Two studies generated profiles of cyberbullying/cyberincivility and traditional bullying/incivility in adults, particularly within the workplace. In Study 1, 20% of 3,699 participants had the majority of cyberbullying victimization and 7.5% had the majority of traditional bullying victimization occur in adulthood, with 30% saying they were bullied at work. Relationships between bullying and negative outcomes were found. Because of the clear evidence of bullying and cyberbullying in the workplace in Study 1, Study 2 addressed the relationship of these constructs to workplace incivility. Workplace face-to-face incivility and bullying were related among 321 participants, as were workplace cyberbullying and cyberincivility. Face-to-face incivility was more common than online incivility, face-to-face bullying, or online bullying, yet all four behaviors were associated with negative outcomes. Differences in intentionality, acceptability, and severity were observed, with workplace face-to-face bullying perceived as the most severe and having the greatest intentionality to harm. These results emphasize the importance of studying bullying among adults, and highlight the conceptual independence of bullying and incivility. Correlates of workplace aggression are discussed using job demands-resources theory.

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Cyberbullying refers to bullying that occurs through the Internet and text messaging. While strides have been made in understanding the frequency with which cyberbullying occurs and its correlates, only a handful of published studies have examined cyberbullying among individuals with disabilities. Thus, this study examined cyberbullying prevalence rates and correlates among 231 participants age 16 to 20 (M = 19.32) with and without disabilities (51% male; 70.6% Caucasian). The study also examined the influence of disability status on participants' ability to detect the presence/ absence of cyberbullying. Both individuals with and without disabilities displayed high prevalence rates of cyberbullying victimization, with youth with disabilities displaying significantly higher rates. Perpetration rates did not differ significantly between the two groups. Disability status (present/absent) did not influence the ability of participants to detect the presence or absence of cyberbullying. Implications of the findings for prevention/intervention efforts are discussed.

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Business leaders and HR professionals have long recognized the importance of social skills for effective organizational functioning, particularly in roles requiring high levels of interpersonal interaction. Accordingly, organizational science scholars have produced a large amount of research that can be organized under the broad heading of social skills. Yet, three key issues in the literature are hampering progress: (1) the lack of a well-accepted articulation of the social skills phenomenon, what it is and what it is not; (2) conceptual redundancy and conflation among the set of social skills-related concepts (e.g., individual differences, skills, behavior, evaluations, etc.), and (3) full consideration of the importance of social behavior in understanding social skills. We propose solutions for understanding social skills that begin to resolve these issues and help strengthen future empirical research. Specifically, we present two distinct, but related, conceptualizations of social skills: social skills enactment and social skills reputation. We then offer a theoretically grounded perspective, the Social Skills Framework, which incorporates these conceptualizations of social skills, provides a structure into which existing social skills concepts can be integrated and evaluated for conceptual clarity, and centers social behavior. After describing the framework, we offer a research agenda that focuses on refining the framework and investigating key issues related to the two conceptualizations of social skills.