Managing Verbal and Physical Aggression
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Influence of Verbal Aggressiveness and Verbal
The University of Southern Mississippi The Aquila Digital Community Dissertations Fall 12-2008 The Influence of erbalV Aggressiveness and Verbal Argumentativeness on College Student Leadership Styles Jane Anne Mattina University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Higher Education Commons, Interpersonal and Small Group Communication Commons, and the Organizational Communication Commons Recommended Citation Mattina, Jane Anne, "The Influence of erbalV Aggressiveness and Verbal Argumentativeness on College Student Leadership Styles" (2008). Dissertations. 1216. https://aquila.usm.edu/dissertations/1216 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi THE INFLUENCE OF VERBAL AGGRESSIVENESS AND VERBAL ARGUMENTATIVENESS ON COLLEGE STUDENT LEADERSHIP STYLES by Jane Anne Mattina Abstract of a Dissertation Submitted to the Graduate Studies Office of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2008 COPYRIGHT BY JANE ANNE MATTTNA DECEMBER 2008 The University of Southern Mississippi THE INFLUENCE OF VERBAL AGGRESSIVENESS AND VERBAL ARGUMENTATIVENESS ON COLLEGE STUDENT LEADERSHIP STYLES by Jane Anne Mattina A Dissertation Submitted to the Graduate Studies Office of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Approved: December 2008 ABSTRACT THE INFLUENCE OF VERBAL AGGRESSIVENESS AND VERBAL ARGUMENTATIVENESS ON COLLEGE STUDENT LEADERSHIP STYLES by Jane Anne Mattina December 2008 The behaviors and styles of leaders have been studied for many years yet, the study of college study leaders has not been as prevalent. -
Bullies and Victims from the Schoolyard to the Boardroom the Abridged Version
Bullies and Victims from the Schoolyard to the Boardroom The Abridged Version Thesis Submission University of Denver Conflict Resolution Institute Patricia S. Whitehouse 2006 BULLIES AND VICTIMS FROM THE SCHOOLYARD TO THE BOARDROOM THE ABRIDGED VERSION A Thesis Submitted to The Conflict Resolution Program University of Denver Patricia S. Whitehouse [email protected] 1 CONTENTS Chapter 1. Bully Profile… ................................................................................................. 2 Proactive and Reactive Bully Power Aggression and Rage Social Development Emotional Development Reinforcement Propensity for Violence 2. Victim Profile… ............................................................................................... 10 Passive/Submissive and Provocative Victim Internalizing Composite Social Withdrawal Poor Interpersonal Problem Solving Patterning Resiliency 3. Destructive Conflict… ...................................................................................... 16 Dysfunctional Interactions Communication Styles Conflict Styles Bullying Methods Classic Bullying Victim – Avenger Mobbing Environmental Influences Violence Lack of Support 4. Maladaptive Cycle… ....................................................................................... 28 Victim’s Maladaptation Bully’s Maladaptation Bully’s and Victim’s Conflict Algorithms From the Schoolyard to the Boardroom 2 CHAPTER ONE: THE BULLY PORTRAIT When people hear the word "bully", they usually visualize a child in the schoolyard intimidating another -
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. -
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. -
The Relationship Between Aggressive and Assertive
THE RELATIONSHIP BETWEEN AGGRESSIVE AND ASSERTIVE COMMUNICATION BEHAVIORS: EXAMINATION AND SCALE DEVELOPMENT OF THE AGGRESSIVE ASSERTIVE COMMUNICATION INSTRUMENT (AACI) by VALERIE BERENICE COLES CONE (Under the Direction of Jennifer A. Samp) ABSTRACT This project considers the relationship between aggressive and assertive communication behaviors; two concepts rarely studied in tandem with one another. The goal of this project was to develop and assess the construct validity of the Aggressive Assertive Communication Instrument (AACI). In order to examine the content validity, internal consistency, and associations between the AACI and external variables, three studies were conducted. Study 1 was a pilot study designed to examine the theorized factor structure and item composition of the AACI. To assess the validity of the measure, the proposed items were correlated with individual difference variables commonly examined and associated with interpersonal conflict (i.e., agreeableness, extraversion, locus of control, and taking conflict personally). The aims of Study 2 were to further examine the factor structure and item composition of the AACI and to cross-validate the AACI with dispositional traits (i.e., agreeableness, entitlement, exploitativeness, extraversion, family communication patterns, self-esteem, and trait anger). In Study 3, convergent and divergent validity were assessed with existing aggressive and assertive measures (i.e., BAAI, BPAQ, VAS, and AI) and dispositional tendencies (i.e., conflict management style and argumentativeness). Additionally, three conditions were developed to assess how the AACI may change or differentially relate to tested variables when individuals reflected on their behavior with an acquaintance, close friend, or romantic partner. Results from these studies revealed a consistent and stable four-factor structure comprised of two assertion-related factors (i.e., direct communication and relationship orientation) and two aggression-related factors (i.e., verbal aggression and physical aggression). -
A Researcher Speaks to Ombudsmen About Workplace Bullying LORALE IGH KEASHLY
Journal of the International Ombudsman Association Keashly Some Things You Need to Know but may have been Afraid to Ask: A Researcher Speaks to Ombudsmen about Workplace Bullying LORALE IGH KEASHLY ABSTRACT In the early 1990’s, I became interested in understand- ing persistent and enduring hostility at work. That Workplace bullying is repeated and prolonged hostile interest was spurred by a colleague’s experience at mistreatment of one or more people at work. It has the hands of her director. He yelled and screamed tremendous potential to escalate, drawing in others at her (and others), accusing her of not completing beyond the initial actor-target relationship. Its effects assignments, which she actually had. He lied about can be devastating and widespread individually, her and other subordinates. He would deliberately organizationally and beyond. It is fundamentally a avoid when staff needed his input and then berate systemic phenomenon grounded in the organization’s them for not consulting with him. At other times, he culture. In this article, I identify from my perspective was thoughtful, apologetic, and even constructive. My as a researcher and professional in this area current colleague felt like she was walking on eggshells, never thinking and research findings that may be useful for sure how he would be. Her coworkers had similar ombudsmen in their deliberations and investigations experiences and the group developed ways of coping as well as in their intervention and management of and handling it. For example, his secretary would these hostile behaviors and relationships. warn staff when it was not a good idea to speak with him. -
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. -
Abusive Supervision and Workplace Deviance and the Moderating Effects of Negative Reciprocity Beliefs
Journal of Applied Psychology Copyright 2007 by the American Psychological Association 2007, Vol. 92, No. 4, 1159–1168 0021-9010/07/$12.00 DOI: 10.1037/0021-9010.92.4.1159 Abusive Supervision and Workplace Deviance and the Moderating Effects of Negative Reciprocity Beliefs Marie S. Mitchell and Maureen L. Ambrose University of Central Florida In this study, the authors examine the relationship between abusive supervision and employee workplace deviance. The authors conceptualize abusive supervision as a type of aggression. They use work on retaliation and direct and displaced aggression as a foundation for examining employees’ reactions to abusive supervision. The authors predict abusive supervision will be related to supervisor-directed deviance, organizational deviance, and interpersonal deviance. Additionally, the authors examine the moderating effects of negative reciprocity beliefs. They hypothesized that the relationship between abusive supervision and supervisor-directed deviance would be stronger when individuals hold higher negative reciprocity beliefs. The results support this hypotheses. The implications of the results for understanding destructive behaviors in the workplace are examined. Keywords: abusive supervision, workplace deviance, reciprocity In the last decade, there has been increased interest in harmful standing employee reactions. From a justice perspective, employ- or destructive behaviors in organizations. Much of this research ees react to the perceived unfairness of the abusive supervisor’s focuses on deviant behaviors of employees. (See Bennett & Rob- behavior. When employees feel they are treated unfairly, positive inson, 2003, for a review.) However, recently, research has exam- attitudes and behavior suffer (Tepper, 2000; Tepper et al., 1998). ined destructive behaviors managers commit—specifically, abu- Researchers also have used reactance theory as a foundation for sive supervision (e.g. -
Verbal Aggressiveness and Argumentativeness in Physical Education: Perceptions of Teachers and Students in Qualitative and Quantitative Exploration
Psychology, 2017, 8, 1693-1717 http://www.scirp.org/journal/psych ISSN Online: 2152-7199 ISSN Print: 2152-7180 Verbal Aggressiveness and Argumentativeness in Physical Education: Perceptions of Teachers and Students in Qualitative and Quantitative Exploration Stergiani Deliligka, Alexandra Bekiari, Ioannis Syrmpas Faculty of Physical Education and Sports Science, University of Thessaly, Trikala, Greece How to cite this paper: Deliligka, S., Be- Abstract kiari, A., & Syrmpas, I. (2017). Verbal Ag- gressiveness and Argumentativeness in Phys- This study is aiming at examining 1) physical education teachers’ self-perceived ical Education: Perceptions of Teachers and verbal aggressiveness and argumentativeness, 2) students’ perceptions about Students in Qualitative and Quantitative verbal aggressiveness and argumentativeness developed by their teachers, in Exploration. Psychology, 8, 1693-1717. order to assess the communicational accordance between students’ and https://doi.org/10.4236/psych.2017.811112 teachers’ perceptions in elementary, junior and high schools. A combination Received: August 5, 2017 of qualitative (study 1) and quantitative methods (study 2) has been imple- Accepted: September 5, 2017 mented for this purpose. Fifteen PE teachers (6 females and 9 males), partici- Published: September 8, 2017 pated in the qualitative study; and 894 students (442 males, 452 females), par- ticipated in the quantitative study. According to the study 1, argumentative- Copyright © 2017 by authors and Scientific Research Publishing Inc. ness and verbal aggressiveness are features that co-exist to a person’s behavior. This work is licensed under the Creative Five communicational PE teachers’ profiles have been detected (“high argu- Commons Attribution International mentativeness-low verbal aggressiveness” “moderate argumentativeness and License (CC BY 4.0). -
Workplace Aggression, Safety Performance, and Safety Outcomes
Wayne State University Wayne State University Theses 1-1-2016 Workplace Aggression, Safety Performance, And Safety Outcomes, Mediated By Burnout And Moderated By Psychological Capital (psycap) Daniel Wiegert Wayne State University, Follow this and additional works at: http://digitalcommons.wayne.edu/oa_theses Part of the Other Psychology Commons Recommended Citation Wiegert, Daniel, "Workplace Aggression, Safety Performance, And Safety Outcomes, Mediated By Burnout And Moderated By Psychological Capital (psycap)" (2016). Wayne State University Theses. Paper 513. This Open Access Thesis is brought to you for free and open access by DigitalCommons@WayneState. It has been accepted for inclusion in Wayne State University Theses by an authorized administrator of DigitalCommons@WayneState. WORKPLACE AGGRESSION, SAFETY PERFORMANCE, AND SAFETY OUTCOMES, MEDIATED BY BURNOUT AND MODERATED BY PSYCHOLOGICAL CAPITAL (PSYCAP) by DANIEL WIEGERT THESIS Submitted to the Graduate School of Wayne State University Detroit, Michigan in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE 2016 MAJOR: PSYCHOLOGY (INDUSTRIAL/ORGANIZATIONAL) Approved by: _________________________________________ Advisor Date © COPYRIGHT BY DANIEL WIEGERT 2016 All Rights Reserved DEDICATION To my beautiful wife. Without your love and support this wouldn’t have been possible. ii ACKNOWLEDGMENTS I would like to express my special appreciation and thanks to my advisor Dr. Alyssa McGonagle, your guidance and assistance has been instrumental in my success. I would also like to thank my committee members, Dr. Boris Baltes and Dr. Marcus Dickson, for your brilliant comments and suggestions. I would also like to thank Dr. Lisa Kath for her enduring and unstoppable mentorship and guidance. Finally, thank you to Dr. Sandy Hershcovis and Dr. -
Gender Differences in Subtypes of Workplace Aggression Zhiqing Zhou University of South Florida, [email protected]
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School January 2012 Gender Differences in Subtypes of Workplace Aggression Zhiqing Zhou University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the Psychology Commons Scholar Commons Citation Zhou, Zhiqing, "Gender Differences in Subtypes of Workplace Aggression" (2012). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/4423 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Gender Differences in Subtypes of Workplace Aggression by Zhiqing Zhou A thesis submitted in partial fulfillment of the requirements for the degree of Masters of Arts Department of Psychology College of Arts & Sciences University of South Florida Major Professor: Paul Spector, Ph.D. Michael Brannick, Ph.D. Jennifer Bosson, Ph.D. Date of Approval: August 31, 2012 Keywords: physical, verbal, direct, indirect, active, passive, interpersonal, organizational Copyright © 2012, Zhiqing Zhou DEDICATION I would like to dedicate this thesis to my family who has supported me in every way they could. Without their trust and encouragement, I couldn’t overcome all the difficulties with unchanging hope. I would like to thank my advisor, Dr. Paul Spector, who has supported and guided me not only on my education, skill development, and research, but also in my career preparation. He has provided me valuable feedback and help throughout this project and on many other projects. -
An Upstanding Approach to Address Bullying in Nursing
HEALTHY NURSE An upstanding approach to address bullying in nursing Learn how to become more comfortable with speaking up. By Cynthia Clark, PhD, RN, ANEF, FAAN What hurts the victim most is not the cruelty of the oppressor, but the silence of the bystander. —Elie Wiesel In the end, we will remember not the words of our enemies, but the silence of our friends. —Martin Luther King Jr. GALLUP consistently rates nurses as having the highest standards of honesty and ethics among professions assessed by U.S. adults. Despite this impressive designation, acts of in- civility and bullying persist within nursing, partly because individual workplace bullying incidents aren’t addressed. (See Bullying and group of professionals from intervening on its impact.) Sometimes nurses (and other their colleague’s behalf? Why did they assume healthcare professionals) don’t speak up be- the role of bystander? To understand their lack cause they don’t want to “get involved” even of response, let’s take a closer look at what it when the situation is serious, they worry means to be a bystander or an upstander. about retaliation, or they don’t know what to say. This article describes a bullying scenario, What’s a bystander? including the lack of response to the situation Various terms are used to describe by- by those close to it, why some individuals standers including witnesses, observers, ac- don’t speak up, and how to become an “up- complices, and indirect victims. Regardless of stander” (rather than a bystander). the term, bystanders’ actions and inactions, whether intentional or not, contribute to the The case of the demeaning colleague outcome of an uncivil or bullying event.