Whilst aggression in the workplace has been systematically studied in recent years, research into workplace bullying per se still remains quite limited. In this article, we report the findings from an investigation into employees' perceptions of social and organizational work conditions and experiences of bullying at work. Six-hundred-seventy-seven employees from five different working populations (managers, teachers, technicians, call centre operators, and engineers) completed the Workplace Relationships Questionnaire (WRQ). This paper presents the results of the analysis, linking the experiences of bullying and perceptions of social and organizational work conditions. The present findings predictably identify victims and non-bullied participants, and also indicate the existence of a new category of employee affected by the problem of bullying; bullied/non-victims. Bullied/non-victims may provide crucial insights into the ways that company practices and policies impact negatively on the whole workforce.
This article documents the important issues of school violence and bullying in the United Kingdom. The authors provide examples of effective interventions for preventing violence and describe some methods, grounded in a restorative and emotional intelligence framework, that have been successfully adopted in U.K. schools. The authors conclude that if violence is to be addressed, a whole school approach embedded in the wider community is required.
This study explored 10-and 11-year-old students' (N = 64) moral emotional attributions in relation to other and self in peer-to-peer bullying scenarios in primary school. Data were gathered using one-to-one semi-structured interviews facilitated by the use of a series of pictorial vignettes depicting a hypothetical story of peer bullying. The results demonstrated that worry and to a lesser extent shame were most often attributed to the other as victim character, indifference and pride to the other as bully character, and worry and shame to the other as follower character. Participants mostly attributed worry to self as victim, shame and worry to self as bully, and shame to self as follower. The findings are discussed in relation to the role of peers in addressing school bullying, such as through peer support. There are implications for school-based interventions to address bullying that facilitate self-awareness and empathy in children and young people as a means of addressing such behaviour.
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