Workplace Bullying
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Mechanisms Underlying the Link Between Child Maltreatment Severity and Psychological Distress in College Women
Mindfulness (2020) 11:1446–1459 https://doi.org/10.1007/s12671-020-01361-2 ORIGINAL PAPER Self-compassion and Fear of Self-compassion: Mechanisms Underlying the Link between Child Maltreatment Severity and Psychological Distress in College Women Terri L. Messman-Moore1 & Prachi H. Bhuptani1 Published online: 17 April 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020 Abstract Objectives Women are at increased risk for depression and anxiety associated with child maltreatment, given higher rates of exposure to childhood maltreatment and a greater sensitivity resulting in maltreatment-related distress. Thus, there is a need to identify mechanisms of resilience among female survivors of child maltreatment. Self-compassion may promote resilience, whereas fear of self-compassion may diminish this protective effect. Moreover, distinct facets of self-compassion (e.g., self- kindness) versus self-coldness (e.g., self-judgment) may differentially explain risk or resilience for child maltreatment outcomes. Methods College women (N = 586) completed anonymous online surveys assessing the severity of different types of child maltreatment, self-compassion, fear of self-compassion, depression, anxiety, and stress. Results Severity of sexual, physical, and emotional abuse, and emotional and physical neglect, was positively associated with elevated fear of self-compassion and the absence of self-compassion (i.e., self-coldness). In contrast, emotional abuse and neglect severity were the only maltreatment variables negatively associated with self-compassion. Models indicated an indirect relation between increased maltreatment severity and heightened psychological distress via fear of self-compassion and self-coldness (i.e., isolation, overidentification). Statistical patterns indicative of suppression among the positive facets of self-compassion occurred. -
Verbal Abuse in Upbringing As the Cause of Low Self-Esteem in Children
European Scientific Journal December 2013 /SPECIAL/ edition vol.2 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431 VERBAL ABUSE IN UPBRINGING AS THE CAUSE OF LOW SELF-ESTEEM IN CHILDREN Jolanta Mackowicz PhD Pedagogical University of Cracow, Poland Abstract In this article I would like to raise the issue of verbal child abuse in relationships between children and people important to them. Parents and teachers are the first role models in a child’s life, therefore their messages have a causative power as they create the image of the “self” in a child, as well as the way of perceiving and valuing themselves. The starting point of my article is the issue of abuse in upbringing, then I discuss the problems of self- esteem and the occurrence of verbal abuse by parents and teachers. In the last part, I present consequences of such experience for the development and life of children. Keywords: Verbal abuse, self-esteem, children Introduction Child abuse in upbringing consists in doing mental and physical harm. The purpose of such abuse is to change the behavior of a child for better. According to Irena Obuchowska, abuse in upbringing is used in order to force children to obey their parents or teachers (Obuchowska, 1989). Therefore, it functions as a specific upbringing tool and parents are motivated by educational purposes only. The most frequent reasons of using violence in child upbringing by parents are contradictory. Considering the fact that upbringing is a process of versatile personality development, including protection of a child against various hazards and limiting the risk of development of negative traits, as well as impartation of values and behavior patterns by personal example, abuse in upbringing seems to be an antinomy. -
Workplace Bullying; 3
Sticks, stones and intimidation: How to manage bullying and promote resilience Ellen Fink-Samnick Charlotte Sortedahl Principal Associate Professor, Univ. of Wis. Eau Claire EFS Supervision Strategies, LLC Chair, CCMC Board of Commissioners Proprietary to CCMC® 1 Agenda • Welcome and Introductions • Learning Outcomes • Presentation: • Charlotte Sortedahl, DNP, MPH, MS, RN, CCM Chair, CCMC Board of Commissioners • Ellen Fink-Samnick, MSW, ACSW, LCSW, CCM, CRP Principal, EFS Strategies, LLC • Question and Answer Session 2 Audience Notes • There is no call-in number for today’s event. Audio is by streaming only. Please use your computer speakers, or you may prefer to use headphones. There is a troubleshooting guide in the tab to the left of your screen. Please refresh your screen if slides don’t appear to advance. 3 How to submit a question To submit a question, click on Ask Question to display the Ask Question box. Type your question in the Ask Question box and submit. We will answer as many questions as time permits. 4 Audience Notes • A recording of today’s session will be posted within one week to the Commission’s website, www.ccmcertification.org • One continuing education credit is available for today’s webinar only to those who registered in advance and are participating today. 5 Learning Outcomes Overview After the webinar, participants will be able to: 1. Define common types of bullying across the health care workplace; 2. Explore the incidence and scope of workplace bullying; 3. Discuss the implications for case management practice; and 4. Provide strategies to manage bullying and empower workplace resilience. -
Jesuit Social Services' Understanding of Gender Inequality
13 December 2019 Public Accounts and Estimates Committee Via email: [email protected] Dear Committee Submission to the Inquiry into Gender Responsive Budgeting Jesuit Social Services welcomes the opportunity to comment on the Inquiry into Gender Responsive Budgeting. Jesuit Social Services’ understanding of gender inequality Gender inequality refers to the way in which narrow, rigid gender norms and stereotypes limit individuals and groups of both men and women, thereby preventing them from living fulfilling and productive lives where they can flourish and reach their full potential. Gender inequality is problematic for both men and women. Gender norms and expectations that have historically limited women’s participation in public life and the workforce, and today see high rates of violence against women perpetrated by men, are also having a detrimental impact on men and boys. Boys and men are over-represented in key indicators of harmful social behaviours and negative social outcomes such as the perpetration of violence and other crimes, in suicide rates, and in incarceration rates. Both women and men are more likely to experience violence at the hands of men, with around 95 per cent of all victims of violence in Australia reporting a male perpetrator. Research has shown that men who conform to dominant masculine norms (that men should be tough, stoic, dominant, daring, and in control) are more likely to engage in risky behaviours and less likely to engage in health promotion behaviours. They are also more likely to use physical violence and sexually harass women. The reasons for these manifestations of systemic dysfunction are complex and multi-faceted but have much to do with the way in which boys and men are acculturated into dominant masculine gender norms. -
PREVENTING and ERADICATING BULLYING “Creating a Psychologically Healthy Workplace”
PREVENTING and ERADICATING BULLYING “Creating a Psychologically Healthy Workplace” RESOURCE GUIDE And TALKING POINTS for LEADERS AND CHANGE CHAMPIONS March 25, 2014 TABLE OF CONTENTS INTRODUCTION 2 Section I: Resource Guide 4-18 Working Definition and Example Language Describing Bullying 5 Factors to Consider When Evaluating The Example Language 6 Other Definitions of Bullying 7 Types of Bullying 7 Examples of Bullying Behavior and Its Impact 8 Research Results Related to Bullying: Elementary and Secondary Education 9 Research Related to Bullying: College and Universities 10 Research Related to Bullying: The American Workplace 12 Leading and Best Practices to Prevent and Address Bullying 13 What Not To Do: Misdirection In Bullying Prevention and Response 14 The Namie Blueprint to Prevent and Correct Workplace Bullying 15 History of Workplace Bullying 17 SECTION II: TALKING POINTS 19-35 Presentation Slides 20 Conversations About Bullying: An Activity 31 SECTION III: RESOURCES 36-39 1 INTRODUCTION Awareness of bullying as an undesirable and harmful behavior has increased over the past few years. From grade schools to colleges, from workplaces to professional sports, stories about bullying and its debilitating and sometimes life-threatening impact have become part of everyday communications. Leading print and digital newspapers have dedicated feature articles on the subject. The Internet, through social media sites and blogs, has posted numerous comments about school and workplace bullying. In July of 2010, Parade magazine, a syndicated periodical distributed with Sunday editions of newspapers across the country, asked its readers if “workplace bullying should be illegal?” More than 90 percent of the respondents said yes. As recent as February 2014, USA Today, a major national publication, published an article entitled, “Hurt Can Go On Even After Bullying Stops.” The article indicated that early intervention is key to stop bullying because the health effects can persist even after bullying stops. -
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. -
Support and Mistreatment by Public School Principals As Experienced by Teachers: a Statewide Survey
MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Diane Sue Burnside Huffman Candidate for the Degree: Doctor of Philosophy ___________________________________________ Director Dr. Thomas S. Poetter ___________________________________________ Reader Dr. William J. Boone ___________________________________________ Reader Dr. Kathleen Knight Abowitz ___________________________________________ Reader Dr. Andrew M. Saultz ABSTRACT SUPPORT AND MISTREATMENT BY PUBLIC SCHOOL PRINCIPALS AS EXPERIENCED BY TEACHERS: A STATEWIDE SURVEY by Diane Sue Burnside Huffman Skillful teachers are key to developing good schools. Because of this, understanding the school as a workplace is necessary to investigate why teachers leave and what encourages them to stay. The relationship between the principal, as the boss, and the teacher, as the employee, is one under- researched component of the school workplace which is important for developing a broad understanding of teacher turnover. This cross-sectional study uses a definition of principal mistreatment behaviors from the literature in the development of an original mixed method survey and a random sample of teachers from public schools in the State of Ohio to investigate how often principal mistreatment behaviors are experienced by a random sample of teachers in K-12 public schools. Mistreatment behaviors were paired with an opposite principal support behavior using Likert-style response options and were specifically focused on the 2012-2013 school year. Open- ended questions were included which asked for more general experience with principal mistreatment behaviors, effects on the teachers health, opinions about school culture and student bullying, and the effects of principal treatment behaviors on the teachers sense of efficacy and job satisfaction. -
Employee/Management Sabotage Effects on Organizational Output
http://jms.sciedupress.com Journal of Management and Strategy Vol. 10, No. 3; 2019 Employee/Management Sabotage Effects on Organizational Output Etebong Attah Umana1 & L. C. Okafor1 1 Department of Business Management, Faculty of Management Sciences, Ebonyi State University, Abakaliki, Nigeria Correspondence: Etebong Attah Umana, Department of Business Management, Faculty of Management Sciences, Ebonyi State University, Abakaliki, Nigeria. Received: March 11, 2019 Accepted: April 30, 2019 Online Published: May 12, 2019 doi:10.5430/jms.v10n3p37 URL: https://doi.org/10.5430/jms.v10n3p37 Abstract This study examines how employee sabotage affects organizational output in First Bank Plc, Calabar. The purpose was to identify the causes of employee sabotage, to examine how employee sabotage destroys the image and reputation of the organization, to examine how employee insubordination thwart the achievement of team work accomplishment and organizational effectiveness, to examine how employee refusal to produce product/service affect organizational output and to determine how employee sabotage reduce the security strength of the organization. The study employed survey design and used questionnaire to gather data from sampled respondents. Data was analyzed using simple percentage method. Based on the findings, it was revealed that sabotage at workplace by employee can damage the property, image and reputation of an organization. It was also revealed that employee insubordination thwart the achievement of team work accomplishment and organizational effectiveness. It was equally shown that employee sabotage reduces the security strength of the organization, thus expose the organization to competitive thread and that sabotage by employee leads to waste of resources in the organization, thus low organizational output. -
Berkshire District Attorney's Office
Berkshire District Attorney’s Office Bullying Prevention and Social and Emotional Learning Initiative Educator Newsletter Fall 2015 Dear Educator: This newsletter is intended to support your efforts in creating a positive school climate by providing you with information on prevention programs and activities that are current and relevant to students’ own life experiences. We look to research and evidence- based approaches to promote school climate change including mentorship, positive role models, supportive peer groups, and interactive teaching methods. We hope you find the information useful and that the research, lesson plans and resources support your efforts to sustain a welcoming and creative learning environment. Best wishes, David F. Capeless Why Self – Compassion Trumps Self—Esteem Researchers are discovering that self- depression, rumination and perfection- through exercise in a classroom. Visit compassion is even healthier that self- ism. Self-compassion also motivates the National Institute for Trauma and esteem. A growing number of studies personal growth while having an accu- Loss in Children (TLC) for some exam- show that increasing self-esteem is coun- rate view of oneself. Psychologist Kris- ples of activities to promote self- terproductive and actually breeds nega- tin Neff of the University of Texas at compassion within your classroom. tive outcomes such as narcissism. Peo- Austin finds that self-compassion is not ple with high self-esteem are more likely based on self-evaluation of comparison Dr. Neff and fellow researcher Christo- to compare themselves to others to feel to others and therefore has few nega- pher Germer, PhD, developed the Cen- better about themselves. tive characteristics often associated ter for Mindful Self-Compassion offer- with self-esteem. -
Handy Handouts® Beat Bullying!
Handy Handouts® Free, educational handouts for teachers and parents* Number 280 Beat Bullying! by Amber Hodgson, M.A., CCC-SLP Bullying is any type of aggressive behavior that one person (or a group of people) intentionally directs at someone else that causes physical and/or emotional pain. Bullying can be in the form of hitting or punching, but it can also be in the form of name-calling, staring, mocking, social isolation or “silent treatment,” gossiping, taunting about an embarrassing past event, or teasing of others who try to be friends with the victim. A bully might harass another individual about his/her clothes, weight, accent, speech impediment, disability, race, or religion. A type of bullying that is becoming more common is cyberbullying which involves verbal insults or threats that are sent via e-mail or text message or that are posted on social Web sites or blogs. All of these forms of bullying can be very damaging to a young person and can lead to serious problems that can affect his/her mental and physical health, as well as his/her school performance. What You Can Do! Bullying should not be considered a normal part of growing up, and children should not have to deal with the abuse on their own. Here are some ways that adults can help prevent or stop bullying: Communicate. Speak regularly with your children about what they do and who they hang out with on the way to school, during lunchtime, at recess, between classes, in the neighborhood, etc. Frequent communication can help your children feel more comfortable to come to you and talk if they are having a problem with bullying. -
Praise for the Corporate Whistleblower's Survival Guide
Praise for The Corporate Whistleblower’s Survival Guide “Blowing the whistle is a life-altering experience. Taking the fi rst step is the hardest, knowing that you can never turn back. Harder yet is not taking the step and allowing the consequences of not blowing the whistle to continue, knowing you could have stopped them. Your life will be forever changed; friends and family will question your ac- tions if not your sanity, your peers will shun you, every relationship you treasure will be strained to the breaking point. This handbook is required reading for anyone considering blowing the whistle.” —Richard and Donna Parks, Three Mile Island cleanup whistleblower and wife “The Corporate Whistleblower’s Survival Guide will be an immense help! For while there are no one-size-fi ts-all ‘right answers,’ the au- thors have effectively translated their decades of actual experience, insights, and resources in this fi eld onto paper. A realistic framework will now exist to help people confronting such diffi cult situations.” —Coleen Rowley, FBI 9/11 whistleblower and a 2002 Time Person of the Year “Lays out exactly what potential corporate whistleblowers must know to help improve their chances of both surviving whistleblowing and stopping the misconduct they set out to expose. My only hope is that we can help spread the word so that all potential corporate whistle- blowers read this book before they take their fi rst steps down that lonely road.” —Danielle Brian, Executive Director, Project on Government Oversight “As commissioner, I relied on whistleblowers like Jeffrey Wigand to learn the inside story about the deceptive practices of the tobacco industry. -
Name Calling
Warning Signs of Abuse: Name Calling Everyone jokes around and teases their family and friends, as well as in dating relationships. However, there’s a line between being playful and insensitive or mean. What happens when “teasing” goes too far? One of the biggest red flags of an unhealthy or abusive relationship is name calling. By verbally stating “you’re bad” in some form -- dumb, ugly, stupid, fat, unloveable -- a dating partner can exert their control and hold power over the other person’s sense of self-worth. Dating partners who use verbally abusive behaviors like name calling will often act as though nothing has happened, because they feel in control after insulting their partner. The systematic criticism is what takes it from name calling to verbal abuse -- it’s a repeated pattern that, over time, can make the victim believe the insults, making it harder for them to leave (“no one will love me because they said so”). Beyond name calling, dating partners exhibiting verbally abusive behaviors may belittle their partner, either privately or publicly, or disguise disparaging comments in jokes. They may follow up comments with more judgment and criticism (“you’re too sensitive”) or act as though what they’ve said is trivial (“I was only joking”). Other examples of name calling include putting someone down, making them feel guilty, or embarrassing and humiliating them. Healthy relationships don’t use name calling to resolve conflict or express love. Both partners compliment or use words to make each other feel good. It’s relaxing and fun, and neither tries to “prove” they are the only ones that will ever love them.