Bullying and Harassment of Doctors in the Workplace Report
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Systematic Review of Academic Bullying in Medical Settings: Dynamics and Consequences
Open access Original research BMJ Open: first published as 10.1136/bmjopen-2020-043256 on 12 July 2021. Downloaded from Systematic review of academic bullying in medical settings: dynamics and consequences Tauben Averbuch ,1 Yousif Eliya,2 Harriette Gillian Christine Van Spall1,2,3 To cite: Averbuch T, Eliya Y, ABSTRACT Strengths and limitations of this study Van Spall HGC. Systematic Purpose To characterise the dynamics and consequences review of academic bullying of bullying in academic medical settings, report factors in medical settings: dynamics ► This systematic review is comprehensive, including that promote academic bullying and describe potential and consequences. BMJ Open 68 studies with 82 349 consultants and trainees, 2021;11:e043256. doi:10.1136/ interventions. across several countries and including all levels of bmjopen-2020-043256 Design Systematic review. training. We searched EMBASE and PsycINFO for Data sources ► We defined inclusion criteria a priori and used es- ► Prepublication history and articles published between 1 January 1999 and 7 February additional supplemental material tablished tools to assess the risk of bias of included for this paper are available 2021. studies. online. To view these files, Study selection We included studies conducted in ► The included studies varied in their definitions of please visit the journal online academic medical settings in which victims were bullying, sampling bias was noted among the sur- (http:// dx. doi. org/ 10. 1136/ consultants or trainees. Studies had to describe bullying veys and intervention studies were suboptimally bmjopen- 2020- 043256). behaviours; the perpetrators or victims; barriers or designed. facilitators; impact or interventions. Data were assessed Received 29 July 2020 independently by two reviewers. -
Background - EMPLOYEE DISMISSAL
Background - EMPLOYEE DISMISSAL The dismissal of an employee is never an easy or pleasant task and is also one that, if not handled properly, can result in future costly and time consuming problems. However if a few simple rules are followed, the potential problems of cost and time may be avoided. Any employee (other than a unionized employee covered by a Collective Agreement)* can be released at any time, with or without just cause, if the relevant rules and regulations of the applicable provincial or territorial Employment Standards Legislation are adhered too. *(A Collective Agreement covering unionized employees will contain provisions concerning discipline, suspension, discharge and an arbitration procedure which must be followed in an employee dismissal process). The applicable Employment Standards Legislation will include a required notice period (a number of weeks based on length of employment) that must be provided to an employee whose employment is to be terminated. The employer has the unilateral right to provide pay in lieu of the notice period which is the usual choice in the case of an employee dismissal. An employer is not required to provide any notice, or pay in lieu of notice, if an employee is dismissed for what is commonly referred to as “Just Cause”. What is “Just Cause”? Jurisprudence, in the case of an employee dismissal, considers it as follows. “If an employee has been guilty of serious misconduct, habitual neglect of duty, incompetence, or conduct incompatible with his duties, or prejudicial to the employer’s business, or if he has been guilty of willful disobedience to the employer’s orders in a matter of substance, the law recognizes the employer’s right summarily to dismiss the delinquent employee”. -
The Legal 'Face' of Mobbing
SEE - A Fortnight in Review February 13th legal | by Milica Janković Milica Janković specialises in targeting the victim’s congenital or ac- Labour Law at Belgrade's JPM - quired traits which are irrelevant to the Janković, Popović & Mitić Law Firm (www.jpm.rs). She may be reached performance of a specific job, since that The Typology at [email protected]. would constitute discrimination. Serbian jurisprudence, because of the insufficient level of professional expertise and difficulties in obtaining proof, is still With some variations, the following typology of behaviours has been adopted by several steps behind in this field, both as a number of academic researchers. The typology uses five different categories: The Legal ‘Face’ 4 Discrediting the victim’s profession- compared to western European methods al and work capacity: Giving the victim in determining the existence of stress and > Threat to professional status – including belittling opinions, public pro- tasks that are far below or above his/her mobbing in the workplace and in terms fessional humiliation, accusations regarding lack of effort, intimidating use of of Mobbing capabilities, or not permitting the victim of the damages awarded to the claimant. discipline or competence procedures to do anything, criticising his/her slight- The Anti-Mobbing Law is quite “fresh” > Threat to personal standing – including undermining personal integrity, est mistakes and omissions, ridiculing (enacted in 2010), so the court practice destructive innuendo and sarcasm, making inappropriate -
Constructive-Dismissal-COVID-19.Pdf
Below is an Article Written for our Clients by Rodney Employment Law, one of our Business Partners, Regarding Dismissal of Employees during Covid-19 Constructive Dismissal and Covid-19 By Humera Rehman, Associate – Rodney Employment Law “Constructive Dismissal” is a legal concept we often hear about but may not fully understand. The concept of Constructive Dismissal has become particularly apparent during the COVID-19 Pandemic and many employers are still trying to wrap their heads around it. The Courts define a Constructive Dismissal as situations where an employer decides to unilaterally make substantial changes to the essential terms of an employee's contract of employment that the employee does not agree to and decides to leave his or her job. In these situations, the employee has not resigned, but has been dismissed. Once an employee is found to have been constructively dismissed, they are then entitled to the same severance package as they would had they been formally terminated. This is an important concept during the COVID-19 pandemic for a few reasons. Prior to the pandemic, employers could technically impose a temporary layoff on staff under two conditions: 1. The employee was bound to an employment agreement that contained an express term allowing the employer to temporarily lay off the employee; or 2. Layoffs were an expected and recurring practice for the employee, such as with seasonal employment. If these two options did not apply, employees were able to claim that an imposed layoff was a substantial change and a violation of their employment agreement, that they had been constructively dismissed under the common law or under Ontario’s Employment Standards Act, 2000 (“ESA”), and that they were consequently owed severance packages. -
Stapleton2018.Pdf (2.527Mb)
This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Institutions In/Cognito: The Political Constitution of Agency Sarah Jane Stapleton PhD in Sociology The University of Edinburgh 2018 Declaration of Authorship I, Esje Stapleton, declare that this thesis is composed by me and that all the work herein is my own, unless explicitly attributed to others. This work has not been submitted for any other degree or professional qualification. Sarah Jane Stapleton, 29th March, 2018 I Abstract Operating at the boundaries of philosophy of mind, cognitive science, politics and social theory, this thesis aims to develop an interdisciplinary model of the relationship between agency and structure. This thesis explores the question of why the agency/structure argument in the social sciences has not yet been resolved and argues for an interdisciplinary model of agency to be utilised by social theory. -
M.D. Handbook and Policies
M.D. Handbook and Policies 1 Please note that information contained herein is subject to change during the course of any academic year. Wayne State University School of Medicine (WSUSOM) reserves the right to make changes including, but not limited to, changes in policies, course offerings, and student requirements. This document should not be construed in any way as forming the basis of a contract. The WSUSOM Medicine M.D. Handbook and Policies is typically updated yearly, although periodic mid-year updates may occur when deemed necessary. Unlike degree requirements, changes in regulations, policies and procedures are immediate and supersede those in any prior Medical Student Handbook. The most current version of the WSUSOM of Medicine M.D. Handbook and Policies can always be found on the School of Medicine website. UPDATED 09.15.2021 UNDERGRADUATE MEDICAL EDUCATION MAJOR COMMITTEES • Admissions Committee • Curriculum Committee • Institutional Effectiveness Committee • Professionalism Committee • Promotions Committee 2 DOCUMENT OUTLINE 1. GENERAL STANDARDS 1.1 NEW INSTITUTIONAL DOMAINS OF COMPETENCY AND COMPETENCIES • Domain 1: Knowledge for Practice (KP) • Domain 2: Patient Care (PC) • Domain 3: Practice-Based Learning and Improvement (PBLI) • Domain 4: Interpersonal and Communication Skills (ICS) • Domain 5: Professionalism (P) • Domain 6: Systems-Based Practice (SBP) • Domain 7: Interprofessional Collaboration (IPC) • Domain 8: Personal and Professional Development (PPD) • Domain 13: Entrustable Professional Activities for Entering -
Unfree Labor, Capitalism and Contemporary Forms of Slavery
Unfree Labor, Capitalism and Contemporary Forms of Slavery Siobhán McGrath Graduate Faculty of Political and Social Science, New School University Economic Development & Global Governance and Independent Study: William Milberg Spring 2005 1. Introduction It is widely accepted that capitalism is characterized by “free” wage labor. But what is “free wage labor”? According to Marx a “free” laborer is “free in the double sense, that as a free man he can dispose of his labour power as his own commodity, and that on the other hand he has no other commodity for sale” – thus obliging the laborer to sell this labor power to an employer, who possesses the means of production. Yet, instances of “unfree labor” – where the worker cannot even “dispose of his labor power as his own commodity1” – abound under capitalism. The question posed by this paper is why. What factors can account for the existence of unfree labor? What role does it play in an economy? Why does it exist in certain forms? In terms of the broadest answers to the question of why unfree labor exists under capitalism, there appear to be various potential hypotheses. ¾ Unfree labor may be theorized as a “pre-capitalist” form of labor that has lingered on, a “vestige” of a formerly dominant mode of production. Similarly, it may be viewed as a “non-capitalist” form of labor that can come into existence under capitalism, but can never become the central form of labor. ¾ An alternate explanation of the relationship between unfree labor and capitalism is that it is part of a process of primary accumulation. -
Constructive Dismissal
CONSTRUCTIVE DISMISSAL DISCLAIMER This infosheet contains information of a general nature only and is not a substitute for professional legal advice. You should obtain legal advice from a lawyer about your particular situation before acting on any of the following information. This infosheet is designed for Victorian and national system employees in Tasmania and Queensland only. If you are not a Victorian employee or a Queensland or Tasmanian national system employee, you should obtain specialist legal advice about your case as soon as possible. Constructive dismissal cases are rarely straight-forward. Before filing a claim, you should be well informed about the issues involved. You should read this infosheet along with JobWatch’s “Unfair Dismissal”, “General Protections Dispute” and “Notice of Termination” infosheets which give you information on how to make a claim. You should also obtain legal advice about your specific situation before leaving your job. Who can use this infosheet? This infosheet is designed for Victorian and national system employees in Tasmania and Queensland only. If you are a Victorian employee, you can use this infosheet unless you were employed in a sector that provides essential services of core government functions, including State infrastructure services such as electricity and gas, and your employer is not covered by a nationally registered collective agreement. If you are a Tasmanian employee, you can use this infosheet unless you were a State public sector employee not covered by a nationally registered collective agreement. If you are a Queensland employee, you can use this infosheet unless you were a State public sector or local government employee not covered by a nationally registered collective agreement. -
Harassment and Victimisation Introduction
Harassment and victimisation Introduction Stockholm University is to be characterised by its excellent environment for work and study. All employees and students shall be treated equally and with respect. At Stockholm University we shall jointly safeguard our work and study environment. A good environment enables creative development and excellent outcomes for work and study. At Stockholm University, victimisation, harassment associated with discrimination on any grounds and sexual harassment are unacceptable and must not take place. Victimisation, harassment and sexual harassment all jeopardise the affected person's job satisfaction and chances of success in work or study. As soon as the university becomes aware that someone has been affected, action will be taken immediately. In this brochure, Stockholm University explains • the forms that victimisation, harassment and sexual harassment may take, • what you can do if you or someone else becomes subjected to such behaviour, • the university's responsibilities, • the sanctions faced by those subjecting a person to victimisation, harassment or sexual harassment. Astrid Söderbergh Widding Vice-Chancellor Production: Human Resources Office, Student Services, Council for Equal Opportunities and Equality, and Matador kommunikation. Illustrations: Jan Ed. Printing: Ark-Tryckaren, 2015. 3 What is victimisation? All organisations experience occasional differences of opinion, conflicts and difficulties in working together. However, these occasional conflicts are not considered victimisation or bullying. Victimisation is defined as recurrent reprehensible or negative actions directed against individuals and that may lead to the person experiencing it being marginalised. Examples include deliberate insults, demeaning treatment, ostracism, withholding of information, persecution or threats. Victimisation brings with it the risk that individuals as well as entire groups will be adversely affected, in both the short and long terms. -
Teacher Perspectives on Bullying and Students with Disabilities 1
TEACHER PERSPECTIVES ON BULLYING AND STUDENTS WITH DISABILITIES 1 Teacher Perspectives on Bullying Towards Primary-Aged Students with Disabilities By Lara Munro A research paper submitted in conformity with the requirements For the degree of Master of Teaching Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto Copyright by Lara Munro, April 2016 TEACHER PERSPECTIVES ON BULLYING AND STUDENTS WITH DISABILITIES 2 Abstract Bullying is an international phenomenon that impacts up to 70% of students. Research has consistently demonstrated that students with special educational needs are overrepresented as victims of bullying. Despite this high prevalence, limited research has explored teachers’ perspectives on this topic and the challenges they face in preventing bullying in the classroom. This study used a qualitative approach consisting of semi-structured interviews with two educators who are committed to anti-bullying education and inclusion. The purpose of the study included an exploration of strategies and practices used by educators to prevent and respond to bullying behaviour towards students with disabilities. This study looked at various disabilities, such as Autism, ADHD, physical disabilities, and Learning Disabilities. The study found that participating teachers primarily employ preventative approaches to bullying behaviour by creating an inclusive classroom environment, integrating anti-bullying education throughout the curriculum, and being involved in school and classroom-wide anti-bullying initiatives. Moreover, involvement in professional development specific to bullying was identified as a necessary component of reducing bullying behaviour in schools. Participants also identified many challenges they experienced, including lack of teaching staff to adequately support the integration of students with disabilities in a mainstream classroom. -
The Bullying of Teachers Is Slowly Entering the National Spotlight. How Will Your School Respond?
UNDER ATTACK The bullying of teachers is slowly entering the national spotlight. How will your school respond? BY ADRIENNE VAN DER VALK ON NOVEMBER !, "#!$, Teaching Tolerance (TT) posted a blog by an anonymous contributor titled “Teachers Can Be Bullied Too.” The author describes being screamed at by her department head in front of colleagues and kids and having her employment repeatedly threatened. She also tells of the depres- sion and anxiety that plagued her fol- lowing each incident. To be honest, we debated posting it. “Was this really a TT issue?” we asked ourselves. Would our readers care about the misfortune of one teacher? How common was this experience anyway? The answer became apparent the next day when the comments section exploded. A popular TT blog might elicit a dozen or so total comments; readers of this blog left dozens upon dozens of long, personal comments every day—and they contin- ued to do so. “It happened to me,” “It’s !"!TEACHING TOLERANCE ILLUSTRATION BY BYRON EGGENSCHWILER happening to me,” “It’s happening in my for the Prevention of Teacher Abuse repeatedly videotaping the target’s class department. I don’t know how to stop it.” (NAPTA). Based on over a decade of without explanation and suspending the This outpouring was a surprise, but it work supporting bullied teachers, she target for insubordination if she attempts shouldn’t have been. A quick Web search asserts that the motives behind teacher to report the situation. revealed that educators report being abuse fall into two camps. Another strong theme among work- bullied at higher rates than profession- “[Some people] are doing it because place bullying experts is the acute need als in almost any other field. -
Sexual Orientation and Religion Or Belief Discrimination in the Workplace
Research Paper Sexual orientation and religion or belief discrimination in the workplace Ref: 01/07 Prepared by Ben Savage, Acas Research and Evaluation Section Funded by the Department of Trade and Industry (DTI) For any further information on this study, or other aspects of the Acas Research and Evaluation programme, please telephone 020 7210 3926 or email [email protected] Acas research publications can be found at http://www.acas.org.uk/index.aspx?articleid=405 ISBN 0-9554830-2-6 ISBN 978-0-9554830-2-8 Sexual orientation and religion or belief discrimination in the workplace Ref: 01/07 2007 Prepared by: Ben Savage (Acas Research and Evaluation Section) Funded by the Department of Trade and Industry (DTI) Acknowledgements The author would like to thank the Department of Trade and Industry for providing the financial support for the project, and Acas staff for their guidance, particularly Fiona Neathey, Gill Dix, Steve Williams, Brenda Roper, Sarah Podro, Stewart Gee, Ron Woods and Keith Mizon. The research would not have been possible with out the contributions of the Acas conciliators who took part in the conciliator focus groups; the Acas Helpline staff who took part in the Helpline survey; the Acas regional staff who provided the ET1 and ET3 forms; John Strand and Chantal Guevara, who helped to produce the Acas ET dataset; Alex Dawe, who programmed the Helpline survey script; the researchers at IES, particularly Ann Denvir, who ran the claimant depth interviews, and the claimants who took part in the IES interviews. Disclaimer This report contains the views of the author and does not represent the views of the Acas Council or DTI.