Name Calling Research Articles

Romantic Relationships and Interpersonal Violence Among Adults With Developmental Disabilities

Romantic relationships are important in the lives of adults with developmental disabilities. The purpose of this study was to explore dating and romantic relationships among these adults and to identify the nature and extent of interpersonal violence in their relationships. A random sample of 47 women and men participated in semistructured interviews. The authors found that relationships sounded very typical of people without disabilities, but their time together was more limited than they wanted. A high percentage of participants had experienced interpersonal violence, primarily in the form of name calling, yelling, screaming, and physical assault. Although the police and family or friends were the first sources of assistance following an abusive incident, more than one third of the participants said they did not seek any help.

Break the silence

FigureHorizontal, or lateral, violence is defined as hostile, aggressive behavior by an individual or group toward another individual or group.1 Bullying, a form of horizontal violence, has a broader definition and may include a wide range of negative and disrespectful behaviors toward others. Whether labeled horizontal violence or bullying, these unacceptable, destructive behaviors are prevalent in many nursing workplace environments. Covert behaviors of hostility include acts of belittling, gossiping, backstabbing, spreading rumors, fault finding, name calling, and character assassination. Other more overt behaviors of aggression in the workplace include being rude, being belligerent, talking in a dismissive tone, criticizing others publicly, and playing practical jokes designed to humiliate others. Physical assault isn't common, but shoving, hitting, or throwing objects may occur. Victims of workplace hostility and aggression often experience low self-esteem and anxiety. High stress levels may lead to sleep disturbances, eating disorders, and impaired personal relationships. Although some nurses silently tolerate a hostile, aggressive environment as the norm, many react to an abusive environment by absenteeism and termination of employment. Fallout from horizontal violence and bullying in the workplace includes the negative impact on effective communication, collaboration, and productivity. Ultimately, a toxic, dysfunctional workplace environment may undermine the delivery of quality, safe patient care. So what can you do to combat these behaviors? Recognize the presence of horizontal violence and bullying in your workplace. Work to create a culture of trust, collaboration, and respect for others in the workplace by actively promoting respectful and supportive relationships. Don't tolerate acts of horizontal violence or bullying in the workplace. Address these behaviors in others promptly and directly and encourage your colleagues to do the same. Enlist the support and assistance of managers in resolving hostility and aggression in your workplace. Promote awareness of and education on horizontal violence and bullying through staff development activities. Support the development of a departmental policy that clearly describes the process of managing horizontal violence and bullying. Horizontal violence and bullying can be stopped by breaking the silence and endorsing a zero tolerance in nursing work environments.

"I didn't know what to say?" : Four Archetypal Responses to Homophobic Rhetoric in the Classroom

The purpose of this inquiry is to understand how student teachers reacted to homophobic rhetoric from students during their teaching placements. Focus group conversations with 111 student teachers over two years revealed their pupils' negative attitudes towards homosexuality and frequent use of homophobic pejoratives. How did these teachers-in-training deal with these attitudes and behaviors? Did they feel they had the authority, confidence, information, and/or right to challenge these attitudes and verbal abuses? We used a phenomenological lens to focus on the "lived experience" of student teachers dealing with homophobic attitudes, behavior, and speech. Through our participants' narratives, we identify four archetypal scenarios and responses that represent typical reactions of student teachers dealing with homophobic speech in their classrooms: avoiders, hesitators, confronters, and integrators. These archetypes reveal various levels of skill, comfort, and, moreover, willingness to address this particular discriminatory speech in American public schools. In order to move student teachers from avoiders and hesitators to confronters and integrators, teacher preparation programs and school personnel who work with student teachers need to explicitly address LGBTQ issues so that new teachers become informed on the topic via coursework, seminar, and clinical experiences so that they enter the profession with a set of skills that they can employ to counter instances of bigotry aimed at this group of students.

"You Fool!" Matthew 5:22

Abstract This essay advances the case that Matt 5:22 is not a prohibition of generic name calling, using common terms of abuse. It is, rather, a pointed and specific warning that one Christian believer must not consign another believer to perdition by labeling him/her a "fool" ("unbeliever," "apostate," "heretic," etc.), that is, one who is excluded from the eschatological kingdom of God. To do so is to expose oneself to divine wrath in the day of judgment.

Familias con Voz: Community Survey Results from an Intimate Partner Violence (IPV) Prevention Project with Migrant Workers

The Migrant Clinicians Network’s Familias con Voz (Families with a Voice) project aims to train migrant men and women to become intimate partner violence (IPV) peer educators in their communities. In preparation for implementing educational activities, a community survey was conducted with 298 participants in three Texas border counties. Verbal abuse, such as name calling, was the most frequent type of violence reported. Men perceived anger as a cause of partner violence significantly more than women. Only 22% of respondents reported knowing of a shelter they could turn to for help. Surprisingly, a majority of participants cited “seeking help from the police” when asked about ways to decrease partner violence. Survey results offer insight into developing effective intervention programs by capturing the intended audiences’ beliefs and attitudes. Additionally, survey results reveal possible strategies for how to tackle IPV in U.S.-Mexico border migrant farmworker communities.

Reflecting respect

This article explores how ideologies derived from North African culture are transformed in local expressions of identity among Muslim French adolescents. Naturally-occurring interactional data were collected among adolescents of primarily Algerian descent living in a cité (a low-income housing project) outside Paris. The study shows that the local identity practices of Muslim French teens articulate with transcultural ideologies of identity, but in contradictory rather than wholly consistent ways. Specifically, teens in the study circulate seemingly static cultural ideologies pertaining to generation, gender, and sexuality, but also routinely challenge these ideologies in interactions with their peers. Through the innovative interactional genre of “parental name calling,” adolescents articulate their ambivalent relationship to the North African-derived cultural value they call le respect (‘respect’). In the process, they negotiate their own beliefs and practices regarding generation, gender, and sexuality in accommodation and opposition to their parents’ values.

Name Calling: Thinking about (the Study of) Judaism in Late Antiquity

IN THIS SPECIAL ISSUE of JQR we have made the review essay the primary medium for reflecting on a field in transition - the study of late antique Jews and Judaism. By pairing major scholars with major works (produced by other major scholars), we hope to step back and catch a glimpse of a dynamic moment - one full of shifting and shared problems and innovations - in the unfolding of this rich arena of scholarship. What we wanted to avoid was the standard single-book review, hoping instead to use books as provocations to broader inquiry. The result is a densely interconnected set of essays.Jewish Late Antiquity is a notoriously difficult period to see clearly; not only is the evidence sparse and idiosyncratic but the stakes are high and our lenses are perennially clouded. After all, the first centuries of the Common Era are the cradle of both Christianity and classical Judaism. The significance of this era is of intense and decidedly proprietary interest to many contemporary scribes no less than it was to ancient polemicists and practitioners. The methodological and confessional biases that inform the history of this period are, if not different in kind, then perhaps distinguished in degree from those that inflect all historical endeavors. The dangers posed, while hardly new to the field, are nonetheless persistent: we still need to sort out the very language and terms with which we do our work.It is less a time of refinement in the fields than of dramatic reconfiguration. The comfortable categories that have been used to talk about Judaism in the high and late Roman empire are being undermined. Several paradigms have shifted in this past decade or so - from ideas of rabbinic normativity and authority, to basic notions of periodicity. The conceptual landscape has altered to such a degree that nearly all the evidence can or should be revisited and reimagined. We are in a moment strikingly light on received wisdom. One vital aspect of this (re)appraisal has been the need to remember constantly that names create conceptual contexts - labels inescapably analogize, prioritize, and situate evidence. Descriptors that were once deemed simple and transparent have been outed as loaded concepts with histories, earning them scare quotes and necessary revaluation: religion, Judaism, Christianity, orthodoxy, ethnicity, race, nationalism (as in Martha Himmlefarb's review of David Goodblatt and Shaye J. D. Cohen), even Romanitas. The vocabulary that describes ancient evidence will to a certain extent determine the company it keeps. The ease with which Judaism and Christianity can be talked about as sister or rival religions, for example, becomes complicated if we deny that Judaism is a at all. In other words, what can be compared and how is also under scrutiny. In fact, we might say that attention to the (generative and obfuscatory) language, labels, and analogies used to comprehend late antique Judaism is a major thread connecting the various pieces assembled in this special issue.As Megan Hale Williams says:From Ignatius of Antioch and the rabbis of the Mishnah, to Origen and the Jews of third-century Caesarea, to Jerome and the redactors of the Yerujhalmi, . . . Jews and Christians occupied quite different positions in society, and thought in terms of different categories. These must neither be carelessly assimilated to one another, nor torced to fit into artificial typologies, however elegant.Shorn of the old terminological (and accompanying conceptual) strictures, the evidence of late antique Judaism is set free, and we have the exciting, if daunting, opportunity to examine evidence anew - to question the analogical, comparative, and metaphorical logic that has (tacitly or explicitly) provided the generative syntax of so much that we know - or think we know.To wit, religion as a category used for historical and phenomenological analysis comes under examination, as can be seen in both Daniel Boyarin's and Megan Hale Williams's pieces. …

Flipping the Script: Analyzing Youth Talk about Race and Racism

In this article, we examine how youth in one urban high school talked about race and racism while participating in a curriculum that introduced the analytic lens of story types (stock stories, concealed stories, resistance stories, and counterstories) to look at race and racism and engage these issues through storytelling and the arts. We draw on data from observations and focus group interviews to examine student‐initiated themes and conversation as the curriculum unfolded. In particular, we look at the use of language, particularly racialized jokes and name calling, to consider how such talk functions to create social and rhetorical spaces where youth of color can express and critically analyze the particularities of their lived experiences of race and racism in a contemporary “color‐blind” context that asserts race no longer matters. [urban education, youth development, racism, resistance].

Emerging Adult Siblings' Use of Verbally Aggressive Messages as Hurtful Messages

The purpose of this study was to identify the specific types of verbally aggressive messages emerging adult siblings use with each other and to determine whether these types of verbally aggressive messages differ in perceived hurtfulness, intensity, and intent. Participants were 115 individuals who identified a verbally aggressive message recently used by a sibling. Results indicated that siblings use seven types of verbally aggressive messages (i.e., name calling, insults, withdrawal, physical acts or threats, repudiating the relationship, negative affect, unfair comparison), and the seven types of verbally aggressive messages do not differ in their perceived hurtfulness, intensity, and intent.

Peer victimization in multicultural schools in Spain and England

Most surveys of bullying and school violence have not addressed the issue of aggression or social exclusion related to the ethnic, cultural or racial background of the recipient. The limited number of studies in this area tend to focus on whether children from different cultural groups are more or less likely to be victimized by peers overall, reporting no significant differences between cultural groups in terms of levels of victimization or bullying others. This study aimed to expand on the previous literature in a number of ways. Pupils from a variety of cultural backgrounds in two countries, England and Spain, were surveyed about their perceptions and experiences of seven types of victimization (three were explicitly related to the cultural background of the recipient). Pupils were disapproving of victimization, more so for cultural victimization. Pupils from cultural minority groups were more likely than those from cultural majority groups to report experiencing victimization based on their cultural background (name calling and social exclusion). Pupils reported being upset or angry as a result of the victimization. They were most likely to report the reason for cultural victimization as “being different”. The findings are discussed in terms of the need for schools to address the issue of cultural victimization.

An exploratory survey of the experiences of homophobic bullying among lesbian, gay, bisexual and transgendered young people in Ireland

While developments have been made concerning the understanding of general bullying behaviour in Irish schools, considerably less is known about homophobic bullying. Presented here are the findings of a study into the views and perspectives of a self-selected sample of 123 lesbian, gay, bisexual or transgendered (LGBT) secondary school-aged young people in Ireland. Findings highlight the extent to which such students experience name calling, teasing and bullying in their everyday lives. While exploratory in nature, the study indicates (i) the LGBT population is one ‘at risk’ of school bullying; (ii) homophobic bullying should be included as a matter of concern in pre-service and in-service teacher training; (iii) that homophobic bullying should be explicitly considered in school anti-bullying policy. Furthermore, from a consideration of the current level of expertise, there are grounds for optimism regarding the development of an inter-agency approach to providing resources and addressing curriculum development in this area in schools in Ireland.

Sexual Bullying

Millions of youth in the United States are involved in some aspects of bullying behavior. Increasing rates of youth violence, including horrific violent school events, have brought national attention upon the phenomenon. Bullying is a broad construct that covers a wide variety of behaviors from name calling to physical abuse, and it is associated with serious negative health outcomes. Sexual bullying appears to be antecedent to more severe forms of relationship violence, and it is proposed as a conceptual link between bullying and more advanced forms of sexualized violence, such as teen dating violence and adult forms of intimate partner violence.

Una tipología del discurso de discriminación percibida en mapuches de Chile

Abstract: This paper develops a discourse typology of perceived discrimination against mapuches in Chile. Specifically, this paper focuses on two out of eleven categories: “discriminatory event” and “social repre-sentations”. The participants are 50 mapuche men and women from Temuco and 50 from Santiago. The findings reveal four types of perceived discrimination: “verbal”, expressed by means of name calling, remarks, jokes and taunts; “behavioral”, expressed by ignoring, looking and segregating; “institutional”, through the application of norms; and “macrosicial”, by a lack of interest from central society, cultural dominance and an ethnocentric interpretation of the nation history. On the other hand, the discourse of perceived discrimination, analysed using the method of critical discourse analysis proposed by Merino (2006), is structured on an “argumentative story”, with dominance of expressive and declarative speech acts and local semantic strategies, two of which are transferred from the native language into oral Span-ish..Key Words: Discourse, perceived discrimination, chilean mapuches.

Country Name Calling: The Case of Iran vs. Persia

Focus on GeographyVolume 49, Issue 4 p. 2-11 Country Name Calling: The Case of Iran vs. Persia M. Kamiar, M. KamiarSearch for more papers by this author M. Kamiar, M. KamiarSearch for more papers by this author First published: 21 April 2010 https://doi.org/10.1111/j.1949-8535.2007.tb00177.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume49, Issue4Spring 2007Pages 2-11 RelatedInformation

State of the science in the assessment and management of severe behavior problems in school settings: Behavior Analytic Consultation to Schools.

Abstract In school settings, behavior analysts are often called in to consult on behavioral issues that surpass the knowledge, experience, and training of local school personnel. Severe behavior such as aggression to staff, SIB, and property destruction are common behavior referrals. The benefits of functional assessments, functional analyses, preference assessments, treatment analyses, and generalization analyses have been well documented in school and clinic-based research. However, to date, a unified framework to guide behavior analysts through these best practices in school settings has not been proposed. Further, although theoretical models for school consultation have been proposed (viz., Direct Behavioral Consultation), no empirical case examples of existing models have been published. The current paper describes the Behavior Analytic Consultation to Schools (BACS) model, its application to behavior problems, and provides 2 case examples of the BACS model to solve difficult behavior referrals in school settings. Keywords: Behavior Analytic Consultation to Schools (BACS), behavior, behavior, functional analysis ********** Children with developmental disabilities, cognitive impairments, mental retardation, and pervasive developmental disorders (e.g., autistic disorder) often demonstrate destructive behavior in school settings (Broussard & Northup, 1995; Foxx, 1982; Sasso & Reimers, 1988; Sasso, et al., 1992). Such behavior can have detrimental effects on those children, their peers, and on their classrooms as a whole (Ellis & Magee, 1999). Severe behavior such as aggression to staff, self-injury, and property destruction often lead to missed instructional time, physical injury to staff and peers, and to the use of invasive emergency procedures such as physical restraint (Burke, Hagan-Burke, & Sugai, 2003). The importance of reducing or eliminating destructive behavior in public school settings is obvious. In this paper, we make a distinction early on between severe and non-severe behavioral referrals. Severe behavior, as discussed here, refers to behavior that is physically dangerous to a person or to those to whom a person's behavior is directed. Examples include self-injurious behavior (SIB; head banging, head hitting, self biting, etc.), physical aggression to staff and peers (e.g., kicking punching, biting, etc.), and property destruction (e.g., breaking furniture, throwing chairs, etc.). Non-severe behavior common to classroom-based behavioral referrals refer to such behavior as noncompliance, disruption, getting out of one's seat, teasing, bullying, name calling, not completing work assignments, and inattention to tasks, etc. The distinction between the two types of behavioral referrals described above is made in order to contrast behavioral issues against other disruptive but behavioral issues such that issues related to staff working with children who demonstrate behavior problems can be properly put into context. The importance of making such a distinction will be discussed later in this paper. Much is known about the effective assessment and treatment of behavior in school settings. The applied behavior analysis literature is filled with many examples of functional assessment, treatment selection, and treatment evaluation of behavioral interventions in school settings (Cipani, 1999; Moore, Mueller, Dubard, Roberts, & Sterling-Turner, 2002; Mueller & Kafka, 2005; Mueller, Moore, & Sterling-Turner, 2005; Mueller, Wilczynski, Moore, Fusilier, & Trahant, 2001; Watson & Steege, 2003). Very little emphasis in the behavioral community, however, has been placed on effective models of providing such services on a consultative basis. It has been the school psychology literature that has addressed consultative issues including theoretical models to guide experts or to train consultees (e. …

Workplace Bullying in the NHS

Jacqueline Randle Radcliffe Medical Press, 2006, £19.95, 120 pages ISBN 1 857 75783 1 Rating: ★★★★★/5 Two main types of people would be interested in this book. One is staff wondering if they are being bullied and what constitutes that kind of behaviour. The other is policymakers who want to draft guidance for their own organisations. Some people might say it seems strange to use the term “bullying” because it is more commonly associated with the playground. Physical abuse and outright name calling are rare in the workplace, but the more …

Letter

Back to table of contents Previous article Next article LetterFull AccessLetterBauke Koekkoek R.N., C.N.S.Berno van Meijel R.N., Ph.D.Giel Hutschemaekers Ph.D.Bauke Koekkoek R.N., C.N.S.Search for more papers by this authorBerno van Meijel R.N., Ph.D.Search for more papers by this authorGiel Hutschemaekers Ph.D.Search for more papers by this authorPublished Online:1 Aug 2006https://doi.org/10.1176/ps.2006.57.8.1218aAboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail In Reply: Dr. Corrigan's comments on our review of literature about "difficult patients" offer us the opportunity to clarify our view on the delicate matter of stigmatizing. We agree with Dr. Corrigan that the term "difficult" can be pejorative and even dangerous, so we used the term in quotation marks in our article. Nevertheless, it is a commonly and heavily used word in daily practice that lacks a clear meaning. Its connotation, however, is less clouded: the patient is judged negatively because he or she is far from an ideal patient. By reviewing the literature on "difficult patients," we tried to shed light on unspoken judgments that are so prominent among mental health professionals. In doing so, we highlighted different points of view, and individual characteristics of the patient were the basis of only one viewpoint. Interpersonal and systemic explanations for labeling patients as difficult were reviewed in at least as much detail. Moreover, in our discussion we stated that a "difficult" patient easily becomes a "bad" patient in the minds of mental health professionals, which often worsens the care or treatment offered. Here we also agree with Dr. Corrigan in that this name calling leads to further stigmatization of patients, who are solely blamed for a difficult relationship between them and mental health care.Yet we believe that frankly speaking about "difficult patients" does more good than keeping quiet about them. By carefully investigating the meaning of "difficult," we hope to have contributed to the discussion about patients who are not perceived positively by professionals. More sophisticated and accurate descriptions of the difficulties may then be incorporated, which we hope will result in acknowledging problems instead of denying them for fear of stigmatizing these patients. FiguresReferencesCited byDetailsCited ByNone Volume 57Issue 8 August, 2006Pages 1218-1218PSYCHIATRIC SERVICES August 2006 Volume 57 Number 8 Metrics PDF download History Published online 1 August 2006 Published in print 1 August 2006

Ethnic discrimination and global self-worth in early adolescents: The mediating role of ethnic self-esteem

Peer victimization based on one's ethnic group membership contributes to the problems and conflicts of ethnic minority children around the world. With ethnic discrimination, a part of the self is implicated. Hence, it is likely that being treated negatively on the basis of one's ethnicity has a negative influence on ethnic self-esteem and thereby on feelings of global self-worth. Following structural models of the self it was predicted that ethnic self-esteem mediates the relationship between ethnic peer discrimination and global self-worth. To test this prediction a large scale study ( N= 2682) was conducted among Turkish, Moroccan, Surinamese and Dutch young adolescents (aged 10 to 13) living in The Netherlands. Using structural equation analysis, we found the predicted mediation for all four groups of participants. In addition, to examine the precise role of ethnic discrimination we also considered other types and dimensions of peer victimization. Our distinction between reasons (personal and ethnic) and types (teasing/name calling and social exclusion form play) of peer victimization fitted the data adequately. Global self-worth was more strongly related to experiences with teasing and name calling than to social exclusion.

Bullying among Turkish high school students

Objective The purpose of this study was to investigate school bullying among public high school students in Turkey. Method This study used a survey to examine different aspects of bullying in schools. The participants ( N = 692) were students chosen from five state high schools in Ankara in the 2000–2001 academic year. A self-administered questionnaire of 28 single or multiple-choice questions was devised by the authors to examine the students’ perceptions of bullying in schools. Descriptive statistical analyses were used to interpret the data. Results Of the total of 692 students, everyone reported having been bullied. Thirty three point five percent had been bullied verbally, 35.5% had been bullied physically, 28.3% had been bullied emotionally, and 15.6% had been bullied sexually, at least once during the academic year. Victims were faced with one or more types of bullying. There were clear gender differences, with boys consistently experiencing more physical bullying including kicking-slapping, assault with a knife, rude physical jokes, and more verbal bullying including name calling and insulting-swearing (all significant at p < .001). Among the four types of bullying, the most common forms of bullying faced by girls and boys were the same in order: pushing (58.1% girls/63.5% boys) and name-calling (44.1%/61.8%). About one-third of the students stated that they did not get any help in coping with bullying. The main reason for bullying was pretending to be strong (43.1%). Among the four types of bullying in both genders, students generally reported negative views about the consequences on them including low psychological well-being, poor social adjustment, and psychological distress. Conclusions Bullying is a serious problem in schools in Turkey and is a matter of recent concern. This is the first research investigating bullying in Turkey. At the present there is no policy at the central level to deal with bullying. It is expected that the results of this study will raise the awareness of students, teachers, school principals, and educational managers and parents to the problem.

Let Us Not Forget to Support LGBT Youth in the Middle School Years

On January 2, 1997, 14-year-old Robbie Kirkland committed suicide after a four-year struggle to accept and find peace his homosexuality. Robbie knew he was gay at age 10, told his family, and his family loved, accepted, and supported him. But that was not enough, because every day Robbie had to go to school and face the many acts of rejection and anti-gay harassment which occur in our schools daily—name calling, taunting, pushing and tripping, and exclusion— which, over time, leave children like Robbie feeling ashamed, insecure, unworthy, and alone—and ultimately vulnerable to self-destructive behaviors. The message from Robbie's story is clear. Middle level educators have a responsibility to play a role in the safety and welfare of all young adolescents, including those who are lesbian, gay, bisexual, transgender, or questioning (L,G,B,T,Q).' The Human Rights Watch (2001) reported that there are more than two million LGBT youth of school age living in the United States, of every race, creed, social class, ability, and disability, found in urban, suburban, and rural schools. Yet, with few exceptions, most school districts fail to acknowledge or serve the needs of gay, lesbian, bisexual students, parents, and staff (Goodman, 1996, 10). While there are a growing number of educators, schools, and professional organizations willing to address the needs of these youth, far too many schools and educators do not acknowledge students who are gay or lesbian, nor address their needs. All educators need to know why it is necessary, even urgent, to support these students and must know the specific steps they can take in their schools to make them safe and more equitable places for gay and lesbian students.