Interventions Addressing Student Bullying
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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. -
Justice for Victims of Sexual Abuse and Harassment
Journal of Gender-Based Violence • vol 2 • no 2 • 397–402 • © Centre for Gender and Violence Research 2018 University of Bristol 2018 • Print ISSN 2398-6808 • Online ISSN 2398-6816 https://doi.org/10.1332/239868018X15263882926256 policy and practice Justice for victims of sexual abuse and harassment: lessons for Westminster? Lis Bates, [email protected] University of Bristol, UK This policy paper is a comment piece on recent sexual harassment and abuse scandals in the British Parliament, which also references new UK research on justice and gender-based violence. The author draws on six years working for the British Parliament as a clerk (parliamentary civil servant) to reflect on why the parliamentary culture and management has long ignored sexual harassment, abuse and bullying, often moving victims on rather than challenging (alleged) perpetrators. The paper presents current research being conducted by the universities of Bristol, Cardiff and UWE and national charity Women’s Aid, which is asking ‘What does justice mean to victims of gender-based violence?’ Using emerging findings from interviews with over 250 victims/survivors of gender- based abuse, the paper draws lessons for how the House of Commons authorities should respond to sexual harassment and abuse within Parliament. Vital in any victim-centred response are some key principles. Victims/survivors must: be listened to and taken seriously, be empowered to make their own choices about what happens next, be given a range of options including formal sanctions as well as less formal routes, potentially including specialist ‘transformational mediation’ and, most crucially, all be given access to specialist advocates trained in sexual harassment and abuse. -
Bullying Experiences and Resilience in LGBTQ Youth
Western Michigan University ScholarWorks at WMU Dissertations Graduate College 12-15-2016 Bullying Experiences and Resilience in LGBTQ Youth Melinda McCormick Western Michigan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Gender and Sexuality Commons Recommended Citation McCormick, Melinda, "Bullying Experiences and Resilience in LGBTQ Youth" (2016). Dissertations. 2473. https://scholarworks.wmich.edu/dissertations/2473 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. BULLYING EXPERIENCES AND RESILIENCE IN LGBTQ YOUTH by Melinda McCormick A dissertation submitted to the Graduate College in partial fulfillment of the requirements for the degree of Doctor of Philosophy Sociology Western Michigan University December 2016 Doctoral Committee: Angie Moe, Ph.D., Chair Susan Freeman, Ph.D. Ann Miles, Ph.D. Frederick MacDonald, Ph.D. BULLYING EXPERIENCES AND RESILIENCE IN LGBTQ YOUTH Melinda McCormick, Ph.D. Western Michigan University, 2016 Many young LGBTQ people are experiencing bullying which can lead to increased risk of suicide, drug abuse, and depression, as well as an increased risk of out-of-home placements in either foster care or homeless shelters. As a result of this, LGBTQ young adults are often framed as being at risk. Although this has been helpful in the past in order to raise awareness of the challenges experienced by LGBTQ young people, there is also evidence that they show resilience in response to those challenges. -
Bullying and Harassment of Doctors in the Workplace Report
Health Policy & Economic Research Unit Bullying and harassment of doctors in the workplace Report May 2006 improving health Health Policy & Economic Research Unit Contents List of tables and figures . 2 Executive summary . 3 Introduction. 5 Defining workplace bullying and harassment . 6 Types of bullying and harassment . 7 Incidence of workplace bullying and harassment . 9 Who are the bullies? . 12 Reporting bullying behaviour . 14 Impacts of workplace bullying and harassment . 16 Identifying good practice. 18 Areas for further attention . 20 Suggested ways forward. 21 Useful contacts . 22 References. 24 Bullying and harassment of doctors in the workplace 1 Health Policy & Economic Research Unit List of tables and figures Table 1 Reported experience of bullying, harassment or abuse by NHS medical and dental staff in the previous 12 months, 2005 Table 2 Respondents who have been a victim of bullying/intimidation or discrimination while at medical school or on placement Table 3 Course of action taken by SAS doctors in response to bullying behaviour experienced at work (n=168) Figure 1 Source of bullying behaviour according to SAS doctors, 2005 Figure 2 Whether NHS trust takes effective action if staff are bullied and harassed according to medical and dental staff, 2005 2 Bullying and harassment of doctors in the workplace Health Policy & Economic Research Unit Executive summary • Bullying and harassment in the workplace is not a new problem and has been recognised in all sectors of the workforce. It has been estimated that workplace bullying affects up to 50 per cent of the UK workforce at some time in their working lives and costs employers 80 million lost working days and up to £2 billion in lost revenue each year. -
The Effect of Sexual Education on Sexual Assault Prevention
WomenNC North Carolina Committee for CEDAW/CSW A 501(c)(3) Organization - http://www.womennc.org The Effect of Sexual Education on Sexual Assault Prevention Beijing +20: Violence Against Women CEDAW: Articles 6, 10 - Trafficking, Education Dana A. Raphael Duke University WomenNC 2015 CSW Research Paper April 2015 1 P.O. Box 3021, Cary, NC 27519-3021 ● Tel: 919-744-4778 ● [email protected] WomenNC North Carolina Committee for CEDAW/CSW A 501(c)(3) Organization - http://www.womennc.org Table of Contents I. Introduction ……………………………………………………………………………….3 II. Sexual Education and Assault in the Context of Beijing +20 …………………………….3 III. Sexual Assault is an Epidemic ……………………………………………………………4 IV. Linking Media and Sexual Assault Attitudes ………………………………………....….7 V. The Effects of Abstinence-based Education ……………………………………………...9 VI. Sexual Education in North Carolina ……………………………………...……………..10 VII. Sexual Education in the United States …………………………………………………..18 VIII. Sexual Education Internationally ………………………………………………………..22 IX. Conclusion ………………………………………………………………………………24 X. Appendix ………………………………………...…………………………………....…25 XI. Works Cited ……………………………………………………………………………..29 2 P.O. Box 3021, Cary, NC 27519-3021 ● Tel: 919-744-4778 ● [email protected] WomenNC North Carolina Committee for CEDAW/CSW A 501(c)(3) Organization - http://www.womennc.org I. Introduction One in five. That is the number of women who will be sexually assaulted in the United States.1 Worldwide, a third of women will be sexually assaulted.2 In the face of such an epidemic, we should be equipping adolescents with all the tools necessary to not only help them protect themselves, but also to demand bystander intervention and prevent adolescents from becoming future predators; yet, only 16% of the information adolescents receive about sexual assault comes from their parents or schools.3 The rest comes from the media, which often leads to distorted beliefs of the nature of sexual assault. -
BOT Report 09-Nov-20.Docx
REPORT 9 OF THE BOARD OF TRUSTEES (November 2020) Bullying in the Practice of Medicine (Reference Committee D) EXECUTIVE SUMMARY At the 2019 Annual Meeting Resolution 402-A-19, “Bullying in the Practice of Medicine,” was introduced by the Young Physicians Section and referred by the House of Delegates (HOD) for report back at the 2020 Annual Meeting. The resolution asks the American Medical Association (AMA) to help (1) establish a clear definition of professional bullying, (2) establish prevalence and impact of professional bullying, and (3) establish guidelines for prevention of professional bullying. This report provides statistics and other information about the prevalence and impact of professional bullying in the practice of medicine, and makes recommendations for the adoption of a formal definition and guidelines for establishing policies and strategies for preventing and addressing incidents of bullying among the health care staff. Bullying in the practice of medicine for physicians can begin in medical school and can endure throughout a physician’s career. Bullying is not limited to physicians and can happen among other members of the health care team. Bullying has many definitions, all commonly referring to the repeated abuse of a target by a perpetrator in a work setting. Bullying occurs at different levels within the practice of medicine, and affects the victim as well as their patients, care teams, organizations, and families. Nationally recognized organizations have established guidelines on which health care employers can base their internal policies, and many organizations have implemented anti-bullying or anti-violence policies. Bullying in medicine needs to be stopped and prevented for the sake of patients and care quality, the well- being of the physician workforce, and the integrity of the medical profession. -
What Is Bullying? from Assets for Youth
What is Bullying? From Assets for Youth Bullying occurs when a student or other person is exposed, repeatedly and over time, to negative action on the part of one of more other students or persons. Bullying is characterized by the following three criteria: (a) it is aggressive behavior or intentional ‘harm doing’; (b) it is carried out repeatedly over time; and (c) it occurs within an interpersonal relationship characterized by an imbalance of power. Common Types of Bullying Physical Bullying – physical acts of aggression such as hitting, kicking, tripping, or pushing. Verbal Bullying – threats of physical bullying, name-calling or other insults, making faces or obscene gestures, graffiti on lockers or bathroom walls. Relational Bullying – spreading rumors, intentional exclusion of others, passing of harmful notes about another person. Cyberbullying – Bullying which takes place through e-mail, chats, online BLOGS, or texts by spreading harmful information or lies about others through Internet sources or cell phone cameras or text messages. This can include Sexting Sexual Bullying – unwanted touching or comments made about a person’s body, body type or physical features. Wedgies, bra snapping, and obscene sexual gestures are examples of sexual bullying. Bullying Dynamics Bullying is not normal conflict, and therefore should not be treated as such. Bullies often seek power, have no remorse or blame the victim, don’t try to problem solve, and are not friends with those who they victimize. Treating a bullying situation as a conflict resolution session will re-traumatize the victim. Bullying is characterized by: Imbalance of power – Power can be social status, size, socioeconomic, majority or any other power that one person has over another. -
ACTION to END CHILD SEXUAL ABUSE and EXPLOITATION: a REVIEW of the EVIDENCE • 2020 About the Authors
ACTION TO END CHILD SEXUAL ABUSE AND EXPLOITATION: A REVIEW OF THE EVIDENCE • 2020 About the authors Lorraine Radford is Emeritus Professor of Social Policy and Social Work at the University of Central Lancashire, UK; Debbie Allnock is Senior Research Fellow at the International Centre, University of Bedfordshire, UK; Patricia Hynes is Reader in Forced Migration in the School of Applied Social Sciences, University of Bedfordshire, UK; Sarah Shorrock is Research Officer at the Institute of Citizenship, Society & Change at the University of Central Lancashire, UK This publication has been produced with financial support from the End Violence Fund. However, the opinions, findings, conclusions, and recommendations expressed herein do not necessarily reflect those of the End Violence Fund. Suggested citation: United Nations Children’s Fund (2020) Action to end child sexual abuse and exploitation: A review of the evidence, UNICEF, New York Published by UNICEF Child Protection Section Programme Division 3 United Nations Plaza New York, NY 10017 Email: [email protected] Website: www.unicef.org © United Nations Children’s Fund (UNICEF) December 2020. Permission is required to reproduce any part of this publication. Permission will be freely granted to educational or non-profit organizations. For more information on usage rights, please contact: [email protected] Cover Photo: © UNICEF/UNI328273/Viet Hung ACKNOWLEDGEMENTS This evidence review was commissioned by UNICEF to support Hanna Tiefengraber, Associate Expert, UNODC; Catherine -
Bullying and Harassment: Pursuing Zero Tolerance in General Practice About This Guide
GP Supervisor Guide Bullying and Harassment: Pursuing Zero Tolerance in General Practice About this guide Training Practices which implement zero tolerance policies for bullying and harassment are happy places to work. Despite workplace bullying, harassment and discrimination being unacceptable and illegal, it occurs in all sectors of the Australian workforce, including general practice. The consequence of this behaviour can derail a victim’s professional and personal life, impact on their health, lead to legal action, and compromise patient safety. We all, cleaner through to practice principal, have a responsibility to adopt a zero tolerance approach to bullying and harassment. This guide explains how to recognise and manage this behaviour, fostering a healthy work culture which benefits staff and patient care. Use this as a tearoom, team building and induction resource to complement your other educational activities. From our team to yours, we wish you well on your journey to zero tolerance and commend you on your commitment whether as the employer or the employee. Thank you to our supporters. General Practice Supervisors Australia (GPSA) is supported by funding from the Australian Government under the Australian General Practice Training (AGPT) program. “Exposure to bullying and harassment presents a risk to the retention of medical practitioners in clinical practice and in doing so threatens community access to quality medical care.” Extract from Australian Medical Association position statement © 2017 GPSA. All rights are reserved. All material contained in this publication is protected by Australian copyright laws and may not be reproduced, distributed, transmitted, displayed, published or broadcast without the prior permission of GPSA, or in the case of third-party material, the owner of that content. -
ANTI BULLYING POLICY This Policy Applies to the Whole School and Is Published to Parents
ANTI BULLYING POLICY This policy applies to the whole school and is published to parents CONTEXT It is a primary aim of the School that it should combine high personal and social standards with a friendly atmosphere and mutual tolerance in which pupils of all ethnic and cultural backgrounds, of all religious persuasion and of various levels of ability are welcome. We believe that the School should be a happy and positive community characterised by an appreciation of, and respect for, the work of every member of that community. The promotion of British Values has an important part to play in developing pupil’s sense of tolerance and respect for diversity. We expect our pupils to do their best to aspire to excellence. We expect them to be diligent, to be honest, and to practise good manners in their relationships with one another and with staff, to be reliable and punctual. We recognise that our pupils have various talents and differing rates of development. We attach value to every achievement, however modest, which stems from the efforts and care of the individual pupil. It is our hope and aim that every pupil should discover at least one area of school life in which he or she can show genuine prowess. We believe that every pupil has the right to look for happiness and security at School. We insist that no pupil or pupils have the right to make the life of other pupils unhappy, whether through overt bullying (physical or non-physical), or through less obvious forms of pressure or alienation. -
Teacher's Guide: Cyberbullying
Grades 9 to 12 • Health Problems Series Cyberbullying Technology offers many well-known benefits, but it also worsened the problem of KidsHealth.org/classroom bullying. Cyberbullying can happen at home, school, or anywhere else people go online, and it can happen any time of the day or night. These activities will show Teacher’s Guide your students the many forms cyberbullying can take and how to deal with them. This guide includes: Related KidsHealth Links • Standards • Related Links Articles for Teens: • Discussion Questions Cyberbullying • Activities for Students TeensHealth.org/en/teens/cyberbullying.html • Reproducible Materials Dealing With Bullying TeensHealth.org/en/teens/bullies.html Online Safety Standards TeensHealth.org/en/teens/internet-safety.html This guide correlates with the following National Health Protecting Your Online Identity and Reputation Education Standards: TeensHealth.org/en/teens/online-id.html Students will: Someone Is Spreading Rumors About Me. What Can I Do? • Comprehend concepts related TeensHealth.org/en/teens/rumors.html to health promotion and disease prevention to enhance Should I Fight a Bully? health. TeensHealth.org/en/teens/fight-bullies.html • Analyze the influence of family, peers, culture, media, technology, and other factors Sexual Harassment and Sexual Bullying on health behaviors. TeensHealth.org/en/teens/harassment.html • Demonstrate the ability to access valid information and Teens Talk About Bullying (Video) products and services to TeensHealth.org/en/teens/teens-talk-bullying-vd.html enhance health. • Demonstrate the ability to use I Bullied Someone. How Can I Apologize? interpersonal communication TeensHealth.org/en/teens/ex-bully.html skills to enhance health and avoid or reduce health risks. -
Toolkit for Teachers: Dealing
Toolkit for Teachers Dealing with Homophobia and Homophobic Bullying in Scottish Schools Toolkit for Teachers Dealing with Homophobia and Homophobic Bullying in Scottish Schools toolkit contents Dealing with Homophobia and Homophobic Bullying in Scottish Schools Table of Figures 3 Summary of Toolkit Resource 6 1. Dealing with Homophobia and Homophobic Bullying in Scottish Schools 8 1.1 Introduction 9 1.2 About the toolkit 10 1.3 Curriculum for Excellence 11 1.4 Policy that supports practice 12 2. The Key Issues 16 2.1 Defining homophobia and homophobic bullying 16 2.2 The impact of homophobia and homophobic bullying 20 2.3 Homophobia affects all young people 22 2 Contents – Dealing with Homophobia and Homophobic Bullying in Scottish Schools 3. Questions and Answers 24 3.1 Homophobic bullying 24 3.2 Gender, transgender young people and transphobia 27 3.3 LGBT young people 29 3.4 Staff issues 30 3.5 Discussing LGBT issues with young people 31 3.6 Supporting LGBT young people 32 4. Including Homophobia and Homophobic Bullying in School Policy 34 4.1 Inclusive anti-bullying policies 34 4.2 Anti-bullying policy ‘health check’ 36 4.3 Raising awareness of your anti-bullying policy 37 5. Practical Guidance 38 5.1 Removing barriers to anti-homophobia work in schools 38 5.2 The use of language 39 5.3 Responding to and challenging homophobia and homophobic bullying 41 5.4 Challenging homophobia from colleagues 53 5.5 Recording and monitoring homophobic incidents 53 5.6 Supporting LGBT young people 55 5.7 Signposting and information 57 5.8 Confidentiality and information sharing 57 5.9 Involving parents and carers in anti-homophobia work 58 5.10 Young people with LGBT parents or carers 61 6.