Workplace Aggression Report
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Social Studies Teacher–Athletic Coaches' Experiences
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarWorks @ Georgia State University Georgia State University ScholarWorks @ Georgia State University Middle and Secondary Education Faculty Department of Middle and Secondary Education Publications 2018 Social Studies Teacher–Athletic Coaches’ Experiences Coping With Role Conflict Caroline Conner Kennesaw State University, [email protected] Chara H. Bohan Georgia State University, [email protected] Follow this and additional works at: https://scholarworks.gsu.edu/mse_facpub Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons Recommended Citation Conner, Caroline and Chara Bohan. Social Studies Teacher–Athletic Coaches’ Experiences Coping With Role Conflict. Journal of Educational Research and Practice 2018, Volume 8, Issue 1, Pages 54–71. https://doi.org/10.5590/JERAP.2018.08.1.05. This Article is brought to you for free and open access by the Department of Middle and Secondary Education at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle and Secondary Education Faculty Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. Journal of Educational Research and Practice 2018, Volume 8, Issue 1, Pages 54–71 ©Walden University, LLC, Minneapolis, MN DOI:10.5590/JERAP.2018.08.1.05 Social Studies Teacher–Athletic Coaches’ Experiences Coping With Role Conflict Caroline Conner Kennesaw State University Chara Haeussler Bohan Georgia State University The current study provides insight into the experiences of the most common content area teacher–coaches: social studies teacher–coaches. -
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. -
Cross Disciplinary Issues in Workplace Bullying
Answering workplace bullying’s key questions 1 Answering Five Key Questions about Workplace Bullying: How Communication Scholarship Provides Thought Leadership for Transforming Abuse at Work Pamela Lutgen-Sandvik (Ph.D., Arizona State University) is an Associate Professor in the Department of Communication & Journalism at the University of New Mexico, USA. She researches destructive communication in organizations and the communicative processes associated with positive organizing. Email: [email protected] Telephone: 505-331-4724 Fax: 505-277-2068 Mailing: Department of Communication & Journalism University of New Mexico MSC03 2240; 1 University of New Mexico Albuquerque, NM 87131-0001 Sarah H. Tracy (Ph.D., University of Colorado, Boulder) is an Associate Professor and Director of The Project for Wellness and Work-Life in the Hugh Downs School of Human Communication at Arizona State University, USA. She studies emotion and work-life wellness. Email: [email protected] Telephone: 480-965-7709 FAX: 480-965-4291 Mailing: Hugh Downs School of Human Communication Arizona State University PO Box 871205 Tempe, AZ 87287-1205 Management Communication Quarterly Answering workplace bullying’s key questions 2 Abstract: Organizational communication research is vital for understanding and addressing workplace bullying, a problem that affects nearly half of working adults and has devastating results on employee well-being and organizational productivity. A communication approach illustrates the toxic complexity of workplace bullying, as it is condoned through societal discourses, sustained by receptive workplace cultures, and perpetuated through local interactions. Examining these (macro, meso, and micro) communicative elements addresses the most pressing questions about workplace bullying including: 1) how abuse manifests, 2) how employees respond, 3) why it is so harmful, 4) why resolution is so difficult, and 5) how it might be resolved. -
Nightmares, Demons and Slaves
Management Communication Quarterly Volume 20 Number 2 November 2006 1-38 Nightmares, Demons © 2006 Sage Publications 10.1177/0893318906291980 http://mcq.sagepub.com and Slaves hosted at Exploring the Painful Metaphors http://online.sagepub.com of Workplace Bullying Sarah J. Tracy Arizona State University, Tempe Pamela Lutgen-Sandvik University of New Mexico, Albuquerque Jess K. Alberts Arizona State University, Tempe Although considerable research has linked workplace bullying with psy- chosocial and physical costs, the stories and conceptualizations of mistreat- ment by those targeted are largely untold. This study uses metaphor analysis to articulate and explore the emotional pain of workplace bullying and, in doing so, helps to translate its devastation and encourage change. Based on qualitative data gathered from focus groups, narrative interviews and target drawings, the analysis describes how bullying can feel like a battle, water tor- ture, nightmare, or noxious substance. Abused workers frame bullies as nar- cissistic dictators, two-faced actors, and devil figures. Employees targeted with workplace bullying liken themselves to vulnerable children, slaves, pris- oners, animals, and heartbroken lovers. These metaphors highlight and delimit possibilities for agency and action. Furthermore, they may serve as diagnostic cues, providing shorthand necessary for early intervention. Keywords: workplace bullying; emotion; metaphor analysis; work feelings; harassment So many people have told me, “Oh, just let it go. Just let it go.” What’s inter- esting is people really don’t understand or comprehend the depths of the bully’s evilness until it’s done to them. Then they’re shocked. I had people Authors’ Note: We thank the College of Public Programs and the Office of the Vice President for Research and Economic Affairs at Arizona State University for a grant that helped fund this research. -
Interpersonal Conflict and Employee Well-Being: the Om Derating Role of Recovery Experiences
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by PDXScholar Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1-1-2012 Interpersonal Conflict and Employee Well-Being: The oM derating Role of Recovery Experiences Caitlin Ann Demsky Portland State University Let us know how access to this document benefits ouy . Follow this and additional works at: http://pdxscholar.library.pdx.edu/open_access_etds Recommended Citation Demsky, Caitlin Ann, "Interpersonal Conflict and Employee Well-Being: The odeM rating Role of Recovery Experiences" (2012). Dissertations and Theses. Paper 766. 10.15760/etd.766 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. For more information, please contact [email protected]. Interpersonal Conflict and Employee Well-Being: The Moderating Role of Recovery Experiences by Caitlin Ann Demsky A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Psychology Thesis Committee: Charlotte Fritz, Chair Leslie Hammer Robert Roeser Portland State University ©2012 i Abstract Recovery during nonwork time is essential for restoring resources that have been lost throughout the working day (Sonnentag & Fritz, 2007). Recent research has begun to explore the nature of recovery experiences as boundary conditions between various job stressors and employee well-being (Kinnunen, Mauno, & Siltaloppi, 2010; Sonnentag, Binnewies, & Mozja, 2010). Interpersonal conflict is an important work stressor that has been associated with several negative employee outcomes, such as higher levels of psychosomatic complaints (Pennebaker, 1982), anxiety, depression, and frustration (Spector & Jex, 1998). -
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. -
Whistleblowing, Workers' Comp and Mobbing
Whistleblowing, Workers’ Comp and Mobbing ©2011 Gail Pursell Elliott Mobbing is an organizational dynamic. When mobbing and covert bullying are part of the organizational culture, they can be quietly used as retaliation for whistle blowing and/or to move workers out of the workplace who have become perceived liabilities due to work injury. If you are appalled by this concept, you are not alone. However this does occur and deserves a closer look on the part of ethical human resources administrators and risk management professionals. The Ethics Resource Center’s 2009 survey reported that fifteen percent of surveyed employees who reported misconduct experienced both subtle and overt behaviors which they construed as retaliatory. When asked to specify these behaviors, the following were reported. 60% other employees gave employee a cold shoulder 62% supervisor or management excluded person from decisions and work activity 55% verbally abused by direct supervisor or someone else in management 48% almost lost job 42% verbally abused by other employees 43% not given promotions or raises 27% relocated or reassigned 20% any other form of retaliation 18% demoted 4% experienced physical harm to person or property* The majority of these are included in the five categories of observable mobbing behaviors. While statistics are indicative of issues worthy of investigation, it may be helpful to look at some individual cases with which I have had experience within the past year. These situations occurred in a variety of industries as diverse as public works, education and health care. It should be noted that not only those persons reporting misconduct were subjected to this type of behavior but also those who had become aware of such concerns as misallocation of budgetary funding or grants, cutting corners which seriously put consumers or others at risk, not following written procedures, and so forth. -
Employees' Reactions to Their Own Gossip About Highly
BITING THE HAND THAT FEEDS YOU: EMPLOYEES’ REACTIONS TO THEIR OWN GOSSIP ABOUT HIGHLY (UN)SUPPORTIVE SUPERVISORS By JULENA MARIE BONNER Bachelor of Arts in Business Management and Leadership Southern Virginia University Buena Vista, VA 2007 Master of Business Administration Oklahoma State University Stillwater, Oklahoma 2012 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY July, 2016 BITING THE HAND THAT FEEDS YOU: EMPLOYEES’ REACTIONS TO THEIR OWN GOSSIP ABOUT HIGHLY (UN)SUPPORTIVE SUPERVISORS Dissertation Approved: Dr. Rebecca L. Greenbaum Dissertation Adviser Dr. Debra L. Nelson Dr. Cynthia S. Wang Dr. Isaac J. Washburn ii ACKNOWLEDGEMENTS The road to completing this degree and dissertation has been a long, bumpy one, with plenty of ups and downs. I wish to express my gratitude to those who have helped me along the way. Those who provided me with words of encouragement and support, those who talked me down from the ledge when the bumps seemed too daunting, and those who helped smooth the path by taking time to teach and guide me. I will forever be grateful for my family, friends, and the OSU faculty and doctoral students who provided me with endless amounts of support and guidance. I would like to especially acknowledge my dissertation chair, Rebecca Greenbaum, who has been a wonderful mentor and friend. I look up to her in so many ways, and am grateful for the time she has taken to help me grow and develop. I want to thank her for her patience, expertise, guidance, support, feedback, and encouragement over the years. -
An Assessment of Role Ambiguity, Role Conflict, Role Frustration, And
East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works August 1993 An Assessment of Role Ambiguity, Role Conflict, Role Frustration, and Job Satisfaction of Presidents at Selected Private Four-year Colleges in the Southeastern United States Gary W. Juhan East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Educational Administration and Supervision Commons, and the Other Psychology Commons Recommended Citation Juhan, Gary W., "An Assessment of Role Ambiguity, Role Conflict, Role Frustration, and Job Satisfaction of Presidents at Selected Private Four-year Colleges in the Southeastern United States" (1993). Electronic Theses and Dissertations. Paper 2746. https://dc.etsu.edu/etd/2746 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. -
Incivility, Bullying, and Workplace Violence
AMERICAN NURSES ASSOCIATION POSITION STATEMENT ON INCIVILITY, BULLYING, AND WORKPLACE VIOLENCE Effective Date: July 22, 2015 Status: New Position Statement Written By: Professional Issues Panel on Incivility, Bullying and Workplace Violence Adopted By: ANA Board of Directors I. PURPOSE This statement articulates the American Nurses Association (ANA) position with regard to individual and shared roles and responsibilities of registered nurses (RNs) and employers to create and sustain a culture of respect, which is free of incivility, bullying, and workplace violence. RNs and employers across the health care continuum, including academia, have an ethical, moral, and legal responsibility to create a healthy and safe work environment for RNs and all members of the health care team, health care consumers, families, and communities. II. STATEMENT OF ANA POSITION ANA’s Code of Ethics for Nurses with Interpretive Statements states that nurses are required to “create an ethical environment and culture of civility and kindness, treating colleagues, coworkers, employees, students, and others with dignity and respect” (ANA, 2015a, p. 4). Similarly, nurses must be afforded the same level of respect and dignity as others. Thus, the nursing profession will no longer tolerate violence of any kind from any source. All RNs and employers in all settings, including practice, academia, and research, must collaborate to create a culture of respect that is free of incivility, bullying, and workplace violence. Evidence-based best practices must be implemented to prevent and mitigate incivility, bullying, and workplace violence; to promote the health, safety, and wellness of RNs; and to ensure optimal outcomes across the health care continuum. -
Workplace Bullying and Harassment Information and Support
Workplace bullying and harassment Information and support Introduction There is good evidence that disruptive behaviour, inappropriate behaviour and harassment occurs in the medical workplace. A New Zealand study reported that 50% of house officers and registrars had experienced at least one episode of bullying behaviour during their previous three or sixth-month clinical attachment.1 An Australian study found that 50% of junior doctors had been bullied in their workplace.2 International research has shown that bullying in the healthcare profession is not associated with specialty or sex; it appears that bullying is endemic and occurs across all specialties and at all levels of seniority although it is fair to say that where bullying occurs it is more common to be by a more senior employee over a more junior one3. Examples of bullying could be a registrar that bullies a medical student or a charge nurse that bullies an enrolled nurse4. Behaviour that is disruptive to patient care and ideal workplace conditions can occur between colleagues, students and employees, and any contractors, patients, and family members with whom they are dealing. The aims of this resource are to: provide a guide for all doctors, medical students, hospital and practice managers to identify and manage workplace bullying and harassment, raise awareness and reduce the exposure of doctors and medical students to workplace bullying and harassment, and assist the medical profession in combating its perpetuation. Definition The Equal Employment Opportunities Trust defines harassment as “any unwelcome comment, conduct or gesture that is insulting, intimidating, humiliating, malicious, degrading or offensive". It might be repeated or an isolated incident but it is so significant that it adversely affects someone's performance, contribution or work environment. -
Workplace Bullying Legislation That Would Allow Workers to Sue for Harassment Without Requiring a Showing of Discrimination
Workplace-Bullying Laws on the Horizon? By Roy Maurer Since 2003, 25 states have introduced workplace bullying legislation that would allow workers to sue for harassment without requiring a showing of discrimination. Critics contend that these laws would encourage frivolous lawsuits. Could they protect workers from bullying while not opening up employers to scores of meritless claims or imposing a civility code on the workplace? “In fact, workplace bullying may lead to the boldest proposed change in U.S. employment law since the passage of Title VII of the Civil Rights Act,” said Lori Armstrong Halber, a partner in the Philadelphia office of Fisher & Phillips. “We all agree with the concept that there shouldn’t be jerks in the workplace, but the issue is whether we can legislate that,” said Rick Grimaldi, a partner in the Philadelphia and Washington, D.C., offices of Fisher & Phillips. “The whole concept is difficult to get your head around when you think about how expansive this could be. Every disgruntled employee becomes a potential plaintiff.” Presently, bullying by itself does not violate Title VII or any other anti-discrimination law. Employees can sue companies for creating a “hostile work environment,” which can include bullying as harassment, but the harassment usually is tied to a protected category, such as race, sex, religion or national origin. Anti-bullying advocates are pushing legislation to protect workers who are not in a protected class. Other countries—England, Sweden, Australia—already have such laws. But how do you define bullying? asked Armstrong Halber. “In an effort to avoid litigation, employers would be mediating all sorts of employee interactions.