Bullying in elementary school, high school, and college

This study investigated the continuity in being a bully, victim, or bully-victim from elementary school through college in 119 undergraduates. Of 25 who bullied in college, 18 (72%) had been bullied in high school and elementary school. Of 26 bullies in college, 14 (53.8%) had been bullies in high school and elementary school. Of 12 bully-victims in college, 5 (41.6%) had been bully-victims in high school and elementary school. There were significant positive correlations between being a bully in college, high school, and elementary school, and being bullied in college and high school, and high school and elementary school, and between being both a bully and victim in elementary school, a bully and victim in high school, and a bully and victim in college.     

Understanding optimal outcomes.

Using a simulated employment contract negotiation, this study examined the relationship between negotiation strategies and the quality of negotiated outcomes. A log‐linear analysis showed that the frequency and sequencing of strategies was systematically related to negotiation outcomes. Impasse negotiations were characterized by the frequent use of contention and sequences that paired similar (either cooperative or competitive) strategies. Settlement was associated with decreased contention and the use of sequences that paired dissimilar strategies. Increasing joint gain was linked to the introduction of priority information and conciliation as well as to changes in the pattern of information exchange: Reciprocal and indirect (positional) information exchange led to low joint gain, whereas reciprocal and direct (priority) information exchange led to high joint gain.     

The Training of Employment Counselors in Hungary

This article describes the current situation in Hungary and the efforts that are being made to develop employment counseling service and training programs.