Exploring Workplace Bullying Through a Social Work Ethics-Informed Lens

Karla B. Horton, Ph.D. Southern Illinois University [email protected]

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Abstract for student training and professional socialization Workplace bullying is a well-researched topic (Zapt, Einarsen, Hoel, & Vartia, 2003 as cited in and a rising phenomenon in academia. When Ferris & Kline, 2009). What distinguishes social this phenomenon occurs within the social work work from other helping professions is a long- academy, it can be detrimental to teaching and standing allegiance to a value-based mission and a learning, social work practice, and tenure-track distinct ethical framework (Reamer, 1993, p.39). faculty’s research productivity. This paper will Schools of social work are teaching and examine and define workplace bullying, as well learning environments for social work principles as explore the implications it has on social work such as theory, evidence-based practice, policy, ethics and academia. Recommendations for and research. Students, faculty, and internship practice, research, and policy are addressed. supervisors are all active participants within the social work academy, and they are all responsible Keywords: workplace bullying; tenure-track for upholding the National Association of So- faculty; social work students; social work cial Workers-Code of Ethics (NASW-COE). The academia; social work values/ethics NASW-COE specifies our responsibilities to our students, clients, colleagues, and practice settings. Introduction Its values include service, social justice, dignity Workplace bullying is a phenomenon and worth of the person, importance of human re- that has been well researched, and findings in- lationships, integrity, and competence. The code of dicate that it is detrimental to both workers and ethics values are as follows (NASW Code Ethics, the workplace. Hallberg and Strandmark (2006) 2008): found that workplace bullying is associated with • Service: to assist those in need and physical and psychosomatic symptoms, as well address social problems. as counterproductive behaviors in the workplace, • Social justice: pursue social change, such as purposely wasting company materials and especially with the vulnerable and supplies, purposely completing one’s work incor- oppressed. rectly, and purposely damaging valuable company • Dignity and worth of the person: treat property (Ayoko, Callon, Hartel, 2003). The each person in a caring a respectful effects of workplace bullying are unique to each manner, mindful of individual work setting, especially in academia. Most of the differences and cultural and ethnic literature has focused on the helping professions— diversity. especially medicine, nursing, education, and social • Importance of human relationships: work—because they rely heavily on the workplace relationships between and among

Journal of Social Work Values & Ethics, Spring 2016, Vol. 13, No. 1 - page 25 Exploring Workplace Bullying Through a Social Work Ethics-Informed Lens people are an important vehicle for 5. humor-oriented bullying (ridiculing, change. teasing, or interpersonal humor that is • Integrity: behaving in a trustworthy asymmetrical; person- oriented humor manner. directed towards someone in an out- • Competence: aspire to contribute to the group position); knowledge base of the profession. 6. work-related stalking (can be defined Purpose as a course of conduct in which In the social work academy, the six one individual inflicts upon another NASW-COE values are important to teaching, repeated unwanted intrusions and learning, and practice. This paper will explore the communications, to such an extent that connections between workplace bullying in the so- the victim fears for their safety); cial work academy and the inherent contradictions that it poses to the NASW-COE. This discussion 7. bullying of workplace newcomers (a is guided by three assumptions from the scholarly rite of passage in which newcomers literature on workplace bullying: first, workplace in the workplace are met with bullying affects organizational culture and climate; intimidating behavior as a kind of secondly, in the social work academy, social work hazing); students are trained using the NASW-COE; and 8. judicial derelicts (may take place when lastly, workplace bullying amongst students, from an individual perceives their self to be faculty to students, and amongst faculty can nega- bullied by a system, be it bureaucrats tively influence teaching, learning, and client care. and their decisions or the legal system

itself); and Workplace Bullying Defined Matthiesen and Einarsen (2010) attempted 9. retaliatory acts after whistleblowing to develop a nomenclature by defining nine differ- (sometimes whistleblowing leads to ent types of workplace bullying: a victimization process where the 1. dispute-related bullying (developed organization or its members “shoot the from an interpersonal conflict, often messenger,” that is retaliate against the involving social control reactions to person that exposed the wrongdoing) the perceived wrongdoing); (p.213-216). There are essentially aspects that work- 2. predatory bullying (the target has place bullying shares with general bullying, such personally done nothing provocative as power, aggression, and repeated acts. Power that may reasonably justify the addresses hierarchy positions in the work setting behavior of the bully); such as tenured professor/tenure-track professor 3. scapegoating (frustration is displaced relationships and social work intern/client relation- on an available target which is seen to ships. Aggression refers to displays of relational, “deserve” it); verbal, and/or physical behaviors against a target (and then these acts are repeated). A person’s 4. sexual harassment (a target is exposed position in the workplace can dictate the type of to repeated and unwanted sexual bullying he or she may experience. There can be attention by a more powerful and often upward, horizontal, and downward bullying in the older coworker or superior); workplace; upward bullying is a subordinate bullying a person in a managerial position, horizontal

Journal of Social Work Values & Ethics, Spring 2016, Vol. 13, No. 1 - page 26 Exploring Workplace Bullying Through a Social Work Ethics-Informed Lens bullying is worker bullying their co-worker, and Cognitive behavioral theory (CBT) emphasizes downward bullying is perpetrated by managers that a person’s thinking is the primary determinant against subordinates (Branch, Ramsay, & Barker, of both emotional and behavioral actions and reac- 2012; Getz, 2013). Downward bullying may tions to life events (Gonzalez-Prendes & Brise- be found in social work academia, for although bois, 2012). According to CBT, an individual who tenure-track faculty and tenured faculty are col- displays workplace bullying behaviors has created leagues, the relationship is inherently hierarchical a way of thinking that influences his or her own because the senior faculty member votes on the emotions and behaviors, more specifically bullying tenure-track faculty’s tenure. behaviors. Perpetrators of workplace bullying may Another term associated with workplace have cognitive distortions or errors in thinking that bullying is mobbing, which refers to to the non- allow them to believe that their bullying behaviors sexual harassment of a coworker by a group of are self-preserving and beneficial. other members of the organization for the purpose of removing the targeted individual(s) from the At-Risk Status department or organization (Sperry, 2009). Mob- Exposure to bullying at work may result in bing, like workplace bullying, is carried out by increased negative views of self, others, and the several employees. Relational aggression, a bul- world (Mikkelsen & Einarsen, 2002). Research has lying subtype in which harm is caused through found that those most likely to be bullied in uni- damage, or threat of damage, to an individual’s versity settings are new hires and untenured work- relationships or reputation, can also be added to ers (McKay, Huberman-Arnold, Fratzl, & Thomas, workplace bullying nomenclature. Relationally ag- 2008). Individuals with poor social competencies gressive behaviors entail spreading rumors, nega- or problematic profiles (i.e. neurotic, introvert, tive comments shared with others when the victim oversensitive, and suspicious) and depression with is not present, sarcasm, and public embarrassment a tendency to convert psychological distress into (Horton, 2014). Fogg (2008) found that these very psychosomatic symptoms are at higher risk of behaviors also define academic bullies. The major workplace bullying (Girardi, Monaco, Prestigia- difference between relational aggression and work- como, Talamo, Ruberto, & Tatarelli, 2007). Ad- place bullying is the setting; relational aggression ditional risk factors for workplace bullying include is prominent in children and adolescents in school leadership practices and power hierarchies, role settings, whereas workplace bullying is prominent conflicts, organizational cultures and climates, and in adults within the workplace. working conditions (Einarsen, Aasland, & Skogs- Bullying behaviors in academia are effec- tad, 2007; Hague, Einarsen, Knardahl, Notealaers, tive, albeit subtle. These behaviors may include the & Skogstad, 2011). All of these risk factors corre- bully’s interrupting the victim while speaking at late with various mental health problems. a committee meeting, spreading rumors to undermine a victim’s credibility and collegiality, and Effects of Workplace Bullying ignoring the victim or shutting him or her out from In a setting where workplace bullying is social gatherings or conversations (Fogg, 2008). present, physical and psychosomatic symptoms Furthermore, in workplace bullying, the victim may gradually emerge in the victims (Hallberg & typically perceives the bullying to be intentional, Strandmark, 2006). Workplace bullying may result and intimidation is a strategy often used. in the following individual outcomes: depression Unraveling the reasons for the various bul- and anxiety, lowered self-esteem, difficulty making lying behaviors listed can be difficult, but fortu- decisions, change-related anguish, psychological nately the use of the cognitive behavioral theory strain, passive aggressive traits, somatic symp- enhances our understanding of the reasons for toms, stress symptoms, problems with general workplace bullying within social work academia. health, the need for attention and affection, chronic Journal of Social Work Values & Ethics, Spring 2016, Vol. 13, No. 1 - page 27 Exploring Workplace Bullying Through a Social Work Ethics-Informed Lens fatigue, and troubles with sleeping (Girardi et al., medicine, nursing, and social work. This research 2007; Lind, Glaso, Pallesen, & Einarsen, 2009; concluded that students learn better when they Nielson & Einarsen, 2012; Tuckey & Neall, 2014). relate to faculty members who are able to manage Additional outcomes of workplace bullying in- their own stress reactions. Social work faculty who clude noncompliance, expulsion from the orga- experience workplace bullying as either victim nization/leaving the organization, problems with or perpetrator may find it indirectly affects their concentration, increased absenteeism, reduced teaching as well as their students’ ability to learn. organizational commitment and job satisfaction, Another research study conducted with helping reduced productivity, an altered view of the work profession students found that medical students environment, worker’s compensation claims, developed a lack of sensitivity after experiencing and costs regarding interventions by third parties workplace bullying in their internship (Rosenberg (Nielson & Einarsen, 2012; Gamian-Wilk, 2013). & Silver as cited in Ferris & Kline, 2009). A similar Moreover, empirical studies suggest that victims of lack of sensitivity in social work would affect client workplace bullying may suffer from posttraumatic care and does not adhere to the NASW-COE values stress disorder and that this trauma can be just as of dignity and worth of the person and importance harmful as a physical assault on the job (Bond, of human relationships. Furthermore, any program- Tuckey, & Dollard., 2010; Rodriguez-Munoz, matic effects that develop as a result of workplace Moreno-Jimenez, Sanz Vergel, & Garrosa Hernan- bullying would be problematic to the competence dez, 2010; Mayhew, McCarthy, Chaooell, Quinlan, and integrity of the social work program. For Barker, & Sheehan, 2004). example, faculty turnover due to workplace bullying may lead to adjunct professors and teaching Student, Faculty, and Programmatic assistants covering classes instead of more qualified Effects tenure-track faculty. Social workers and social workers in training are tasked with the duties of “[enhancing] Exploitative Mentoring human well-being and [helping] meet the basic Mentoring is the collaboration between human needs of all people, with particular atten- mentee and mentor, founded on openness, vulner- tion to the needs and empowerment of people who ability, and the capacity for both parties to take are vulnerable, oppressed, and living in poverty” risks with each other; however, power and control (“National Association of Social”, 2015, para. 1). of knowledge can remain barriers to open com- In the social work academy, those tasked with munication and collaboration (Darwin, 2000). upholding the NASW-COE are typically social Mentorship in the field of social work is inherent work faculty and social work students. Of these in NASW-COE values (Service, Social Justice, individuals, social work students and tenure-track Dignity and Worth of the Person, Importance of faculty are most at risk for workplace bullying due Human Relations, Integrity, and Competence), and to their limited power in the political hierarchies of our work is guided by these same principles. the academy. Mentorship from tenured faculty is not Students may experience workplace bully- only valuable but also indispensable in social ing in their social work internship, in their social work, especially for tenure-track professors. With work classes, and when viewing workplace bully- the “publish or perish” statement ever present in ing amongst faculty. Ferris and Kline (2009) found tenure-track professors’ minds, good leadership that merely witnessing negative interpersonal and guidance are necessities. Mentoring also has interactions (i.e. gossip, put-downs, irritability, and noticeable rewards for the mentor, mentee, and the negative attitudes) was particularly bothersome university; and a correlation exists between a men- to some helping profession students in education, tor’s support and a new faculty member’s feeling

Journal of Social Work Values & Ethics, Spring 2016, Vol. 13, No. 1 - page 28 Exploring Workplace Bullying Through a Social Work Ethics-Informed Lens connected to the organization (Schrodt, Cawyer, and the faculty/student relationship, where power & Sanders, 2003). Phillips-Jones (1982) believes is obviously unbalanced and ethical concerns may that mentors benefit from developing dependable, arise when this power is abused (McDonald & important subordinates and that the reward for the Hite, 2005). organization is that the mentor has spotted and Tenure-track professors in the field of developed new talent (as cited in Jacobi, 1991, p. social work are expected to uphold the NASW- 512). Still, within mentorship relationships, de- COE and to teach social work students the mission structive and toxic behaviors can take place. These of the profession, which includes enhancing the behaviors can undermine the mentee and lessen the well-being of all people, especially the vulnerable mentee’s trust in the university, as the behaviors’ and oppressed. An ethical dilemma in the social repeated existence suggests the mentor’s behaviors work academy is the acknowledgement that there are acceptable. This acceptance, whether passive are vulnerable populations that exist within social or obvious, shows the lack of regard for the men- work academia, and particular attention should be tee’s career and how this experience will influence paid to their empowerment. Women faculty, facul- his or her mental health. Also, dealing with certain ty of color, and tenure-track faculty are all vulner- mentor characteristics (such as inflated ego, mi- able populations; and the academy has long been sogynistic behavior, and micromanaging on collab- known for inequality and inequity when it comes orative projects/grants) can affect the tenure-track to gender and ethnicity. Compared with their fe- faculty in many ways. male European American counterparts, female fac- Research has found weak connections and ulty of color typically teach more, advise greater correlations between exploitative mentorship and numbers of students, engage in more committee workplace bullying (Darwin, 2000; Warren, 2005). work, and tend not to be included in as much col- Chung and Kowalski (2006) found that a lack laborative research with their peers, contributing to of mentorship or poor mentorship is associated tenure and promotion problems and flight from the with faculty isolation, stress, burnout, and turn- academy (Mkandawire-Valhmu, Kakpo, & Ste- over. Tenure-track professors in the social work vens, 2010). Burk and Eby (2010) found that when field may assume that mentorship is based on the a tenure-track professor is experiencing high levels NASW-COE and that any mentored experience of manipulation, the fear of retaliation may cause will be an ethical interaction and transaction of the tenure-track professor to remain in the relation- ideas and work. However, tenured professors and ship out of belief that a manipulative mentor might mentors frequently overload newly hired tenure- try to sabotage his or her career. track professors with work (for example, asking them to serve on committees). Work overload is Discussion common among tenure-track faculty, and it makes In the social work academy, ethical con- them vulnerable to a lack of the scholarly produc- cerns may exist within administrator/professor, tivity that is needed for tenure. professor/student, intern supervisor/student, and The extension of the NASW-COE to in- student/student relationships. The mere thought of clude vulnerable populations, such as tenure-track social workers taking part in exploitative mentor- social work professors, is apparent. Inherent in the ship or workplace bullying should be implausible NASW-COE is the resolution that those new to the since this behavior is contrary to the NASW-COE, field will be socialized on social work’s mission, which was “…designed to help social workers values, ethical principles, and ethical standards identify relevant considerations when professional (“National Association of Social”, 2015, para. 5). obligations conflict or ethical uncertainties arise” This socialization is present in the social work (“National Association of Social”, 2015, para. 5). academy through both the mentorship relationship When ethical uncertainties arise and give way to

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