sex differences: girls in the pure bully and bully/victim groups reported significant increases in self-esteem over time, with girls in the pure bully group reporting the greatest increase, whereas boys in these groups reported no significant changes in self-esteem over time.

  10. Drawing the Line: Sexual Harassment on Campus

    ERIC Educational Resources Information Center

    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…

  11. Creating a Safe School Environment: How to Prevent Cyberbullying at Your School

    ERIC Educational Resources Information Center

    Diamanduros, Terry; Downs, Elizabeth

    2011-01-01

    Technology has changed the school yard or neighborhood bully. It no longer requires physical intimidation to be a bully. In fact, bullying can be done anonymously, on or off campus, and physical size does not enter into the scenario. Every year headlines identify children who take their own lives as a result of being victims of various forms of…

  12. Sexual harassment in the workplace: nurses' perceptions.

    PubMed

    Fiedler, A; Hamby, E

    2000-10-01

    This study examined the perceptions of nurses and nursing administrators of various types of sexual harassment. It also investigated the differences in the perceptions based on gender, previous harassment, and position. Significant differences in perceptions of sexual harassment were found according to types of harassment, gender, position, and sensitivity from prior harassment. These results can inform the educators and supervisors about where the message about harassment is not getting through strongly enough, and help them to focus their training efforts.

  13. Emotional, self-conceptual, and relational characteristics of bullies and the bullied.

    PubMed

    Meland, Eivind; Rydning, Jan Henrik; Lobben, Stian; Breidablik, Hans-Johan; Ekeland, Tor-Johan

    2010-06-01

    To clarify distributions of emotional and somatic symptoms among different groups involved in bullying behaviour during early adolescence; to explore differences in social integration and self-perceptions; to explore how different cut-off limits for bullying behaviour may affect the impact of these measures; and to interpret our findings in the light of theories of identity that may suggest directions for interventions against bullying in schools. A cross-sectional study, based on self-completion questionnaire, of 1237 pupils aged 11-15 years in autumn 2000 in Alesund, Norway. Bullies and their victims reported similar and greater emotional impairments and psychosomatic complaints, lack of self-confidence, and pessimism than students not involved in bullying. With increasing involvement, bullies differed from non-involved students only in regard to depressive complaints and pessimism. The bullied group reported more depressive, somatic and anxiety complaints, and self-reproach with increasing victimisation. Both bullies and the bullied reported problems relating to school, parents, and teachers. Bullies enjoyed friendships to the same degree or better than their peers not involved in bullying, whereas the bullied group reported impaired peer relations and increasing problems with more serious involvement. Bullies, the bullied, and bully-victims reported diminishing peer support in their class with increasing involvement. Both the bullied and bullies share relational, emotional, and self-conceptual problems, but they also differ in whether they succeed in social arenas and to what extent they are affected by different emotional and self-conceptual problems. They are, however, fellow sufferers in many aspects.

  14. When leaders harass: the impact of target perceptions of organizational leadership and climate on harassment reporting and outcomes.

    PubMed

    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.

  15. Bullying among siblings.

    PubMed

    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.

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

    PubMed Central

    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

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

    PubMed

    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.

  18. The effects of harassment severity and organizational behavior on damage awards in a hostile work environment sexual harassment case.

    PubMed

    Cass, Stacie A; Levett, Lora M; Kovera, Margaret Bull

    2010-01-01

    Community members reporting for jury duty (N = 128) read a sexual harassment trial summary in which harassment severity and the organization's sexual harassment policy and response were manipulated. Jurors who read the severe harassment scenario were more likely to agree that the plaintiff had suffered and should be compensated for her suffering and that the organization should be punished than were jurors who read the mild harassment scenario. When the organization had and enforced a sexual harassment policy, jurors believed that the plaintiff had suffered little and the organization should not be punished compared with conditions in which the organization did not have an enforced sexual harassment policy. Harassment severity influenced jurors' compensatory awards, and organizational behavior influenced jurors' punitive awards. These results have implications for plaintiffs, who must decide whether to claim specific or garden-variety damages; organizations, which could create or modify sexual harassment policy to limit damages; and trial lawyers, who could tailor arguments to maximize or minimize awards. 2009 John Wiley & Sons, Ltd.

  19. Coaches, Sexual Harassment and Education

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  1. Academic Bullies

    ERIC Educational Resources Information Center

    Fogg, Piper

    2008-01-01

    Many professors have been traumatized by academic bullies. Unlike bullies at school, the academic bully plays a more subtle game. Bullies may spread rumors to undermine a colleague's credibility or shut their target out of social conversations. The more aggressive of the species cuss out co-workers, even threatening to get physical. There is…

  2. Attitudes and perceptions of workers to sexual harassment.

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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.

  4. Does the gender of the bully/victim dyad and the type of bullying influence children's responses to a bullying incident?

    PubMed

    Fox, Claire L; Jones, Siân E; Stiff, Chris E; Sayers, Jayde

    2014-01-01

    Children's responses to bullying are context related; they will vary depending on the specific bullying episode. The aim of the present study was to explore whether children's responses to bullying vary depending on the gender of the bully and victim and the type of bullying portrayed. In total, 437 children aged 9-11 years from four primary schools in the UK took part in the study. Each child read a story about one child bullying another. There were 12 different versions of the story, varying the type of bullying (verbal, physical, or relational/indirect) and the gender of the bully and victim (i.e., male bully-female victim, female bully-male victim, male bully-male victim, female bully-female victim). Each child was randomly allocated to one of the 12 stories. After reading the story the children then responded to a series of questions to assess their perceptions of the victim and bully and situation. Overall females liked the bully more than males; females also reported liking the female victim more than the male victim and females were more likely than males to intervene with a female victim. The bullying was viewed as more serious, more sympathy was shown to the victim, and there was a greater likelihood of intervention when the incident involved a female bully. There was less liking for the bully if the situation involved a female victim of physical bullying. The findings are explained in terms of social identity theory and social norms about typical male and female behavior. © 2014 Wiley Periodicals, Inc.

  5. Sexual Harassment on Campus: Are Your Actions Actionable?

    ERIC Educational Resources Information Center

    Perry, Nancy Walker

    1993-01-01

    Addresses issue of sexual harassment on academic campus. Includes definitions of sexual harassment; guidelines for determining when sexual harassment has occurred; explanation of employer/employee responsibility in cases of sexual harassment; and strategies designed to prevent or remedy sexual harassment. (Author)

  6. Sexual harassment of nurses in the workplace.

    PubMed

    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.

  7. Preventing Bullying: Nine Ways to Bully-Proof Your Classroom

    ERIC Educational Resources Information Center

    Shore, Kenneth

    2009-01-01

    In recent years, bullying seems to have become more serious and more pervasive. Research indicates that 15% to 20% of all students are victimized by bullies at some point in their school careers. Clearly, bullying is a problem that schools must recognize and address. Bullying has three distinguishing characteristics: (1) it is intentional; (2) it…

  8. Bullied youth: the impact of bullying through lesbian, gay, and bisexual name calling.

    PubMed

    Evans, Caroline B R; Chapman, Mimi V

    2014-11-01

    Bullying is a common experience for many school-aged youth, but the majority of bullying research and intervention does not address the content of bullying behavior, particularly teasing. Understanding the various forms of bullying as well as the language used in bullying is important given that bullying can have persistent consequences, particularly for victims who are bullied through biased-based bullying, such as being called gay, lesbian, or queer. This study examines bullying experiences in a racially and ethnically diverse sample of 3,379 rural elementary-, middle-, and high-school youth. We use latent class analysis to establish clusters of bullying behaviors, including forms of biased-based bullying. The resulting classes are examined to ascertain if and how bullying by biased-based labeling is clustered with other forms of bullying behavior. This analysis identifies 3 classes of youth: youth who experience no bullying victimization, youth who experience social and emotional bullying, and youth who experience all forms of social and physical bullying, including being bullied by being called gay, lesbian, or queer. Youth in Classes 2 and 3 labeled their experiences as bullying. Results indicate that youth bullied by being called gay, lesbian, or queer are at a high risk of experiencing all forms of bullying behavior, highlighting the importance of increased support for this vulnerable group. (c) 2014 APA, all rights reserved.

  9. Bullying (1950-2010): The Bully and the Bullied

    ERIC Educational Resources Information Center

    Provis, Steven Arthur

    2012-01-01

    This study investigates the bully and the bullied from 1950 to 2010. It begins by presenting a historical background of each decade with the major historical events that defined our culture. Each decade can be characterized by a particular zeitgeist, or spirit of the times. During each decade, popular movies and television programs that provided…

  10. Sexual harassment of nurses and nursing students.

    PubMed

    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.

  11. Sexual Harassment and Organizational Outcomes Executive Summary

    DTIC Science & Technology

    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

  12. Legal Forum: Sexual Harassment in Employment.

    ERIC Educational Resources Information Center

    McCarthy, Martha M.

    1983-01-01

    Examines the law and court litigation to determine what constitutes sexual harassment in employment; explores employer responsibilities in discouraging or dealing with sexual harassment; and discusses legal remedies available to victims of sexual harassment in the work environment. (MJL)

  13. Sexual harassment in nursing.

    PubMed

    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.

  14. Anti-bullying Policies and Disparities in Bullying: A State-Level Analysis.

    PubMed

    Hatzenbuehler, Mark L; Flores, Javier E; Cavanaugh, Joseph E; Onwuachi-Willig, Angela; Ramirez, Marizen R

    2017-08-01

    Recent research suggests that anti-bullying laws may be effective in reducing risk of bullying victimization among youth, but no research has determined whether these laws are also effective in reducing disparities in bullying. The aim of this paper was to evaluate the effectiveness of anti-bullying legislation in reducing disparities in sex- and weight-based bullying and cyberbullying victimization. Data on anti-bullying legislation were obtained from the U.S. Department of Education, which commissioned a systematic review of 16 key components of state laws in 2011. States were also categorized based on whether their legislation enumerated protected groups and, if so, which groups were enumerated. These policy variables from 28 states were linked to individual-level data on bullying and cyberbullying victimization from students in 9th through 12th grade participating in the 2011 Youth Risk Behavior Surveillance System study (N=79,577). Analyses were conducted in 2016. There was an absence of any kind of moderating effect of anti-bullying legislation on weight-based disparities in bullying and cyberbullying victimization. Only state laws with high compliance to Department of Education enumeration guidelines were associated with lower sex-based disparities in bullying victimization. Anti-bullying policies were not associated with lower weight-based disparities in bullying and cyberbullying victimization among youth, and only one form of policies (high compliance to Department of Education enumeration guidelines) was associated with lower sex-based disparities in bullying victimization. Results therefore suggest that anti-bullying legislation requires further refinement to protect youth who are vulnerable to bullying victimization. Copyright © 2017 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  15. Genetic and Environmental Influences on Victims, Bullies and Bully-Victims in Childhood

    ERIC Educational Resources Information Center

    Ball, Harriet A.; Arseneault, Louise; Taylor, Alan; Maughan, Barbara; Caspi, Avshalom; Moffitt, Terrie E.

    2008-01-01

    Background: Three groups of children are involved in bullying: victims, bullies and bully-victims who are both bullies and victims of bullying. Understanding the origins of these groups is important since they have elevated emotional and behavioural problems, especially the bully-victims. No research has examined the genetic and environmental…

  16. Tolerance of sexual harassment: a laboratory paradigm.

    PubMed

    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.

  17. 45 CFR 73.735-306 - Sexual harassment.

    Code of Federal Regulations, 2010 CFR

    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...

  18. Profiles of sibling bullying.

    PubMed

    Skinner, Jessica A; Kowalski, Robin M

    2013-05-01

    Considerable research has been done on childhood bullying, including its antecedents and consequences. Yet, with all of the attention on bullying, particularly school bullying, sibling bullying has been vastly overlooked. Sibling bullying is a type of violence prevalent in the lives of most children, but little is known about the phenomenon. The purpose of this study was to profile sibling bullying by examining prevalence rates, the extent to which siblings perceive sibling bullying to be normative, and victim-perpetrator differences in perceptions of sibling bullying. Twenty-seven sibling pairs who wrote stories about personal experiences of sibling bullying and victimization completed questionnaires about these experiences and responded to their sibling partners' stories. Of the siblings surveyed, 78% reported being bullied by their sibling and 85% reported bullying their sibling during their childhood. This is far greater than published statistics on peer bullying. Not surprisingly, victims viewed sibling bullying more negatively than perpetrators. Sadly, there was a norm of acceptance of sibling bullying among most of the sibling pairs. Practical implications are discussed.

  19. Bullying among Urban Mexican-heritage Youth: Exploring Risk for Substance Use by Status as a Bully, Victim, and Bully-Victim

    PubMed Central

    Sangalang, Cindy C.; Tran, Alisia G. T. T; Ayers, Stephanie L.; Marsiglia, Flavio F.

    2016-01-01

    Little is known about adolescent bullying behavior and its relationship to substance use in ethnic minority populations. In a sample of youth of Mexican heritage, the current study aimed to examine the prevalence of bullying behavior subtypes and its co-occurrence with recent alcohol, cigarette, and inhalant use. Data come from a school-based substance use prevention study in the Southwestern U.S. (n=809). We explored the prevalence of bullying behavior by status among youth classified as bullies, victims, bully-victims, and rarely-involved bully-victims in an urban context. We also investigated risk of past 30-day use of alcohol, cigarettes, and inhalants by bullying behavior status. Compared to non-involved youth, rarely-involved bully-victims were more likely to use alcohol, bullies were more likely to engage in alcohol and cigarette use, and bully-victims were more likely to use alcohol, cigarettes, and inhalants. In contrast, victims were not significantly at risk of substance use compared to non-involved youth. Chronic bullies and bully-victims are particularly at risk for substance use, with chronic bully-victims reflecting the greatest risk of using multiple substances. Prevention and early intervention programs aimed to reduce bullying can also work to decrease other risky behaviors, such as substance use, and should attend to the growing ethnic diversity among youth. PMID:28190910

  20. Sexual harassment in public medical schools in Ghana.

    PubMed

    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.

  1. Self-Esteem in Pure Bullies and Bully/Victims: A Longitudinal Analysis

    ERIC Educational Resources Information Center

    Pollastri, Alisha R.; Cardemil,, Esteban V.; O'Donnell, Ellen H.

    2010-01-01

    Past research on the self-esteem of bullies has produced equivocal results. Recent studies have suggested that the inconsistent findings may be due, in part, to the failure to account for bully/victims: those children who both bully and are victims of bullying. In this longitudinal study, we examined the distinctions among pure bullies, pure…

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

    ERIC Educational Resources Information Center

    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)

  3. Clothing and Attributions Concerning Sexual Harassment.

    ERIC Educational Resources Information Center

    Johnson, Kim K. P.; Workman, Jane E.

    1992-01-01

    Photographs shown to 98 male and 102 female students illustrated provocative versus nonprovocative clothing on both men and women. Subjects rated provocative clothing more likely to induce sexual harassment. Females who had not experienced harassment rated those wearing nonprovocative clothing unlikely to be harassed. (SK)

  4. Sexual harassment--abuse or flirtation.

    PubMed

    Tabak, Nili; Livneh, Adi

    2005-09-01

    Sexual harassment is a continuum of expression of human behavior ranging from attraction and flirtation at one extreme through to violence at the other. Four main models have been proposed to account for the phenomenon. These include the biological, organizational, sociocultural and the spill-over models. In this article, the term spill-over is used to explain the appearance and characteristics of harassment in the health care environment of the hospital. With the introduction of two new laws in Israel, the Law of Equal Opportunity and the Law for Prevention of Sexual Harassment, greater awareness of the rights of victims of harassment and their remedies are now on the Statute Book. Some of the salient features of the two laws are emphasized. Changes in the attitude of the courts based on this legislation are now occurring and greater prominence given to violent behavior is a feature of the change in public awareness of sexual harassment.

  5. Understanding sexual harassment using aggregate construct models.

    PubMed

    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).

  6. [The bullied who bullies: the reciprocal relationship between victim and aggressor in workplace bullying situations].

    PubMed

    Rodríguez Muñoz, Alfredo; Moreno Jiménez, Bernardo; Baillien, Elfi; Sanz Vergel, Ana Isabel; Moreno López, Ynomig

    2012-01-01

    The aim of this study was to explore longitudinal relationships between organizational factors (workload and procedural justice) and targets and perpetrators of workplace bullying. We compared several causal models (baseline or stability, normal, reversed and reciprocal models). The sample comprised 286 employees from two companies in Madrid, and we used a time-lag of one year. Results of structural equation modeling analyses showed that reciprocal model fit the data the best. We found that T1 workload was related positively to T2 target of bullying, and T1 procedural justice was related negatively to T2 target of bullying. There was a significant reverse effect of T1 target of bullying on T2 workload. Furthermore, we found a reciprocal relationship between being the target and the perpetrator of bullying. Overall, these findings emphasize the need to extend the traditional causal models of workplace bullying to more dynamic approaches.

  7. Experiences of alcohol-related harassment among medical students.

    PubMed

    Nagata-Kobayashi, Shizuko; Koyama, Hiroshi; Asai, Atsushi; Noguchi, Yoshinori; Maeno, Tetsuhiro; Fukushima, Osamu; Yamamoto, Wari; Koizumi, Shunzo; Shimbo, Takuro

    2010-12-01

    Although fatal accidents caused by alcohol-related harassment occur frequently among college students, this issue has not been adequately examined. This study set out to investigate the prevalence of alcohol-related harassment among medical students in Japan. A multi-institutional, cross-sectional survey was carried out across seven medical schools in Japan. A self-report anonymous questionnaire was distributed to 1152 medical students; 951 respondents (82.6%) satisfactorily completed it. From the responses, we determined the reported prevalences of the following types of alcohol-related harassment among medical students by senior medical students or doctors: (i) being coerced into drinking alcohol; (ii) being compelled to drink an alcoholic beverage all at once (the ikki drinking game); (iii) being deliberately forced to drink until unconscious, and (iv) being subjected to verbal abuse, physical abuse or sexual harassment in relation to alcohol. The prevalence of becoming a harasser among medical students was also measured. Multivariate regressions were used to assess the associations between experiences of alcohol-related harassment and student characteristics. A total of 821 respondents (86.3%) had experienced alcohol-related harassment and 686 (72.1%) had harassed others. Experiences of the ikki drinking game were frequently reported by both victims (n=686, 72.1% of all respondents) and harassers (n=595, 62.6% of all respondents). In multivariate regression, having an experience of alcohol-related harassment correlated with both being harassed (odds ratio [OR] 14.22, 95% confidence interval [CI] 8.73-23.98) and being a harasser (OR 13.19, 95% CI 8.05-22.34). The presence of senior members of medical college clubs who were regular drinkers also correlated with both being harassed (OR 2.96, 95% CI 1.88-4.67) and being a harasser (OR 2.97, 95% CI 2.06-4.27). Alcohol-related harassment among medical students is common and tends to occur at drinking parties with

  8. Bullying among Children.

    ERIC Educational Resources Information Center

    Bullock, Janis R.

    2002-01-01

    Notes that teachers have differing views toward children who bully. Addresses characteristics of bullies and their victims, incidences of bullying among children, the effects of bullying on children, and recommendations for teachers' support, including school-wide, classroom, and individual interventions. (DLH)

  9. Attacking Bullying; an Examination of Anti-Bullying Legislation and Policies

    ERIC Educational Resources Information Center

    Toso, Tamara Marrella

    2012-01-01

    Bullying is a major threat to school safety and appears to be increasing at alarming rates. Leaders throughout the entire school community need to understand the implications and ramifications of bullying on both the student who bullies and students who are bullied. This imperative mission calls for transformational leaders, armed with strong…

  10. Sexual harassment: a concern for the athletic trainer.

    PubMed

    Velasquez, B J

    1998-04-01

    Sexual harassment is a vital social issue that affects the business community, educational institutions, and personnel in the U.S. military. Addressing sexual harassment in the athletic training clinical setting is an important issue for the athletic training professional. Athletic trainers need to understand the complex definitions of sexual harassment and how to identify and handle claims of sexual harassment in order to prevent sexual harassment from occurring and to prevent civil lawsuits of alleged sexual harassment. Professional journals, legal textbooks, policy handbooks, unpublished findings from the NATA Women in Athletic Training Committee report, and current news media sources were used to gain a greater understanding of this social problem. To make the athletic trainer aware of this important social issue and to offer suggestions for the athletic training staff to aid in preventing problems of sexual harassment. This article provides definitions and examples of sexual harassment, discussion of policy development, and suggestions for ways to eliminate sexual harassment in the athletic training environment.

  11. Campus Sexual Harassment and Departmental Climate.

    ERIC Educational Resources Information Center

    Bond, Meg A.; And Others

    Relationships among campus psychological climate, gender ratios, and incidence of sexual harassment were investigated to determine whether harassment within an institution could be related to the psychological climate of individual departments and to the gender ratios of women to men students, faculty, and full professors. Gender harassment, such…

  12. Sensemaking, Organizational Culture, and Sexual Harassment

    ERIC Educational Resources Information Center

    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…

  13. 49 CFR 1019.5 - Sexual harassment.

    Code of Federal Regulations, 2010 CFR

    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...

  14. 18 CFR 1300.104 - Sexual harassment.

    Code of Federal Regulations, 2010 CFR

    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...

  15. Mobbing (bullying at work) in Italy: characteristics of successful court cases

    PubMed Central

    Acquadro Maran, Daniela; Bernardelli, Silvia; Varetto, Antonella

    2018-01-01

    Abstract: Background: Mobbing (bullying at work) refers to a form of psychological harassment that occurs in the workplace, in which the victim must be systematically and continuously persecuted for a long period of time. The aim of this work is to analyze the court judgments related to mobbing. Methods: The data, collected from a website that included judgments from an Italian court, were analyzed according to the literature, identifying the type of victims, consequences, methods of harassment, type of mobbers, and compensation decided by the court. Results: A total of 35 court sentences were analyzed. The findings showed that the duration of the mobbing campaign was on average 1.5 years and that the frequency of harassment was every day in most cases. In the majority of cases (17, 48.6%) the mobbing occurred in a private company. The gender of the victims who reported the mobbing experience was predominantly female (19, 54.3%), and on average, the victims were 44.54 years of age. The victims were classified as captives (12, 34.3%), scapegoats (8, 22.9%), ambitious (8, 22.9%), passives (5, 14.3%) and hypochondriacs (2, 5.7%). The mobbers were predominantly men (25, 71.4%) and on average 53.20 years of age. They were classified as casual (12, 34.3%), sadists (11, 31.4%), instigators (8, 22.9%) and choleric (4, 11.4%). The witnesses were described in the majority of cases as active, while the asymmetry of power was vertical. On average, the victims suffered 4.9 types of harassment, and the most cited consequences were anxiety disorder and physical symptoms. The motives for beginning the mobbing campaign were principally related to difficulties in relationships. The compensation imposed by the court ranged from less than 20,000 to more than 70,000 euros. Conclusions: The sentences analyzed showed that for different types of victims, there are behaviors, motives and consequences that are linked to different types of perpetrators. PMID:29187725

  16. Mobbing (bullying at work) in Italy: characteristics of successful court cases.

    PubMed

    Acquadro Maran, Daniela; Bernardelli, Silvia; Varetto, Antonella

    2018-01-01

    Mobbing (bullying at work) refers to a form of psychological harassment that occurs in the workplace, in which the victim must be systematically and continuously persecuted for a long period of time. The aim of this work is to analyze the court judgments related to mobbing. The data, collected from a website that included judgments from an Italian court, were analyzed according to the literature, identifying the type of victims, consequences, methods of harassment, type of mobbers, and compensation decided by the court. A total of 35 court sentences were analyzed. The findings showed that the duration of the mobbing campaign was on average 1.5 years and that the frequency of harassment was every day in most cases. In the majority of cases (17, 48.6%) the mobbing occurred in a private company. The gender of the victims who reported the mobbing experience was predominantly female (19, 54.3%), and on average, the victims were 44.54 years of age. The victims were classified as captives (12, 34.3%), scapegoats (8, 22.9%), ambitious (8, 22.9%), passives (5, 14.3%) and hypochondriacs (2, 5.7%). The mobbers were predominantly men (25, 71.4%) and on average 53.20 years of age. They were classified as casual (12, 34.3%), sadists (11, 31.4%), instigators (8, 22.9%) and choleric (4, 11.4%). The witnesses were described in the majority of cases as active, while the asymmetry of power was vertical. On average, the victims suffered 4.9 types of harassment, and the most cited consequences were anxiety disorder and physical symptoms. The motives for beginning the mobbing campaign were principally related to difficulties in relationships. The compensation imposed by the court ranged from less than 20,000 to more than 70,000 euros. The sentences analyzed showed that for different types of victims, there are behaviors, motives and consequences that are linked to different types of perpetrators.

  17. Subjective health complaints and exposure to peer victimization among disabled and non-disabled adolescents: A population-based study in Sweden.

    PubMed

    Fridh, Maria; Köhler, Marie; Modén, Birgit; Lindström, Martin; Rosvall, Maria

    2018-03-01

    To investigate subjective health complaints (SHCs) (psychological and somatic, respectively) among disabled and non-disabled adolescents, focusing on the impact of traditional bullying and cyber harassment, and furthermore to report psychological and somatic SHCs across different types of disability. Data from the public health survey of children and adolescents in Scania, Sweden, 2012 was used. A questionnaire was answered anonymously in school by 9791 students in the 9th grade (response rate 83%), and 7533 of these with valid answers on key questions were included in this study. Associations with daily SHCs were investigated by multi-adjusted logistic regression analyses. Any disability was reported by 24.1% of boys and 22.0% of girls. Disabled students were more exposed to cyber harassment (boys: 20.0%; girls: 28.2%) than non-disabled peers (boys: 11.8%; girls: 18.1%). Exposure to traditional bullying showed the same pattern but with a lower prevalence. Disabled students had around doubled odds of both daily psychological SHCs and daily somatic SHCs in the fully adjusted models. In general, the odds increased with exposure to cyber harassment or traditional bullying and the highest odds were seen among disabled students exposed to both cyber harassment and traditional bullying. Students with ADHD/ADD had the highest odds of daily psychological SHCs as well as exposure to traditional bullying across six disability types. Disabled adolescents report poorer health and are more exposed to both traditional bullying and cyber harassment. This public health issue needs more attention in schools and in society in general.

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

    ERIC Educational Resources Information Center

    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)

  19. Sexual harassment at work in the United States.

    PubMed

    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.

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

    PubMed

    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.

  1. Preservice Teachers' Responses to Bullying Scenarios: Comparing Physical, Verbal, and Relational Bullying

    ERIC Educational Resources Information Center

    Bauman, Sheri; Del Rio, Adrienne

    2006-01-01

    In the present study, 82 undergraduate students in a teacher education program responded to 6 written vignettes describing school bullying incidents. Scenarios described physical bullying, verbal bullying, and relational bullying events. Respondents rated relational bullying as the least serious of the 3 types. Participants had the least empathy…

  2. Bullying: It's Not OK

    MedlinePlus

    ... Prevention Listen Español Text Size Email Print Share Bullying: It's Not OK Page Content Article Body Bullying ... are shy, and generally feel helpless. Facts About Bullying Both girls and boys can be bullies. Bullies ...

  3. Sexual Harassment in the 90's.

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  5. Bullying at a University: Students' Experiences of Bullying

    ERIC Educational Resources Information Center

    Sinkkonen, Hanna-Maija; Puhakka, Helena; Meriläinen, Matti

    2014-01-01

    This study focuses on bullying at a Finnish university. In May 2010 an e-questionnaire was sent to each university student (N?=?10,551), and 27% of these students (N?=?2,805) responded. According to the results, 5% of the university students had experienced either indirect public bullying or direct verbal bullying on campus. In most cases, the…

  6. Sexual Harassment in Nursing.

    ERIC Educational Resources Information Center

    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)

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

    PubMed

    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.

  8. Sexual harassment in Dentistry: prevalence in dental school

    PubMed Central

    GARBIN, Cléa Adas Saliba; ZINA, Lívia Guimarães; GARBIN, Artênio José Insper; MOIMAZ, Suzely Adas Saliba

    2010-01-01

    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. PMID:21085799

  9. 38 CFR 47.2 - Reporting to State Licensing Boards.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... dispensing of drugs; (j) Unethical behavior or moral turpitude; (k) Mental, physical, sexual, or verbal abuse... patient's privacy, willful physical injury, intimidation, harassment, or ridicule); and (l) Violation of...

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

    ERIC Educational Resources Information Center

    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…

  11. Workplace harassment: double jeopardy for minority women.

    PubMed

    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.

  12. Sexual Harassment: A Concern for the Athletic Trainer

    PubMed Central

    Velasquez, Benito J.

    1998-01-01

    Objective: Sexual harassment is a vital social issue that affects the business community, educational institutions, and personnel in the U.S. military. Addressing sexual harassment in the athletic training clinical setting is an important issue for the athletic training professional. Athletic trainers need to understand the complex definitions of sexual harassment and how to identify and handle claims of sexual harassment in order to prevent sexual harassment from occurring and to prevent civil lawsuits of alleged sexual harassment. Background: Professional journals, legal textbooks, policy handbooks, unpublished findings from the NATA Women in Athletic Training Committee report, and current news media sources were used to gain a greater understanding of this social problem. Description: To make the athletic trainer aware of this important social issue and to offer suggestions for the athletic training staff to aid in preventing problems of sexual harassment. Clinical Advantages: This article provides definitions and examples of sexual harassment, discussion of policy development, and suggestions for ways to eliminate sexual harassment in the athletic training environment. PMID:16558507

  13. Sexual harassment of nurses: an occupational hazard?

    PubMed

    Finnis, S J; Robbins, I

    1994-03-01

    A questionnaire was administered to qualified and student nurses to assess the prevalence and consequences of sexual harassment. There was a 56% completion rate. Of these 43 (66%) of the registered nurses and nine (35%) of the student nurses reported having experienced sexual harassment. The incidence of harassment for registered nurses in the year prior to the study was 46%. Patients were most likely to be the harasser for both student and registered nurses but there was an increased likelihood that other staff were involved in the harassment of registered nurses with doctors and male nursing staff being the predominant perpetrators. Dimensions of assertiveness and sex role identity did not predict the likelihood of harassment. Results are discussed in the context of attribution theory and gender power relationships.

  14. Policy offers protection from harassment

    NASA Astrophysics Data System (ADS)

    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.

  15. Using Bullying Incident Density to Evaluate the Olweus Bullying Prevention Programme

    ERIC Educational Resources Information Center

    Black, Sally A.; Jackson, Ericka

    2007-01-01

    Bullying negatively impacts the mental and physical health of student victims, bullies and bystanders. The Olweus Bullying Prevention Programme is an internationally recognized school based programme demonstrated effective in research. The purpose of this study was to determine if the Bullying Prevention Programme was effective for urban youth…

  16. Resilience to Bullying: Towards an Alternative to the Anti-Bullying Approach

    ERIC Educational Resources Information Center

    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…

  17. Bullying and gangs.

    PubMed

    White, Rob; Mason, Ron

    2012-01-01

    Although bullying is associated with gangs, questions arise as to whether bullying, as such, takes place within gangs. To provide a critical analysis of bullying as this pertains to youth gangs and especially to violence within gangs, and as applied to the behaviour of individual gang members. Young men between 12 and 25 years of age. Review of relevant literature with a view to theorising the nature of the relationship between bullying and violence within a youth gang context. Bullying is associated with the reasons why individuals join gangs and with gang-related behaviour, but the violence within a gang is of a different character than that usually described by the term bullying. Bullying has implications for related and/or subsequent types of street violence, but is less relevant for descriptions of violence within a youth gang context as such.

  18. Sexual Harassment in the Navy.

    DTIC Science & Technology

    1980-12-01

    a team in order to make the U.S. Navy the best in the world. Invidious attitudes such as racism and sexism cripple team effectiveness. 30 V...SEXUAL HARASSMENT SEXUAL DISCRIMINATION SEXISM SEXIST ATTITUDES IN THE WORK ENVIRONMENT 20. Auti*ACT (Coniefia l- an a e 041110 mit0010411 4041 14MEI110tp...7- II. DEFINITION OF SEXUAL HARASSMENT What is sexual harassment? It is a form of sexism ? Stories about the infamous "casting couches" of Hollywood

  19. Bullying

    MedlinePlus

    ... highly likely to be repeated. Bullying also includes cyberbullying, a type of aggression that is carried out ... place at home, school, or work. Because of cyberbullying, bullying can occur almost anywhere at any time. ...

  20. Are men sexually harassed? If so, by whom?

    PubMed

    Waldo, C R; Berdahl, J L; Fitzgerald, L F

    1998-02-01

    Research on sexual harassment has recently expanded to include examination of men's experiences. Such research, however, has ignored the power dynamics involved in sexual harassment and typically assumed exclusively heterosexual situations. We examine legal cases illustrating the many forms that male-male harassment may take and the complex array of situations in which such harassment occurs. We then report the frequencies of experiences of harassment in three large samples of working men as well as the sex of the perpetrators of the harassment. Finally, we examine men's evaluations of these situations to determine the degree to which they found them to be harassing in a psychological sense. Our results indicate that men experience potentially sexually harassing behaviors from other men at least as often as they do from women; however, men in all samples reported relatively few negative reactions to these experiences. Future research should examine the predictors and outcomes of such situations to clarify the meaning of such behavior for male targets.

  1. Sexual Harassment in Education.

    ERIC Educational Resources Information Center

    Campbell, D'Ann

    1986-01-01

    In a recent BEST (Bureau of Evaluative Studies and Testing, Indiana University, Bloomington) survey, 10 percent of Indiana University women who responded had experienced some form of sexual harassment. Sexual harassment in education is any attention of a sexual nature from an instructor or professor which makes a student uncomfortable in class or…

  2. Bullying prevalence across contexts: a meta-analysis measuring cyber and traditional bullying.

    PubMed

    Modecki, Kathryn L; Minchin, Jeannie; Harbaugh, Allen G; Guerra, Nancy G; Runions, Kevin C

    2014-11-01

    Bullying involvement in any form can have lasting physical and emotional consequences for adolescents. For programs and policies to best safeguard youth, it is important to understand prevalence of bullying across cyber and traditional contexts. We conducted a thorough review of the literature and identified 80 studies that reported corresponding prevalence rates for cyber and traditional bullying and/or aggression in adolescents. Weighted mean effect sizes were calculated, and measurement features were entered as moderators to explain variation in prevalence rates and in traditional-cyber correlations within the sample of studies. Prevalence rates for cyber bullying were lower than for traditional bullying, and cyber and traditional bullying were highly correlated. A number of measurement features moderated variability in bullying prevalence; whereas a focus on traditional relational aggression increased correlations between cyber and traditional aggressions. In our meta-analytic review, traditional bullying was twice as common as cyber bullying. Cyber and traditional bullying were also highly correlated, suggesting that polyaggression involvement should be a primary target for interventions and policy. Results of moderation analyses highlight the need for greater consensus in measurement approaches for both cyber and traditional bullying. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  3. Stop Bullying Now! A Federal Campaign for Bullying Prevention and Intervention

    ERIC Educational Resources Information Center

    Bryn, Stephanie

    2011-01-01

    This commentary describes a national bullying prevention effort, called Stop Bullying Now!, which aims to increase awareness of the problem of bullying and related research findings, and disseminate evidence-based approaches to prevention. Drawing on the special issue's main theme of the social context of bullying, the author describes the process…

  4. Bullying Experiences, Anxiety about Bullying, and Special Education Placement

    ERIC Educational Resources Information Center

    Saia, Danielle M.; Saylor, Conway F.; Allen, Ryan A.; Arnau, Penny L.

    2009-01-01

    Bullying experiences and self-reported anxiety about bullying and were compared in 72 elementary and middle school students including 16 in self contained (SC) special education classes, 20 receiving resource or consultation (RC), and 36 matched peers. Individually administered Bully Victimization Scale and School Violence Anxiety Scale scores…

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

    ERIC Educational Resources Information Center

    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…

  6. Bullying and Victimization Among Children

    PubMed Central

    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

  7. Prevalence and correlates of harassment among US women physicians.

    PubMed

    Frank, E; Brogan, D; Schiffman, M

    1998-02-23

    Despite concerns about its prevalence and ramifications, harassment has not been well quantified among physicians. Previous published studies have been small, have surveyed only 1 site or a convenience sample, and have suffered from selection bias. Our database is the Women Physicians' Health Study, a large (4501 respondents; response rate, 59%), nationally distributed questionnaire study. We analyzed responses concerning gender-based and sexual harassment. Overall, 47.7% of women physicians reported ever experiencing gender-based harassment, and 36.9% reported sexual harassment. Harassment was more common while in medical school (31% of gender-based and 20% for sexual harassment) or during internship, residency, or fellowship (29% for gender-based and 19% for sexual harassment) than in practice (25% for gender-based and 11% for sexual harassment). Respondents more likely to report gender-based harassment were physicians who were now divorced or separated and those specializing in historically male specialties, whereas those of Asian and other (nonwhite, nonblack, non-Asian, non-Hispanic) ethnicity, those living in the East, and those self-characterized as politically very conservative were less likely to report gender-based harassment. Being younger, born in the United States, or divorced or separated were correlated with reporting ever experiencing sexual harassment; those who were Asian or who were currently working in group or government settings were less likely to report it. Those who felt in control of their work environments, were satisfied with their careers, and would choose again to become physicians reported lower prevalences of ever experiencing harassment. Those with histories of depression or suicide attempts were more likely to report ever having been harassed. Women physicians commonly perceive that they have been harassed. Experiences of and sensitivity to harassment differ among individuals, and there may be substantial professional and personal

  8. Sexual Harassment: A Challenge to Schools of Education.

    ERIC Educational Resources Information Center

    Brandenburg, Judith Berman

    This monograph on sexual harassment aims to help schools of education design effective polices, procedures, and environments that prohibit harassment and prepare professionals who will understand the issues and be equipped to prevent the occurrence of sexual harassment. The monograph has a particular focus on sexual harassment of student teachers…

  9. Sexual Harassment in the Workplace.

    ERIC Educational Resources Information Center

    Maypole, Donald E.; Skaine, Rosemarie

    1983-01-01

    Reviews the literature on sexual harassment to determine the issues the problem raises, its social contexts, and the resources available to working women. Examined the implications of sexual harassment for social work practice, policy, and research. (JAC)

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

    ERIC Educational Resources Information Center

    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:…

  11. Sexual Orientation Trends and Disparities in School Bullying and Violence-Related Experiences, 1999–2013

    PubMed Central

    Watson, Ryan J.; Adjei, Jones; Homma, Yuko; Saewyc, Elizabeth

    2017-01-01

    Numerous recent studies have demonstrated that schools are often unsafe for lesbian, gay, and bisexual (LGB) adolescents, who are more likely than heterosexual peers to be bullied, harassed, or victimized in school contexts. Virtually all of these studies call for change, yet none investigate whether or not it has occurred. Using repeated waves of a population-based high school survey, we examine (1) the extent to which sexual orientation differences in school bullying and violence-related experiences are reported by lesbian/gay, bisexual, and heterosexual male and female adolescents; (2) trends in school bullying and violence-related experiences for each gender/orientation group, and (3) whether disparities have changed over time. Data were drawn from eight Massachusetts biennial Youth Risk Behavior Surveys from 1999 to 2013, grouped into 4 waves totaling 24,845 self-identified heterosexual, 270 lesbian/gay, and 857 bisexual youth. Disparities between LGB and heterosexual peers were found in all indicators. Heterosexual youth and gay males saw significant reductions in every outcome between the first and last waves. Among bisexual males, skipping school due to feeling unsafe, carrying weapons in school, and being bullied all decreased, but among lesbians and bisexual females only fighting in school declined significantly. Improvement trends in school safety were more consistent for heterosexual youth and gay males than for bisexual or lesbian females. Notably, despite these improvements, almost no reduction was seen in sexual orientation disparities. Future research should identify influences leading to reduced school victimization, especially focusing on ways of eliminating persistent sexual orientation disparities. Future research should identify influences leading to reduced school victimization, especially focusing on ways of eliminating persistent sexual orientation disparities. PMID:29322064

  12. Don't Try This at Home: Using a Multilayered Approach to Teach the Law of Sexual Harassment and Sexual Harassment Investigations

    ERIC Educational Resources Information Center

    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…

  13. Bullying Laws and Policies

    MedlinePlus

    ... 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 ...

  14. Bullying and LGBTQ Youth

    MedlinePlus

    ... 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 ...

  15. A Social Psychological Model for Predicting Sexual Harassment.

    ERIC Educational Resources Information Center

    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…

  16. School-Based Peer Sexual Harassment.

    ERIC Educational Resources Information Center

    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)

  17. Sexual harassment in academia: legal and administrative challenges.

    PubMed

    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.

  18. Gay, Lesbian, Bisexual and Transgender Health: Stigma and Discrimination

    MedlinePlus

    ... their schools. Violence can include behaviors such as bullying, teasing, harassment, physical assault, and suicide-related behaviors. ... is being bullied or is experiencing violence. If bullying, violence, or depression is suspected, parents should take ...

  19. Brief Report: Text Bullying and Traditional Bullying among New Zealand Secondary School Students

    ERIC Educational Resources Information Center

    Marsh, Louise; McGee, Rob; Nada-Raja, Shyamala; Williams, Sheila

    2010-01-01

    This descriptive study examined text and traditional bullying in New Zealand (NZ), and the relationship between text bullying and traditional bullying, and feeling unsafe at school. A self-report online survey assessed the frequency of bullying among 1169 15 year old secondary students, for five categories of bullying: text messages, rumors,…

  20. Bullying 101: The Club Crew's Guide to Bullying Prevention

    ERIC Educational Resources Information Center

    PACER Center, 2013

    2013-01-01

    "Bullying 101" is the Club Crew's Guide to Bullying Prevention. A visually-friendly, age-appropriate, 16-page colorful guide for students to read or for parents to use when talking with children, this guide describes and explains what bullying is and is not, the roles of other students, and tips on what each student can do to prevent…

  1. Youth experiences with multiple types of prejudice-based harassment.

    PubMed

    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.

  2. Spin, Unit Climate, and Aggression: Near Term, Long Term, and Reciprocal Predictors of Violence Among Workers in Military Settings

    DTIC Science & Technology

    2017-08-01

    bullying, harassment, intimate partner violence) as well as physical health and mental health outcomes often associated with exposure to aggression (e.g... physical aggression, witnessing aggression in the workplace can have negative consequences for unit performance, physical health , and mental health . An...constructs (e.g., physical assault, verbal aggression, anger / rage, bullying, harassment, intimate partner violence) as well as physical health and

  3. Avoiding sexual harassment liability in veterinary practices.

    PubMed

    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.

  4. Moral reasoning and emotion attributions of adolescent bullies, victims, and bully-victims.

    PubMed

    Perren, Sonja; Gutzwiller-Helfenfinger, Eveline; Malti, Tina; Hymel, Shelley

    2012-11-01

    This study investigated different facets of moral development in bullies, victims, and bully-victims among Swiss adolescents. Extending previous research, we focused on both bullying and victimization in relation to adolescents' morally disengaged and morally responsible reasoning as well as moral emotion attributions. A total of 516 adolescents aged 12-18 (57% females) reported the frequency of involvement in bullying and victimization. Participants were categorized as bullies (14.3%), bully-victims (3.9%), and victims (9.7%). Moral judgment, moral justifications, and emotion attributions to a hypothetical perpetrator of a moral transgression (relational aggression) were assessed. Bullies showed more morally disengaged reasoning than non-involved students. Bully-victims more frequently indicated that violating moral rules is right. Victims produced more victim-oriented justifications (i.e., more empathy) but fewer moral rules. Among victims, the frequency of morally responsible justifications decreased and the frequency of deviant rules increased with age. The findings are discussed from an integrative moral developmental perspective. ©2011 The British Psychological Society.

  5. The sexual harassment of uppity women.

    PubMed

    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.

  6. A longitudinal investigation of peer sexual harassment victimization in adolescence.

    PubMed

    Petersen, Jennifer L; Hyde, Janet Shibley

    2009-10-01

    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 power. Results indicate an increase in sexual harassment from 5th to 9th grade, with boys more likely to report harassment than girls in each grade. An analysis of harassment type indicated no gender difference in 9th grade cross-gender harassment, but boys received more same-gender harassment than girls. Pubertal status predicted concurrent sexual harassment victimization in each grade. Boys and girls with advanced pubertal status at all grades were more likely to be victims of 9th grade same-gender harassment. Adolescents with greater power at all grades were more likely to be victims of 9th grade cross-gender sexual harassment.

  7. Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents

    ERIC Educational Resources Information Center

    Jacobsen, Kristen E.; Bauman, Sheri

    2007-01-01

    School counselors responded to an Internet survey containing vignettes describing physical, verbal, and relational bullying. Respondents rated relational bullying the least serious of the three types, they had the least empathy for victims of relational bullying, and they were least likely to intervene in relational bullying incidents. Counselors…

  8. Understanding the Characteristics of the Sexual Harasser.

    ERIC Educational Resources Information Center

    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…

  9. 45 CFR 73.735-306 - Sexual harassment.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 1 2014-10-01 2014-10-01 false Sexual harassment. 73.735-306 Section 73.735-306 Public Welfare Department of Health and Human Services GENERAL ADMINISTRATION STANDARDS OF CONDUCT Conduct on the Job § 73.735-306 Sexual harassment. Sexual harassment is deliberate unsolicited verbal...

  10. 45 CFR 73.735-306 - Sexual harassment.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 1 2013-10-01 2013-10-01 false Sexual harassment. 73.735-306 Section 73.735-306 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION STANDARDS OF CONDUCT Conduct on the Job § 73.735-306 Sexual harassment. Sexual harassment is deliberate unsolicited verbal...

  11. 45 CFR 73.735-306 - Sexual harassment.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 1 2011-10-01 2011-10-01 false Sexual harassment. 73.735-306 Section 73.735-306 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION STANDARDS OF CONDUCT Conduct on the Job § 73.735-306 Sexual harassment. Sexual harassment is deliberate unsolicited verbal...

  12. 45 CFR 73.735-306 - Sexual harassment.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 1 2012-10-01 2012-10-01 false Sexual harassment. 73.735-306 Section 73.735-306 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION STANDARDS OF CONDUCT Conduct on the Job § 73.735-306 Sexual harassment. Sexual harassment is deliberate unsolicited verbal...

  13. Sexual Harassment in the Law Enforcement Workplace.

    ERIC Educational Resources Information Center

    Irons, Nicholas H.

    Considerable confusion exists over male/female relationships in the work place, especially in such male-dominated professions as law enforcement. The laws governing sexual harassment offer unclear guidelines regarding the definition of harm that results from such harassment. This paper addresses the special problems of sexual harassment in the…

  14. Reported and Unreported Teacher-Student Sexual Harassment.

    ERIC Educational Resources Information Center

    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…

  15. Workplace Bullying in Surgery.

    PubMed

    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.

  16. "It Was My Fault": Bullied Students' Causal and Controllable Attributions in Bullying Blogs.

    PubMed

    Danielson, Carly M; Emmers-Sommer, Tara M

    2016-01-01

    Student bullying is a growing and damaging social problem. The devastating outcomes bullied individuals often experience due to such treatment make understanding this phenomenon imperative. Utilizing Heider's (1958) attribution theory, this study explores how bullied students (n = 100) attribute locus of causality and controllability for their victimization in 5 bullying blogs. Findings from this investigation reveal that (a) male and female bloggers' causal and controllable attributions do not differ; (b) bloggers most often attribute blame to bullies, although a noteworthy portion also attribute internal causation; and (c) bloggers often attribute bullying as uncontrollable for several reasons. This study also identifies factors that influence shifts in negative attributions about bullying. These findings inform bullying programs with the hope of reducing destructive attribution formations that potentially lead to prolonged victimization and detrimental consequences.

  17. Iraq: Politics, Governance, and Human Rights

    DTIC Science & Technology

    2012-10-02

    some Sons of Iraq had been dropped from payrolls, harassed , arrested, or sidelined, and that the Maliki government might want to strangle the program...law to facilitate elimination of trafficking in persons, both sexual and labor-related. Budget and Energy Sector Development Another issue delayed...of harassment and intimidation of journalists who write about corruption and the lack of government services. Much of the private media that

  18. Iraq: Politics, Governance, and Human Rights

    DTIC Science & Technology

    2012-11-09

    were repeated reports that some Sons of Iraq had been dropped from payrolls, harassed , arrested, or sidelined, and that the Maliki government might...facilitate elimination of trafficking in persons, both sexual and labor-related. Budget and Energy Sector Development Another issue delayed by the... harassment and intimidation of journalists who write about corruption and the lack of government services. Much of the private media that operate is

  19. Educators' Perceptions of Bullying before and after Implementing a Bullying Prevention Program

    ERIC Educational Resources Information Center

    Phillips, Lorraine Denise

    2014-01-01

    In suburban schools in Western Pennsylvania, students, educators, parents, and community members are experiencing the negative effects caused by school bullying. Some educators cannot identify bullying, do not perceive bullying as problematic, or are not trained to intervene in bullying events. The purpose of this quasi-experimental, single group,…

  20. New Lessons in Dealing with Sexual Harassment

    ERIC Educational Resources Information Center

    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…

  1. Graduate Students' Perceptions of Contrapower Sexual Harassment

    ERIC Educational Resources Information Center

    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…

  2. Sexual Harassment in Higher Education: Concepts & Issues.

    ERIC Educational Resources Information Center

    Fitzgerald, Louise F.

    This booklet on sexual harassment in higher education offers a history of the problem, defines sexual harassment, reviews the relevant legal history and recent court cases, and looks at campus policies and procedures. Following an introductory chapter, Chapter 2 looks at legal versus institutional definitions of sexual harassment and factors…

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

    PubMed

    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.

  4. Sexual harassment of women in urban China.

    PubMed

    Parish, William L; Das, Aniruddha; Laumann, Edward O

    2006-08-01

    Using data from the Chinese Health and Family Life survey, this study analyzed the prevalence of and risk factors for sexual harassment in China in the year 2000. It was the first study to use a general population sample to examine all types of harassment in an Asian country. The dataset was a stratified probability sample with 3,821 participants, and was nationally representative (apart from Hong Kong and Tibet) of China's adult population aged 20-64. In total, 12.5% of all women and 15.1% of urban women reported some form of harassment in the past year. Among urban women age 20-45, most cross-sex harassment was not from supervisors or superiors (1.4%) but from coworkers and other peers (7.0%), strangers (4.6%), dates and boyfriends (3.6%), and others (2.6%). Multivariate analysis of risk factors for cross-sex harassment suggested that, despite its predominance in the Western literature on sexual harassment, the power differentials approach, focusing on male-female power differentials in patriarchal societies, was of modest utility. The results were more consistent with a more comprehensive routine activities approach borrowed from criminology, which emphasizes situational opportunity, perceived benefit to the harasser, and reduced costs for the harasser. The most striking result from the data represents the area receiving the least attention in the West, namely, the perpetrator's perception of "benefit," deriving from the victim's inadvertent "signaling."

  5. 49 CFR 225.33 - Internal Control Plans.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... principle, in absolute terms, that harassment or intimidation of any person that is calculated to discourage....” (9) A statement that specifies the name and title of the railroad officer responsible for auditing...

  6. Teaching Kids Not to Bully

    MedlinePlus

    ... and ability to form and sustain friendships. Understanding Bullying Behavior Kids bully for many reasons. Some bully ... children they perceive as weak. Helping Kids Stop Bullying Let your child know that bullying is unacceptable ...

  7. Department of the Navy Sexual Harassment Survey--1991.

    DTIC Science & Technology

    1992-05-01

    sexual harassment in the workplace over the last 5 years, most reported that it was either the same or less...Harassment Questions 11-12 asked respondents which actions they considered effective to reduce sexual harassment in the workplace . 7 Disagree - 1A% 17% No...and extent of - sexual harassment in the workplace and if employees and - supervisors are receiving training in the prevention of sexual -

  8. Influence of Workplace Bullying on Turkish Nurses' Psychological Distress and Nurses' Reactions to Bullying.

    PubMed

    Bardakçı, Ezgi; Günüşen, Neslihan Partlak

    2016-03-01

    The study aims to determine the influence of bullying on nurses' psychological distress. A descriptive design was adopted. The study sample included 284 nurses of a university hospital in Izmir, Turkey. The Workplace Bullying Behavior Scale and the General Health Questionnaire were used. After the study was completed, it was determined that nurses with a master's degree were exposed to bullying more and that nurses exposed to bullying suffered higher levels of psychological distress and preferred to keep silent about it. Perpetrators of bullying were mainly head nurses. Bullying is a common workplace phenomenon, and in most cases, nurses bully each other. Bullied nurses suffer more psychological distress. Managers of health care institutions should always remember that nurses have a higher risk of exposure to bullying and that measures should be taken to support nurses. © The Author(s) 2014.

  9. Sexual harassment of critical care nurses: a costly workplace issue.

    PubMed

    Kaye, J; Donald, C G; Merker, S

    1994-11-01

    Sexual harassment in the workplace is a prevalent form of impermissible sex discrimination in employment. The high profile of this issue in the media, together with laws prohibiting sexual harassment, have not prevented this problem for working nurses. To describe and determine the extent of sexual harassment incidents experienced by nurses working in critical care areas, and to determine attitudes about, and presence of policies regarding, sexual harassment in hospitals. For this descriptive study the federal government's definition of sexual harassment and a list of sexually harassing behaviors was mailed with a survey to 188 critical care nurses. Findings indicated that 46% of the respondents had been harassed. Offensive sexual remarks (56%), unwanted physical contact (53%), unwanted nonverbal attention (27%), requests for dates (16%), and sexual propositions (9%) were types of sexual harassment experienced. Sexual assault was experienced by one woman. Harassers were physicians (82%), coworkers (20%), or immediate supervisors (7%). A majority of the incidents (69%) were not reported. Most nurses (80%) had not received training, nor were there policies and procedures to follow in most cases for reporting harassment. These results suggest that many critical care nurses are harassed and that relatively few hospitals have sexual harassment policies known to employees. They also indicate that sexual harassment training, policies, and procedures are needed to provide a safe, healthy work environment for critical care nurses.

  10. Harassment in Workplace Among School Teachers: Development of Survey

    PubMed Central

    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 < 0.001) than as direct victims. Eighty-six teachers (11.5%) reported having psychological and 76 (10.1%) physical health problems caused by their work. Exclusion as a consequence of 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

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

    ERIC Educational Resources Information Center

    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. Harassment Patterns and Risk Profile in Spanish Trans Persons.

    PubMed

    Devís-Devís, José; Pereira-García, Sofía; Valencia-Peris, Alexandra; Fuentes-Miguel, Jorge; López-Cañada, Elena; Pérez-Samaniego, Víctor

    2017-01-01

    This article describes the harassment patterns and the risk profile in trans people living in Spain. A sample of 212 trans persons, aged 10-62, participated in this cross-sectional study. Results showed a high percentage of harassment (59.9%) and frequency of daily harassment (12.6%), especially verbal attacks (59%) that occurred in public spaces (49.1%) and within educational contexts (46.2%). Harassment is more prevalent in trans women than men. Those who disclose their gender identities at a younger age experience higher percentages and frequency of harassment than those who disclose at an older age. They also suffer more harassment of different types. The risk profile of harassment indicates that older trans women are more likely to suffer harassment than younger ones, and the risk decreases each year they delay their gender identity disclosure. The elimination of transphobic attitudes and the promotion of gender justice should be priority strategies in Spain.

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

    PubMed

    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.

  14. Bullying: who does what, when and where? Involvement of children, teachers and parents in bullying behavior.

    PubMed

    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.

  15. Sexual Harassment Policies and Training in State Legislatures.

    PubMed

    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. Effectiveness of the KiVa Antibullying Programme on Bully-Victims, Bullies and Victims

    ERIC Educational Resources Information Center

    Yang, An; Salmivalli, Christina

    2015-01-01

    Background: Bullying is a widespread problem in schools. Although several effective school-based bullying intervention programmes have been developed to reduce bullying and victimisation, it has rarely been investigated whether intervention programmes are also effective in helping bully-victims. Purpose: This study investigates the effectiveness…

  17. Peer Harassment. Hassles for Women on Campus.

    ERIC Educational Resources Information Center

    Association of American Colleges, Washington, DC. Project on the Status and Education of Women.

    The subject of peer harassment for women on college campuses is explored. In order to handle such situations effectively, administrators need to know the parameters of the problem, what they are dealing with, and ways to prevent bad situations. The topic is presented as follows: a definition of peer harassment; the prevalence of peer harassment;…

  18. Sexual Harassment: It's Not Academic

    ERIC Educational Resources Information Center

    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…

  19. Hispanic perspectives on sexual harassment and social support.

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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…

  1. Sexual harassment: preventive steps for the healthcare practitioner.

    PubMed

    Cooper, C G

    1993-01-01

    Like other employers, healthcare providers can be held liable for sexual harassment in the workplace. However, by implementing an effective sexual harassment policy, healthcare providers can avoid corporate liability for sexual harassment and create a more productive working environment as well.

  2. The Culture of Sexual Harassment.

    ERIC Educational Resources Information Center

    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…

  3. Impact of the Word "Bully" on the Reported Rate of Bullying Behavior

    ERIC Educational Resources Information Center

    Kert, Allison S.; Codding, Robin S.; Tryon, Georgiana Shick; Shiyko, Mariya

    2010-01-01

    This study examined whether the definition and use of the word "bully" would result in lower self-reports of bullying behavior by providing students with one of three versions of a self-report measure with: (a) no reference to the word bully or its definition, (b) the definition of the word bully followed by use of the word in each item, or (c)…

  4. Iraq: Politics, Governance, and Human Rights

    DTIC Science & Technology

    2012-12-13

    some Sons of Iraq had been dropped from payrolls, harassed , arrested, or sidelined, and that the Maliki government might want to strangle the program...the other hand, on April 30, 2012, the COR enacted a law to facilitate elimination of trafficking in persons, both sexual and labor-related...for 2011 noted continuing instances of harassment and intimidation of journalists who write about corruption and the lack of government services

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

  7. Sexual Harassment Identification and Prevention.

    ERIC Educational Resources Information Center

    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…

  8. Harassment: A Symptom of Sexism.

    ERIC Educational Resources Information Center

    Lerner, Phyllis

    2000-01-01

    Reviews the top 10 gender bias problems found in U.S. schools today, connecting them to a persistent issue facing educators: sexual harassment in the schools. Explains that too frequently, students of both sexes, but particularly female students, are affected by sexual harassment and sexism in some form within the educational system. (SM)

  9. Weightism, racism, classism, and sexism: shared forms of harassment in adolescents.

    PubMed

    Bucchianeri, Michaela M; Eisenberg, Marla E; Neumark-Sztainer, Dianne

    2013-07-01

    To document the prevalence of harassment on the basis of weight, race/ethnicity, and socioeconomic status, as well as sexual harassment, among a diverse population of adolescents. Specifically, this study examined rates of each type of harassment reported across groups within the corresponding sociodemographic category (e.g., racial/ethnic category differences in prevalence of racial harassment), and also explored patterns of "cross-harassment" (i.e., differences in prevalence of each harassment type across all other sociodemographic characteristics). We used data from Project Eating and Activity in Teens 2010 for the study. The sample was composed of 2,793 adolescents (53% female; 81% nonwhite). We conducted regression analyses to yield prevalence estimates of each type of harassment in each demographic and body mass index category. Weight- and race-based harassment (35.3% and 35.2%, respectively) was most prevalent, followed by sexual harassment (25.0%) and socioeconomic status-based harassment (16.1%). Overweight and obese adolescents reported disproportionately higher rates of all forms of harassment than did normal-weight and underweight adolescents. In addition, Asian and mixed-/other race adolescents were more vulnerable to harassment overall compared with those from other racial/ethnic groups. Harassment experiences are prevalent among adolescent boys and girls. Differential rates of each type of harassment are reported across groups within the corresponding sociodemographic category, but a pattern of cross-harassment also is evident, such that differences in prevalence of each type of harassment emerge across a variety of sociodemographic characteristics. Adolescents from various intersecting sociodemographic and weight-status groups are particularly vulnerable to certain types of harassment. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  10. 29 CFR 1604.11 - Sexual harassment.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... BECAUSE OF SEX § 1604.11 Sexual harassment. (a) Harassment on the basis of sex is a violation of section... requests for sexual favors, the employer may be held liable for unlawful sex discrimination against other...

  11. Bullying

    ERIC Educational Resources Information Center

    North Dakota Department of Public Instruction, 2011

    2011-01-01

    As a result of House Bill 1465, introduced and passed during the 2011 North Dakota legislative session, every school district must develop and implement a bullying policy. In an effort to curb bullying behavior which has far-reaching personal and social consequences, the legislation is designed to allow districts the flexibility to create a policy…

  12. Understanding Risk-taking Behavior in Bullies, Victims, and Bully Victims Using Cognitive- and Emotion-Focused Approaches.

    PubMed

    Poon, Kean

    2016-01-01

    Bullying and risky behavior are two common problems among adolescents and can strongly affect a youth's overall functioning when both coexist. Some studies suggest that bullying in adolescence may promote risky behavior as a coping strategy to deal with victimization related stress. Other studies consider bullying as an outcome of high-risk behavior. Despite the association between the two is well-established, no study has examined the risk-taking patterns among bullying groups (i.e., bully, victim, and bully victim). This study attempted to elucidate the potential relationships between bullying and risk-taking by addressing the two models: a cognitive-focused model and an emotion-focused model of risk taking, and to clarify how adolescents' characteristics in risk taking associate with bullying outcomes. Method: 136 Chinese adolescents (Mean Age = 14.5, M = 65, F = 71) were recruited and grouped according to bullying identity: Bully ( n = 27), Victim ( n = 20), Bully victim ( n = 37) and Control ( n = 52). Cognitive Appraisal of Risky Events (CARE) questionnaire was used to measure participants' expectancies about the risks, benefits and involvement associated with risky activities. Cambridge Gambling Task (CGT) was administered to capture the emotion-laden process in risk taking. Results: Cognitively, Bully was associated with an overestimation of risk while Victim was associated with an underestimation of risk and overrated benefit. Bully victim exhibited a unique pattern with an overestimation of benefit and risk. All study groups projected higher involvement in risky behavior. Behaviorally, both Bully and Bully victim were associated with high risk modulation whereas Victim was associated with impulsive decision-making. Interestingly, compared with bully, bully victim had significantly higher bullying scores, suggesting a wider range and more frequent bullying activities. In conclusion, Bully maybe a group of adolescents that is vigilant in situational

  13. Understanding Risk-taking Behavior in Bullies, Victims, and Bully Victims Using Cognitive- and Emotion-Focused Approaches

    PubMed Central

    Poon, Kean

    2016-01-01

    Bullying and risky behavior are two common problems among adolescents and can strongly affect a youth’s overall functioning when both coexist. Some studies suggest that bullying in adolescence may promote risky behavior as a coping strategy to deal with victimization related stress. Other studies consider bullying as an outcome of high-risk behavior. Despite the association between the two is well-established, no study has examined the risk-taking patterns among bullying groups (i.e., bully, victim, and bully victim). This study attempted to elucidate the potential relationships between bullying and risk-taking by addressing the two models: a cognitive-focused model and an emotion-focused model of risk taking, and to clarify how adolescents’ characteristics in risk taking associate with bullying outcomes. Method: 136 Chinese adolescents (Mean Age = 14.5, M = 65, F = 71) were recruited and grouped according to bullying identity: Bully (n = 27), Victim (n = 20), Bully victim (n = 37) and Control (n = 52). Cognitive Appraisal of Risky Events (CARE) questionnaire was used to measure participants’ expectancies about the risks, benefits and involvement associated with risky activities. Cambridge Gambling Task (CGT) was administered to capture the emotion-laden process in risk taking. Results: Cognitively, Bully was associated with an overestimation of risk while Victim was associated with an underestimation of risk and overrated benefit. Bully victim exhibited a unique pattern with an overestimation of benefit and risk. All study groups projected higher involvement in risky behavior. Behaviorally, both Bully and Bully victim were associated with high risk modulation whereas Victim was associated with impulsive decision-making. Interestingly, compared with bully, bully victim had significantly higher bullying scores, suggesting a wider range and more frequent bullying activities. In conclusion, Bully maybe a group of adolescents that is vigilant in situational

  14. Intellectual Freedom in Chicago

    ERIC Educational Resources Information Center

    Library Journal, 1972

    1972-01-01

    Governmental intimidation and harassment here and abroad, violations of constitutional rights, statements on minors, isms,'' and reevaluating library collections are subjects dealt with by the Intellectual Freedom Committee during its work week in Chicago. (Author/NH)

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

    PubMed Central

    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

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

    PubMed

    McLaughlin, Heather; Uggen, Christopher; Blackstone, Amy

    2012-08-01

    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.

  17. An Overview of Sexual Harassment

    ERIC Educational Resources Information Center

    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.…

  18. Bullying

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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)

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

    ERIC Educational Resources Information Center

    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…

  1. A Multilevel, Statewide Investigation of School District Anti-Bullying Policy Quality and Student Bullying Involvement.

    PubMed

    Gower, Amy L; Cousin, Molly; Borowsky, Iris W

    2017-03-01

    Although nearly all states in the United States require school districts to adopt anti-bullying policies, little research examines the effect of these policies on student bullying and health. Using a statewide sample, we investigated associations between the quality of school district anti-bullying policies and student bullying involvement and adjustment. School district anti-bullying policies (N = 208) were coded for their quality based on established criteria. District-level data were combined with student reports of bullying involvement, emotional distress, and school connectedness from a state surveillance survey of 6th, 9th, and 12th grade students (N = 93,437). Results indicated that policy quality was positively related to bullying victimization. Furthermore, students reporting frequent perpetration/victimization who also attended districts with high-quality policies reported more emotional distress and less school connectedness compared with students attending districts with low quality policies. Although statistically significant, the magnitude of these associations was small. Having a high-quality school district anti-bullying policy is not sufficient to reduce bullying and protect bullying-involved young people. Future studies examining policy implementation will inform best practices in bullying prevention. © 2017, American School Health Association.

  2. Outcomes of self-labeling sexual harassment.

    PubMed

    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.

  3. 49 CFR 26.109 - What are the rules governing information, confidentiality, cooperation, and intimidation or...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 1 2010-10-01 2010-10-01 false What are the rules governing information, confidentiality, cooperation, and intimidation or retaliation? 26.109 Section 26.109 Transportation Office of the Secretary of Transportation PARTICIPATION BY DISADVANTAGED BUSINESS ENTERPRISES IN DEPARTMENT OF TRANSPORTATION FINANCIAL ASSISTANCE PROGRAMS...

  4. 18 CFR 1300.105 - National origin harassment.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... intimidating, hostile, or offensive working environment; (b) Has the purpose or effect of unreasonably interfering with an individual's work performance; or (c) Otherwise adversely affects an individual's...

  5. Sexual Harassment on the Job. A Guide for Employers.

    ERIC Educational Resources Information Center

    1982

    This guide is intended to help employers in New Hampshire curtail sexual harassment on the job. Covered first are the nature and scope of sexual harassment, the victims of the problem, and the reasons why sexual harassment is a problem for employers as well as victims. The next section deals with various aspects of sexual harassment and the law,…

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

    PubMed

    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.

  7. Abusive Relationships

    MedlinePlus

    ... Break Up Respectfully Abuse Sexual Harassment and Sexual Bullying Love and Romance Getting Over a Break-Up Dealing With Bullying Posttraumatic Stress Disorder Sexual Attraction and Orientation Teens ...

  8. Sexual harassment victimization in adolescence: Associations with family background.

    PubMed

    Kaltiala-Heino, Riittakerttu; Fröjd, Sari; Marttunen, Mauri

    2016-06-01

    Sexual harassment has been studies as a mechanism reproducing inequality between sexes, as gender based discrimination, and more recently, as a public health problem. The role of family-related factors for subjection to sexual harassment in adolescent has been little studied. Our aim was to study the role of socio-demographic family factors and parental involvement in adolescent's persona life for experiences of sexual harassment among 14-18-year-old population girls and boys. An anonymous cross-sectional classroom survey was carried out in comprehensive and secondary schools in Finland. 90953 boys and 91746 girls aged 14-18 participated. Sexual harassment was elicited with five questions. Family structure, parental education, parental unemployment and parental involvement as perceived by the adolescent were elicited. The data were analyzed using cross-tabulations with chi-square statistics and logistic regressions. All types of sexual harassment experiences elicited were more common among girls than among boys. Parental unemployment, not living with both parents and low parental education were associated with higher likelihood of reporting experiences of sexual harassment, and parental involvement in the adolescent's personal life was associated with less reported sexual harassment. Parental involvement in an adolescent's life may be protective of perceived sexual harassment. Adolescents from socio-economically disadvantaged families are more vulnerable to sexual harassment than their more advantaged peers. Copyright © 2016 Elsevier Ltd. All rights reserved.

  9. Dealing with Bullies (For Kids)

    MedlinePlus

    ... Videos for Educators Search English Español Dealing With Bullies KidsHealth / For Kids / Dealing With Bullies What's in ... do things they don't want to do. Bullying Is a Big Deal Bullying is a big ...

  10. A Typology of Disability Harassment in Secondary Schools

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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.…

  12. Warning Signs of Bullying

    MedlinePlus

    ... 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: ...

  13. Youth at work: adolescent employment and sexual harassment.

    PubMed

    Fineran, Susan; Gruber, James E

    2009-08-01

    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 outcomes for girls who experienced harassment versus those who did not. Students in a small, suburban high school for girls completed a paper and pencil survey during class. A modified version of the Sexual Experiences Questionnaire (SEQ: Fitzgerald et al., 1988) was used to identify sexually harassed working teenagers. Work attitudes, assessments of physical health and mental health, and school-related outcomes were measured using standardized scales. Data were analyzed using difference of proportions tests, t-tests, and regression. The percentage of harassed girls was significantly higher than the figures reported in most studies of working women. Girls who were sexually harassed were less satisfied with their jobs and supervisors, had higher levels of academic withdrawal, and were more apt to miss school than their non-harassed peers. Sexual harassment significantly impacts employed high school girls' connections to work and school. It not only taints their attitudes toward work but it also threatens to undermine their commitment to school. Educators, practitioners and community leaders should be aware of the negative impact this work experience may have on adolescents and explore these issues carefully with students who are employed outside of school. Teenage students, stressed by sexual harassment experienced at work may find their career development or career potential impeded or threatened due to school absence and poor academic performance. In addition, the physical safety of working students may be at risk, creating a need for teenagers to receive training to deal with sexual assault and other types of workplace violence

  14. Organizational Resources for Addressing Sexual Harassment.

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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; P<0.001) than as direct victims. Eighty-six teachers (11.5%) reported having psychological and 76 (10.1%) physical health problems caused by their work. Exclusion as a consequence of harassment 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.

  16. Breaking the Silence: Sexual Harassment of Mexican Women Farmworkers.

    PubMed

    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.

  17. Breaking the Silence: Sexual Harassment of Mexican Women Farmworkers

    PubMed Central

    Kim, Nicole Jung-Eun; Vásquez, Victoria Breckwich; Torres, Elizabeth; Bud Nicola, R. M.; Karr, Catherine

    2018-01-01

    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. PMID:26797165

  18. Weightism, Racism, Classism, and Sexism: Shared Forms of Harassment in Adolescents

    PubMed Central

    Bucchianeri, Michaela M.; Eisenberg, Marla E.; Neumark-Sztainer, Dianne

    2013-01-01

    Purpose The purpose of this study was to document the prevalence of harassment on the basis of weight, race/ethnicity, and socioeconomic status, as well as sexual harassment, among a diverse population of adolescents. Specifically, this study examined rates of each type of harassment reported across groups within the corresponding sociodemographic category (e.g., racial/ethnic category differences in prevalence of racial harassment), and also explored patterns of “cross-harassment” (i.e., differences in prevalence of each harassment type across all other sociodemographic characteristics). Methods Data from EAT 2010 (Eating and Activity in Teens) were used for the current study. The sample was comprised of 2,793 adolescents (53% female; 81% non-white). Regression analyses were conducted to yield prevalence estimates of each type of harassment in each demographic and BMI category. Results Weight- and race-based harassment (35.3% and 35.2%, respectively) were most prevalent, followed by sexual harassment (25.0%) and SES-based harassment (16.1%). Overweight and obese adolescents reported disproportionately higher rates of all forms of harassment than did normal-weight and underweight adolescents. In addition, Asian and mixed-/other-race adolescents were more vulnerable to harassment overall as compared to those from other racial/ethnic groups. Conclusions Harassment experiences are prevalent among adolescent boys and girls. Differential rates of each type of harassment are reported across groups within the corresponding sociodemographic category, but a pattern of “cross-harassment” also is evident, such that differences in prevalence of each type of harassment emerge across a variety of sociodemographic characteristics. Adolescents from various intersecting sociodemographic and weight-status groups are particularly vulnerable to certain types of harassment. PMID:23566562

  19. Predictors of Workplace Bullying and Cyber-Bullying in New Zealand.

    PubMed

    Gardner, Dianne; O'Driscoll, Michael; Cooper-Thomas, Helena D; Roche, Maree; Bentley, Tim; Catley, Bevan; Teo, Stephen T T; Trenberth, Linda

    2016-04-27

    The negative effects of in-person workplace bullying (WB) are well established. Less is known about cyber-bullying (CB), in which negative behaviours are mediated by technology. Drawing on the conservation of resources theory, the current research examined how individual and organisational factors were related to WB and CB at two time points three months apart. Data were collected by means of an online self-report survey. Eight hundred and twenty-six respondents (58% female, 42% male) provided data at both time points. One hundred and twenty-three (15%) of participants had been bullied and 23 (2.8%) of participants had been cyber-bullied within the last six months. Women reported more WB, but not more CB, than men. Worse physical health, higher strain, more destructive leadership, more team conflict and less effective organisational strategies were associated with more WB. Managerial employees experienced more CB than non-managerial employees. Poor physical health, less organisational support and less effective organisational strategies were associated with more CB. Rates of CB were lower than those of WB, and very few participants reported experiencing CB without also experiencing WB. Both forms of bullying were associated with poorer work environments, indicating that, where bullying is occurring, the focus should be on organisational systems and processes.

  20. Women in the Military: Sexual Harassment

    DTIC Science & Technology

    1993-04-01

    male-dominated organizations, such as sports teams or fraternities.ŝ All services have reported that systems to track sexual harassment are in place...Link: The Feminization of America Military. Washington, D.C., Regnery Gateway Publishers, 1989. Moore, Molly. "Sexual Harassment: Attitudes of Male

  1. Sexual Harassment on Campus: Prevalence, Responses, and Definitions.

    ERIC Educational Resources Information Center

    Cochran, Caroline; Frazier, Patricia

    As recent events attest, sexual harassment is an important yet misunderstood problem. Because it has only recently been recognized as a significant issue, research on sexual harassment is somewhat limited. Knowledge of the prevalence and effects on sexual harassment on campus is necessary to ensure that all people have access to a safe and…

  2. Preventing Student Sexual Harassment. ERIC Digest Number 160.

    ERIC Educational Resources Information Center

    Schwartz, Wendy

    This digest reviews effective strategies currently used by schools to combat sexual harassment. Sexual harassment is considered any unwelcome behavior of a sexual nature that interferes with the life of the target individual. Experts agree that sexual harassment is about power, not sex. A serious effort to keep a school free of sexual harassment…

  3. Bullying in schools: the power of bullies and the plight of victims.

    PubMed

    Juvonen, Jaana; Graham, Sandra

    2014-01-01

    Bullying is a pervasive problem affecting school-age children. Reviewing the latest findings on bullying perpetration and victimization, we highlight the social dominance function of bullying, the inflated self-views of bullies, and the effects of their behaviors on victims. Illuminating the plight of the victim, we review evidence on the cyclical processes between the risk factors and consequences of victimization and the mechanisms that can account for elevated emotional distress and health problems. Placing bullying in context, we consider the unique features of electronic communication that give rise to cyberbullying and the specific characteristics of schools that affect the rates and consequences of victimization. We then offer a critique of the main intervention approaches designed to reduce school bullying and its harmful effects. Finally, we discuss future directions that underscore the need to consider victimization a social stigma, conduct longitudinal research on protective factors, identify school context factors that shape the experience of victimization, and take a more nuanced approach to school-based interventions.

  4. Approach to bullying and victimization.

    PubMed

    Lamb, Jennifer; Pepler, Debra J; Craig, Wendy

    2009-04-01

    To review the epidemiology, identification, and management of bullying and victimization among children in the primary care setting. Information was obtained from PsycINFO and MEDLINE databases, as well as the authors' own clinical and research experience. Information is based on levels II and III evidence. Involvement in bullying is a destructive relationship problem, with important health implications. Physicians need to be aware of the physical and psychosocial symptoms commonly associated with involvement in bullying so that they can screen and identify those children involved. This article presents a review of bullying and associated symptoms, a tool for assessing bullying involvement, and an overview of intervention and management. Bullying is a substantial problem affecting Canadian children. With an increased awareness and understanding of bullying as a health problem, physicians can play an instrumental role in identifying children involved in bullying and providing them with the support needed to develop healthy relationships.

  5. Sexual identity and alcohol-related outcomes: contributions of workplace harassment.

    PubMed

    Nawyn, S J; Richman, J A; Rospenda, K M; Hughes, T L

    2000-01-01

    While workplace sexual harassment has received a great deal of attention in both the popular media and scientific literature, less attention has been directed to the differential occurrence of sexual harassment among lesbians, gay men, and heterosexual men and women, and the relationships between these experiences and alcohol-related outcomes. Additionally, the distribution of alcohol-related outcomes of non-sexual forms of workplace harassment among these groups have not been adequately explored. Using data from a university-based study of workplace harassment and alcohol use (N = 2492), we focus on exposure to workplace harassment and alcohol-related outcomes for lesbians, gay men, and bisexuals compared to heterosexual men and women. Lesbian/bisexual women did not differ significantly from heterosexual women in their experiences of workplace harassment. However, stronger linkages between harassment and increased alcohol consumption and problems were found for lesbian and bisexual women than for heterosexual women. Gay/bisexual men, on the other hand, experienced significantly more sexual harassment than heterosexual men, but did not report a corresponding increase in alcohol use and abuse. Implications for future research on sexual identity, alcohol use, and workplace harassment are discussed.

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

    ERIC Educational Resources Information Center

    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…

  7. Moral Reasoning and Emotion Attributions of Adolescent Bullies, Victims, and Bully-Victims

    ERIC Educational Resources Information Center

    Perren, Sonja; Gutzwiller-Helfenfinger, Eveline; Malti, Tina; Hymel, Shelley

    2012-01-01

    This study investigated different facets of moral development in bullies, victims, and bully-victims among Swiss adolescents. Extending previous research, we focused on both bullying and victimization in relation to adolescents' morally disengaged and morally responsible reasoning as well as moral emotion attributions. A total of 516 adolescents…

  8. Perceptions of adolescent bullying: attributions of blame and responsibility in cases of cyber-bullying.

    PubMed

    Morrow, Allison; Downey, Christina A

    2013-12-01

    Cyber-bullying (where victims are targeted via online social networking or other electronic means) has gained increased attention in research and the broadcast media, but previous research has not investigated attribution of blame in such cyber-bullying events. This experiment hypothesized that participants would assign higher ratings of blame to bullying perpetrators when the bullying situations were depicted as having highly foreseeable outcomes (vs. unforeseeable outcomes), and as occurring in school (vs. online). In addition, a significant interaction was predicted between outcome foreseeability and bullying situation, with highly foreseeable in-school events being rated as the most predictable and attributable to the bully's actions. One-hundred sixty-three participants completed surveys containing demographic items, items regarding their past experiences of victimization, and one of four randomly-assigned vignettes detailing a bullying situation (which participants rated). While hypotheses regarding outcome foreseeability were supported, no cyber-bullying vs. in-school main effects (or corresponding interaction effects) were detected. Implications for future research and practice, as well as study limitations, are discussed. © 2013 The Scandinavian Psychological Associations.

  9. 76 FR 37094 - List of Correspondence

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-24

    ... May Be of Interest to Readers Topic Addressed: Harassment And Bullying. [cir] Dear Colleague Letter dated October 26, 2010 from Office for Civil Rights Assistant Secretary Russlynn Ali, regarding bullying...

  10. Youth at Work: Adolescent Employment and Sexual Harassment

    ERIC Educational Resources Information Center

    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…

  11. Preventing Sexual Harassment in the Workplace.

    ERIC Educational Resources Information Center

    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)

  12. Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence.

    PubMed

    Copeland, William E; Wolke, Dieter; Angold, Adrian; Costello, E Jane

    2013-04-01

    Both bullies and victims of bullying are at risk for psychiatric problems in childhood, but it is unclear if this elevated risk extends into early adulthood. To test whether bullying and/or being bullied in childhood predicts psychiatric problems and suicidality in young adulthood after accounting for childhood psychiatric problems and family hardships. Prospective, population-based study. Community sample from 11 counties in Western North Carolina. A total of 1420 participants who had being bullied and bullying assessed 4 to 6 times between the ages of 9 and 16 years. Participants were categorized as bullies only, victims only, bullies and victims (hereafter referred to as bullies/victims), or neither. Psychiatric outcomes, which included depression, anxiety, antisocial personality disorder, substance use disorders, and suicidality (including recurrent thoughts of death, suicidal ideation, or a suicide attempt), were assessed in young adulthood (19, 21, and 24-26 years) by use of structured diagnostic interviews. RESULTS Victims and bullies/victims had elevated rates of young adult psychiatric disorders, but also elevated rates of childhood psychiatric disorders and family hardships. After controlling for childhood psychiatric problems or family hardships, we found that victims continued to have a higher prevalence of agoraphobia (odds ratio [OR], 4.6 [95% CI, 1.7-12.5]; P < .01), generalized anxiety (OR, 2.7 [95% CI, 1.1-6.3]; P < .001), and panic disorder (OR, 3.1 [95% CI, 1.5-6.5]; P < .01) and that bullies/victims were at increased risk of young adult depression (OR, 4.8 [95% CI, 1.2-19.4]; P < .05), panic disorder (OR, 14.5 [95% CI, 5.7-36.6]; P < .001), agoraphobia (females only; OR, 26.7 [95% CI, 4.3-52.5]; P < .001), and suicidality (males only; OR, 18.5 [95% CI, 6.2-55.1]; P < .001). Bullies were at risk for antisocial personality disorder only (OR, 4.1 [95% CI, 1.1-15.8]; P < .04). The effects of being bullied are direct, pleiotropic, and long

  13. Women Firefighters and Workplace Harassment: Associated Suicidality and Mental Health Sequelae.

    PubMed

    Hom, Melanie A; Stanley, Ian H; Spencer-Thomas, Sally; Joiner, Thomas E

    2017-12-01

    This cross-sectional study investigated the association between harassment, career suicidality, and psychiatric symptoms among women firefighters. Women firefighters (n = 290) completed self-report measures of experiences with harassment on the job, career suicidality, and various psychiatric symptoms. Logistic regression analyses and one-way analyses of variance were used to address study aims. Of the sample, 21.7% reported having experienced sexual harassment and 20.3% reported having been threatened or harassed in another way on their firefighting job. Sexual harassment and other threats/harassment on the job were both significantly associated with a greater likelihood of reporting career suicidal ideation, as well as reporting more severe psychiatric symptoms. Harassment and threats experienced on the job may be associated with increased suicide risk and more severe psychiatric symptoms among women firefighters. Efforts are needed to reduce the occurrence of harassment and threats within the fire service and provide support for women firefighters who have been harassed or threatened.

  14. School bullying: its nature and ecology.

    PubMed

    Espelage, Dorothy L; De La Rue, Lisa

    2011-11-04

    Recent youth suicides only highlight a persistent problem in schools - bullying and sustained peer victimization. Being a target or victim of bullying has long been recognized has having short- and long-term psychological effects on children and adolescents across the world today. School bullying is one of the most significant public health concerns facing children and adolescents. Involvement in the social phenomena of school bullying is often explained as emerging from a wide range of risk and protective factors within the social-ecology of youth. The social-ecological model posits that bullying behaviors are shaped by various interrelated contexts including individual characteristics, family, peers and the school environment. Research is reviewed to highlight the correlates of bullying involvement across these context using social-ecological and social-learning frameworks. Meta-analytic studies are reviewed on the short- and long-term impact of bullying involvement and efficacy of bullying prevention programs. Specific recommendations for prevention planning and future research efforts are provided. Bullying is a multi-faceted issue, which is best understood in the larger social context in which it occurs. Individual characteristics of students contribute to bullying involvement when students have families that promote violence, teachers that ignore or dismiss bullying, schools that have negative climates and students who socialize with friends who bully. These social contexts need to be targeted in bully prevention programs to reduce bullying and peer victimization in schools.

  15. Electronic bullying among middle school students.

    PubMed

    Kowalski, Robin M; Limber, Susan P

    2007-12-01

    Electronic communications technologies are affording children and adolescents new means of bullying one another. Referred to as electronic bullying, cyberbullying, or online social cruelty, this phenomenon includes bullying through e-mail, instant messaging, in a chat room, on a website, or through digital messages or images sent to a cell phone. The present study examined the prevalence of electronic bullying among middle school students. A total of 3,767 middle school students in grades 6, 7, and 8 who attend six elementary and middle schools in the southeastern and northwestern United States completed a questionnaire, consisting of the Olweus Bully/Victim Questionnaire and 23 questions developed for this study that examined participants' experiences with electronic bullying, as both victims and perpetrators. Of the students, 11% that they had been electronically bullied at least once in the last couple of months (victims only); 7% indicated that they were bully/victims; and 4% had electronically bullied someone else at least once in the previous couple of months (bullies only). The most common methods for electronic bullying (as reported by both victims and perpetrators) involved the use of instant messaging, chat rooms, and e-mail. Importantly, close to half of the electronic bully victims reported not knowing the perpetrator's identity. Electronic bullying represents a problem of significant magnitude. As children's use of electronic communications technologies is unlikely to wane in coming years, continued attention to electronic bullying is critical. Implications of these findings for youth, parents, and educators are discussed.

  16. Sexual harassment and health among male and female police officers.

    PubMed

    de Haas, Stans; Timmerman, Greetje; Höing, Mechtild

    2009-10-01

    The aims of this study were to investigate whether sexual harassment is related to mental and physical health of both men and women, and to explore the possible moderating effects of gender on the relation between sexual harassment and health. In addition, we investigated whether women were more often bothered by sexual harassment than men, and whether victims who report being bothered by the harassment experience more health problems compared to victims who did not feel bothered. A representative sample of 3,001 policemen and 1,295 policewomen in the Dutch police force filled out an Internet questionnaire. It appeared that women were more often bothered by sexual harassment than men, but gender did not moderate the relation between sexual harassment and mental and physical health. In addition, victims who felt bothered by the harassing behaviors reported more mental and physical health problems than victims who did not feel bothered. The distinction between bothered and nonbothered victims is important because appraisal is an essential aspect in the operationalization of sexual harassment. PsycINFO Database Record (c) 2009 APA, all rights reserved.

  17. Racial Harassment in Vermont Public Schools.

    ERIC Educational Resources Information Center

    Pentino, Marc D.

    This report presents information from a 1997 community forum of the Vermont Advisory Committee on racial harassment in Vermont public schools. Parents, students, teachers, administrators and community and advocacy group representatives offered their views on racial harassment in the public schools, describing them as hostile and unfriendly places…

  18. Addressing Bullying and Cyber-Bullying Behaviors among Adolescents: A Participatory Action Approach

    ERIC Educational Resources Information Center

    Green-Forde, Claire

    2013-01-01

    Bullying has been recognized as a significant social issue and research has shown that bullying behaviors tend to increase during the middle school years. Research trends indicate that current attention given to bullying has been influenced by public outcry against a growing number of tragic school and community-based events involving youth, many…

  19. Predictors of Workplace Bullying and Cyber-Bullying in New Zealand

    PubMed Central

    Gardner, Dianne; O’Driscoll, Michael; Cooper-Thomas, Helena D.; Roche, Maree; Bentley, Tim; Catley, Bevan; Teo, Stephen T. T.; Trenberth, Linda

    2016-01-01

    Background: The negative effects of in-person workplace bullying (WB) are well established. Less is known about cyber-bullying (CB), in which negative behaviours are mediated by technology. Drawing on the conservation of resources theory, the current research examined how individual and organisational factors were related to WB and CB at two time points three months apart. Methods: Data were collected by means of an online self-report survey. Eight hundred and twenty-six respondents (58% female, 42% male) provided data at both time points. Results: One hundred and twenty-three (15%) of participants had been bullied and 23 (2.8%) of participants had been cyber-bullied within the last six months. Women reported more WB, but not more CB, than men. Worse physical health, higher strain, more destructive leadership, more team conflict and less effective organisational strategies were associated with more WB. Managerial employees experienced more CB than non-managerial employees. Poor physical health, less organisational support and less effective organisational strategies were associated with more CB. Conclusion: Rates of CB were lower than those of WB, and very few participants reported experiencing CB without also experiencing WB. Both forms of bullying were associated with poorer work environments, indicating that, where bullying is occurring, the focus should be on organisational systems and processes. PMID:27128929

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

    PubMed

    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.

  1. Interpretations of Sexual Harassment: An Attributional Analysis.

    ERIC Educational Resources Information Center

    Pryor, John B.; Day, Jeanne D.

    1988-01-01

    Two studies demonstrate that factors known to influence the attribution of negative intentionality play an important role in judgments of sexual harassment. Discussion examines how people differ in their judgments of sexual harassment. (FMW)

  2. Psychological harassment in the nursing workplace: an observational study.

    PubMed

    Fornés, Joana; Cardoso, Meiremar; Castelló, Joana Maria; Gili, Margalida

    2011-06-01

    Psychological harassment in the workplace involves disrespectful or humiliating behavior to workers. Nurses make up one of the groups that are most exposed to these behaviors. This descriptive study investigated the most common types of psychological harassment in the nursing workplace and their relationship with sociodemographic variables among 285 nurses in Spain. Findings indicate differences in the prevalence of psychological harassment depending on the criterion that was used. Psychological harassment is positively correlated with a desire to abandon the profession and negatively with participation in decision making. The results suggest combining different measures to evaluate psychological harassment in the workplace and zero-tolerance polices for psychological abuse. Copyright © 2011 Elsevier Inc. All rights reserved.

  3. Sexual harassment experiences of female graduates of Nigerian tertiary institutions.

    PubMed

    Owoaje, Eme T; Olusola-Taiwo, Omolara

    The sexual harassment experiences of female graduates from tertiary institutions in Nigeria, were explored using self-administered questionnaires. Information was obtained on the respondents' socio-demographic characteristics and experiences of sexual harassment while in their various tertiary institutions. The majority (69.8%) of the respondents had been sexually harassed, with the main perpetrators being male classmates and lecturers. About two-thirds experienced the non-physical type of sexual harassment; 48.2% experienced the physical type. Non-physical harassment included sexual comments (57.8%) and requests to do something sexual in exchange for academic favors (32.2%). Physical forms of sexual harassment included unwanted sexual touching (29.4%) and being intentionally brushed against in a sexual way (28.9%). The effects experienced by victims were depression and perceived insecurity on campus. Sexual harassment is a common occurrence in Nigerian tertiary institutions. Appropriate institutional interventions should be developed to reduce these occurrences.

  4. Text-Bullying: Associations with Traditional Bullying and Depression among New Zealand Adolescents

    ERIC Educational Resources Information Center

    Raskauskas, Juliana

    2010-01-01

    Bullying via mobile phone text messages (text-bullying) is a growing problem in New Zealand. Little research exists on this important issue. This study examined the nature and prevalence of text-bullying among adolescents. A total of 1,530 students ages 11-18 from three schools in New Zealand participated in this research. Students completed…

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

    ERIC Educational Resources Information Center

    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…

  6. Sexual Harassment: State of the Law.

    ERIC Educational Resources Information Center

    Culverhouse, Renee D.

    Sexual harassment under the Equal Employment Opportunity Commission guidelines involves unwelcome sexual advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature, as it applies to males or females in business situations. Harassment is discriminatory when females must act differently than males in order to…

  7. Three Communication Responsibilities concerning Sexual Harassment.

    ERIC Educational Resources Information Center

    Buzza, Bonnie Wilson

    Sexual harassment is widespread on college campuses across the United States and is a subject that merits sensitive and sensible discussion. Once they acknowledge the problem, speech communication professionals can become better informed about sexual harassment and ways of dealing with it, and commit themselves to responsible communicative action.…

  8. THE ECONOMIC AND CAREER EFFECTS OF SEXUAL HARASSMENT ON WORKING WOMEN

    PubMed Central

    MCLAUGHLIN, HEATHER; UGGEN, CHRISTOPHER; BLACKSTONE, AMY

    2017-01-01

    Many working women will experience sexual harassment at some point in their careers. While some report this harassment, many leave their jobs to escape the harassing environment. This mixed-methods study examines whether sexual harassment and subsequent career disruption affect women’s careers. Using in-depth interviews and longitudinal survey data from the Youth Development Study, we examine the effect of sexual harassment for women in the early career. We find that sexual harassment increases financial stress, largely by precipitating job change, and can significantly alter women’s career attainment. PMID:29056822

  9. THE ECONOMIC AND CAREER EFFECTS OF SEXUAL HARASSMENT ON WORKING WOMEN.

    PubMed

    McLaughlin, Heather; Uggen, Christopher; Blackstone, Amy

    2017-06-01

    Many working women will experience sexual harassment at some point in their careers. While some report this harassment, many leave their jobs to escape the harassing environment. This mixed-methods study examines whether sexual harassment and subsequent career disruption affect women's careers. Using in-depth interviews and longitudinal survey data from the Youth Development Study, we examine the effect of sexual harassment for women in the early career. We find that sexual harassment increases financial stress, largely by precipitating job change, and can significantly alter women's career attainment.

  10. Gender and Workplace Bullying: Men's Experiences of Surviving Bullying at Work.

    PubMed

    O'Donnell, Sue M; MacIntosh, Judith A

    2016-02-01

    Although men are targets of workplace bullying, there is limited research focused on their experiences. To address this gap, we used a qualitative grounded theory approach and interviewed a community sample of 20 Atlantic Canadian men to explore and explain their experiences of, and responses to, bullying. The main problem identified by men was a lack of workplace support to address and resolve the bullying, a challenge named abandonment. Men addressed this problem by surviving, a process that involved efforts to manage persistent bullying and the associated consequences. Men experienced physical, emotional, and social health consequences and, contrary to prevailing assumptions related to men's help-seeking behaviors, men want support and many sought help to address the problem and its consequences. Responses to abandonment and the associated consequences varied according to a number of factors including gender and highlight the need for research aimed at understanding the gendered nature of bullying. © The Author(s) 2015.

  11. Workplace harassment, active coping, and alcohol-related outcomes.

    PubMed

    Richman, J A; Rospenda, K M; Flaherty, J A; Freels, S

    2001-01-01

    While sexual harassment and generalized workplace abuse (GWA) have been linked with alcohol use and abuse, active problem-focused coping has been shown to lessen vulnerability to deleterious mental health consequences of varied social stressors. At the same time, active coping is relatively more efficacious in response to stressors, which are amenable to change by personal actions. However, the moderating role that coping plays in relation to harassment and drinking is unknown. Using data from a two-wave survey of university employees (N=2038), we addressed the extent to which (1) active coping was utilized by harassed and abused employees, (2) whether coping impacted on the continuation or cessation of harassment and abuse, and (3) the extent to which nonsuccessful coping was predictive of alcohol use and abuse. Active coping had no significant impact on the ability to end harassing or abusive experiences. Moreover, the use of problem-focused coping that was unsuccessful predicted some drinking outcomes for both men and women, controlling for Wave I drinking and sociodemographic characteristics. The data suggest that increased institutional attention to the prevention of workplace harassment and abuse might impact on decreasing alcohol use and abuse.

  12. Direct and Indirect Harassment Experiences and Burnout among Academic Faculty in Japan.

    PubMed

    Takeuchi, Masumi; Nomura, Kyoko; Horie, Saki; Okinaga, Hiroko; Perumalswami, Chithra R; Jagsi, Reshma

    2018-05-01

    The purpose of this study is three-fold: (1) to compare harassment (sexual, gender, and academic harassment both directly and indirectly experienced - i.e. "directly harassed" and "have seen or heard of someone who experienced harassment", respectively) experienced by males and females, (2) to investigate whether such experiences correlate with burnout, and (3) to explore whether social support might mitigate any such relationship between harassment and burnout. This cross-sectional study was conducted at a private university in Japan in February 2014 and is based on a work-life balance survey obtained from 330 academic faculty members. We investigated the association between each of the six subcategories of harassment (direct and indirect forms of each of the three types) and burnout using general linear regression models; we then evaluated interactions between harassment and social support in these models. The prevalence of direct and indirect experiences of harassment was higher in females than in males for all three types of harassment. Males showed higher burnout scores if they had direct experiences of harassment. There were significant interactions between social support and the direct experience of harassment; high social support mitigated the effect size of direct harassment on burnout among males. Females showed higher burnout scores if they had indirect experiences of harassment. However, the same buffering effect of social support on burnout as observed in males was not observed in females. Direct harassment experiences increased the risk of burnout in males, and indirect harassment experiences increased burnout in females.

  13. Sickness, colleagues' harassment in teachers' work and emotional exhaustion.

    PubMed

    Astrauskaite, Milda; Perminas, Aidas; Kern, Roy M

    2010-01-01

    The aim of this study was to assess the relationship among colleagues' harassment, emotional exhaustion, and sickness absence with a sample of teachers. The sample consisted of 351 teachers from 8 secondary schools in Kaunas. Instruments used in the study included the Work Harassment Scale (WHS) developed by Björkqvist and Osterman (1992), the Emotional Exhaustion Scale (the MBI-ES) by Maslach et al. (1996), and a questionnaire of demographic information. Data analysis indicated that a higher level of work harassment was related to higher emotional exhaustion. Regression analysis findings indicated that a higher level of emotional exhaustion was related to higher levels of disruption, humiliation, alienation, and indignity. Teachers who observed harassment reported higher levels of emotional exhaustion. Respondents who missed work due to illness reported higher levels of disruption on the WHS. The study indicated that work harassment could be an important aspect in teacher's health. The seriousness of the work harassment phenomenon may be supported by the results showing that teachers who witnessed others being harassed experienced a higher level of emotional exhaustion. The phenomenon appears to be an area that requires additional research.

  14. Bullying in Early Educational Settings

    ERIC Educational Resources Information Center

    Kirves, Laura; Sajaniemi, Nina

    2012-01-01

    The aim of this research was to study the prevalence of bullying in early educational settings in Finnish kindergartens. In addition, the study investigated whether bullying in kindergartens differs from school bullying and what forms bullying takes among under-school-age children. Two kinds of data were collected for the study: data from a survey…

  15. A latent transition model of the effects of a teen dating violence prevention initiative.

    PubMed

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

    2015-02-01

    Patterns of physical and psychological teen dating violence (TDV) perpetration, victimization, and related behaviors were examined with data from the evaluation of the Start Strong: Building Healthy Teen Relationships initiative, a dating violence primary prevention program targeting middle school students. Latent class and latent transition models were used to estimate distinct patterns of TDV and related behaviors of bullying and sexual harassment in seventh grade students at baseline and to estimate transition probabilities from one pattern of behavior to another at the 1-year follow-up. Intervention effects were estimated by conditioning transitions on exposure to Start Strong. Latent class analyses suggested four classes best captured patterns of these interrelated behaviors. Classes were characterized by elevated perpetration and victimization on most behaviors (the multiproblem class), bullying perpetration/victimization and sexual harassment victimization (the bully-harassment victimization class), bullying perpetration/victimization and psychological TDV victimization (bully-psychological victimization), and experience of bully victimization (bully victimization). Latent transition models indicated greater stability of class membership in the comparison group. Intervention students were less likely to transition to the most problematic pattern and more likely to transition to the least problem class. Although Start Strong has not been found to significantly change TDV, alternative evaluation models may find important differences. Latent transition analysis models suggest positive intervention impact, especially for the transitions at the most and the least positive end of the spectrum. Copyright © 2015. Published by Elsevier Inc.

  16. Managing Bullying in Politically Charged Climates

    ERIC Educational Resources Information Center

    Trump, Kenneth S.

    2011-01-01

    Educators, school safety experts, and anti-bullying advocates typically agree that bullying is a serious issue. They also agree that anti-bullying strategies should be an integral component of a school's safety plan. However, differences remain in how bullying should be addressed. Those differences have become magnified as bullying has become an…

  17. Reducing Peer Sexual Harassment in Schools

    ERIC Educational Resources Information Center

    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…

  18. Lesbian Teachers, Harassment and the Workplace

    ERIC Educational Resources Information Center

    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…

  19. Power, Consent, and Adolescent Sexual Harassment.

    ERIC Educational Resources Information Center

    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…

  20. Combatting Sexual Harassment in Higher Education.

    ERIC Educational Resources Information Center

    Lott, Bernice, Ed.; Reilly, Mary Ellen, Ed.

    This book presents 18 papers on issues in sexual harassment within the higher education setting. It notes that only within the past two decades have sexual harassment and related subjects begun to be openly discussed, investigated, and become the formal concern of government, business, and education. Papers include: (1) "Issues and Questions"…