DOCSLIB.ORG

Defining Psychological Manipulation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Defining Psychological Manipulation The Masks of Manipulation Trashy Tricks 5-Step Method to Stop Manipulation 10/11/18 Advancing School Mental Health Conference Defining psychological manipulation Social Emotional Learning & manipulation Presentation Requirements for successful manipulation Methods of manipulation Overview Measuring manipulative behavior Factor Analysis Conclusions 10/11/18 Advancing School Mental Health Conference Defining Psychological Manipulation 1. Wikipedia 2. SEL for Prevention 1. Psychological manipulation is a type of social influence that aims to change the behavior or perception of others through abusive, deceptive, or underhanded tactics. By advancing the interests of the manipulator, often at another's expense, such methods could be considered exploitative, abusive, devious, and deceptive. 2. SEL for Prevention defines manipulation as the behavior an individual employs to get their own way! 10/11/18 Advancing School Mental Health Conference Relational abuse Bullying (cyber) Mind games The Problem with Gas-lighting Manipulation Peer Pressure Damages relationships Distrust 10/11/18 Advancing School Mental Health Conference When collaborating in the workforce, or in school, manipulation Manipulation crosses leads to less open emotional boundaries communication and in relationships. It cooperation, as well as involves coercion, other lower levels of deception, and breaking problem-solving and others’ trust (King, 2013). creativity (Cropanzano & Rupp, 2009; Krause, Why Teach 2004). Children about Manipulation? Peer pressure, Manipulation can relationship violence, become destructive in sexual molestation, relationships because it cyber-bullying are all creates an imbalance of negative manipulative power and a lack of trust. behaviors. 10/11/18 Advancing School Mental Health Conference Camp MakeBelieve Kids & Step Up Curriculum Each of the 8 Steps of the curricula builds knowledge, skills and strategies. Step 6 teaches students to recognize, label and neutralize manipulation with unique visual tools and games. 10/11/18 Advancing School Mental Health Conference Stopping Manipulation Strategy Aligns with CASEL’s 5-Core Constructs Self-Awareness Social-awareness Self-management Problem solving Relationship Skills Self-rating scale to Recognize when Learn alternate ways Choose a strategy Healthy friendships assess own others are using to get own needs that promotes a depend on honesty manipulative manipulation and met that are fair healthy response and fairness behavior label behaviors rather than a accordingly destructive response when observing manipulation in others Develop goal and Recognize subtle Recognize behaviors Learn to neutralize Assertive measure success to types of bullying that are destructive manipulation while Accountable decrease own behavior and peer to personal long- it is happening Effective participation in pressure and choose term success Communication negative a healthy response Personal Power manipulative behavior 10/11/18 Advancing School Mental Health Conference Requirements for successful Manipulator Manipulatee manipulation 10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference Recognize Manipulation The Trashy Tricks, a unique visual aid that depicts illustrations of 14 animated characters acting out manipulative behavior 10/11/18 Advancing School Mental Health Conference Measuring Manipulation with the Trashy Tricks 10/11/18 Advancing School Mental Health Conference • Sample • N=511 • Age range from 9 to 15 years-old with mean age The Current • 47.1% male Study • 45.5% Caucasian • Different subsamples used for different analyses 10/11/18 Advancing School Mental Health Conference Student Self-report of how often engage in these behaviors CMB: 1 (never) – 3 (every day) (SEL for Prevention, 2008) Likert-type scale Trashy Tricks STEP UP: 1 (never) – 5 (every day) (SEL for Rating Scale Prevention, 2013) (TTRS) Part 1 = visuals Part 2 = narrative 10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference Matching the Illustration to the LABELSLabel Put- Excluding Charmin Excuses Ignoring downs g Faking Blaming Tantrums Bossy Threats Pouting Drama Whiny Sneaky 10/11/18 Advancing School Mental Health Conference Examining Internal Structure Trashy Tricks Rating Scale 10/11/18 Advancing School Mental Health Conference Examining • Exploratory Factor Analysis (EFA) the Internal • Confirmatory Factor Analysis (CFA) Structure • Internal Consistency Reliability The Current Study • Correlations (TTRS Part 1) • TTRS Part 2 Preliminary • Social Emotional Assets and Resilience Scales (SEARS; Merrell, 2011) External • Illinois Bullying Scale (IBS; Espelage & Holt, 2001) Validation • Child & Adolescent Mindfulness Measure (CAMM; Greco, Baer & Smith, 2011) 10/11/18 Advancing School Mental Health Conference EFA & CFA: ZERO-ORDER CORRELATIONS & BASIC DESCRIPTIVES 10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference Conclusions 10/11/18 Advancing School Mental Health Conference In order for manipulation to take place there must be a manipulator (the person doing the behavior) and a manipulatee (the person falling for the behavior) When we manipulate others, we are almost wearing an invisible mask, or a veil, that hides the true intent of the Uncovering behavior. Manipulation is often covert, so the person manipulating the Mask of may seem sincere with words and facial expression Manipulation Manipulation, like trickery, is an indirect and dishonest way to change a situation to suit one’s own needs Nobody wants to get tricked. Once the trick is out of the bag, the trick loses it’s power to influence 10/11/18 Advancing School Mental Health Conference Teachers appreciate Decrease in student: Increase in student: improved: Bullying Accountability Self-regulation Peer Pressure Recognition of methods of Classroom management Cheating manipulation Focusing on lessons Benefits for Effective communication Excuses Positive attitude Entitlement Self-awareness of own negative behavior Drama Learning the Saying ‘no’ to peer pressure Immature behavior Re-channeling frustration Passive participation Confidence in taking a stand Trashy Tricks Disruptions against bullying behavior Leadership Ability to find solutions Understanding motives to manipulation 10/11/18 Advancing School Mental Health Conference REFERENCES 10/11/18 Advancing School Mental Health Conference • Espelage, D. L., & Holt, M. K. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. doi: 10.1300/J135v02n02_08 • Kellam, S. G., et al. (2011). The Good Behavior Game and the Future of Prevention and Treatment. Addiction Science & Clinical Practice, 3(1): 73 – 84. • Kitson, Tyler J. PAX Quiet: The Future of Smooth and Successful Classroom Transitions. University of Kansas, Lawrence, KS • Orpinas, P. & Home, A. M. (2004). A Teacher-Focused Approach to Prevent and Reduce Students' Aggressive Behavior: A GREAT Teacher Program. Journal of Preventative Medicine, 26(1): 29 -38. • Schunk, D. H. (2008). Metacognition, Self-Regulation, and Self-Regulatory Learning: Research Recommendations. Educational Psychology Review, 20(4): 463 – 467. • Snowman, J. & McCown, R. (2012). Psychology Applied to Teaching (13th ed.). Wadsworth, CA: Wadsworth Cengage Learning. • Troop-Gordon, W. & Ladd, G. (2013). Teachers’ Victimization-Related Beliefs and Strategies: Associations with Students’ Aggressive Behavior and Peer • Victimization. Journal of Abnormal Child Psychology, 43 (1): 45 – 60. 10/11/18 Advancing School Mental Health Conference RESEARCH STUDY CONTACT: PROGRAMS OR Questions or INTERVENTIONS CONTACT: Shelley R. Hart Further [email protected] Pamela Goldberg [email protected] 530-898-5919 Clarification m702-505-3668 10/11/18 Advancing School Mental Health Conference.
Load more

Recommended publications
  • Learn to Lead Activity Guide
    LEARN TO LEAD ACTIVITY GUIDE CIVIL AIR PATROL CADET PROGRAMS TEAM LEADERSHIP PROBLEMS MOVIE LEARNING GUIDES GROUP DISCUSSION GUIDES Preface LEARN TO LEAD ACTIVITY GUIDE Do you learn best by reading? By listening to a lecture? By watching someone at work? If you’re like most people, you prefer to learn by doing. That is the idea behind the Learn to Lead Activity Guide. Inside this guide, you will find: • Hands-on, experiential learning opportunities • Case studies, games, movies, and puzzles that test cadets’ ability to solve problems and communicate in a team environment • Recipe-like lesson plans that identify the objective of each activity, explain how to execute the activity, and outline the main teaching points • Lesson plans are easy to understand yet detailed enough for a cadet officer or NCO to lead, under senior member guidance The Activity Guide includes the following: • 24 team leadership problems — Geared to cadets in Phase I of the Cadet Program, each team leadership problem lesson plan is activity- focused and addresses one of the following themes: icebreakers, teamwork fundamentals, problem solving, communication skills, conflict resolution, or leadership styles. Each lesson plan includes step-by-step instructions on how to lead the activity, plus discussion questions for a debriefing phase in which cadets summarize the lessons learned. • 6 movie learning guides — Through an arrangement with TeachWithMovies.com, the Guide includes six movie learning guides that relate to one or more leadership traits of Learn to Lead: character, core values, communication skills, or problem solving. Each guide includes discussion questions for a debriefing phase in which cadets summarize the lessons learned.
    [Show full text]
  • A Parent and Teen's Guide to Avoiding Dating Violence
    Dating Violence Myths For More Information: • It does not affect many people or only oc- The Julian Center curs among those who hang out in bars, www.juliancenter.org are poor, or are people of color Breaking Free, Inc. • It does not occur in gay and lesbian rela- www.skynet.net/~break/ tionships Coburn Place Safe Haven • Men are never victims www.coburnplace.org Domestic Violence Center • Victims are free to leave at any time www.dvnconnect.org • Victims are mentally ill Indiana Coalition Against Domestic Violence • This type of violence is only a momentary 800-538-3393 www.icadvinc.org loss of temper 211 Connect2Help Resource Line Facts References • 1 of 3 high school relationships involve abuse; 1 of 5 include sexual/physical Crompton, V. (2003), Saving Beauty from the Beast (1st abuse ed.). Boston, MA: Little & Brown • Aggression typically escalates over time Frisch, L., & Frisch, N. (2006) Psychiatric Mental Health Nursing (3rd ed.). Clifton Park, NY: Delmar Cengage Learn- • Abuse is more likely in close relationships ing. Lowen, L (2009). 10 Facts About Teen Violence-Teen Da- • Pregnancy will typically increase abuse ting Abuse Facts. Retrieved from www.womensissues. about.com/od/datingandsex/a/TeenDatingAbuse.htm • Verbal and emotional abuse can be just as damaging as physical or sexual abuse Sperekas, N. (2005). But he says he loves me: girls speak out on dating abuse. Brandon, CT: Safer Society Press • The longer the relationship, the harder it is to leave A Parent and Teen’s • Dating violence occurs every 15 minutes • Most rapists
    [Show full text]
  • Anti Bullying Policy V1: 2020
    ANTIACADEMIC-BULLYING POLICY This policy will be kept up to date and will be reviewed once per year as part of the company’s Quality Assurance arrangements. Review Period Approved by Review Carried Out By Date of Approval 1 Year Directors/Governors Quality Team November 2020 Introduction At Orion all staff have a duty to provide a safe and secure environment for all. Orion should be free from violence, should encourage a caring and respectful environment and should be physically and psychologically healthy. We must all strive to uphold this healthy environment. At Orion we believe that all forms of bullying are unacceptable and should not be tolerated. We want all students to be and feel safe from bullying and all forms of discrimination. We want everyone who works with students to take bullying seriously and know how to resolve it positively. As bullying happens at all levels of society we seek to empower our students to challenge, remedy and prevent bullying, creating a culture where every person is treated with dignity and respect and takes seriously their responsibility to treat others in the same way. There is no legal definition of bullying but Orion adopts the ‘Dfe’s definition of bullying: “Bullying is behaviour by an individual or group repeated over time that intentionally hurts another individual or group either physically or emotionally.” Bullying Behaviour Bullying can take many forms, including: • Verbal name calling, insults, jokes, offensive language or comments, including graffiti, threats, innuendo, teasing, taunting, bragging, ridicule • Physical unprovoked assaults such as prodding, pushing, hitting or kicking, ‘rushing’, shaking, inappropriate touching, blocking the way, capturing, contact involving objects used as weapons • Social humiliation through exclusion or rejection by peer group, ‘blanking’, spreading rumours, gossiping, peer pressure to conform, using difference as a dividing factor, control or power over a relationship • Cyber-bullying via the internet, email or mobile phone, e.g.
    [Show full text]
  • Joking, Teasing Or Bullying? • a Kid Who Isn’T Very Nice to You Trips You in the Hall for the Third Time This Week
    LESSON 2 It Takes One Unit Joking, Teasing Grade 2 • Ages 7-8 TIME FRAME or Bullying? Preparation: 15 minutes Instruction: 30-60 minutes Students will distinguish the difference MATERIALS between joking, teasing and bullying and Large white poster sheet divided understand how joking, teasing and bullying into three columns with the following headings: Joking, Teasing, Bullying can strengthen or weaken relationships. Create three signs, one that says “JOKING”, another that Lesson Background for Teachers says, “TEASING”, third that says “BULLYING”; post on different walls This lesson builds on previous lessons in this unit. before class For more information on bullying visit PrevNet, an anti-bullying organization that RAK journals provides research, information and resources. www.prevnet.ca Kindness Concept Posters for Assertiveness, Respect Key Terms for Students LEARNING STANDARDS Consider writing key terms on the board before class to introduce vocabulary and increase understanding. Common Core: CCSS.ELA-Literacy. SL.2.1, 1a-c, 2, 3 Colorado: Compre- JOKING To say funny things or play tricks on people to make them hensive Health S.4, GLE.3, EO.a-c; laugh. Joking is between friends, makes all people laugh, Reading, Writing and Communicating isn’t meant to be mean, cruel or unkind, doesn’t make S.1, GLE.1, EO.b-f; S.1, GLE.2, EO.a-c people feel bad and stops before someone gets upset. Learning standards key TEASING Teasing doesn’t happen often. It means to make fun of someone by playfully saying unkind and hurtful things to the person; it can be friendly, but can turn unkind quickly.
    [Show full text]
  • Examining the Invisibility of Girl-To-Girl Bullying in Schools: a Call to Action
    Examining the Invisibility of Girl-to-Girl Bullying in Schools: A Call to Action Suzanne SooHoo It does not matter whether one is 13, 33, or 53 years old, but if you are female, chances are that other girls have bullied you sometime in your lifetime. Bullying is not the kind of abuse that leaves broken bones; rather, it is a dehumanizing experience that manifests itself in the form of rumor spreading, name calling, psychological manipulation, character assassination, and social exclusion. Female teachers who are former victims of girl bullies or who themselves have been complicit with girl-to-girl bullying, consistently casting a blind eye to this ritualized social degradation, allowing it to continue generation after generation. The purpose here is not to blame teachers, but rather to seek an answer to "What are the social or institutional forces that prevent adults in the schools from seeing what they may have experienced themselves?" Throughout generations, girls have been bullied. The dehumanizing rituals and practices, passed on from mother to daughter, have survived even when the victims have not. Damaged young girls become damaged adult women. Mothers who did not know what to do when they were girls still do not know how to handle girl-to-girl bullying as women (Simmons, 2002). Many are unable to intervene when their daughters are bullied and they continue to be victims of adult female bullies. Through the process of "othering" (SooHoo, 2006), girl bullies determine who is valued and who is not and, as such, girl-to-girl bullying contributes to a social hierarchy of privilege and oppression.
    [Show full text]
  • All Fun and (Mind) Games? Protecting Consumers from the Manipulative Harms of Interactive Virtual Reality
    ALL FUN AND (MIND) GAMES? PROTECTING CONSUMERS FROM THE MANIPULATIVE HARMS OF INTERACTIVE VIRTUAL REALITY Yusef Al-Jarani† Abstract Information technologies increasingly influence our daily lives. While mostly benign, revolutionarily affective technologies are emerging that pose potential autonomy, economic, and privacy harms to consumers. Interactive virtual reality, or VR gaming, is arguably chief among them. But despite its rapid adoption by consumers (often for use by children) and its demonstrable power to manipulate human cognition and behavior, the law is ill-equipped to curtail its harms. This is owed to a general incognizance of the now-extensive research on the technology’s manipulative effects and the consequent lack of discussion in public forums on how best to constrain them, both doctrinally and practically. This Article aims to enlighten lawmakers, jurists, and the general public about the effects of interactive VR, demonstrate how First Amendment doctrine permits the constraint of its manipulative harms, and illustrate what those constraints might look like in practice. In doing so, it raises the question: what or who is being played—the game or the consumer? TABLE OF CONTENTS Introduction .................................................................................................... 300 I. The Manipulative Harms of Virtual Reality Games ........................... 305 A. The Manipulative Effects of Virtual Reality Games ................... 305 1. Cognitive Psychology ...........................................................
    [Show full text]
  • Bullying and Victimisation in Schools: a Restorative Justice Approach
    A U S T R A L I A N I N S T I T U T E O F C R I M I N O L O G Y t r e n d s No. 219 & Bullying and Victimisation i s s u e s in Schools: A Restorative Justice Approach in crime and criminal justice Brenda Morrison Bullying at school causes enormous stress for many children and their families, and has long-term effects. School bullying has been identified as a risk factor associated with antisocial and criminal behaviour. Bullies are more likely to drop out of school and to engage in delinquent and criminal behaviour. The victims are more likely to have higher levels of stress, anxiety, depression and illness, and an increased tendency to suicide. This paper reports on a restorative justice program that was run in a primary school in the Australian Capital Territory (ACT), but whose lessons have wider application. Early intervention has been advocated as the most appropriate way to prevent bullying. This paper outlines a framework based on restorative justice principles aimed at bringing about behavioural change for the individual while keeping schools and communities safe. The aim of restorative programs is to reintegrate those affected by wrongdoing back into the community as resilient and responsible members. Restorative justice is a form of conflict resolution and seeks to make it clear to the offender that the behaviour is not condoned, at February 2002 the same time as being supportive and respectful of the individual. The paper highlights the importance of schools as institutions that can foster care and respect and provide opportunities to participate in processes ISSN 0817-8542 that allow for differences to be worked through constructively.
    [Show full text]
  • Introduction to Mobbing in the Workplace and an Overview of Adult Bullying
    1: Introduction to Mobbing in the Workplace and an Overview of Adult Bullying Workplace Bullying Clinical and Organizational Perspectives In the early 1980s, German industrial psychologist Heinz Leymann began work in Sweden, conducting studies of workers who had experienced violence on the job. Leymann’s research originally consisted of longitudinal studies of subway drivers who had accidentally run over people with their trains and of banking employees who had been robbed on the job. In the course of his research, Leymann discovered a surprising syndrome in a group that had the most severe symptoms of acute stress disorder (ASD), workers whose colleagues had ganged up on them in the workplace (Gravois, 2006). Investigating this further, Leymann studied workers in one of the major Swedish iron and steel plants. From this early work, Leymann used the term “mobbing” to refer to emotional abuse at work by one or more others. Earlier theorists such as Austrian ethnologist Konrad Lorenz and Swedish physician Peter-Paul Heinemann used the term before Leymann, but Leymann received the most recognition for it. Lorenz used “mobbing” to describe animal group behavior, such as attacks by a group of smaller animals on a single larger animal (Lorenz, 1991, in Zapf & Leymann, 1996). Heinemann borrowed this term and used it to describe the destructive behavior of children, often in a group, against a single child. This text uses the terms “mobbing” and “bullying” interchangeably; however, mobbing more often refers to bullying by more than one person and can be more subtle. Bullying more often focuses on the actions of a single person.
    [Show full text]
  • The Hothouse and Dynamic Equilibrium in the Works of Harold Pinter
    Ben Ferber The Hothouse and Dynamic Equilibrium in the Works of Harold Pinter I have no doubt that history will recognize Harold Pinter as one of the most influential dramatists of all time, a perennial inspiration for the way we look at modern theater. If other playwrights use characters and plots to put life under a microscope for audiences, Pinter hands them a kaleidoscope and says, “Have at it.” He crafts multifaceted plays that speak to the depth of his reality and teases and threatens his audience with dangerous truths. In No Man’s Land, Pinter has Hirst attack Spooner, who may or may not be his old friend: “This is outrageous! Who are you? What are you doing in my house?”1 Hirst then launches into a monologue beginning: “I might even show you my photograph album. You might even see a face in it which might remind you of your own, of what you once were.”2 Pinter never fully resolves Spooner’s identity, but the mens’ actions towards each other are perfectly clear: with exacting language and wit, Pinter has constructed a magnificent struggle between the two for power and identity. In 1958, early in his career, Pinter wrote The Hothouse, an incredibly funny play based on a traumatic personal experience as a lab rat at London’s Maudsley Hospital, proudly founded as a modern psychiatric institution, rather than an asylum. The story of The Hothouse, set in a mental hospital of some sort, is centered around the death of one patient, “6457,” and the unexplained pregnancy of another, “6459.” Details around both incidents are very murky, but varying amounts of culpability for both seem to fall on the institution’s leader, Roote, and his second-in- command, Gibbs.
    [Show full text]
  • Spy Culture and the Making of the Modern Intelligence Agency: from Richard Hannay to James Bond to Drone Warfare By
    Spy Culture and the Making of the Modern Intelligence Agency: From Richard Hannay to James Bond to Drone Warfare by Matthew A. Bellamy A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (English Language and Literature) in the University of Michigan 2018 Dissertation Committee: Associate Professor Susan Najita, Chair Professor Daniel Hack Professor Mika Lavaque-Manty Associate Professor Andrea Zemgulys Matthew A. Bellamy [email protected] ORCID iD: 0000-0001-6914-8116 © Matthew A. Bellamy 2018 DEDICATION This dissertation is dedicated to all my students, from those in Jacksonville, Florida to those in Port-au-Prince, Haiti and Ann Arbor, Michigan. It is also dedicated to the friends and mentors who have been with me over the seven years of my graduate career. Especially to Charity and Charisse. ii TABLE OF CONTENTS Dedication ii List of Figures v Abstract vi Chapter 1 Introduction: Espionage as the Loss of Agency 1 Methodology; or, Why Study Spy Fiction? 3 A Brief Overview of the Entwined Histories of Espionage as a Practice and Espionage as a Cultural Product 20 Chapter Outline: Chapters 2 and 3 31 Chapter Outline: Chapters 4, 5 and 6 40 Chapter 2 The Spy Agency as a Discursive Formation, Part 1: Conspiracy, Bureaucracy and the Espionage Mindset 52 The SPECTRE of the Many-Headed HYDRA: Conspiracy and the Public’s Experience of Spy Agencies 64 Writing in the Machine: Bureaucracy and Espionage 86 Chapter 3: The Spy Agency as a Discursive Formation, Part 2: Cruelty and Technophilia
    [Show full text]
  • Institutional Betrayal and Gaslighting Why Whistle-Blowers Are So Traumatized
    DOI: 10.1097/JPN.0000000000000306 Continuing Education r r J Perinat Neonat Nurs Volume 32 Number 1, 59–65 Copyright C 2018 Wolters Kluwer Health, Inc. All rights reserved. Institutional Betrayal and Gaslighting Why Whistle-Blowers Are So Traumatized Kathy Ahern, PhD, RN ABSTRACT marginalization. As a result of these reprisals, whistle- Despite whistle-blower protection legislation and blowers often experience severe emotional trauma that healthcare codes of conduct, retaliation against nurses seems out of proportion to “normal” reactions to work- who report misconduct is common, as are outcomes place bullying. The purpose of this article is to ap- of sadness, anxiety, and a pervasive loss of sense ply the research literature to explain the psychological of worth in the whistle-blower. Literature in the field processes involved in whistle-blower reprisals, which of institutional betrayal and intimate partner violence result in severe emotional trauma to whistle-blowers. describes processes of abuse strikingly similar to those “Whistle-blower gaslighting” is the term that most ac- experienced by whistle-blowers. The literature supports the curately describes the processes mirroring the psycho- argument that although whistle-blowers suffer reprisals, logical abuse that commonly occurs in intimate partner they are traumatized by the emotional manipulation many violence. employers routinely use to discredit and punish employees who report misconduct. “Whistle-blower gaslighting” creates a situation where the whistle-blower doubts BACKGROUND her perceptions, competence, and mental state. These On a YouTube clip,1 a game is described in which a outcomes are accomplished when the institution enables woman is given a map of house to memorize.
    [Show full text]
  • Bullying in the Workplace Training Manual with Quiz Sheet
    Bullying in the Workplace 1 Bullying in the Workplace Workplace – COVID-19 Training Series WV DOH Training & Development Unit – COVID-19 – Training Manual 04/2020 Bullying in the Workplace 2 Introduction Bullying is called the silent epidemic. Although half of workers have experienced or witnessed bullying, policies and laws dealing with it are far less prevalent. This is, in part, because bullying can be hard to identify and address. People wonder, what does bullying look like? How can we discourage it in our workplace? What can I do to protect my staff and co-workers? All of these questions (and more!) will be answered in this training. Learning Objectives At the end of this workshop, you will be able to: o Define what bullying is and is not o Understand the costs of bullying to people and organizations o Identify bullying behaviors and the reasons behind them o Know some ways to prevent bullying and understand what role you can play o Know some ways to protect yourself from bullying o Know what to do if you are bullied o Identify appropriate solutions for a bullying incident (within and outside the organization) o Assist in creating an anti-bullying policy Session One: Defining Bullying What is Bullying? Let’s make sure that we’re all on the same page when it comes to talking about bullying. American bullying experts Drs. Gary and Ruth Namie give us this definition: “Bullying at work is repeated, health-harming mistreatment of a person by one or more workers that takes the form of verbal abuse; conduct or behaviors that are threatening, intimidating, or humiliating; sabotage that prevents work from getting done; or some combination of the three.” (Source: Page 3, The Bully at Work – Second Edition, Namie and Namie, 2009.
    [Show full text]