Effects Of Bullying Research Articles

Consequences of Workplace Bullying From Nurses' Perspectives: A Qualitative Descriptive Study in Iran.

The aim of this study is to explore Iranian nurses' experiences regarding the consequences of bullying. A qualitative descriptive study is carried out using conventional content analysis and Granheim and Lundman's method. Data for this study were collected through 12 in-depth, semi-structured individual interviews with nurses employed at a teaching hospital in REDACTED, western Iran. Purposeful sampling was employed until data saturation was achieved. Data management was conducted using MAXQDA software. The participants consisted of 12 nurses, with a mean age of 36.1 ± 8.6 years. Their experiences of workplace bullying were analysed and categorised into a main theme called 'Consequences of Workplace Bullying', with two categories identified as 'Organisational Consequences' and 'Individual Consequences'. The organisational consequences were further elaborated through two subcategories: 'work performance consequences' and 'patient care consequences'. The individual consequences category included subcategories including 'psychosomatic consequences', 'psychological consequences' and 'family consequences'. Workplace bullying among nurses can have negative impacts on patients, nurses and organisations. In order to mitigate these effects, nurse managers can take proactive measures by implementing management strategies and fostering a positive work culture. By addressing the underlying factors and promoting a supportive environment, the adverse consequences of workplace bullying can be reduced or prevented. Yes.

Consequences of bullying on the life and health of the person being bullied

One of the most serious pathologies in the work environment is bullying. Victims of mobbing experience emotional, psychological and sometimes even physical violence, which causes consequences on an individual, organizational, social level. Due to the serious consequences of bullying, it becomes necessary to continuously monitor this phenomenon in the context of formulating possible ways to prevent and rehabilitate those who have experienced it. The purpose of the research undertaken was to learn about the consequences of bullying on the personal lives and health of victims of bullying. 13 respondents took part in the study. In selecting the sample, the assumption was made that those taking part in the study must have a court case held, during which the occurrence of mobbing in the employment relationship was found. A qualitative strategy using a narrative interview was used to obtain and analyze data. The presentation of the results of the study was divided into two areas: the consequences of bullying on personal life and the consequences of bullying on the victim's health. The most common symptoms of somatic disorders in the subjects related to the experience of bullying were headaches, dizziness, abdominal pain, nausea, pain in the heart area, sleep disturbances, and general weakness. In the area of mental disorders associated with experienced bullying, those surveyed most often mentioned: concentration and attention disorders, mood disorders, depression, addiction to psychoactive substances, and even suicidal thoughts. All the mental disorders mentioned are inextricably linked to exposure to chronic stress. It is the substrate of physiological, emotional and behavioral reactions, as well as intellectual reactions. All the listed consequences of bullying on the health of the victim, affect personal life. The experience of bullying affects a person's creative activity, which is passion. The consequence of bullying situations is the abandonment of activity, and the return to previous passions causes frustration, stress, and attacks of aggression in the subjects. Those affected by bullying transfer their problems to their private lives, so the effects of bullying also affect the immediate family. The prolongation of the bullying situation and the behavior of the victim of bullying often leads in the family sphere to: quarrels, frustration, deterioration of ties and relations, aggression and family breakdown. In order to design intervention and prevention measures, it is necessary to increase public awareness of the phenomenon of mobbing and its consequences for the individual, the organization and society.

Prevalence, contributing factors and consequences of workplace bullying against nurse managers

Background/Aims Research has indicated a high prevalence of bullying among nurses, but there has been limited research into bullying among nurse managers. This study aimed to identify prevalence and consequences of workplace bullying, as well as the environmental factors that can contribute to this behaviour, towards nurse managers. Methods A descriptive correlational study was conducted with 135 nurse managers. Data were collected using a self-reported questionnaire, including a workplace bullying scale, authentic leadership scale, workplace culture scale, workplace justice scale, workplace trust scale, job demand and control scales, job satisfaction scale and stress scale. Items were scored using 5-point Likert scales. Data were analysed using the SPSS version 15, with Spearman's rho correlation and logistic regression analyses performed to identify relationships between variables. Results Participants reported a high prevalence of workplace bullying from staff nurses, leaders and other colleagues (64.7%). Factors that contributed to this behaviour included ineffective leadership, high workload, low job control, injustice, distrust in the organisation and weak organisational culture. Stress and dissatisfaction were identified as consequences of bullying. Conclusions High rates of bullying against nurse managers may lead to adverse consequences, including stress and job dissatisfaction. Healthcare managers and leaders need to target environmental factors that could reduce the incidence of workplace bullying, such as strong authentic leadership, organizational culture and job demand.

The role of the Anti-Bullying Task Force In Minimizing (Verbal) Violence In The Private Ibtidaiyah Madrasah Imam Syafi'i, Telaga District, Gorontalo Regency

The aim of this study was to assess the effectiveness of the Anti-Bullying Task Force in reducing verbal violence at Private Ibtidaiyah Madrasah Imam Syafi'I, Telaga District, Gorontalo Regency. Utilizing a Descriptive Approach with a qualitative research type, the study employed stratified random sampling to select 9 respondents. Data collection methods included observation, interviews, and documentation. The task force primarily focused on prevention through various strategies, such as providing advice during morning dhikr sessions and before learning activities, as well as educating students on the consequences of bullying. In handling incidents, the task force employed motivational counseling and imposed sanctions when necessary, ensuring student agreement and avoiding physical harm. Post-traumatic support emphasizes providing encouragement to victims of verbal violence, encouraging them to respond assertively without resorting to physical confrontation. The study revealed that gentle counseling had a positive impact, as evidenced by increased reporting of bullying incidents and a reduction in bullying behaviors within the madrasah. Overall, the findings underscored the importance of proactive intervention and supportive measures in mitigating verbal violence among students.

Child welfare as the primary direction of improving the legislation of the Republic of Kazakhstan: prevention of bullying in everyday and educational life

The article is devoted to the actual problem of bullying, that is, intentional and systematic infliction of emo-tional and physical harm to a minor by peers or adults. Despite a number of positive changes provoked by the adoption of appropriate legislative instruments to combat this phenomenon, there are still gaps that need to be addressed in the near future. The need to create a healthy atmosphere is justified by the fact that the well-being of children, the future generation of the Republic of Kazakhstan, is the benchmark for the development and progress of our country. Thus, in this article, the authors analyze the forms and consequences of bullying, world-class statistical indicators, and also study international and national experience in combating this phe-nomenon. Special attention is paid to the role of legislation in ensuring the well-being of the child and pro-tecting him from bullying. The authors propose a number of practical recommendations for improving the legislation of the Republic of Kazakhstan in this area, as well as for improving the legal consciousness and legal culture of the population. The article is of undeniable interest to lawyers, educators, psychologists, soci-ologists, human rights defenders and all those who deal with issues of childhood and child welfare in order to improve the atmosphere prevailing around a minor citizen of our country.

Cinema Therapy and Filmmaking Therapy, Ways to Prevent Bullying and to Heal Bullied Children


 
 
 Given its wide appeal as an entertainment method, cinema can be easily adapted in order to be used as a therapeutic and educational tool. Anxiety, which, in children, is considered to be both an important cause and consequence of bullying, can be healed through cinema, thanks to the experience of the happy end and the theory of identification with the character that help the child reach a state of harmony and contentment at the end of the story. Moreover, as bullying can often cause PTSD, which is a multi-sensory disorder, filmmaking therapy can be especially helpful as it can offer an audiovisual narrative approach to trauma. Also, the creative processes of filmmaking, such as writing, expressing through visuals, sound and music, could help children learn certain therapeutic creative methods that they could then use throughout their lives to express future inner tensions that could appear, contributing to an improved quality of life. 
 
 

Consequences of workplace bullying among nurses in Ghana: Does resilience matter?

PurposeThis study investigates the impact of workplace bullying on nurses' psychological distress and the quality of care as well as the impact of resilience in mitigating the negative effect of workplace bullying. DesignA cross-sectional survey design was employed to study the phenomenon among a purposive sample of 326 nurses in the Ghanaian healthcare sector with self-administered questionnaires for data collection. Data was analyzed using IBM’s Statistical Package for Social Sciences (SPSS) version 27.0 and Process Macro Version. ResultsThe study found evidence that bullied nurses in hospitals often suffer from psychological distress. Results also demonstrate a negative link between workplace bullying and the quality of care delivered by nurses. Furthermore, the study found that resilience moderated the workplace bullying and nurses' psychological distress relationship, however, resilience is not a significant moderator in the workplace bullying and quality of care relationship. OriginalityThe study advances our understanding of workplace bullying's consequences for nurses in the Ghanaian healthcare sector. It underscores the importance of addressing workplace bullying, offering practical recommendations for healthcare administrators and managers. Fostering personal resources like resilience is crucial to empower nurses in facing the challenges of their workplace environment effectively.

SCHOOL BULLYING IN HIGH SCHOOL STUDENTS, PREVENTION AND COPING STRATEGIES

School bullying is a significant problem affecting high school students. This article provides an overview of the causes and consequences of bullying, as well as prevention and coping strategies. The literature review includes a discussion of different types of bullying (Bradshaw, Waasdorp, & Johnson, 2015), individual, family, peer, and school-related factors that contribute to bullying (Espelage & Swearer, 2010; Olweus, 2013), and the physical and psychological harm that results from bullying (Bradshaw et al., 2015). The article concludes with a discussion of different interventions to prevent and cope with bullying, including whole-school approaches, targeted interventions, and peer support programs (Bradshaw et al., 2015; Espelage & Swearer, 2010).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0001/a.php" alt="Hit counter" /></p>

"If it's really excessive, it can enter your heart": A Mixed Methods Investigation of Bullying Among Early Adolescents in Semarang, Indonesia.

Bullying is a major public health concern for Indonesian adolescents, with well-documented links to a range of emotional and behavioral problems. Despite such evidence, few investigations have employed qualitative methods to illuminate youth's own perceptions of bullying and its psychosocial correlates in this context. The current study aimed to address this gap through an exploration of Indonesian adolescents' motivations, perceptions, and beliefs regarding bullying. Building on prior quantitative findings, an explanatory sequential mixed methods approach was used to better understand the myriad ways in which bullying ties into other psychosocial challenges. Qualitative interviews were conducted with a total of 45 adolescents ages 13 to 14 (25 girls and 20 boys) in two junior high schools in Semarang between October and December 2019. Interviews were audio-recorded, transcribed verbatim, and translated into English for analysis. Qualitative data were then coded using an inductive thematic analysis approach. Interviews yielded contextual insights into adolescents' definitions of bullying including the distinction between "normal" and "serious" bullying; related risk behaviors; key drivers; social and emotional consequences; and coping strategies. Across these thematic categories, a number of noteworthy gender differences emerged, highlighting the role that underlying gender norms can play in driving bullying involvement. Further, findings emphasize the need to develop a locally valid definition of bullying which takes into account the ways in which emotional distress may be both a criterion and a consequence of bullying. Findings can be used to inform bullying prevention programs targeting Indonesian youth.

Intention to intervene in weight-related bullying in elementary school: A qualitative study of the perspectives of teachers and school counselors

This qualitative study explores school personnel's intentions to intervene in weight-related bullying using the Theory of Planned Behaviors. Twenty-three elementary teachers and school counselors were individually interviewed. Key common themes were extracted and synthesized. Results show the intention to intervene was motivated by beliefs about the consequences of bullying. While teachers' motivators to intervene were focused on preventing negative impacts on academics, school counselors were preoccupied with positive psychosocial and interpersonal impacts. Providing information and training to school personnel about weight issues and the psychosocial difficulties associated with weight-related bullying could help reduce such bullying in schools.

School bullying and learning in high school students

The research was based on the study of bullying school and its impact on the learning of the students of the Educational Unit June 5 #34, of the Canuto parish, of the Chone canton. According to initial inquiries and diagnostic tests, it was possible to identify peer violence as one of the problems that significantly affects the performance of schoolchildren. From this, relevant themes were established in the theoretical framework in relation to school bullying and learning, which allowed analyzing the causes and consequences of bullying in the teaching-learning process. The objective was to determine the level of bullying and its effects on children's learning. The research had a mixed approach, that is, qualitative and quantitative, of a documentary type, with the implementation of the deductive method and the application of the survey as a data collection technique to investigate the behavior of the students and the intervention processes by of teachers in cases of school violence. It was obtained as a result that school bullying has a negative impact on student learning, due to psychological conditions, so it is necessary that teachers and parents are prepared to deal with these situations.

BULLING CHILDREN WITH AUTISM SPECTRUM DISORDER

The article is devoted to a review of existing research on bullying of children and adolescents with autism spectrum disorder (ASD). Particular attention is paid to the prevalence of this phenomenon, risk factors, forms and consequences of bullying, as well as the possibility of intervention. It is necessary to expand the available knowledge base on this problem, as well as propose practical, sound approaches to its solution. Community awareness of bullying and understanding of the importance of the problem have increased somewhat in recent years. However, RAS students are still extremely vulnerable to bullying, so parents, teachers, classmates and other members of society should be sensitive to the needs of such students. There is no one-size-fits-all way to learn about bullying right away. Children’s reaction to bullying depends on its severity, on its nature. Among those most at risk are children with ASD, Asperger’s syndromeand those with difficulty understanding social conventions, and teens who attend regular schools or have several behavioral problems. The basis of any intervention should be an understanding that children with ASD are at high risk, and adjusting the chosen technique according to their specific needs. In light of the above, there is an urgent need for further research to evaluate the effectiveness of comprehensive, multilevel intervention strategies aimed at preventing and reducing bullying of ASD students in different educational contexts. The success of development and social adaptation of a child with ASD is also determined by the presence of individual correctional plans and programs, special equipment, special techniques, a differential approach to socio-psychological services, creativity and professionalism (correctional teachers and special psychologists). To implement the principles of consistency, systematic implementation of the correctional process, taking into account the personal development of the child, the programs are integrated depending on the characteristics of its development.

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Symptoms of post-traumatic stress among victims of school bullying

School bullying is a critical issue among students that can promote some mental health issues. Some studies had found that severe or frequent bullying can lead to the development of post-traumatic stress symptoms such as avoidance behaviours and anxious feelings. However, school bullying is difficult to observe due to the complexity factors such as cultural background, peer pressure and academic problems. The study aimed to investigate the symptoms of post-traumatic stress among victims of school bullying. The study employed a descriptive qualitative research design. The data was collected by using a questionnaire to 42 students from two vocational high schools in Yogyakarta who had severe or frequent experience of school bullying. The results revealed that 40 per cent of participants showed one or more symptoms of post-traumatic stress such as feeling persistently avoiding to the perpetrators and feeling extremely anxious about the potential being bullied again. Meanwhile, 60 per cent participants experienced some other difficult emotions such as anger, revenge, disappointment, and sadness. The results also showed that the two biggest changes experienced by students after bullying were becoming more silent and being frequently anxious compared to before being bullied. The study suggests the need for further research to investigate the level of post-traumatic stress experienced by the students and the urge for anti-bullying curriculum in both schools to prevent the serious consequences of bullying.

Symptoms of Post-traumatic Stress among Victims of School Bullying

School bullying is a critical issue among students that can promote some mental health issues. Some studies had found that severe or frequent bullying can lead to the development of post-traumatic stress symptoms such as avoidance behaviours and anxious feelings. However, school bullying is difficult to observe due to the complexity factors such as cultural background, peer pressure and academic problems. The study aimed to investigate the symptoms of post-traumatic stress among victims of school bullying. The study employed a descriptive qualitative research design. The data was collected by using a questionnaire to 42 students from two vocational high schools in Yogyakarta who had severe or frequent experience of school bullying. The results revealed that 40 per cent of participants showed one or more symptoms of post-traumatic stress such as feeling persistently avoiding to the perpetrators and feeling extremely anxious about the potential being bullied again. Meanwhile, 60 per cent participants experienced some other difficult emotions such as anger, revenge, disappointment, and sadness. The results also showed that the two biggest changes experienced by students after bullying were becoming more silent and being frequently anxious compared to before being bullied. The study suggests the need for further research to investigate the level of post-traumatic stress experienced by the students and the urge for anti-bullying curriculum in both schools to prevent the serious consequences of bullying.

Does bystander behavior make a difference? How passive and active bystanders in the group moderate the effects of bullying exposure.

Workplace bullying has negative effects on targets' well-being. Researchers are increasingly aware that bullying occurs within social contexts and is often witnessed by others in the organization, such as bystanders. However, we know little about how bystanders' responses influence outcomes for those exposed to bullying. In this multilevel study, involving 572 employees within 55 work groups, we explore how bystanders' passive (e.g., inaction) and active constructive (e.g., defending the target) responses to bullying can affect targets' somatic symptoms and work engagement. Drawing from Job-Demands Resource theory, we propose that passive and active constructive bystanders can worsen or buffer bullying's effects on these well-being outcomes, respectively. Specifically, we propose that passive bystanders can act as further demands for targets to cope with, leading to demand accumulation, while active constructive bystanders can act as resources. We found that exposure to workplace bullying was associated with somatic symptoms and low work engagement. The number of passive and active constructive bystanders in the target's work group moderated the relationship between exposure to bullying and engagement. In particular, with larger numbers of passive bystanders, the negative relationship of bullying exposure with engagement strengthened. Conversely, with a higher number of active constructive bystanders, bullying's negative relationship with engagement was mitigated. However, there was no moderating effect for somatic symptoms. This study contributes as the first empirical test of whether bystander behavior shapes the consequences of bullying for targets and provides a novel, group-level perspective to the bullying bystander literature. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

How teenagers view bullying: gender differences and psychological implications

The article describes psychological peculiarities and gender differences in how teenagers view the phenomenon of bullying; it delineates psychological implications and health impacts of bullying. The aim is to identify gender peculiarities of teenagers’ perception of bullying and its psychological implications on their health. The main method of this empirical study was questionnaire. Teenage participants received the approbated questionnaire developed by the authors of this article. The research determines how teenagers understand the causes and consequences of bullying, ascertains how teenagers are involved in bullying including the role behaviour, and identifies psychological peculiarities of bullying in relation to gender identification of participants. Responses to the questionnaire demonstrate that two genders equally participate in bullying. Girls and boys communicate experiencing negative emotions of anger, hate, aggression, pity, anxiety, fear, and offense both during direct involvement in bullying and during observation of bullying from aside. Teenage girls tend to be more involved in psychological bullying while boys are more involved in physical bullying. Conclusions. Teenage involvement in bullying necessarily involves negative emotions regardless of the role in bullying or gender of the participants. Psychological implications of bullying correlate to its strength and duration; can be short term and/or long term and affect individual well-being of all immediate participants of bullying stretching its negative impacts on psychological health even to adulthood. Therefore, systemic approach to prevent and oppose teenage bullying is indisputably pertinent.

Impact of Workplace Bullying on Work Performance Moderated by Loneliness: A Case study of Indonesia

The issue of bullying within the workplace is a constant pursuit by scientists. The effect studied regarding the issues varies and has a large list of mediators and moderators. A common result of workplace bullying is its effect on working performance. Being one of the variables that hold a unique position as to cause and cause by, loneliness may introduce an updated perception of what bullying could have. Using a purposive sampling online survey, the data was collected from employees of multiple organizations and state-owned companies in Indonesia, especially West Java and North Sumatera. One hundred twenty-six valid data were gathered and processed for this study. The questionnaire was designed using COPSOQ III to assess the workplace bullying variable, the UCLA loneliness scale for the loneliness variable, and Koopman's individual work performance (IWP) assessment for the work performance variable. The result shows a relationship between workplace bullying and work performance, though it is insignificant, and loneliness elevates bullying's effect on work performance. The implication of these findings is to enrich understanding of work place bullying within the workplace, but further research is still advised.

Bullying and giftedness in school environment

ABSTRACT Bullying is characterized by constant violent actions against the same individual. Bullied people suffer physical and psychological damage that directly affect their academic achievement, as well as their relationship with friends, family, and society, resulting in a feeling of social exclusion. Based on the hypothesis that myths and prejudices about giftedness contribute for gifted students to be involved with bullying, we propose an exploratory study of bullying experienced by gifted students in school environments. Interviews were carried out with a non-probabilistic sample composed of ten gifted students of Middle School. Our investigation states that some characteristics of giftedness can help them to deal better with bullying consequences and have an interventionist attitude in a situation of bullying. Moreover, the areas of giftedness can influence how these students use aggression when assuming the role of bullies. At last, it is identified that the myths of giftedness did not lead to their involvement with bullying.

СУДОВА ПРАКТИКА У СПРАВАХ ПРО БУЛІНГ (ЦЬКУВАННЯ)

The article considers and analyzes six lawsuits related to bullying (harassment) by participants in the educational process in Ukraine. It is noted that this analysis of court cases is carried out in order to further form specific proposals to improve the effectiveness of measures aimed at minimizing such a socially negative phenomenon as bullying. It is indicated that today court cases are characterized by the lack of a unified approach to resolving typical (ie those in which the composition of an administrative offense is the same or quite similar) cases. It is noted that this is due to the fact that this category of bullying, as well as legal responsibility for its commission is a fairly new phenomenon for modern jurisprudence, which directly determines the complexity of unified regulations. It is emphasized that the lack of a clear understanding of the essential component of the category "bullying" and its characteristics in practice complicates the process of identification of bullying not only during the trial, but also at the stage of drawing up reports on administrative offenses. It is concluded that in Ukraine it is necessary to take a comprehensive approach to the category of bullying not only theorists, scientists, but also judges, employees of the National Police and other officials, because the consequences of bullying, as case law shows, may be depressed, reluctance to visit educational institution, the need for psychological assistance, etc., which negatively affects the further socialization of the person who became a victim of bullying. Emphasis is placed on the fact that the study of issues related to the administrative and legal mechanism for preventing this negative phenomenon is a promising area of research.