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Welcome to the nexus of ethics, psychology, morality, technology, health care, and philosophy
Showing posts with label Bullying. Show all posts
Showing posts with label Bullying. Show all posts

Friday, December 16, 2022

How Bullying Manifests at Work — and How to Stop It

Ludmila N. Praslova, Ron Carucci, & Caroline Stokes
Harvard Business Review
Originally posted 4 NOV 22

While the organizational costs of incivility and toxicity are well documented, bullying at work is still a problem. An estimated 48.6 million Americans, or about 30% of the workforce, are bullied at work. In India, that percentage is reported to be as high as 46% or even 55%. In Germany, it’s a lower but non-negligible 17%. Yet bullying often receives little attention or effective action.

To maximize workplace health and well-being, it’s critical to create workplaces where all employees — regardless of their position — are safe. Systemic, organizational-level approaches can help prevent the harms associated with different types of bullying.

The term workplace bullying describes a wide range of behaviors, and this complexity makes addressing it difficult and often ineffective. Here, we’ll discuss the different types of bullying, the myths that prevent leaders from addressing it, and how organizations can effectively intervene and create a safer workplace.

The Different Types of Bullying

To develop more comprehensive systems of bullying prevention and support employees’ psychological well-being, leaders first need to be aware of the different types of bullying and how they show up. We’ve identified 15 different features of bullying, based on standard typologies of aggression, data from the Workplace Bullying Institute (WBI), and Ludmila’s 25+ years of research and practice focused on addressing workplace aggression, discrimination, and incivility to create healthy organizational cultures.

These 15 features can be mapped to some of the common archetypes of bullies. Take the “Screamer,” who is associated with yelling and fist-banging or the quieter but equally dangerous “Schemer” who uses Machiavellian plotting, gaslighting, and smear campaigns to strip others of resources or push them out. The Schemer doesn’t necessarily have a position of legitimate power and can present as a smiling and eager-to-help colleague or even an innocent-looking intern. While hostile motivation and overt tactics align with the Screamer bully archetype and instrumental, indirect, and covert bullying is typical of the Schemer, a bully can have multiple motives and use multiple tactics — consciously or unconsciously.

Caroline mediated a situation that illustrates both conscious and unconscious dynamics. At the reception to celebrate Ewa’s* national-level achievement award, Harper, her coworker, spent most of the time talking about her own accomplishments, then took the stage to congratulate herself on mentoring Ewa and letting her take “ownership” of their collective work. But there had been no mentorship or collective work. After overtly and directly putting Ewa down and (perhaps unconsciously) attempting to elevate herself, Harper didn’t stop. She “accidentally” removed Ewa from crucial information distribution lists — an act of indirect, covert sabotage.  

In another example, Ludmila encountered a mixed-motive, mixed-tactic situation. Charles, a manager with a strong xenophobic sentiment, regularly berated Noor, a work visa holder, behind closed doors — an act of hostile and direct bullying. Motivated by a desire to take over the high-stakes, high-visibility projects Noor had built, Charles also engaged in indirect, covert bullying by falsifying performance records to make a case for her dismissal.

Tuesday, May 22, 2018

Institutional Betrayal: Inequity, Discrimination, Bullying, and Retaliation in Academia

Karen Pyke
Sociological Perspectives
Volume: 61 issue: 1, page(s): 5-13
Article first published online: January 9, 2018

Abstract

Institutions of higher learning dedicated to the pursuit of knowledge and committed to diversity should be exemplars of workplace equity. Sadly, they are not. Their failure to take appropriate action to protect employees from inequity, discrimination, bullying, and retaliation amounts to institutional betrayal. The professional code of ethics for sociology, a discipline committed to the study of inequality, instructs sociologists to “strive to eliminate bias in their professional activities” and not to “tolerate any forms of discrimination.” As such, sociologists should be the leaders on our campuses in recognizing institutional betrayals by academic administrators and in promoting workplace equity. Regrettably, we have not accepted this charge. In this address, I call for sociologists to embrace our professional responsibilities and apply our scholarly knowledge and commitments to the reduction of inequality in our own workplace. If we can’t do it here, can we do it anywhere?

The article is here.

Monday, May 19, 2014

Very overweight teens face stigma, discrimination, and isolation

From a synopsis in the British Medical Journal

Here is an excerpt of the synopsis of the article:

In general, young people thought that individuals were responsible for their own body size. They associated excess weight with negative stereotypes of laziness, greed, and a lack of control. And they felt that being overweight made an individual less attractive and opened them up to bullying and teasing.

Young people who were already overweight tended to blame themselves for their size. And those who were classified as very overweight said they had been bullied and physically and verbally assaulted, particularly at school. They endured beatings, kickings, name-calling, deliberate and prolonged isolation by peers, and sniggering/whispering.

Some young people described coping strategies, such as seeking out support from others. But the experiences of being overweight included feeling excluded, ashamed, marked out as different, isolated, ridiculed and ritually humiliated. Everyday activities, such as shopping and socialising, were difficult.

The entire synopsis is here.

A link to the study is here.

Friday, December 13, 2013

The Critical Role of School Climate in Effective Bullying Prevention

By Cixin Wanga, Brandi Berryb & Susan M. Swearerc
Theory Into Practice
Volume 52, Issue 4, 2013

Abstract

Research has shown a negative association between positive school climate and bullying behavior. This article reviews research on school climate and bullying behavior and proposes that an unhealthy and unsupportive school climate (e.g., negative relationship between teachers and students, positive attitudes towards bullying) provides a social context that allows bullying behavior to occur. We provide information on how to evaluate the school climate and intervene to promote a more positive school climate and to reduce bullying behavior. Although there has been an increased interest among school personnel, parents, and students to reduce bullying behavior, the issue of how to assess the myriad of factors that may cause and maintain bullying behaviors, and to select evidence-based prevention and intervention programs, remains a challenge for many educators. This article seeks to address these two issues by highlighting the importance of school climate in bullying prevention and reviewing some school climate evaluations and intervention programs.

The entire article is here.

Saturday, November 23, 2013

Swastikas, Slurs and Torment in Town’s Schools

By Benjamin Weiser
The New York Times
Originally published November 7, 2013

Here is an excerpt:

“There are anti-Semitic incidents that have occurred that we need to address,” John Boyle, Crispell Middle School’s principal, said in a deposition in April.

In 2011, when one parent complained about continued harassment of her daughter and another Jewish girl, Pine Bush’s superintendent from 2008 to 2013, Philip G. Steinberg, wrote in an email, “I have said I will meet with your daughters and I will, but your expectations for changing inbred prejudice may be a bit unrealistic.”

Mr. Steinberg, who, along with two other administrators named as defendants, is Jewish, described the lawsuit in recent interviews as a “money grab.” He contended that the plaintiffs had “embellished” some allegations.

The entire story is here.

Friday, August 2, 2013

Beauty, Personality, and Affect as Antecedents of Counterproductive Work Behavior Receipt

Brent A. Scott, Timothy A. Judge
Human Performance 
Vol. 26, Iss. 2, 2013

Abstract

Over the years, much attention has been devoted to understanding counterproductive work behavior (CWB) and its related concepts. Less is known, however, about whether certain employees find themselves more than others to be the targets of CWB. To examine this issue, we tested a model that positioned CWB receipt as a function of employees' personality (neuroticism, agreeableness), their appearance (physical attractiveness), and the negative emotions felt toward those employees by their coworkers. Two studies using multiple sources of data revealed that disagreeable and physically unattractive employees received more CWB from their coworkers, coworker negative emotion felt toward employees was associated with CWB receipt, and the relationship between employee agreeableness and CWB receipt was due, in part, to coworker negative emotion.

An accumulating body of literature has examined counterproductive work behavior (CWB), defined as “behavior intended to hurt the organization or other members of the organization” (Spector & Fox, 2002, p. 271). Researchers have investigated CWB under a variety of labels, including abuse (Keashly, Trott, & MacLean, 1994), aggression (Baron & Neuman, 1996), antisocial behavior (Giacalone & Greenberg, 1997), harassment (Bowling & Beehr, 2006), incivility (Andersson & Pearson, 1999), social undermining (Duffy, Ganster, & Pagon, 2002), and workplace deviance (Robinson & Bennett, 1995). Collectively, this research has drawn attention to CWB in organizations by identifying reasons why employees engage in such harmful actions, with antecedents encompassing both personal factors (e.g., agreeableness, conscientiousness, job satisfaction, and negative emotion) and situational factors (e.g., unfair treatment; for meta-analyses, see Berry, Ones, & Sackett, 2007; Dalal, 2005; Salgado, 2002).

The entire article is here.

Tuesday, July 2, 2013

Bullying and suicide among youth is a public health problem

Press Release
Contact: Eileen Leahy
e.leahy@elsevier.com
732-238-3628
Elsevier Health Sciences

Recent studies linking bullying and depression, coupled with extensive media coverage of bullying-related suicide among young people, led the Centers for Disease Control and Prevention (CDC) to assemble an expert panel to focus on these issues. This panel synthesized the latest research about the complex relationship between youth involvement in bullying and suicide-related behaviors. Three themes emerged:

1) Bullying among youth is a significant public health problem, with widespread and often harmful results;
2) There is a strong association between bullying and suicide-related behaviors; and
3) Public health strategies can be applied to prevent bullying and suicide.

A special supplement of the Journal of Adolescent Health presents the panel's findings, introduced by an insightful editorial by Marci Feldman Hertz, MS, Centers for Disease Control and Prevention, Atlanta, Georgia, and Ingrid Donato and James Wright, MS, LCPC, Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, Rockville, Maryland.

Between 20 and 56 percent of young people are involved in bullying annually, as either a victim or perpetrator, or both. While bullying situations vary by type, age, and duration, middle school-aged children are more likely to be involved in bullying than those in high school. Verbal bullying occurs more frequently than physical or cyber-bullying and is more likely to happen over a longer time period. Further, lesbian and gay youth are more likely to be victimized than heterosexuals.

Poor mental and physical health among the victims and perpetrators of bullying, and those who experience both victimization and perpetration, investigators say, contribute to the problem. Further, involvement in bullying can have long-lasting, harmful effects, such as depression, anxiety, abdominal pain, and tension, months or even years later, as reported by two studies in this special supplement.

Researchers demonstrate a strong link between involvement in bullying and suicide. Dorothy Espelage and Melissa K. Holt, authors of "Suicidal Ideation and School Bullying Experiences After Controlling for Depression and Delinquency," show that the idea of suicide and attempts at suicide among middle school students were three-to-five times greater than among uninvolved students.

By applying public health strategies, researchers assert that bullying can be prevented, improving health and mental outcomes for many youth. Articles such as "Suicidal Thinking and Behavior Among Youth Involved in Verbal and Social Bullying: Risk and Protective Factors," by Iris Wagman Borowsky, Lindsay A. Taliaferro, and Barbara J. McMorris, reinforce the call for an integrated approach of multiple strategies to prevent suicide by focusing on shared risk and protective factors, including individual coping skills, family and school social support, and supportive school environments.

Notes the supplement's guest editor, Marci Feldman Hertz, "Given the prevalence and impact of bullying, it is important to move forward while public health strategies are still being developed. We can begin by implementing and evaluating strategies that have demonstrated effectiveness at increasing protective factors and decreasing risk factors associated with both bullying and suicide." Education and health stakeholders, she adds, should consider broadening their focus beyond just providing services to those already involved in bullying or suicide-related behaviors. They should also implement strategies to prevent bullying and suicide behavior from occurring in the first place.

Sodomy Hazing Leaves 13-Year-Old Victim Outcast in Colorado Town

By Chris Staiti & Barry Bortnick
Bloomberg News - Jun 20, 2013

At the state high-school wrestling tournament in Denver last year, three upperclassmen cornered a 13-year-old boy on an empty school bus, bound him with duct tape and sodomized him with a pencil.

For the boy and his family, that was only the beginning.

The students were from Norwood, Colorado, a ranching town of about 500 people near the Telluride ski resort. Two of the attackers were sons of Robert Harris, the wrestling coach, who was president of the school board. The victim’s father was the K-12 principal.

After the principal reported the incident to police, townspeople forced him to resign. Students protested against the victim at school, put “Go to Hell” stickers on his locker and wore T-shirts that supported the perpetrators. The attackers later pleaded guilty to misdemeanor charges, according to the Denver district attorney’s office.

“Nobody would help us,” said the victim’s father, who asked not to be named to protect his son’s privacy. Bloomberg News doesn’t identify victims of sexual assault. “We contacted everybody and nobody would help us,” he said.

High-school hazing and bullying used to involve name-calling, towel-snapping and stuffing boys into lockers. Now, boys sexually abusing other boys is part of the ritual. More than 40 high school boys were sodomized with foreign objects by their teammates in over a dozen alleged incidents reported in the past year, compared with about three incidents a decade ago, according to a Bloomberg review of court documents and news accounts.

(cut)

About 4,000 sexual assaults occur each year inside U.S. public schools, as well as 800 rapes or attempted rapes, according to a letter the U.S. Education Department sent to educators in April 2011.
“We don’t tolerate this anywhere else in our society,” said Antonio Romanucci, a Chicago attorney representing some of the alleged Maine West victims in a civil lawsuit. “So why are we tolerating it in our schools?”

The entire story is here.

Thanks to Lamar Freed for this article.

Saturday, June 1, 2013

Anti-Gay Bullying Tied to Teen Depression, Suicide

By Randy Dotinga
HealthDay Reporter
Originally published May 16, 2013

Students targeted because they're believed to be gay -- as many as one in seven young teens -- are much more likely than others to be suicidal and depressed, a new survey finds.

More than 10 percent of eighth-grade boys and girls reported that they're victimized because of perceived sexual orientation, according to a large survey of students in Washington state.

"It has a profound impact on their quality of life and the way they think of themselves," said Donald Patrick, a professor of health services at the University of Washington in Seattle. "Those in eighth grade are in a particularly vulnerable position."

These children "feel alone in life, that they don't feel as good as other people and their self-esteem is highly affected," Patrick said.

The survey results, published online May 16 in the American Journal of Public Health, don't offer insight into whether bullying contributes to depression and suicidal thoughts in its victims. It's possible that kids with existing mental illnesses may be more likely to be bullied and perceived as gay.

The entire story is here.

Monday, March 25, 2013

In Steubenville, why didn't other girls help?

By Rachel Simmons
Special to CNN
Originally posted March 21, 2013

Is anyone else wondering why the Steubenville, Ohio rape victim's two best friends testified against her? With this week's arrest of two other girls who "menaced" the teen victim on Facebook and Twitter, we have the beginnings of an answer.

Rape culture is not only the province of boys. The often hidden culture of girl cruelty can discourage accusers from coming forward and punish them viciously once they do. This week, two teenage boys were found guilty of raping a 16-year-old classmate while she was apparently drunk and passed out during a night of parties last August. Everyone who was there and said nothing that night was complicit; if we want to prevent another Steubenville, the role of other girls must also be considered.

On the night in question, girls watched the victim (Jane Doe) become so drunk she could hardly walk. Why didn't any of them help her? Why, after Jane Doe endured the agonizing experience of a trial in which she viewed widely circulated photos of herself naked and unconscious, did one of the arrested girls tweet: "you ripped my family apart, you made my cousin cry, so when I see you xxxxx, it's gone be a homicide." Why were two lifelong friends sitting on the other side of the courtroom?

The accusation of rape disrupts the intricate social ecosystem of a high school, one in which girls often believe that they must preserve both their own reputations and relationships with boys above all else. This is a process that begins for girls long before their freshman year and can have violent consequences.

The entire story is here.

Friday, February 10, 2012

Standing Their Ground


by Libby Nelson
Inside Higher Ed
Originally published February 3, 2012

WASHINGTON -- At a panel discussion at the Council for Christian Colleges and Universities’ annual meeting of presidents today, the presenters made one thing clear: American culture may have changed, but their institutions’ interpretation of the Bible -- which views homosexuality as immoral -- will not.

So the discussion, as described by the panelists and members of the audience, dealt not with whether colleges should change their attitudes toward gay students, but how to deal with the controversy that breaks out when students or alumni pressure a college to change.

But the fact that the session, which was closed to reporters, was held at all is an acknowledgment that CCCU colleges -- which all require professors to sign “statements of faith” in Christian doctrine, and many of which have behavioral requirements for their student body, including on sexuality -- most likely have gay students on campus and will confront difficult situations when an increasingly accepting culture clashes with the colleges’ theological beliefs.

“It’s a conversation that’s here to stay, and we want the conversation to be both honest and fair,” said Gayle Beebe, president of Westmont College.

Last year, a group of 31 gay and lesbian Westmont alumni wrote a letter to the college, saying they had lived in an environment of “doubt, loneliness and fear” while enrolled there. More than 100 additional alumni signed on in support, and more than 50 faculty members signed a letter in response, asking forgiveness for causing the students pain.

A few months later, an openly gay student at Messiah College, in Pennsylvania, told the Harrisburg Patriot-News that he planned to transfer after two semesters of bullying. Students had excluded him, he said, a professor had called him an “abomination,” he received death threats on Facebook, and his wallet, keys and student ID were stolen, among other incidents, he said.

“It was a very difficult situation,” said Kim Phipps, Messiah’s president, another member of the panel, in part because the college could not counter accusations without revealing private information about the student himself.

The entire story is here.