Trainer–Trainee Bullying

This paper considers the abuse of the trainer–trainee relationship by the trainer. Such abuse occurs in the context of power and gender imbalances and is afforded little attention by professional organizations. A specific example of inappropriate behaviour between trainers and trainees, that of sexual contact, is discussed in detail. Research on positive and negative supervision is considered in terms of a model of objectionable supervisory styles, and it is suggested that trainer–trainee bullying is an area which requires further research attention. © 1997 John Wiley & Sons, Ltd.     

欺负行为测量:问题及解决

近20年来,各国心理学家就欺负问题做了大量的研究工作。本文主要分析了欺负行为研究中对欺负行为的评价和测量上存在的局限以及相应的改进策略。目前欺负行为评价中的问题主要有：对欺负定义的理解和界定不一致;对欺负的评价角度不一致;测量工具在适用年龄上缺乏连续性;测量方法存在单一性;测量时间取样不明确等。针对上述问题,本研究提出了操作性定义的界定基础、研究工具的开发方向、测量方法的选取技巧和数据分组的原则等来提高对校园欺负行为研究的科学性。     

中学欺侮行为现状研究

对湖南两所中学的３９９名中学生学校欺侮行为进行了研究,结果发现,经常受欺侮者为２７％,欺侮者为１４％。欺侮行为发生的地点是学校,发生的时间一般是课间。对于受欺侮者而言,没有性别差异,但是欺侮者以男生为主。受欺侮行为随年龄的增长在下降,而欺侮行为为则在上升。     

Understanding and Combating School‐Based Bullying From an Individual‐Level Perspective: A Review

Bullying is an ongoing problem in our schools with a significant psychological impact on young people. Despite evidence that school‐based bullying is related to a range of individual, social and environmental factors, the majority of interventions are focused on a “whole of school” approach. Whole‐school interventions have been shown to be successful in reducing rates of bullying, but it is argued that a focus on individual factors, specifically those that are amenable to change, will add to these “whole of school” effects. It is argued that interventions that target factors such as internalising symptoms, externalising behaviours, friendship quality and self‐esteem will help children to build resilience against the bullying behaviours of their peers, and further reduce the incidence of bullying, when applied both at a preventative and treatment intervention level.     

初中生受欺负状况的某些预测变量

通过问卷法和同伴提名法考察了3061名初中生在校受同伴欺负状况的特点,结果发现初中男生受欺负状况比初中女生严重,并且整个初中初中阶段男生的状况没有减缓的趋势,初中女生的受欺负状况随年级增长明显减少。同时,通过逐步回归分析发现,羞层、坏学生、老师不喜欢、同伴关系不良、欺负人等变量对初中生的受欺负状况有明显的预测作用。     

Bullying Among Scottish Young Offenders: Inmates' Self-Reported Attitudes and Behaviour

Questionnaires were distributed to inmates in all Scottish Young Offender Institutions (YOIs) in an attempt to ascertain the nature and extent of bullying. From a total of 756 distributed, 707 were returned completed, indicating a response rate of 94%. Overall, 29% of inmates reported having been bullied during their current sentence. The most common method of bullying involved verbal threats and spreading untrue rumours. Inmates were self-identified in one of four categories, as either bully, bully and victim, neither bully nor victim, and victim. Self-reported bullies were shown to have spent a greater total amount of time in prison than self-identified victims. Self-reported victims were shown to be less likely to have a record for violent offences than other inmates. The main characteristic identified by inmates as predisposing towards being a bully was knowing a lot of inmates, while the main factor that predisposed toward being a victim was type of offence. Inmates who had spent a greater total amount of time in prison were more likely to be bullies, regardless of current prison location, prison regime, or whether currently on remand or serving a short- or long-term sentence. Results are discussed in relation to factors influencing bullying in YOIs. © 1997 John Wiley & Sons, Ltd.     

A Summary Review of Literature Relating to Workplace Bullying

This paper is intended to provide literature signposts for the new researcher into adult bullying. A concise, but not exhaustive, overview of literature relating to workplace bullying is undertaken. It draws on the base provided by work into school bullying and progresses to the arena of adult bullying. In both fields Scandinavian countries have contributed a significant proportion of the research. Research reported in the English language into adult bullying at work is rather limited, but will have emphasis in this paper. Broadly there are two direct approaches; that of investigating the incidence of bullying, and also that of attempting to understand the bullying process. Both approaches are sometimes integrated within a study. There is a wide range of work that can be related to bullying at work, and some of these areas are highlighted. © 1997 John Wiley & Sons, Ltd.     

Thinking Developmentally: A Contemporary Psychoanalytic Perspective

This article considers how using a multifaceted developmental framework can help inform the analyst’s clinical choices throughout the course of treatment. The developmental pathway toward achieving a balance between a stable sense of autonomy and individuality and a capacity for relatedness and mutuality is discussed. The building blocks of development—basic trust, the self-other boundary, object constancy, and self-esteem—are outlined, along with ways to clinically assess developmental levels. Clinical material is presented to help illustrate how a sensitivity to the array of developmental data can help the analyst flexibly adapt to the patient’s changing needs and capacities.     

Workplace Bullying and Burnout: The Moderating Effects of Social Support

This study aims to investigate the moderating effects of social support on the link between workplace bullying and burnout. This correlational study includes 222 employees recruited from various industry sectors. Participants completed the Revised Negative Acts Questionnaire, the Maslach Burnout Inventory, and the Social Support Scale. Colleague and supervisor support moderated the relationship between both work- and person-related bullying with burnout, whereas family and senior management support moderated the links between burnout and person-related and physically intimidating bullying, respectively. High levels of emotional support were associated with greater emotional exhaustion in work-related and overall bullying. Different forms of social support moderated the links between different forms of workplace bullying and different components of burnout. The present findings may inform anti-bullying prevention programs and interventions supporting bullying victims.     

Mothers' Parenting and Young Economically Disadvantaged Children's Relational and Overt Bullying

We examined links between mothers' parenting and children's relational bullying and overt bullying in a sample of children attending a Head Start program. Mothers completed surveys and face-to-face interviews. Head Start teachers completed assessments on children. Results indicated that a small percentage of children in the sample was rated by teachers as engaging in relational bullying “frequently to almost always,” and slightly over half of the sample was rated by teachers as engaging in relational bullying “occasionally to about half of the time.” Similar results were found for the frequency with which children engaged in overt physical bullying. Regarding mothers' parenting, maternal empathy was most strongly correlated with both children's relational bullying and overt physical bullying. In addition, mothers' inappropriate developmental expectations for children and mothers' need to exert power over children rather than grant them independence were related to children's relational bullying. A composite variable for mothering predicted 11% of the variance in children's relational bullying. No gender differences were found for children's relational bullying and children's overt bullying.     

Bullying and Victimization in Adolescence: Concurrent and Stable Roles and Psychological Health Symptoms

From an initial sample of 1,278 Italian students, the authors selected 537 on the basis of their responses to a self-report bully and victim questionnaire. Participants' ages ranged from 13 to 20 years (M = 15.12 years, SD = 1.08 years). The authors compared the concurrent psychological symptoms of 4 participant groups (bullies, victims, bully/victims [i.e., bullies who were also victims of bullying], and uninvolved students). Of participants, 157 were in the bullies group, 140 were in the victims group, 81 were in the bully/victims group, and 159 were in the uninvolved students group. The results show that bullies reported a higher level of externalizing problems, victims reported more internalizing symptoms, and bully/victims reported both a higher level of externalizing problems and more internalizing symptoms. The authors divided the sample into 8 groups on the basis of the students' recollection of their earlier school experiences and of their present role. The authors classified the participants as stable versus late bullies, victims, bully/victims, or uninvolved students. The authors compared each stable group with its corresponding late group and found that stable victims and stable bully/victims reported higher degrees of anxiety, depression, and withdrawal than did the other groups. The authors focus their discussion on the role of chronic peer difficulties in relation to adolescents' symptoms and well-being.     

Bullying as a social process: The role of group membership in students' perception of inter-group aggression at school

Bullying is a widespread social phenomenon involving both individual and group variables. The present study was aimed at analyzing how students' perception of a bullying episode might be influenced by group and context variables. A convenience sample of 455 adolescents read a short story, in which the in-group role (bully vs. victim) and level of teacher likeability (high vs. low) were manipulated. Participants were asked to evaluate their own group and an out-group, in terms of four dependent variables: liking, right to use the basketball court, attribution of blame, and attribution of punishment. Data showed a strong participant in-group bias and a generalized tendency to favor the in-group, especially when it was the victimized group. Conversely, the manipulation of teacher likeability did not affect students' perception of bullying, except for girls' attribution of punishment. Lastly, a clear gender effect emerged, in that boys accepted physical bullying more readily than girls did. Results are discussed in terms of group dynamics and preadolescent social identity concerns.     

Bullying in work groups: The impact of leadership

The aim of this study is to examine whether and how laissez‐faire, transformational, and authentic leadership styles are related to the occurrence of bullying in work groups. It is hypothesized that the investigated leadership styles have direct associations, as well as indirect associations through group cohesion and safety perceptions, with indicators of bullying among subordinates. Using a cross‐sectional survey design, the variables were assessed in a randomly selected sample comprising 594 seafarers from two Norwegian shipping companies. Laissez‐faire leadership was associated with an increased risk of exposure to bullying behavior, self‐labeled victimization from bullying, and perpetrated bullying. Transformational leadership and authentic leadership were related to decreased risk of exposure to bullying behavior. Authentic leadership contributed to the variance in bullying beyond laissez‐faire and transformational leadership. Analyses of indirect effects showed that the association between transformational leadership and bullying was fully mediated through safety perceptions, whereas a partial indirect association through safety perceptions was found for authentic leadership. This study makes a significant contribution to the literature by providing evidence for how leadership styles predict workplace bullying. The findings highlight the importance of recruiting, developing, and training leaders who promote both positive psychological capacities and positive perceptions among their subordinates.     

Family of Origin Environment and Adolescent Bullying Predict Young Adult Loneliness

ABSTRACT

This study tested parental loneliness, family of origin environment, and a history of being bullied as predictors of loneliness in young adults. The role of social skills in young adults’ loneliness was also examined. Participants were 111 young-adult–parent dyads who completed measures of loneliness and the family communication environment. In addition, young adults completed measures of social skills and history of being bullied. Predictions were tested with structural equation modeling, path analysis, and multiple regression analysis. Results showed that parental loneliness and a history of being bullied were each significant predictors of young adult loneliness. A family environment that supported open communication was negatively associated with young adults’ loneliness. Parental loneliness and a history of being bullied each had direct effects on young adults’ loneliness as well as indirect effects through reduced social skills.