DOCSLIB.ORG

BEATING the WORKPLACE BULLY a Tactical Guide to Taking Charge

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
BEATING the WORKPLACE BULLY a Tactical Guide to Taking Charge Free ebooks ==> www.Ebook777.com www.Ebook777.com Free ebooks ==> www.Ebook777.com BEATING THE WORKPLACE BULLY A Tactical Guide to Taking Charge LYNNE CURRY Foreword by Gary Namie, Ph.D. American Management Association New York ❚ Atlanta ❚ Brussels ❚ Chicago ❚ Mexico City ❚ San Francisco Shanghai ❚ Tokyo ❚ Toronto ❚ Washington, D.C. American Management Association • www.amanet.org www.Ebook777.com This page intentionally left blank American Management Association • www.amanet.org To Ben, Jenny, and Ma’Hayla, and, like the rest of my life’s work, to God. To show the courage of your convictions requires you to have convictions. —Doug Rice American Management Association • www.amanet.org Free ebooks ==> www.Ebook777.com This page intentionally left blank American Management Association • www.amanet.org www.Ebook777.com CONTENTS FOREWORD BY GARY NAMIE, PH.D. vii ACKNOWLEDGMENTS xi INTRODUCTION: Intimidated No More—You Can Do It 1 CHAPTER 1 Are You a Bully Magnet? 9 CHAPTER 2 You Can Run, but You Can’t Hide: Bullies Don’t Go Away on Their Own 21 CHAPTER 3 Doormats Can Change: Here’s What It Takes 25 CHAPTER 4 Wounded Rhinos, Shape-Shifters, Character Assassins, and Other Bullies 32 CHAPTER 5 It’s Your Choice: To Confront or Not to Confront 47 CHAPTER 6 Put on Your Game Face: Don’t Play by the Bully’s Rules 60 CHAPTER 7 The Eight Most Common Bully Traps and How to Avoid Them 69 CHAPTER 8 How to Overcome the Bully’s Favorite Weapon—an Outpost in Your Mind 84 CHAPTER 9 Countering Bully Tactics and Bully Speak 92 CHAPTER 10 Turn the Tables on a Bully with One Easy Move 103 CHAPTER 11 Create the You Who Won’t Knuckle Under 108 American Management Association • www.amanet.org CHAPTER 12 How to Silence the Angry, Aggressive Jerk 117 CHAPTER 13 How to Handle a Scorched-Earth Fighter 124 CHAPTER 14 Defusing the Silent Grenade 131 CHAPTER 15 Seeing Through the Shape-Shifting Mr. Hyde 135 CHAPTER 16 Pierce the Facade; Topple the Narcissist 142 CHAPTER 17 Take Down the Rhino Before It Charges 148 CHAPTER 18 Undoing a Character Assassin’s Wounds to Your Reputation 152 CHAPTER 19 The Newest Character Assassin: The Cyberbully 156 CHAPTER 20 How to Survive the Bully Boss 164 CHAPTER 21 Handling the Bully Employee Without Getting Burned 173 CHAPTER 22 Nine Essential Strategies for Creating Your Game Plan 182 CHAPTER 23 The Right Way to Ask Managers and Others for What You Need 189 CHAPTER 24 Anger, the Bully, and You 197 CHAPTER 25 What Every Leader Should Know About Bullying 202 CHAPTER 26 What Human Resources Can and Should Do 209 CHAPTER 27 Bullying Isn’t Illegal—or Is It? 216 CHAPTER 28 The Times Are Changing: Have You? 224 INDEX 237 ABOUT THE AUTHOR 244 FREE SAMPLE CHAPTER FROM TALKING TO CRAZY BY MARK GOULSTON 245 COPYRIGHT 258 American Management Association • www.amanet.org FOREWORD The Workplace Bullying Institute’s 2014 U.S. Workplace Bully- ing Survey documents that 65.7 million working Americans either experience or witness abusive conduct during their workday. Despite this, bullying remains a “we don’t talk about that” topic, making it the “silent epidemic.” Lynne Curry has plenty to say that breaks the silence. In this book, she makes it clear that the shame-targeted indi- vidual’s experience is undeserved. In this practical book, she sheds light on the phenomenon and provides aggressive steps a targeted worker can take to stop the bullying. Lynne, once a target herself, brings to the topic an overflowing bushel of tips, tools, and strategies that only a veteran workplace coach could bring. She leads you on a challenging journey made treacherous by obstacles put there by coworkers, supervisors, exec- utives, and even society. It’s an uphill battle for bullied individuals to be sure, but Lynne’s realistic steps give the reader the best chance to succeed, which she defines as getting to safety with one’s dignity intact—a worthy goal. You will especially love the vivid case descriptions illustrating a different aspect of bullying that open each chapter. Lynne is a superb writer. In her abbreviated but fluid style, she manages to infuse suffi- cient detail to make several points at the same time. You will recog- nize the familiar tactics of perpetrators, targets, witnesses, and man- American Management Association • www.amanet.org viii ❚ FOREWORD agers. Soon you’ll be putting faces on those she describes because you know someone who did the exact things Lynne portrays in this book. At the Workplace Bullying Institute, we have heard and read more stories about people targeted by bullies than any other group in the country. Lynne’s anecdotes, woven together with strands from different cases, are completely authentic and believable. Some skep- tics might not believe the outrageousness of some tactics she depicts, but they actually do happen as Lynne describes. Lynne tells us that her approach is based on learning and memory theories, but in her consulting practice, as well as in this book, she eschews theory, preferring to give us practical examples. As she says, this book is a personal training manual not a recitation of theories. The welcome change is that Lynne not only teaches us “what” targets can do but also compels us to dig in, to engage, to rehearse the sug- gested tactics so we can get to the “how.” It’s so refreshing to see an author admit that there is a huge gap between knowing and doing. I credit this to Lynne’s unique perspec- tive as a workplace coach. She obviously learned that her effectiveness depends on whether the person she advises can implement her sugges- tions to make sustainable changes. Brilliant delivery of advice does not guarantee efficacy, but Lynne wants readers to succeed. For this reason, she ends each chapter with “Your Turn,” a list of questions and exercises. The questions make the learning memora- ble by engaging simultaneously the reader’s intellect, emotions, and physical actions. Please don’t skip these exercises; they make this book special. I heartily endorse the author’s technique. In the early days, I learned the hard way what not to do when advising targets about workplace bullying. Back then we offered free advice to bullied work- ers who reached us on a toll-free line. Targets typically spent a long time describing their horrific experiences. I’d listen, then launch into a lengthy list of suggestions that I considered brilliant. At about item number twelve on a list of twenty things to do, and some forty-five American Management Association • www.amanet.org Free ebooks ==> www.Ebook777.com FOREWORD ❚ ix minutes into the call, the caller would interrupt my monologue to ask whether to get a pencil to write down the advice. Wow—ingratitude, I thought. But I was wrong to assume that emotionally injured people could calmly follow complex instructions. Dr. Ruth Namie, my wife, whose case launched the U.S. work- place bullying movement, taught me to stop bombarding targets with advice they were temporarily incapable of comprehending. I learned to tailor the complexity of my advice to the targets’ capabilities. The “Your Turn” section of each chapter ensures that the reader is not overwhelmed. Lynne is immersed in real-world problem solving. Her preference for directness leaps off the page. Her education and background cer- tainly qualify her to understand and formulate theories. However, what I most appreciate is her ability to translate abstractions into actionable steps that effect change for her coaching clients. It is her most important contribution to the field. Lucky readers of this book will benefit from that talent. Lynne brings considerable how-to experience to handling bully- ing and helping targets, bullies, and organizations. She writes a Q & A newspaper column in which she summarizes complex workplace dilemmas and offers sage advice to help those who write in to free themselves from the situations. The wisdom contained in this book derives partly from answering those tough bullying-related questions. Bullying problems are among the most resistant to easy solutions. Sadly, they are incredibly common. The 2014 national prevalence survey found that 27 percent of adult Americans have personally experienced abusive conduct at work. I am delighted by Lynne’s sensitivity to the plight of bullied targets, who never invited the misery dumped on them. She never condescends. Rather than victim blaming, she delivers good advice showing readers how to shore up personal vulnerabilities that bullies may use to justify an attack. Most of the book’s chapters are devoted to understanding why targets become targets and showing them how American Management Association • www.amanet.org www.Ebook777.com x ❚ FOREWORD to empower themselves to wrest control of their lives back from the bullies. Though there are multiple explanations for why bullies bully, Lynne is no apologist for bullies. She deserves a great deal of credit for not falling into the trap common to myopic, less capable coaches: blaming victims and being conned by charismatic Machiavellian bul- lies and their executive sponsors. She clearly states that bullies have a conscience “with as many holes as a thin slice of Swiss cheese.” This book is target-centric. The concluding chapters telescope back from the interpersonal dyad of target and bully to prescribe what the employer should be doing. Here Lynne brings the same confidence that something is pos- sible and doable that she granted to targeted individuals. According to one of our Institute’s studies, 68 percent of C-suite dwellers consid- ered workplace bullying “a serious problem.” In practice, however, there is a knowing–doing gap.
Load more

Recommended publications
  • Conceptualizing Shame: Investigating Uses of the English Word Shame, 1418–1991
    Conceptualizing Shame: Investigating Uses of the English Word Shame, 1418–1991 Heli Tissari1 University of Helsinki 1. Introduction This is a cognitive linguistic study on the English word shame since the early fifteenth century, as represented by data collected from several electronic corpora. Kövecses (1986, 1988, 1990) has written several books on emotion concepts in English, and Tissari (2003), in a study on the English word love in early modern and present-day English, used his research on the concept of love as a starting-point for looking at the metaphors of love. This paper continues in the same vein of diachronic research, turning to look at the word shame and the concept of shame. Because Kövecses (1986, 1990) does not pay special attention to the concept of shame, this study is modelled after his description of the concept of pride. Furthermore, it considers the possibility of using Kaufman’s theory of shame (1996 [1989]) as a basis for categorizing causes of shame. In addition to adding to our knowledge on the diachronic development of emotion words and concepts in English, this research forms part of a more general project concerning ‘positive’, as opposed to ‘negative’, emotion words. The terms ‘positive’ and ‘negative’ cannot be understood as unambiguously characterizing each emotion or emotion word, however. Shame can be considered a bad experience, but people also think that it is a proper reaction to a person’s own bad behaviour, necessary for the right kind of self-knowledge. The relationship between shame and pride is thus also not straightforward, but whether pride is the ‘positive’ counterpart of shame depends very much on circumstances and on beliefs concerning people’s rights and duties.
    [Show full text]
  • Perceived Social Rank, Social Expectation, Shame and General Emotionality Within Psychopathy
    Perceived social rank, social expectation, shame and general emotionality within psychopathy Sarah Keen D. Clin.Psy. Thesis (Volume 1), 2008 University College London UMI Number: U591545 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U591545 Published by ProQuest LLC 2013. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 Overview Within the psychological literature, the self-conscious emotion of shame is proving to be an area of growing interest. This thesis addresses the application of this emotion, as well as self and social evaluative processes, to our understanding of offenders, specifically those high in psychopathic traits. Part 1 reviews the literature concerning emotionality within psychopathy, in order to assess the capabilities, as well as the deficits that people with psychopathic traits demonstrate. Emotions classified as ‘moral’ or ‘self-conscious’, namely empathy, sympathy, guilt, remorse, shame, embarrassment and pride, are investigated. From the review it is clear that psychopaths are not the truly unemotional individuals that they are commonly portrayed as being, but instead experience many emotions to varying degrees. This paper concludes by highlighting possible areas for further exploration and research.
    [Show full text]
  • Development and Persuasion Processing: an Investigation of Children's Advertising Susceptibility and Understanding
    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2013 Development and Persuasion Processing: An Investigation of Children's Advertising Susceptibility and Understanding Matthew Allen Lapierre University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Communication Commons Recommended Citation Lapierre, Matthew Allen, "Development and Persuasion Processing: An Investigation of Children's Advertising Susceptibility and Understanding" (2013). Publicly Accessible Penn Dissertations. 770. https://repository.upenn.edu/edissertations/770 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/770 For more information, please contact [email protected]. Development and Persuasion Processing: An Investigation of Children's Advertising Susceptibility and Understanding Abstract Over the past 40 years, research on children's understanding of commercial messages and how they respond to these messages has tried to explain why younger children are less likely to understand these messages and are more likely to respond favorably to them with varying success (Kunkel et al., 2004; Ward, Wackman, & Wartella, 1977), however this line of research has been criticized for not adequately engaging developmental research or theorizing to explain why/how children responde to persuasive messages (Moses & Baldwin, 2005; Rozendaal, Lapierre, Buijzen, van Reijmersdal, 2011). The current study attempts to change this by empirically testing whether children's developing theory of mind, executive function, and emotion regulation helps to bolster their reaction to advertisements and their understanding of commercial messages. With a sample of 79 children between the ages of 6 to 9 and their parents, this study sought to determine if these developmental mechanisms were linked to processing of advertisements and understanding of commercial intent.
    [Show full text]
  • A Dissertation Entitled Mothering Academics
    A Dissertation entitled Mothering Academics: Women’s Perception of the Intersectionality of Academic Leading and Rearing Underage Children in a Midwestern Urban Community College by Crystal R. Clark Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Higher Education _________________________________________ Dave Meabon, PhD, Committee Chair _________________________________________ Ron Opp, PhD, Committee Member _________________________________________ Penny Poplin Gosetti, PhD, Committee Member _________________________________________ Colleen Quinlan, PhD, Committee Member _________________________________________ Dr. Amanda Bryant-Friedrich, Dean College of Graduate Studies The University of Toledo December 2017 Copyright 2017, Crystal R. Clark This document is copyrighted material. Under copyright law, no parts of this document may be reproduced without the expressed permission of the author. An Abstract of Mothering Academics: Women’s Perception of the Intersectionality of Academic Leading and Rearing Underage Children in a Midwestern Urban Community College by Crystal R. Clark Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Higher Education The University of Toledo December 2017 In 2011, the American Association of University Professors (AAUP) acknowledged the absence of trend data to predict the representation of women in future academic leadership. This gap in the literature coupled with non-representative
    [Show full text]
  • Reactions to Flattery As a Function of Self- Esteem
    Br. I. soc. din. Psychol. (1978), 17, 25-29 Printed in Great Britain 25 Reactions to flattery as a function of self-esteem: Self-enhancement and cognitive consistency theories Andrew M. Colman and Kevin R. Olver Male subjects who had previously scored either very high or very low on a self-esteem scale were interviewed about personal characteristics, biographical details, social activities, etc. They then received, via closed-circuit television, flattering or neutral character assessments which were apparently based on their performance in the interviews. A highly significant interaction (P< 0.(01) showed that whereas the subjects of high self-esteem responded with far greater liking for the evaluator in the flattery than in the neutral condition, those of low self-esteem somewhat preferred the neutral evaluator. These findings provide clear-cut support for the cognitive consistency theory regarding reactions to flattery, but do not rule out a concomitant though weaker self-enhancement effect. One of the most well-established techniques of ingratiation encountered in everyday social interaction is flattery, or what Edward Jones (1964), in his influential monograph, calls 'complimentary other-enhancement'. An admonition given great prominence in Dale Carnegie's best-selling manual, How to Win Friends and Influence People (Carnegie, 1936), is to 'dole out praise lavishly', and there is now a considerable body of empirical evidence indicating that people do indeed typically increase their liking for someone who expresses approval of them (e.g. Backman & Secord, 1959; Jones, Gergen & Davis, 1962). From a common-sense point of view these findings are not surprising, although as Jones has pointed out, one might expect excessive flattery to backfire in certain circumstances.
    [Show full text]
  • Insincere Flattery Actually Works: a Dual Attitudes Perspective
    ELAINE CHAN and JAIDEEP SENGUPTA This research uses a dual attitudes perspective to offer new insights into flattery and its consequences. The authors show that even when flat- tery by marketingagentsis accompanied by an obvious ulterior motive that leads targets to discount the proffered compliments, the initial favor- able reaction (the implicit attitude) continues to coexist with the dis- counted evaluation (the explicit attitude). Furthermore, the implicit attitude has more influential consequences than the explicit attitude, highlighting the possible subtle impact of flattery even when a person has consciously corrected for it. The authors also clarify the underlyingprocess by show- inghow and why the discrepancy between the implicit and explicit atti- tudes induced by flattery may be reduced. Collectively, the findings from this investigation provide implications for both flattery research and the dual attitudes literature. Keywords: flattery, implicit attitudes, dual attitudes, persuasion, long-term consequences Insincere Flattery Actually Works: A Dual Attitudes Perspective Flattery—the art of offering pleasing compliments—is In cases such as these, in which the prospective con- one of the oldest and most commonly used of persuasion sumer is aware of a clear ulterior motive underlying the methods. Research in this area provides a reason for the compliment, both research (e.g., Campbell and Kirmani popularity of this tactic. Put simply, flattery works. Various 2000; Vonk 1998) and intuition suggest that recipients will studies have shown that the target of the flattery evaluates discount the flattering comments and correct their other- the flatterer positively because human beings have a basic wise favorable reactions. Though in partial agreement with desire to believe in good things about themselves (Fogg this premise, the current investigation proposes that despite and Nass 1997; Gordon 1996; Vonk 2002).
    [Show full text]
  • Psychopathy and Physiological Response to Emotionally Evocative Sounds
    Journal of Abnormal Psychology Copyright 2004 by the American Psychological Association, Inc. 2004, Vol. 113, No. 1, 99–108 0021-843X/04/$12.00 DOI: 10.1037/0021-843X.113.1.99 Psychopathy and Physiological Response to Emotionally Evocative Sounds Edelyn Verona Christopher J. Patrick Kent State University University of Minnesota John J. Curtin Margaret M. Bradley and Peter J. Lang University of Wisconsin—Madison University of Florida Despite considerable evidence that psychopathic criminals are deviant in their emotional reactions, few studies have examined responses to both pleasurable and aversive stimuli or assessed the role of different facets of psychopathy in affective deviations. This study investigated physiological reactions to emo- tional sounds in prisoners selected according to scores on the 2 factors of Hare’s Psychopathy Check- list—Revised (PCL–R; R. D. Hare, 1991). Offenders high on the PCL-R emotional–interpersonal factor, regardless of scores on the social deviance factor, showed diminished skin conductance responses to both pleasant and unpleasant sounds, suggesting a deficit in the action mobilization component of emotional response. Offenders who scored high only on the social deviance factor showed a delay in heart rate differentiation between affective and neutral sounds. These findings indicate abnormal reactivity to both positive and negative emotional stimuli in psychopathic individuals, and suggest differing roles for the 2 facets of psychopathy in affective processing deviations. Cleckley (1976) characterized psychopathy as a “mask of san- A limitation of this existing literature is that most published ity” in which overtly normal intelligence and verbal presentation studies have assessed reactivity to unpleasant emotional cues only, disguise a severe underlying pathology.
    [Show full text]
  • DISSERTATION: a Systems Approach To
    A SYSTEMS APPROACH TO WORKPLACE BULLYING IN THE K-12 PUBLIC EDUCATIONAL SETTING A DISSERTATION SUBMITTED TO THE COLLEGE OF EDUCATION OF AURORA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION BY BETH PLACHETKA MARCH 17, 2014 2 College of Education Aurora University Ed.D. Program Aurora University Accepted by the faculty of the College of Education in partial fulfillment of the requirements for the Doctor of Education in the College of Education, Aurora University. Doctoral Committee Faith Wilson Ed.D Chair Fred McKenzie, Ph.D Member Ronald Banaszak, Ph. D Member Maribeth Juraska, Ed.D Member March 17, 2014 Date iii ABSTRACT A SYSTEMS APPROACH TO WORKPLACE BULLYING IN THE K-12 PUBLIC EDUCATIONAL SETTING By BETH PLACHETKA Committee Members: Faith Wilson, Ed.D, Chair Fred McKenzie, Ph.D, committee member Ronald Banaszak, Ed.D, committee member Maribeth Juraska, Ed.D, committee member This qualitative study investigates and describes the lived experience of and meaning applied to the phenomenon of workplace bullying in the K-12 educational setting using system theory as the framework. Descriptors of the participants: bully, target and witness, are operationalized as well as the mental, emotional, physical, social and financial impact and the impact on teacher performance. Twelve self-identified targets or witnesses were chosen from a pool of 57 respondents who completed an online survey delineating the characteristics and impact of workplace bullying. Scenarios of the participants’ experiences offer insight into the emotional experience of the participant while participant interviews reveal the reality of workplace bullying in the K-12 public educational setting as well as the characteristics of targets, bullying behaviors, reality of the personal and professional impact on the individuals and the educational system.
    [Show full text]
  • Running Head: SHAME 1 the Significance of Shame: an Adlerian Perspective a Literature Review Presented to the Faculty of The
    Running head: SHAME 1 The Significance of Shame: An Adlerian Perspective A Literature Review Presented to The Faculty of the Adler Graduate School _____________________ In Partial Fulfillment of the Requirement for the Degree of Master of Arts in Adlerian Counseling and Psychotherapy ______________________ By John R. Nord ______________________ Chair: Meg Whiston, PhD Reader: Rachelle J. Reinisch, DMFT _____________________ October, 2017 SHAME 2 The Significance of Shame: An Adlerian Perspective Copyright © 2017 John R. Nord All rights reserved SHAME 3 Abstract Shame is a universal affect and emotion which has application within cultures and to individuals throughout the world. It can be considered an aid to learning, teaching, or punishing, and it can also be imposed to control or defeat others. Shame refers to a reaction experience of having violated cultural, community, familial, or individual norms in an unacceptable way and having the hidden, vulnerable self exposed to others against our will. For some individuals, shame can represent a minor impact to their lives and well-being. For others, it can be an all-encompassing, life-threatening problem. Shame can appear as an affect during the course of a child’s normally healthy learning. Problematic shame can originate from a number of sources resulting in unmediated mistaken beliefs from dysfunctional infant/caregiving which are never adequately resolved. Traumatic shame can result from multiple sources including family or peer relationships with repetitive abuse. Any repetitive shaming can unconsciously become an internalized secret. An understanding of pathological shame is indeed critical for evaluating client functioning. Either shame or shame proneness within any societal, familial, or occupational relationship or manifesting within an individual can have far reaching implications and long-term consequences.
    [Show full text]
  • Using Praise and Rewards Wisely: Helping Handout for School and Home GEORGE G
    HELPING HANDOUTS: SUPPORTING STUDENTS AT SCHOOL AND HOME Using Praise and Rewards Wisely: Helping Handout for School and Home GEORGE G. BEAR, JOHANNA HOMAN, & SYDNEY MORALES INTRODUCTION effective way to create long-lasting behavioral change or to promote feelings of competency and self-worth. In this handout, praise refers to both verbal (e.g., “Nice By using praise and rewards wisely and strategically, job!”) and nonverbal (e.g., a warm smile, fist bump, or following recommendations in this handout, adults high five) expressions of attention and approval. Praise instead “catch children being good” and place the typically follows a desired behavior and occurs in a emphasis on students’ use of desirable, socially natural, spontaneous manner. That is, students are not important behaviors. This approach helps students told that they have to earn praise. Further, they seldom understand what they should do and why (versus tire of being praised, especially when it is provided in a simply what they shouldn’t do) and fosters more variety of ways. Rewards refer to tangible objects (e.g., pleasant school and home environments for everyone. sticker, toy, or snack) and to preferred activities and privileges (e.g., extra recess, free time, or screen time). IMPORTANT CONSIDERATIONS IN THE USE Students may also earn points, tokens, or tickets that OF PRAISE AND REWARDS can be exchanged for these rewards. Although rewards can—and sometimes should—be given spontaneously, A wealth of research exists on praise and rewards they are more often used in a planned or contrived and the multiple factors that influence their use and manner.
    [Show full text]
  • Patricia Thomas Honors 401 Thesis “My Way Or the Highway: The
    My Way or the Highway: The Development and Use of Behavior Management and School Discipline Item Type Thesis Authors Thomas, Patricia Download date 29/09/2021 07:17:20 Link to Item http://hdl.handle.net/10484/12085 Patricia Thomas Honors 401 Thesis “My Way or the Highway: The Development and Use of Behavior Management and School Discipline” December 12, 2015 Thomas 2 Abstract Behavior management is a crucial topic in education. The management of student behavior in a classroom can affect the entire learning experience. As the needs of students and teachers change, the methods of behavior management adapt to accommodate new needs. This thesis identifies behavior management starting in the 1960’s and research determining its effectiveness. The causes of change in classroom and school-wide discipline systems are addressed, including political climates, court involvement, and tragic events within schools. The behavior management methods used in the current day are discussed. Through a review of literature and online sources, the information provided was gathered and analyzed. Little empirical research existed backing any of the topics discussed. Individual classroom and school- wide behavior plans were not often supported with data. Rather, personal opinions of teachers and administrators made up the majority of information regarding success or failure of these systems. An increase in empirical data gathered in research settings is needed to fully determine the effectiveness of behavior management methods used in classrooms and school-wide. Teacher training in research backed systems is also imperative. Teachers lacking this training struggle to provide students with a positive and effective education.
    [Show full text]
  • Backhanded Compliments: How Negative Comparisons Undermine Flattery
    Backhanded Compliments: How Negative Comparisons Undermine Flattery Ovul Sezer Alison Wood Brooks Michael I. Norton Working Paper 18-082 Backhanded Compliments: How Negative Comparisons Undermine Flattery Ovul Sezer University of North Carolina at Chapel Hill Alison Wood Brooks Harvard Business School Michael I. Norton Harvard Business School Working Paper 18-082 Copyright © 2018 by Ovul Sezer, Alison Wood Brooks, and Michael I. Norton Working papers are in draft form. This working paper is distributed for purposes of comment and discussion only. It may not be reproduced without permission of the copyright holder. Copies of working papers are available from the author. Backhanded Compliments 1 Backhanded Compliments: How Negative Comparisons Undermine Flattery Ovul Sezera,* Kenan-Flagler Business School University of North Carolina at Chapel Hill Alison Wood Brooksb Michael I. Nortonb Harvard Business School *Corresponding author. Ovul Sezer ([email protected]), Phone: +1 16179595721 a Kenan-Flagler Business School, University of North Carolina at Chapel Hill, Campus Box 3490, McColl Building, Chapel Hill, NC 27599 USA b Soldiers Field Road, Harvard Business School, Boston, MA 02163 USA Backhanded Compliments 2 Abstract Seven studies (N = 2352) examine backhanded compliments—seeming praise that draws a comparison with a negative standard—a distinct self-presentation strategy with two simultaneous goals: eliciting liking (“Your speech was good…”) and conveying status (“…for a woman”). Backhanded compliments are common, from delivering feedback in work settings to communicating in casual conversation, and take several distinct forms (Studies 1a-b). Backhanded compliments have mixed effectiveness, as people who deliver backhanded compliments erroneously believe that they will both convey high status and elicit liking (Studies 2a-2b) but recipients and third-party evaluators grant them neither (Study 3a-3b); however, backhanded compliments are successful in reducing recipients’ motivation (Study 3c).
    [Show full text]