DOCSLIB.ORG

Workplace Bullying from a Nurses Perspective Dawn Reid White Walden University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2018 Workplace Bullying From a Nurses Perspective Dawn Reid White Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Business Commons, Nursing Commons, and the Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Dawn White has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Eric Hickey, Committee Chairperson, Psychology Faculty Dr. Kelly Schuller, Committee Member, Psychology Faculty Dr. Bonnie Nastasi, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Abstract Workplace Bullying From a Nurse’s Perspective by Dawn Reid White MA, Walden University, 2013 BS, Old Dominion University, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University February 2018 Abstract Bullying has long been associated with school children. In recent years, however, more attention has been paid to the bullying that has reached beyond the playground and into the workforce. One population facing this problem is staff nurses. To date, no one has found an effective way to address workplace bullying in the healthcare field, nor have effective methods been found for retaining trained nurses affected by this problem. The focus of this dissertation was on understanding nurses’ lived experiences and how nurses decided to remain in their current working position despite these problems. Taking a phenomenological approach and using the conceptual framework of resilience, the study included telephone interviews of 2 pilot study participants and 12 main study participants. Recorded and transcribed participant responses to interview questions were coded thematically and analyzed. Three main themes emerged: stories of working with workplace bullying, challenges of the lived experiences of being bullied, and special techniques of nurses being bullied. Three subthemes also emerged: despair, love of being a nurse, and resilience. This study gave a voice to nurses affected by this problem, revealing special challenges they encounter and coping strategies they employ. Hospital administrators can use the findings of this study to create social change within nurses’ working environment by implementing policies that will keep their nurses safe and happily employed. Future research should focus on workplace bullying in the nursing field and how it affects patient safety. Workplace Bullying From a Nurse’s Perspective by Dawn Reid White MA, Walden University, 2013 BS, Old Dominion University, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University February 2018 Dedication There are so many people that I would like to dedicate this dissertation too. I want to start by thanking my wonderful and loving husband, Dr. Timothy A. White. Fourteen years ago, we started our voyage together and through countless analytical conversations, at all hours of the night, we finished our journey together, you before me. It was such a pleasure for both of us to be studying and writing at the same time and it made the process easier. I always loved “No Homework Mondays,” the best. I love you and it is so exciting to be Dr. and Dr. White. To my family, Reta (mom), Mike (dad), Steven and Brooke (son and daughter-in- law), Brittany and Dustin (daughter and son-in-law), Greg and Dallas (brother and niece), Joyce and Richard (in-laws), and Pam (sister-in-law) you have always been so encouraging and understanding. I know you’re tired of constantly hearing I can’t do this or that. because I have homework. It has all been worth the challenge. Now you will see more than me facing the computer typing away. I can now come out and play. I also look forward to spending more time with my six grandchildren: Anna, Savannah, Beckett, Cody, Griffin, and Magnolia. Finally, I would like to thank my coworkers Angie, Bruce, and Noma for always offering me encouragement. Bruce always told me he was learning with me, and got excited every time he said a word that had more than four letters. Now on to my next adventure, whatever it is! Acknowledgment I would like to acknowledge and humbly thank Dr. Eric Hickey for his help in assisting and mentoring me along this journey. Your assistance, as my chair, not only guided me through the tough battles but also offered me great encouragement when I needed it the most. Your words of wisdom will resonate in my mind forever. Onward!! I would also love to acknowledge and thank Dr. Kelly Schuller with her assistance throughout this process. You challenged me and helped me become the best writer I could be. Table of Contents Chapter 1: Introduction to the Study ................................................................................... 1 Introduction ................................................................................................................... 1 Background of the Study .............................................................................................. 2 Problem Statement ........................................................................................................ 5 Research Questions ....................................................................................................... 6 Purpose of the Study ..................................................................................................... 6 Conceptual Framework ................................................................................................. 7 Nature of the Study ....................................................................................................... 8 Qualitative Approach .............................................................................................. 8 Operational Definitions ................................................................................................. 9 Assumptions, Limitations, Scope, and Delimitations ................................................. 11 Assumptions .......................................................................................................... 11 Limitations ............................................................................................................ 11 Scope ..................................................................................................................... 12 Delimitations ......................................................................................................... 13 Significance of the Study ............................................................................................ 14 Implications for Social Change ................................................................................... 15 Summary and Transition ............................................................................................. 15 i Chapter 2: Literature Review ............................................................................................ 16 Introduction ................................................................................................................. 16 Literature Search Strategy........................................................................................... 17 Conceptual Framework for Study ............................................................................... 18 Resilience .............................................................................................................. 19 Resiliency from Childhood to Adulthood ............................................................. 21 Resiliency Nursing ................................................................................................ 23 Literature Review........................................................................................................ 25 Brief Introduction to the Literature ....................................................................... 25 Levels of Nursing Experience ............................................................................... 27 Bullying in Nursing............................................................................................... 30 Types of Bullying in the Workplace ..................................................................... 32 Nonviolent to Violent Bullying ............................................................................ 33 Characteristics of Workplace Bullying in the Nursing Field ................................ 36 Generalized Bullying in the Workplace ................................................................ 38 Bystander Effects .................................................................................................. 40 Nursing Shortages ................................................................................................. 43 Nursing Retention/Turnover ................................................................................
Recommended publications
  • How to Recognize Workplace Bullying and Harassment

    How to Recognize Workplace Bullying and Harassment

    How to recognize Workplace bullying and harassment The Workers Compensation Act explains the rights and responsibilities of employers and workers as they relate to workplace health and safety. These obligations include preventing and addressing workplace bullying and harassment, as outlined in WorkSafeBC’s Occupational Health and Safety (OHS) policies D3-115-2, D3-116-1, D3-117-2. Under these OHS policies, employers must train supervisors and workers to recognize the potential for bullying and harassment in the workplace. Examples of bullying and harassment Definition Not all inappropriate, offensive, or disrespectful WorkSafeBC’s OHS policies use the conduct is bullying and harassment. The phrase “bullying and harassment” as a behaviour must be humiliating or intimidating single term, which: to be considered bullying and harassment. The (a) includes any inappropriate conduct following are some examples of behaviour or or comment by a person towards comments that might suggest bullying and a worker that the person knew or harassment is taking place: reasonably ought to have known • verbal aggression or insults; calling someone would cause that worker to be derogatory names humiliated or intimidated, but • vandalizing personal belongings (b) excludes any reasonable action taken • sabotaging someone’s work by an employer or supervisor relating to the management and direction of • spreading malicious gossip or rumours workers or the place of employment. • engaging in harmful or offensive initiation practices Intent does not determine whether the behaviour • physical or verbal threats (this could also is bullying and harassment. A person cannot constitute “violence” or “improper activity or excuse their behaviour by saying he or she did behaviour” under the Occupational Health and not intend it to be humiliating or intimidating.
  • Systematic Review of Academic Bullying in Medical Settings: Dynamics and Consequences

    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.
  • Jefferson County Sheriff's Office Employment Opportunities

    Jefferson County Sheriff's Office Employment Opportunities

    JEFFERSON COUNTY SHERIFF’S OFFICE EMPLOYMENT OPPORTUNITIES JOB TITLE: Correctional Officer REPORTS TO: Deputy Chief of Correctional Facility Salary: Starting monthly salary - $16.96 per hour MISSION: The Mission of the Jefferson County Correctional Facility is to provide the safe and secure detention of offenders in order to protect the staff, inmates and citizens of Jefferson County. DUTIES AND RESPONSIBILITIES/ ESSENTIAL JOB FUNCTIONS • Provides direct supervision and conducts security rounds inside the housing areas and other areas of the facility; • Observes behavior in order to detect safety and security concerns; • Intervenes to break-up physical altercations between inmates; • Restrain and detain out-of-control inmates in order to maintain control of area; • Conduct pat searches to maintain safety and security of facility; • Inspects housing areas and other areas assigned to maintain cleanliness of facility; • Enforces the rules and regulations of the facility; • Write disciplinary and incident reports; • Conduct searches within the facility for unauthorized contraband; • Reports any safety, mechanical and maintenance problems that are observed to supervisor; • Conduct escorts of inmates for security reasons; • Attends daily shift meetings to receive instructions and exchange information regarding current conditions; • Completes required paperwork at end of each shift, including any offense reports and incident reports. OTHER JOB FUNCTIONS Performs other job relating duties, as directed. Overtime may be required as necessary for the security of the facility and the citizens of Jefferson County. NOTE: The above describes the general nature and level of work being performed by employees holding this position. This is not intended to be an exhaustive list of all duties and responsibilities required nor are all the duties listed necessarily performed by any one employee so classified.
  • Licensed Practical Nurse

    Licensed Practical Nurse

    HEALTH CAREER INFORMATION SHEETS Licensed Practical Nurse Professional Activities Licensed practical nurses (LPNs), or licensed vocational nurses (LVNs), care for people who are sick, injured, convalescent, or disabled under the direction of physicians and registered nurses. LPNs care for patients in many ways. Often, they provide basic bedside care. Many LPNs measure and record patients' vital signs such as height, weight, temperature, blood pressure, pulse, and respiration. They also prepare and give injections and enemas, monitor catheters, dress wounds, and give alcohol rubs and massages. As part of their work, LPNs collect samples for testing, perform routine laboratory tests, and record food and fluid intake and output. They clean and monitor medical equipment. Sometimes, they help physicians and registered nurses perform tests and procedures. Some LPNs help to deliver, care for, and feed infants. LPNs also monitor their patients and report adverse reactions to medications or treatments. LPNs gather information from patients, including their health history and how they are currently feeling. They may use this information to complete insurance forms, pre-authorizations, and referrals, and they share information with registered nurses and doctors to help determine the best course of care for a patient. LPNs often teach family members how to care for a relative or teach patients about good health habits. Most LPNs are generalists and will work in any area of healthcare. However, some work in a specialized setting, such as a nursing home, a doctor's office, or in home healthcare. LPNs in nursing care facilities help to evaluate residents' needs, develop care plans, and supervise the care provided by nursing aides.
  • Evaluation of the Puget Sound Telecommuting Demonstration

    Evaluation of the Puget Sound Telecommuting Demonstration

    Evaluation of the Puget Sound Telecommuting Demonstration Dee Christensen, Michael Farley, Maureen Quaid and laurel Heifetz Washington State Energy Office Introduction Program Implementation The transportation sector accounts for 28 percent of all Twenty-five organizations and about 250 telecommuters, energy consumption in the United States and is a major their co-workers, and supervisors are involved in the contributor to the nation's air pollution problems (U.S. Demonstration. WSEO conducted an extensive recruitment Department of Energy May 1991. State Energy Data of organizations representing a cross section of the Paget Report). Recent improvements in automotive fuel effi­ Sound economy. Each organization received assistance in ciency have been overwhelmed by increases in vehicle developing telecommuting policies and procedures, select­ miles travelled. According to the Federal Highway ing telecommuters, and training their telecommuters and Administration, between 1960 and 1980 traffic volumes their supervisors. almost doubled, while the population grew by 26 percent. Also, traffic congestion is expected to increase by Recruitment 400 percent over the next 20 years on the interstate freeway system and over 200 percent on surface roads. Initial recruitment of potential participating organizations for the Demonstration began with the June 1989 In order to reduce energy consumption and air pollution in "Governor's Conference on Telecommuting: An Alternate the transportation sector, vehicle use and traffic congestion Route To Work.· At the conference, organization repre­ must be decreased. Transportation demand management sentatives were surveyed to determine their level of (TDM) strategies attempt to accomplish this by promoting interest in pursuing the telecommuting option within their alternatives to single-occupant vehicles such as transit, organization.
  • Whistleblower Protection Act

    Whistleblower Protection Act

    WHISTLEBLOWER PROTECTION ACT U.S. ELECTION ASSISTANCE COMMISSION OFFICE OF INSPECTOR GENERAL ProtectedProtected WhistleWhistle BlowingBlowing • An employee, former employee, or applicants for employment • Makes a disclosure which he/she reasonably believes evidences: – A violation of a law, rule, or regulation – Gross mismanagement – Gross waste of funds – Abuse of authority – Substantial and specific danger to public health or safety • To a supervisor, high ranking agency official or the Inspector General – Fraud, waste, abuse and mismanagement must be reported to the Inspector General Reprisal/RetaliationReprisal/Retaliation • Whistleblower Protection Act also prohibits acts of reprisal or retaliation for making a protected disclosure (see previous slide) • Reprisal or retaliation can include but are not limited to imposing or unreasonably refusing the following: – Adverse action or disciplinary action – Detail or reassignment – Appointment – Promotion – Decisions concerning pay, benefits or awards – Performance evaluations (positive or negative) • Act of retaliation should be reported to the OIG and/or EAC management – OIG can protect employees against retaliation and reprisal ProtectedProtected DisclosuresDisclosures • Violation of any law, • Gross mismanagement rule or regulation – More that a difference of – Need not involve a specific opinion type of waste, fraud or – Not simple negligence or abuse wrongdoing – Can include violations of – Management action or agency policy or procedure inaction that creates a – Must be a substantive
  • Nursing Competencies for Licensed Practical Nurses in Manitoba

    Nursing Competencies for Licensed Practical Nurses in Manitoba

    NURSING COMPETENCIES FOR LICENSED PRACTICAL NURSES IN MANITOBA 463 St. Anne’s Road Winnipeg, MB R2M 3C9 [email protected] T: 204-663-1212 TF: 1-877-663-1212 Acknowledgment The College of Licensed Practical Nurses of Manitoba would like to acknowledge the dedication, passion, and commitment of all those who contributed their knowledge, insight, and expertise in the development of the Nursing Competencies for Licensed Practical Nurses in Manitoba. Contact Information College of Licensed Practical Nurses of Manitoba 463 St. Anne’s Road Winnipeg, Manitoba R2M 3C9 Telephone: 204-663-1212 Toll Free: 1-877-663-1212 Web: www.clpnm.ca Nursing Competencies for Licensed Practical Nurses in Manitoba 1 Updated: January 2019 Table of Contents Purpose ....................................................................................................................................... 4 How to Interpret this Document ................................................................................................ 4 Background ................................................................................................................................. 5 The Practice Setting ........................................................................................................................ 6 The Client ....................................................................................................................................... 6 The Nurse ......................................................................................................................................
  • Early Unemployment and Subsequent Career Complexity: a Sequence-Based Perspective1

    Early Unemployment and Subsequent Career Complexity: a Sequence-Based Perspective1

    Early Unemployment and Subsequent Career Complexity: 1 A Sequence-Based Perspective By Anna Manzoni and Irma Mooi-Reci Abstract We aim to examine how previous unemployment affects future unemployment and career complexity over the life course. Theory suggests that unemployment triggers negative chains of ‘low-pay-no-pay’ circles. Using longitudinal data on men aged 18-64 from the German Socio-Economic Panel, we employ sequence-based methods to quantify career complexity and dynamic panel models to test our hypotheses about the process of cumulative disadvantage on employment careers for the previously unemployed workers over time. We find that unemployment ‘breeds’ unemployment and increases career complexity over the life course. However, unemployment at older ages leads to much higher career complexity than at younger ages. JEL Classification: J21; J60; J64 1 An earlier version of this paper was presented at the 9th GSOEP Conference in Berlin, Germany. We thank the participants of the conference for their comments and suggestions. 1 1. Introduction In recent years, a considerable debate has arisen about the role played by trigger events (i.e., disruptive life course events such as childbirth, divorce, and unemployment) in generating patterns of social inequality (DiPrete, 2002; England and Budig, 2003; Gangl, 2004, 2006). Research suggests that trigger events in general, and unemployment in particular, cause a disproportionate drawback or ‘scar’ on subsequent labor market outcomes (Gangl, 2004; Jacobson et al. 1993; Gregg, 2001; Arulampalam et al., 2001). Although much has been learned about the consequences of unemployment, a detailed understanding of the persistence of these scarring effects on workers’ entire careers is not yet fully obtained.
  • Demystifying the Gender Pay Gap Evidence from Glassdoor Salary Data

    Demystifying the Gender Pay Gap Evidence from Glassdoor Salary Data

    Research Report | March 2016 Demystifying the Gender Pay Gap Evidence From Glassdoor Salary Data By Dr. Andrew Chamberlain Chief Economist, Glassdoor Executive Summary This study examines the gender pay gap using a unique data set of hundreds of thousands of Glassdoor salaries shared anonymously by employees online. Unlike most studies, we include detailed statistical controls for specific job titles and company names. We estimate the gender pay gap in five countries: the United States, the United Kingdom, Australia, Germany and France. • MAIN TAKEAWAY: The gender pay gap is real, both in the U.S. and around the world. Men earn more than women on average in every country we examined, both before and after adding statistical controls for personal characteristics, job title, company, industry and other factors designed to make an apples-to-apples comparison between workers. • HOW LARGE IS THE GAP? Based on more than 505,000 salaries shared by full-time U.S. employees on Glassdoor, men earn 24.1 percent higher base pay than women on average. In other words, women earn about 76 cents per dollar men earn. This is consistent with official sources that show women earn on average 75 to 80 cents per dollar earned by men.1 However, comparing workers with similar age, education and years of experience shrinks that gap to 19.2 percent. Further, comparing workers with the same job title, employer and location, the gender pay gap in the U.S. falls to 5.4 percent (94.6 cents per dollar). • We find a similar pattern in all five countries we examined: a large overall or “unadjusted” gender pay gap, which shrinks to a smaller “adjusted” pay gap once statistical controls are added.
  • Unfree Labor, Capitalism and Contemporary Forms of Slavery

    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.
  • Evaluation of a Program to Reduce Bullying in an Elementary School Jordan Elizabeth Davis Western Kentucky University, J E Davis20@Hotmail.Com

    Evaluation of a Program to Reduce Bullying in an Elementary School Jordan Elizabeth Davis Western Kentucky University, J E [email protected]

    Western Kentucky University TopSCHOLAR® Masters Theses & Specialist Projects Graduate School 8-2011 Evaluation of a Program to Reduce Bullying in an Elementary School Jordan Elizabeth Davis Western Kentucky University, [email protected] Follow this and additional works at: http://digitalcommons.wku.edu/theses Part of the School Psychology Commons Recommended Citation Davis, Jordan Elizabeth, "Evaluation of a Program to Reduce Bullying in an Elementary School" (2011). Masters Theses & Specialist Projects. Paper 1079. http://digitalcommons.wku.edu/theses/1079 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Masters Theses & Specialist Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. EVALUATION OF A PROGRAM TO REDUCE BULLYING IN AN ELEMENTARY SCHOOL A Thesis Presented to The Faculty of the Department of Psychology Western Kentucky University Bowling Green, Kentucky In Partial Fulfillment Of the Requirements for the Degree Specialist in Education By Jordan Elizabeth Davis August 2011 ACKNOWLEDGEMENTS I would first like to thank my committee. I appreciate each committee member’s time and hard work on this project. More specifically, Dr. Jones has been very encouraging and flexible. Without her assistance, my thesis project would not have been possible. I would also like to thank my colleague, Kristin Shiflet. She has kept me on track throughout the course of my school psychology internship. She provided motivation and was responsible for implementing materials from the Bully Free Classroom. Kristin also collected the data and coded all information for confidentiality purposes. Her efforts and dedication to this project is much appreciated.
  • The Bullying of Teachers Is Slowly Entering the National Spotlight. How Will Your School Respond?

    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.