thesis on workplace bullying

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How Bullying Manifests at Work — and How to Stop It

Ludmila N. Praslova,
Ron Carucci,
Caroline Stokes

It’s a systemic problem that requires systemic solutions.

The term workplace bullying describes a wide range of behaviors, and this complexity makes addressing it difficult and often ineffective. For example, most anti-bullying advice, from “anger management” to zero-tolerance policies, deals with more overt forms of bullying. Covert bullying, such as withholding information or gaslighting, is rarely considered or addressed. In this piece, the authors discuss the different types of bullying, the myths that prevent leaders from addressing it, and how organizations can effectively intervene and create a safer workplace.

While the organizational costs of incivility and toxicity are well documented, bullying at work is still a problem. An estimated 48.6 million Americans, or about 30% of the workforce, are bullied at work. In India, that percentage is reported to be as high as 46% or even 55% . In Germany, it’s a lower but non-negligible 17% . Yet bullying often receives little attention or effective action.

Ludmila N. Praslova , PhD, SHRM-SCP, uses her extensive experience with neurodiversity and global and cultural inclusion to help create talent-rich workplaces. The author of The Canary Code , she is a professor of graduate industrial-organizational psychology and is the accreditation liaison officer at Vanguard University of Southern California. Follow Ludmila on LinkedIn .
Ron Carucci is co-founder and managing partner at Navalent , working with CEOs and executives pursuing transformational change. He is the bestselling author of eight books, including To Be Honest and Rising to Power . Connect with him on Linked In at RonCarucci , and download his free “How Honest is My Team?” assessment.
CS Caroline Stokes is a stakeholder capital business sustainability coach and strategist, and CEO of FORWARD , working with leaders and teams in AI, cybersecurity, and digital entertainment.

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Workplace Bullying, Engagement and Employability: Moderating Role of Organization-Based Self-Esteem

Published: 20 July 2022
Volume 35 , pages 417–432, ( 2023 )

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Nimmi P. M. ORCID: orcid.org/0000-0002-8750-6500 1 ,
Geetha Jose 2 ,
Maria Tresita Paul Vincent ORCID: orcid.org/0000-0002-8047-7284 3 &
Anjali John 4

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The present research paper aims to examine the influence of workplace bullying on employee work outcomes in terms of employee engagement and perceived internal employability. The paper also analyses the moderating role of organization-based self-esteem (OBSE) in the relationship between workplace bullying and employee work outcomes. The authors relied on cross-sectional data from teaching faculty across universities and colleges in South India to validate hypotheses empirically. The proposed model was tested using Warp-PLS and PROCESS macro in SPSS. The study reported a significant negative influence of workplace bullying on perceived internal employability and employee engagement. The study also found that OBSE positively moderated the negative relationship between workplace bullying and employee work outcomes in terms of engaging employees and perceived employability. The unique aspect of this research is that it is the first time the moderating role of OBSE is discussed in bullying literature. The study puts across OBSE as a positive organization related construct that can nullify the negative impacts of workplace bullying. OBSE is a crucial resource in annualizing the negative effect of bullying in the workplace. Policymakers should imbibe OBSE as a crucial factor in the policies and ethics of their organization for enhancing employee engagement and employability.

Avoid common mistakes on your manuscript.

Introduction

Daily interactions in the workplace establish critical grounds based on which organizational members are respected or not as respected. These interactions are also vital aspects that transfer the sense of belongingness and worth to the members (Nguyen et al., 2019 ). This unique sense of significance derived from interactions is at the heart of the human experience and psychological needs (Rogers & Ashforth, 2017 ). During such social exchanges, negative interactions may occur like workplace bullying, incivility, abusive supervision, deviance, harassment, emotional abuse, and social undermining (Mao et al., 2019 ; Jacobsen et al., 2018 ). Amongst these, even after 30 years of research, bullying remains a prominent issue that workplaces must solve (Agarwala, 2018 ; Krishna & Soumyaja, 2020 ). Workplace bullying is established as a serious work demand and has received much attention in the organizational psychology and behaviour literature in the last decade (Agarwala, 2018 ; Arshad & Ismail, 2018 ; Bartlett & Bartlett, 2011 ; Conway et al., 2021 ; Gardner et al., 2016 ; Glambek et al., 2018 ; Gupta, 2013 ; Hogh et al., 2021 ; Nielsen & Einarsen, 2012 ; Rai & Agarwal, 2017 ; Tuckey et al., 2017 ; Verkuil et al., 2015 ).

In India, teaching as a profession is considered noble; despite this, ‘Indian academia’ reports a high rate of workplace bullying (Agarwala, 2018 ; Gupta, 2013 ; Krishna & Soumyaja, 2020 ). Workplace bullying is described as a category of harassing behaviour that employees may be subjected to at any stage of their career, regardless of their membership in a protected class based on gender, ethnicity, age, etc. (Leymann, 1990 ). The repercussion of workplace bullying in academia is often reflected in the behaviour towards other stakeholders in an immediate environment like students. This vicious spillover effect may also be reflected in other work outcomes (Krishna & Soumyaja, 2020 ). However, research examining outcomes of workplace bullying literature in Indian academia is comparatively less (Agarwala, 2018 ; Gupta, 2013 ; Krishna & Soumyaja, 2020 ). Recent research identified that the literature on workplace bullying in India lacks studies on the antecedents and consequences of workplace bullying at the national, societal, and cultural levels, emphasizing future research in this direction (Gupta et al., 2020 ). Given these gaps in bullying literature in Indian academia, the present study is a modest attempt to address how workplace bullying influences work outcomes among Indian academics.

Adverse effects of bullying affect the organizational sustainability of higher educational institutions (Muazzam et al., 2020 ). Organizational sustainability is associated with how engaged/associated employees are with their work and organization (Glavas, 2012 ; Zayed et al., 2020 ). Activities that demoralize employees’ enthusiasm for the organization can negatively impact organizational sustainability and growth. Moreover, workplace victimization can lead to absence of employees, reduced morale and motivation, and reduced productivity (Law et al., 2011 ). Although studies on workplace bullying and adverse work outcomes, like turnover intention (Coetzee & van Dyk, 2018 ), workplace incivility (Meires, 2018 ), and deviant behaviours (Sarwar et al., 2020 ), have yielded an understanding of the negative impact of bullying. The impact of workplace bullying and its relationship with positive work outcomes remain underexplored (Rai & Agarwal, 2017 ). While workplace bullying can have profound consequences in the work purview, it is vital to comprehend further workplace bullying and its interactions with positive outcomes in the work domain, like employee engagement and internal employability.

Sustainable growth of organizations is achieved by developing human resources and having a positive mindset at work. A highly engaged workforce is quintessential for the success of an organization. Commitment and belongingness towards the organization are evident while assessing employees’ perceived internal employability as it indicates whether employees plan to continue with the organization (Nimmi et al., 2020 ). From an employee perspective, an optimum balance between resources and demands is essential for a sustainable career.

Perceived internal employability is an indicator of increased productivity and higher retention of employees (Sánchez-Manjavacas et al., 2014 ). A greater sense of employability is associated with career satisfaction and wellbeing (Gowan, 2012 ). Employees with higher internal employability perceptions are confident that they are competent and competitive. Referred to as employees’ alignment of current and future career prospects within the company, perceived employability is affected by individual differences. External realities relating to work and work environment help to nurture or hinder perceived internal employability (Cerdin et al., 2020 ). Uncertainties and contingencies at work results in less cognitive resources for employees which can negatively impact their internal employability perceptions (Cerdin et al., 2020 ).

Employee engagement can be defined as a “ positive, active, work-related psychological state operationalized by the maintenance, intensity, and direction of cognitive, emotional, and behavioral energy ” (Shuck et al., 2017 , p. 269). Kahn conceptualizes engagement as harnessing selves in one’s work roles cognitively, physically, and emotionally, driving in-role behaviours (May et al., 2004 ). The psychological conditions of meanigfulness,safety and availability has to be met for engaging the employees (Kahn, 1990 ). Research revealed that psychological conditions influence the overall employee engagements. (Allen & Rogelberg, 2013 ). Engagement creates a psychological connectedness with employees’ work, and engaged employees encompass high levels of energy and are enthusiastic about their work. They also often get fully engrossed in their work and execute their role and responsibilities at a higher quality level. In organisations harmful social stressors like workplace bullying causes disengagement and disrupts the organisational productivity, increased intent to quit and decreased employee performance (Trépanier et al., 2013 ; Serban et al., 2022 ). Thus, when the psychological conditions are not met in the organizations, it can affect the employee’s psychological health. Employee disengagement is a prominent indicator of such poor psychological health in employees.

Resource theory literature (Hobfoll, 2012 ) highlights the importance of resource caravans and resource passageways for a sustainable career. Bullying is characterized as a job demand that drains out the positive resources in an employee. More and more resources are needed to buffer the drain of resources. Theoretically, the study draws from the conservation of resources theory to decipher how workplace bullying negatively influences employee engagement and internal employability and how an organizational resource could mitigate this negative effect. The study proposes that developing organization-based self-esteem can potentially protect employees from the detrimental effects of bullying. Practically, this study provides insights into mitigating the adverse effects of bullying in the workplace and how organizations can play a role. The purpose of our paper is thus two-fold. First, to see if bullying negatively predicts employee engagement and perceived internal employability among academics in India as a case. Second, to look into whether OBSE moderates the negative relationships between the above said variables.

Theoretical Framework

Our study is positioned on the conservation of resource theory (COR theory). According to COR theory, “ people strive to retain, protect, and build resources and that what is threatening to them is the potential or actual loss of these valued resources , Hobfoll ( 1989 , p.513)”. COR theory introduces resource passageways, representing how the external environment, including work and non-work environment, can promote or hinder one’s resource gain. In this study, we place bullying as a job demand. The job demand ought to have a depleting role on job resources. At a work setting, employee engagement and perceived internal employability are considered an outcome of resource perceptions. The study proposes that bullying as a job demand depletes the job resources and negatively impacts engagement and internal employability. The study then places OBSE as a resource passageway instigated within an employee by the organization. Thus, developed self-esteem in employees protects and safeguard them against incivility experienced by them at the workplace.

Literature Review and Hypothesis Development

Workplace bullying and employee engagement.

Personnel engagement is conceptualized as “the harnessing of organization members’ to their work roles; i.e., in engagement, people express and employ physically, cognitively, and emotionally during role performances (Kahn, 1990 , 694)”. Engagement is about the willingness to invest oneself and expend an open effort to help the employer succeed. Employee engagement consists of three facets: trait engagement, behaviour engagement, and psychological state engagement (Macey & Schneider, 2008 ). Employee engagement is a crucial competitive advantage factor in human resource management practices (Albrecht et al., 2015 ). Saks ( 2019 ), in his study on the antecedents and consequences of employee engagement, stated a positive and significant relationship of employee engagement with job performance, organization commitment, and organizational citizenship behaviour. Employee engagement can be better understood by understanding the sources creating employee engagement.

The COR theory gets aligned with this perspective. The demands and resources employees collect in the organization play a vital role in engaging them. This is because employees’ intrinsic and extrinsic motivation gets strongly influenced by these demands and resources, which results in their engagement level (Nazir & Islam, 2017 ; Tesi, 2021 ). Workplace bullying covers a set of negative behaviours aimed toward an individual at the workplace (Einarsen et al., 2009 ). Bullying acts as a job demand that drains out the resources of an employee and negatively impacts the positive job outcomes of employees. Workplace bullying is primarily defined as “ repetitive acts of harassment, such as social isolation and verbal abuse, which one or more perpetrators commit over an extended period (six months or more) ” (Einarsen et al., 2020 , p.22). There are a series of negative consequences of workplace bullying (Coetzee & van Dyk, 2018 ; Meires, 2018 ; Sarwar et al., 2020 ). Engagement with work or organization is the result of actual or anticipated resource gain enhancing energetic resources. The washout of resources due to bullying can reduce engagement with the organization. Based on previous empirical findings (e.g., Einarsen et al., 2018 ; Meriläinen et al., 2019 ; Park & Ono, 2017 ), based on the above discussions, we hypothesize that workplace bullying is negatively related to engagement, especially employee engagement.

H1: Workplace bullying negatively predicts employee engagement

Workplace Bullying and Perceived Internal Employability

Employability perception is defined as an individual’s perception of his or her chances of attaining and maintaining employment (Vanhercke et al., 2014 ). Assessing employability perceptions is essential as employees’ perceptions rather than reality activate their cognitions and behaviours (Vanhercke et al., 2014 ; Nimmi et al., 2020 ). There are two dimensions of perceived employability, namely, perceived internal employability and perceived external employability. According to Rothwell and Arnold ( 2007 ), internal employability is the perceived value of the occupation with the current employer or within the labour market. In contrast, external employability reflects the perceived value of employment in the external labour market.

Research reveal that, employability is a key job resource, impacting the subjective career success and job performance within organizations. (Bozionelos et al., 2016 ). The COR theory places perceived employability as a vital resource (Kirves, 2014 ) to enable an individual to adapt to the changing work environment (Baruch, 2014 ; Baruch & Rousseau, 2019 ) and as an individual coping mechanism for job security and a sustainable career (Donald et al., 2020 ). Perceived employability is considered an outcome of interactions between structural factors (Job market and Organisational) and internal factors (Berntson, 2008 ). Several factors like training, work experience, interpersonal relationships, and constructs like, protean career attitude, and spirituality affect the employability perceptions of a person (Cortellazzo et al., 2020 ; Groot & Van Den Brink, 2000 ; Nimmi et al., 2020 ; Nimmi et al., 2021 ). Organizational factors like HRM practices are associated with perceived internal employability (Akkermans et al., 2020 ). Perceived internal employability explains organizational outcomes like desired commitment, loyalty, adaptability, and productivity (Sánchez-Manjavacas et al., 2014 ). It is an indicator of enhanced commitment towards the organization and output of developmental activities provided by the organization. However, work demands like workplace bullying, which deplete resources, have a detrimental effect on internal employability as different bullying activities manifest into different adverse outcomes. Bullying depletes the resources like self-esteem, self-confidence, physical and mental health, trust in the organization and colleagues (Krishna & Soumyaja, 2020 ). As these resources see a downfall, workplace bullying can be detrimental to the internal employability perceptions of individuals and job insecurity (Krishna & Soumyaja, 2020 ). Thus, we hypothesize that,

H2: Workplace bullying negatively predicts perceived internal employability.

The Moderating Role of OBSE

Pierce et al. ( 1989 ) introduced the concept of organization-based self-esteem as a multifaceted phenomenon. Organization-based self-esteem (OBSE) is defined as “the degree to which an individual believes him/herself to be capable, significant, and worthy as an organizational member.” The concept elaborates self-esteem, which has been studied in the individual context, to an organizational context where one’s self-evaluation of his/her worthiness as an organizational member is assessed. High OBSE indicates individuals consider themselves as essential and competent enough to be employable in that particular organization (Pierce & Gardner, 2004 ) and are highly satisfied with the treatment in the particular organization. OBSE is a self-concept (personal resource) developed at the individual level, based on social exchange within the organization. According to Xanthopoulou et al. ( 2007 ), personal resources moderate the link between job demands and work outcomes. In this context, employees who enjoy a stronger sense of self-esteem can be expected to exhibit a stronger sense of performance than their low self-esteem counterparts (Paul V & Devi, 2018 , 2020 ).

Recent research has revealed that psychological empowerment substantially affects employee engagement (Joo et al., 2019 ). OBSE is an essential psychological empowerment resource for employees. In the organizational context, people with high self-esteem or high levels of OBSE may be less responsive to adverse effects than employees with low levels of OBSE (Hui & Lee, 2000 ). When threatened by a hostile work atmosphere, employees with high OBSE may cope more than employees having low OBSE (Arshadi & Damiri, 2013 ). The theoretical explanation for the moderating role of OBSE comes from its role as a resource passageway. First is that OBSE acts as a resource caravan passageway helps to maintain resource caravan by compensating for resources lost at the job (Hobfoll, 2012 ). OBSE moderates the relationship as ‘ resource passageway function’ as it can diminish the side effects of adverse workplace habits. So OBSE helps an individual to cope up with the negative impacts of workplace bullying. Based on the assumptions we propose,

H3: OBSE positively moderates the negative relationship between Workplace bullying and employee engagement; such that the negative relationship between workplace bullying and employee engagement is weaker for those who are high in OBSE.

H4: OBSE positively moderates the negative relationship between Workplace bullying and perceived internal employability; such that the negative relationship between workplace bullying and internal employability is weaker for those who are high in OBSE.

So based on the propositions a theoretical model was framed, depicted in Fig. 1 which was theoretically tested,

Proposed theoretical model

Methodology

Methods and participants.

The core aim of this study was to investigate the linkage between workplace bullying with employee engagement and employability. It also examined how OBSE moderates the relationship mentioned above among university teachers.

The population of the study constitutes permanent teachers employed with recognised Indian universities and their affiliated colleges spread across Kerala and Tamil Nadu, in South India. Convenience sampling was chosen for the study considering the special interventions of Covid 19 pandemic. The methodological rigour followed in this study can subdue the apprehensions of choosing convenience sampling method in this cross-sectional study. Limiting respondents to the above criteria made OBSE, employee engagement, and employability relevant issues for the individual. An online survey was floated through the mail. Participants were assured strict academic usage of collected data and anonymity of their responses. Screening 269 reverted responses, nine were cast off due to incompletion, resulting in a sample size of 260.

Perceived Internal Employability was assessed via 4-items based on the scale developed by Rothwell and Arnold ( 2007 ). The perceived value of occupation in the current organization (internal employability) with four items. A sample item was “ Even if there was downsizing in this organization, I am confident that I would be retained .”

Organisation Based Self-Esteem was assessed with a ten-item scale developed by Pierce et al. ( 1989 ). A sample item was “ I am taken seriously around here ”.

Employee engagement was assessed using a UWES -9 developed by Schaufeli et al. ( 2006 ) containing 9 items. A sample item is “I feel happy when I am working intensely”.

Workplace bullying was assessed using a Short Negative Acts Questionnaire containing 9 items developed by Notelaers, Hoel, van der Heijden and Einarsen et al. ( 2018 ). A sample item is “in the past six months I experienced persistent criticism about my work and effort”.

Control Variables

Gender, total experience, years of experience in the current organization were controlled in the study as previous studies have denoted the impact of these variables on outcome variables (Pierce et al., 1989 ; Donald et al., 2019 ).

Data Analysis Strategy

The Warp PLS was used to conduct confirmatory factor analysis (CFA), examining adopted study measures’ measurement model and validity. Thus, confirming the discriminant and convergent validity of the instrument items. Subsequently, using the PROCESS macro in SPSS 23.0 (Hayes, 2013 ) with 5000 bootstrapped samples following Preacher and Hayes ( 2008 ), the structural equation model (SEM) was performed to test the hypothesized moderation model. Out of 260 respondents, 161 were female, and 99 were male. Also, 35% of teachers were below 25 years, 26% were between 26 and 35 years, 21% were between 36 and 45 years, 7% were between 46 and 55 years, and the remaining 11% were above the age of 55 years.

Further analysis was done in two stages. In the first stage, Harmon’s single factor test was applied to check for common method bias. Initial descriptive tests were conducted using SPSS software. Then the reliability and validity of the scales were assured. The reliability of the scales was assessed using Cron-Bach alpha values. In the second stage of the study, the hypotheses were tested using structural equation modelling using Warp-PLS. The moderation effects were assessed using SPSS Macro- Hayes Model Template 1.

Results and Analysis

Descriptive statistics.

The fit of the proposed model depicted in Fig. 1 was tested with Warp-PLS v.6.0 statistical software (Kock, 2015 ). Each of the constructs like Bullying, OBSE are represented by latent factors. And each latent factors were assessed using specific scale items. Fit Indices are provided in Table. 1 , which permits an acceptable fit for the model.

The mean, standard deviation, and correlations (Table 2 ) indicated a reliable correlation for the variables under study.

The convergent and discriminant validity was assessed using average extracted variance (AVE) and maximum shared variance (MSV); which found to be above threshold levels and approves validity and reliability tests for the measures (Table. 3 ). The reliability of the constructs (Cron-Bach values) was above the accepted threshold (Workplace Bullying - 0.87, OBSE - 0.89, Perceived Internal Employability - 0.87, Employee Engagement - 0.86).

Hypothesis Testing

In order to assess the direct effects, path analysis was conducted with workplace bullying as the predictor and employee engagement and perceived internal employability as outcomes in Warp-PLS. The direct effects were assessed from the structural model. The study found a significant negative effect of workplace bullying on employee engagement (−0.269**) and employability (−0.312**). So, hypothesis 1 and 2 are accepted.

To test the moderating hypotheses, PROCESS method (Preacher and Hayes ( 2004 , 2008 )) was used as indirect effect can be deducted from it. Bootstrapping procedure was followed with around 5000 samples to give 95% confidence interval (CI) with indirect effect estimates. The codes for moderation analysis were captured from SPSS - Hayes Macro output and graphical representation were created with MS- Excel. Lastly, regarding the moderating hypotheses, H3 and H4, the indirect outcome of workplace bullying on perceived internal employability was significant for OBSE (beta = 0.318**) and on employee engagement was significant for OBSE (beta = 0.468**). The positive moderating role of OBSE is represented in the Figs. 2 and 3 . Further Tables 4 and 5 depicts the interaction effect of Work place Bullying on Internal employability and Employee engagement. The direct effect of Bullying on Engagement and Internal Employability in the presence of OBSE as well interaction (moderation effect) effect is evident from the tables.

Moderating role of OBSE in Bullying – Engagement

Moderating role of OBSE in Bullying – Employability

The purpose of this paper was two-fold. First, to see whether workplace bullying has a detrimental effect on internal employability perceptions and employee engagement. Second, to see whether OBSE has a positive effect on the above-mentioned relationships. We found support for H1 (workplace bullying negatively predicts employee engagement) and H2 (workplace bullying negatively predicts perceived internal employability). The moderating hypothesis put forward was also accepted. That means OBSE moderated the relationship of workplace bullying with employee engagement as well as perceived internal employability. Our study was in response to a call by Park and Ono ( 2017 ) on more representation of reports from the impact of bullying on employees belonging to different cultures and occupations. The support to H1 addresses calls by Park and Ono, 2017 and Rai and Agarwal, 2017 on the under-representation of the effects of workplace bullying in different cultural contexts and also the organization-level outcomes of workplace bullying.

Our findings of the detrimental effect of workplace bullying on engagement and employability are in line with the JD-R theory claiming the negative impact of workplace bullying on work outcomes. The potential explanation of the negative impact of workplace bullying is that bullying could act as a workplace demand that can mitigate the energy and resources of the individual. This drain of resources may lead to a decreased level of engagement within the organization activities as well as perceiving low internal employability. The moderating role of OBSE is very much evident from the regression coefficient and Figs. 2 and 3 . For those employees who have high OBSE, even when facing bullying experiences their engagement at work and internal employability seems to be high. This means the adverse effects of bullying are buffered by the high OBSE levels.

Theoretical Implications

The study looks into the impact of workplace bullying on important work outcomes from a multi-theoretic perspective. Major factors that reflect the sustainability of an organization are the internal employability and engagement of its employees. The study is the first among to look into the impact of bullying on employability. The study is significant from a socio-cultural perspective as India has a collectivist culture with high power distance (Hofstede, 1980 ). A negative association was found in lieu of the JD-R model and COR model. Prior research on workplace bullying has not checked the buffering role of OBSE. The most significant theoretical implication of our study comes from the moderating role of OBSE. Organization based self-esteem acts as a source passage that alleviates the negative impacts of bullying in workplace domain. OBSE is an unswerving reflection of the self-perceived value that an individuals have in an organisational enviornment. Employees who perceive high OBSE, perceive themselves as important in the organisation and find meaning in the work they do. This is reflected in their future employment perceptions within the organisation. This will be directly reflected in their behaviours which is in lieu with the policies of the organisation and valued within organization. It is believed that these may result in employees’ deriving intrinsic satisfaction, coupled with reinforcing their self-esteem (Pierce et al., 1989 ).

Practical Implications

The deleterious effects of workplace bullying may reflect on the sustainable growth of organizations. The cues from the employees who perceive bullying shall be seriously taken up by HR managers and supervisors to support them and help them relieve the negative emotions. The study calls for interventions conducted at the organization level that can convey the value system within the organization and restrain individuals from bullying manifestations. It is pertinent to develop a work culture that nurtures creativity as well as employability rather than mitigating them. The study also voices the need to develop a harmonious relationship at work. Such an atmosphere is necessary to ensure employees that their jobs are not at stake. The importance of developing OBSE in an organization is conveyed through the article by looking into the buffering role of OBSE on the negative impacts of workplace bullying. The effects of employer brand image regarding their warmth and competence on employee engagement is influenced by their employee characteristics (e.g., experience and role) (Davies et al., 2018 ). Thus, organizations should provide the teachers with a supportive environment (Gallagher et al., 2021 ) through OBSE to enhance their positive affirmations with their role and experience accumulation, to enhance their brand image and employee engagement.

Limitations and Future Research

Future research could include observer ratings to examine how much they predict incremental variance over and above self-reports, which could be collected at multiple time points. Likewise, a longitudinal research design to attain more knowledge on causal relationships. Cultural differences may exist in academic settings in different countries, so the validation of models in different nations is a possibility. Also, another scope is to capture the difference in outcome on temporary and permanent employees who are subjected to bullying. Various personal and organization level moderators could be considered to buffer the negative impacts of bullying. Further studies also could come up with how bullying impacts external employability and turnover intentions.

In conclusion, our study and model constitute an important step toward understanding the outcomes of workplace bullying. The study also investigated the moderating role of OBSE in the relationship of bullying at the workplace to that of employee engagement, and employability. We found that OBSE positively moderates both the relationships. This research work adds to the research on workplace bullying and organizational outcomes in academia. We also provide implications of our findings for employees in academics.

Change history

25 july 2022.

The original version of this paper was updated to update the affiliation of the 2nd author to Bharata Mata Institute of Management, Kochi.

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P. M., N., Jose, G., Vincent, M.T.P. et al. Workplace Bullying, Engagement and Employability: Moderating Role of Organization-Based Self-Esteem. Employ Respons Rights J 35 , 417–432 (2023). https://doi.org/10.1007/s10672-022-09420-7

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Signs and Effects of Workplace Bullying

Sherri Gordon, CLC is a published author, certified professional life coach, and bullying prevention expert. She's also the former editor of Columbus Parent and has countless years of experience writing and researching health and social issues.

Rachel Goldman, PhD FTOS, is a licensed psychologist, clinical assistant professor, speaker, wellness expert specializing in eating behaviors, stress management, and health behavior change.

Gpointstudio/Image Source/Getty Images

What Employers Can Do

Frequently Asked Questions

Workplace bullying is persistent mistreatment that occurs in the workplace. It can include behaviors such as verbal criticism, personal attacks, humiliation, belittling, and exclusion. It's important to note that anyone can be a bully or be bullied, regardless of the role they have in the workplace.

Unfortunately, bullying in the workplace is far from uncommon. According to a survey by the Workplace Bullying Institute, 30% of workers have directly experienced bullying while at work. People who work remotely were more likely to report such bullying, with 43.2% responding that they had been bullied on the job.

Workplace bullying hurts the health and well-being of employees. It can also damage workplace productivity and performance. "Bullying's pernicious nature creates long-lasting scars that have an effect on the victim's sense of self-worth, self-assurance, and general mental health," says Azizi Marshall, LCPC , a licensed clinical professional counselor and founder of the Mental Health at Work Summit and Center for Creative Arts Therapy.

This article discusses some of the signs and effects of workplace bullying. It also covers its impact on the workplace and what people can do to help prevent this type of behavior.

Signs of Workplace Bullying

If you're a target of bullies in the workplace, you probably start each week with a pit of anxiety in your stomach. Then, you count down the days until the weekend or next vacation. Inappropriate behavior by adult bullies may include:

Berating people
Coercing people to do things they don't want to do
Dismissing someone's efforts
Embarrassing people in front of their employer, co-workers, or clients
Excluding others
Intimidating people
Lying to others
Making snide remarks
Minimizing others' concerns
Taking credit for other people's work
Threatening others
Criticizing others unfairly

Workplace bullying is not always overt or openly hostile. It can also take more subtle forms, including gaslighting , where the bully engages in abusive behaviors but then denies the abuse. The goal of gaslighting is to make the victim of bullying doubt their reality and experiences.

Subtle workplace bullying can hide in plain sight, but recognizing its more subtle signs can empower individuals to reclaim their worth.

According to Marshall, some of these more subtle types of workplace bullying can include:

Deliberately excluding people from conversations, decision-making, or work-related events
Purposely ignoring, disregarding, or avoiding someone, such as by "forgetting" to invite them to work meetings
Concealing or distorting information to achieve personal goals
Feigning ignorance, changing the subject, or canceling meetings to divert attention from an issue
Emotionally manipulating people by using shame or guilt to cause feelings of inadequacy, undue responsibility, or unworthiness
Undermining someone's work to hamper their progress or ability to succeed
Pitting people against one another to create a competitive, divisive environment
Changing someone's responsibilities to disrupt their work and interfere with their sense of purpose
Creating unrealistic or unattainable expectations or constantly shifting expectations to ensure failure
Unfairly criticizing people's work to hurt the other person's self-esteem

Effects of Workplace Bullying

Workplace bullying can have a range of negative effects. Research on bullying in the workplace quantifies the personal consequences for the victim and the fiscal consequences that affect the company's bottom line.

Health Risks

The effects of workplace bullying don't end when you leave the office. Experiencing bullying can cause physical and psychological health problems, including high blood pressure, mood changes, panic attacks, stress , and ulcers.

People who are bullied at work may also experience physical symptoms such as headaches, muscle tension, and changes in appetite. Bullying can impact sleep quality and duration as well.

Workplace bullying can contribute to increased stress, low self-esteem , and feelings of anxiety and depression. "One's sense of security is undermined by ongoing unpleasant interactions, which can cause anxiety, tension, and even melancholy," Marshall says.

Researchers have found that the coworkers of those who are bullied also experience negative effects, even when they themselves are not bullied. One study showed that victims of bullying and those who witness it are more likely to receive a prescription for psychotropic medications such as antidepressants, tranquilizers, and sleeping pills.

Bullying in the workplace can increase the risk of negative physical health effects and lead to decreased mental well-being for both the victims of bullying and their co-workers.

Effect on Job Performance

"Bullying at work has a negative impact on a person's ability to do their job. Due to the mental discomfort brought on by the bullying, victims frequently exhibit decreased productivity, increased absenteeism, and difficulties concentrating," explains Marshall.

Bullied workers cannot perform their jobs to the best of their ability. Performance issues include:

Inability to work or concentrate
Loss of self-esteem
Trouble making decisions
Lower productivity

Bullied workers not only lose motivation, they lose time because they are preoccupied with:

Avoiding the bully
Networking for support
Making plans to deal with the situation
Ruminating about the situation
Trying to defend themselves

Targets of bullying feel a sense of isolation. Workplace bullying can leave the victim so traumatized that they feel powerless, disoriented, confused and helpless.

Changes in the Workplace

Workplace bullying has detrimental effects on employers, not just the victim and their co-workers who witness it. In addition to disrupting the work environment and impacting worker morale, it can also:

Create a hostile work environment
Impact workers compensation claims
Promote absenteeism
Reduce productivity
Result in costly, and possibly embarrassing legal issues

Other effects on the employer include:

Additional costs to recruit and train new employees
Erosion of employee loyalty and commitment
Increased use of sick leave, health care claims, and staff turnover
Increased risk of legal action
Poor public image and negative publicity

Coping With Bullying in the Workplace

"To effectively respond to workplace bullying, it’s important to adopt an assertive and direct approach. Confronting the issue head-on and establishing clear consequences for unacceptable behavior is a must," explains Avigail Lev, PsyD , founder and director of the Bay Area CBT Center.

If you are being bullied at work, there are strategies that you can use to cope. Being proactive may help you feel better.

Set Boundaries

When a bully engages in abusive behavior, tell them what they have done and that it is unacceptable. Let them know that their behavior will not be tolerated and that if it occurs again, you will take action. Setting boundaries lets others know what type of behavior you are willing to accept.

Marshall says that setting these boundaries to establish what is acceptable and improper can help you defend your rights and protect against future abuse.

Confront the Behavior

Once you establish a boundary, following through with the consequences is essential. Marshall suggests always remaining professional, avoiding retaliation, and utilizing "I" statements to assertively voice your concerns and address the specific behaviors that upset you.

If the abuse continues, call out the behavior the next time it happens. Ask them to leave until they can behave in a professional, work-appropriate manner.

Therapist-Recommended Strategies

Other strategies that Lev recommends to cope with workplace bullying include:

Detached empathy : It can be helpful to detach yourself emotionally from the other person's actions while maintaining a certain level of empathy. According to Lev, this allows people to become less reactive while staying grounded.
Reverse DARVO: This self-defense strategy can be utilized to combat manipulation. "This involves recognizing and challenging the Deny, Attack, Reverse Victim and Offender tactics employed by the bully. It stands for Detach, Assert, Validate, and Observe. This helps people cultivate detached empathy and helps them stay non-reactive," Lev explains.
The BIFF technique : BIFF stands for Brief, Informative, Friendly, and Firm. Lev suggests it can be an effective way to cope with gaslighting in the workplace. "When confronted with gaslighting, responding in a BIFF manner involves keeping interactions brief and to the point, providing factual information without engaging in lengthy debates, maintaining a friendly tone, and asserting your position firmly," she explains.

Keep Track of the Abuse

Whenever you feel that you have been bullied at work, document the details including the time and exactly what happened. Write down any witnesses who were present and save any documents or records that can corroborate the abuse.

Talk to Management or Human Resources

If you've tried resolving the bullying on your own without success, it is time to involve your employer. Check with your workplace employee handbook to learn more about what steps you will need to take to file a complaint.

Marshall notes, however, that not all companies are great at addressing bullying. In such instances, it may be helpful to get outside assistance from legal counsel or an employee assistance program.

Care for Yourself

In addition to taking decisive action to protect yourself from bullying, it is also important to take steps to care for yourself. Seek out social support , practice relaxation strategies for stress, and consider talking to a mental health professional if you are experiencing symptoms of depression, anxiety, or distress.

Creating boundaries and directly confronting the behavior are two strategies that may stop bullies from targeting you. Recording and reporting the bullying is also important. You can also help care for yourself by seeking social support and talking to a therapist.

What Can Employers Do?

It's always in your best interest to confront workplace bullying and maintain a bullying-free workplace because prevention is more cost-effective than intervention or mediation. It's also the right thing to do if you care about your employees.

Workplaces can safeguard their employees' mental health and provide a pleasant and productive atmosphere for all by developing rules and procedures that condemn bullying, offering assistance options, and encouraging open communication.

Employers must offer education opportunities for managers, supervisors, and other authority figures, because the majority of workplace bullying comes from bosses. Strive to create a workplace environment that cultivates teamwork, cooperation, and positive interaction instead.

Employers should also take steps to reduce bullying in the workplace. Educate employees and managers about bullying and outline steps that workers can take if they are experiencing abuse in the workplace.

Workplace bullying can be openly hostile at times, but it can also take more subtle forms. In either case, it can take a serious toll on employee well-being and productivity. It is important to be able to recognize the signs of workplace bullying so that you can take action to protect yourself. Organizations can also take steps to reduce bullying, including helping employees learn how to respond when they witness someone being bullied at work.

Calling out the behavior and making it clear that it will not be tolerated are important actions, but it is also critical to care for yourself outside of the workplace. Talk to friends and loved ones, spend time doing things you enjoy, and look for ways to help relax. Talking to a therapist can also be helpful.

Check your employee handbook to see if it describes steps you should take to report bullying. This may involve talking to your manager or reporting the behavior to human resources (HR) so they can investigate. If your manager is the one engaging in bullying, you might need to report the behavior to HR or to someone who is a position higher up the chain of command.

Workplace bullying can involve a range of damaging actions that can involve verbal, nonverbal, psychological, or physical abuse. Examples can include threats, humiliation, excessive monitoring, unjustified criticism, intentionally lying about work duties, and intimidation.

Employers can help prevent bullying by making it a priority to create a supportive workplace and refusing to tolerate bullying behaviors. Co-workers can help by being supportive and speaking up if they witness abuse in the workplace.

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By Sherri Gordon Sherri Gordon, CLC is a published author, certified professional life coach, and bullying prevention expert. She's also the former editor of Columbus Parent and has countless years of experience writing and researching health and social issues.

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Workplace Bullying and Job Satisfaction of Nurses in Selected Public and Private Hospitals in Negros Oriental, Philippines

2019, Ragay, S. A. G.

Studies show that bullying exists among nursing professionals. Bullying is the antithesis of the empathetic essence of nursing and the researcher sees this as a serious problem that must be dealt with. Unrestrained bullying causes negative effects on the delivery of safe and quality care, damages emotional and mental health of its victims, and interferes in the performance and job satisfaction of nurses. All of these should be addressed by the nursing management as urgent issues. The researcher conceptualized this study from the desire to contribute to the understanding of the bullying phenomenon and the need to address this growing problem. This descriptive-correlational study aims to determine the status of workplace bullying and the level of job satisfaction among hospital nurses in Negros Oriental, Philippines. It also describes the relationship between the status of workplace bullying in terms of person-related, work-related,and physically intimidating with regards to certain demographic and non-demographic factors of the study participants. Self-administered questionnaires were used to gather data. Cluster random sampling with proportional allocation of each hospital participant was used to obtain representativeness among the selected public and private hospitals and its sample size. The sample size was 239 out of 595 nurses who met the inclusion criteria. All study participants are nurses with at least six months of employment in their respective hospitals. The demographic profile of the participants showed that the majority of the respondents belonged to a young age group, were female, and single. Moreover, the status of workplace bullying was described as follows: person-related bullying had “Never” been experienced, work-related bullying had been encountered “Now and then”, and physically intimidating bullying behaviors had “Never” been experienced. Overall, the level of job satisfaction among study participants was slightly satisfied. The majority of the non-demographic factors have significant associations with bullying compared to the demographic factors such as nurses’ work status and status of person-related bullying (2 (2)= 6.881; p=0.032), nurses’ number of identified perpetrators and status of person- related bullying (r=0.420; p=0.000), nurses’ area of work assignment and status of work-related bullying (2 (4) = 13.383; p=0.010), nurses’ number of identified perpetrators and status of work-related bullying (r=0.414; p=0.000), and nurses’ number of identified perpetrators and status of physically intimidating bullying (r=0.419; p=0.000). Also, the level of job satisfaction showed negative correlation between the person-related, work-related, and physically intimidating bullying behaviors, with (r=-0.360; p=0.000), (r=-0.472; p=0.000), and (r=-0.285; p=0.000) respectively. Based on the findings of this study, it may be concluded that there is a negligible association with demographic characteristics and the occurrence of bullying in the workplace. Non-demographic variables on the other hand have more significant association with bullying. Moreover, it is clear that the existence of person-related, work-related, and physically intimidating bullying behaviors in the workplace can have implications on the level of job satisfaction among nurses. Conducting more related studies is recommended, particularly using qualitative approach, to extend deeper understanding and to validate the workplace bullying concept in the Philippine context. The significant data may serve as basis for staff management.

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Revista Latino-Americana de Enfermagem

Kátia Biagio Fontes

OBJECTIVE: To identify nurses who are subject to workplace bullying and its associated factors. METHOD: Descriptive and exploratory study with a quantitative approach. The sample consisted of 199 nurses working in public and private sectors (N=388). For data collection, a graphic socio-professional questionnaire and the Leymann Inventory Psychological Terrorization were used, both in print or electronic format (May/September 2010). RESULTS: According to the data collected, 11.56% of the participants had been subject to bullying. Multivariate analysis showed that having children, working at Public Healthcare Units, working at an institution for a period between one and three years, currently dealing with acts of bullying and to feel bullied are risk factors for bullying. CONCLUSION: This study permitted a better understanding of the factors associated with bullying; however, a research based on samples of Brazilian nurses is only the first step to evaluate other factors of influence ...

casestudies journal

The objective of this research is to study the relationship between Role Stress (RS) and Workplace Bullying (WB) of nurses at Teaching Hospitals in Egypt. The research community consists of all nurses at Teaching hospitals in Egypt. Due to time and cost constraints, the researcher adopted a sampling method to collect data for the study. The appropriate statistical methods were used to analyze the data and test the hypotheses.The research has reached a number of results; the most important of which are: (1) RS is an important part of nurses at Teaching Hospitals in Egypt that combine the individual with the organization and the role assigned to him or her within the general structure of the organization, (2) RS reduces staff productivity, which will affect the overall competitiveness of the organization. RS will reduce the quality of services and products, poor customer relations, disruptive work environment and high turnover, (3) The increasing expectations of companies and organizations affect the way in which individuals are viewed as being part of an organization, commonly referred to as RS, (4) WB needs a sustainable and systematic exploration because the responsibility to protect its employees from psychological harassment to chase bully in the workplace, (5) Hospitals are busy and stressful work environments, difficult working conditions, night duties, probabilities, low staff pay, and bullying during academic career and bullying have a negative impact on business life, (6) The degree of WB experience was higher in nurses working in poorer environments, the nursing environment became an important factor in the deceleration factor in the WB, and (7) There was a statistically significant relationship between RS in terms of Role Conflict (RC), Role Ambiguity (RA), and Role Overload (RO) and the WB (person-related bullying, work-related bullying, and intimidation-related bullying) of nurses at Teaching Hospitals in Egypt. The study referred to a number of recommendations; the most important of which are: (1) managers at Teaching hospitals in Egypt must be aware of the concept, types, causes, methods, consequences and bullying treatments of their organizations. They have to watch the behaviors of their staff to diagnose bullying behaviors, develop organizational culture and bullying politics to prevent bullying behaviors and punish and get rid of intruders in their organizations, (2) managers at Teaching hospitals in Egypt should reduce the WB by improving workers' awareness of them, (3) writing group patrols can reduce negative actions in the work environment. This may happen because when the nurses read and write together about an important issue, their relationships become more solid and supportive. The role of the head nurse was important in the atmosphere of nursing units and interpersonal relationships among nurses. If the main nurse does not take appropriate action against the negative procedures in the nurses, this will lead to a high turnover rate of nurses, (4) there is a need to develop a structural model that can explain the underlying factors and consequences of the WB, (5) there is a need to develop a reliable and correct measurable bullying tool, (6) propose an organizational policy and conduct interventionist research to reduce the WB at Teaching hospital in Egypt, and (7) conducting positive training courses and focus on the need to provide senior management support to staff members in a manner that prevents WB at Teaching hospitals in Egypt.

Open Journal of Social Sciences

Gloria Alcantara

Journal of Nursing Management

Debra Jackson

Risk Management and Healthcare Policy

syakirah awai

Journal of emerging technologies and innovative research

dhruba lal pandey

International Journal of Occupational Safety and Health

Sakthi Arasu

Background: In the last decade, research conducted in different countries has shown that bullying in the health care sector especially among nurses is a widespread and serious problem. Bullying of nurses at workplace affects their quality of life, hinders delivery of quality healthcare and contributes to increase in workplace stress. So, this study was conducted to assess the prevalence of work place bullying among nurses working in a tertiary care hospital in Bangalore. Methods: This study was conducted among 300 staff nurses providing in-patient services in a tertiary health care hospital located in Bangalore. The required sample was selected utilizing the documents maintained in the office of Chief of Nursing Services and using computer generated random numbers. The data was collected using self-administered questionnaire which comprised of socio-demographic factors and Negative Acts Questionnaire-Revised. Results: Among the 297 respondents, 26.9% were victims of bullying in the ...

Lena Serafin

ObjectivesIn the present study, we aimed to investigate the prevalence of bullying among Polish nurses, and to identify the most common negative acts, as well as individual and work-related risk factors for workplace bullying.MethodsCross-sectional study designed using an online survey. The total study sample was 404 nurses, each having over 6 months of working experience. Data were collected using the Polish version of the Negative Act Questionnaire-Revised. Linear stepwise regression analysis and logistic regression analysis were performed to assess predictors of greater reporting of perceived workplace bullyingResultsBullying was experienced by 65.84% of participants. Perceived workplace bullying was associated with sex (p=0.043), age (p=0.003), seniority (p=0.006), number of working hours per week (p=0.010) and position (p=0.029). Logistic regression analysis with the dependent variable of bullying according to Leymann’s rigorous criteria revealed that the model could include fo...

Dissertations / Theses on the topic 'Bullying in the workplace Bullying in the workplace'

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Rayner, Charlotte A. L. "Bullying in the workplace." Thesis, University of Manchester, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488235.

Alaslawi, Hamad A. "WORKPLACE BULLYING IN KUWAIT." UKnowledge, 2017. https://uknowledge.uky.edu/csw_etds/18.

Malahy, Sandra. "Workplace bullying| Teacher-to-teacher." Thesis, Western Illinois University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739757.

Researchers on bullying have given little attention to workplace bullying. This study examined the frequency among teacher-to-teacher bullying in the public school environment. From a sample of 318 teachers in 18 elementary, five high school, and three unit districts, rates of bullying were identified by three negative act sub-factors—work-related, person-related, and physically intimidating related bullying. Teacher demographics were utilized to determine if certain subsets of the population were more susceptible to bullying than others.

This study collected and analyzed data using a mixed-methods approach. Six questions were developed to address the purpose of the study and to provide the context within which data were gathered to answer the questions. The Negative Acts Questionnaire-Revised was utilized for the purpose of measuring exposure to bullying in the workplace. Six demographic questions preceded the 22 questions of the Negative Acts Questionnaire-Revised. One self-identifying question asked at the conclusion of the survey whether the participant identified as a bully, onlooker, or victim. The qualitative portion of the study examined laws as well as school district documents to determine how teachers were informed of anti-workplace bullying policies.

Statistical significance was found between teachers who had less than 10 years of teaching experience and teachers with 10-30 years of teaching experience for the work-related and person-related bullying. Teachers with graduate degrees reported higher frequency of encountering negative acts compared to teachers with bachelor degrees. The difference was found to be statistically significant in all three sub-factors. There were no significant statistical differences found with gender, age, grade level taught, or teaching experience for the physically intimidating sub-factor. One percent of the teachers (n = 3) perceived themselves as bullies; 72.6 percent of the teachers (n = 231) self-identified as onlookers; and 18.9 percent (n = 60), self-identified as a victim of bullying by another teacher. There are currently no federal or state laws; or Illinois School Codes that address workplace bullying. One school district of the 26 had anti-bullying workplace policy language. In this study, the highest frequency of encountering negative acts related to having your opinion ignored, or being ignored or excluded.

Johnson, Sinsey Elaine. "Organizational Characteristics Influencing Workplace Bullying." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3038.

Bame, Richard M. "A historical study on workplace bullying." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3585973.

Workplace bullying has affected almost half (47%) of American working adults corresponding to approximately 71.5 million workers who either experienced bullying directly or witnessed it. This resulted in an alarming turnover of 21 to 28 million workers. This qualitative historical study explored, identified, and documented through historical records and documents, the patterns and trends of workplace bullying in organizations, characteristics and types of bullies, and types of mistreatment workplace bullies direct toward intended targets over the past 30 years. The data analysis yielded eight major themes of bullying styles and traits. These consisted of the four bully styles reinforced from the literature review of the snake, gatekeeper, screamer, and nitpicker. Additionally, the three new bully styles of the tyrant, joker, and discriminator, and one outlier bully style of the reverse bully. Themes of leadership skills associated with reducing or eliminating workplace bullying were also identified and analyzed. These themes coincided with the successful leadership traits and attributes of ethical leadership, social responsibility, and encouraging the heart, which led to the development of the GUARDIAN model. The GUARDIAN model presented recommendations to leaders of organization that would limit or prevent workplace bullying, which would provide significant financial savings for organizations because of less human resource issues.

White, Dawn Reid. "Workplace Bullying From a Nurses Perspective." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4951.

White, Dawn Reid. "Workplace Bullying from a Nurse's Perspective." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747797.

Bullying has long been associated with school children. In recent years, however, more attention has been paid to the bullying that has reached beyond the playground and into the workforce. One population facing this problem is staff nurses. To date, no one has found an effective way to address workplace bullying in the healthcare field, nor have effective methods been found for retaining trained nurses affected by this problem. The focus of this dissertation was on understanding nurses’ lived experiences and how nurses decided to remain in their current working position despite these problems. Taking a phenomenological approach and using the conceptual framework of resilience, the study included telephone interviews of 2 pilot study participants and 12 main study participants. Recorded and transcribed participant responses to interview questions were coded thematically and analyzed. Three main themes emerged: stories of working with workplace bullying, challenges of the lived experiences of being bullied, and special techniques of nurses being bullied. Three subthemes also emerged: despair, love of being a nurse, and resilience. This study gave a voice to nurses affected by this problem, revealing special challenges they encounter and coping strategies they employ. Hospital administrators can use the findings of this study to create social change within nurses’ working environment by implementing policies that will keep their nurses safe and happily employed. Future research should focus on workplace bullying in the nursing field and how it affects patient safety.

Sartain, Suzy S. "Workplace bullying| Protective mechanisms between bullying and post-traumatic stress disorder." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589460.

This quantitative replicated study was adapted from Nielson et al. (2008). It explored the relationship between exposure to bullying and symptoms of post-traumatic stress disorder as experienced by Licensed Professional Counselors (L PCs), who are themselves targets or have witnessed bullying in the workplace. The research questions probed (a) incidences of workplace bullying of LPCs, (b) the occurrence of post-traumatic stress disorder (PTSD) symptoms because of workplace bullying, and (c) the manner in which sense of coherence moderates PTSD-related symptoms for counselors experiencing bullying. Online surveys were sent to LPCs via email as a means of data gathering. LPC email addresses were obtained from Medical Solution links. The instruments chosen for the study were three validated surveys. The 54 LPC participants have provided their perceptions and personal experiences on workplace bullying, post-traumatic stress disorder, and a sense of coherence. The findings showed that the LPC respondents in this study were extensively exposed to workplace bullying. It was also established that there were no significant differences in the self-reported PTSD symptoms of LPCs who have experienced workplace bullying and those who did not. Lastly, the study concluded that high, moderate, or low sense of coherence (SOC) makes no significant differences in the development of PTSD-linked aftereffects to bullying. These findings add to the body of knowledge concerning bullying of licensed professional counselors, its aftermath, and any long-lasting effects of post-traumatic stress.

Trott, Sandra. "Influence of Personal Experience on Workplace Bullying Behavior." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3962.

Hutchinson, Jacquie. "Workplace bullying in Australian public service administrations." UWA Business School, 2008. http://theses.library.uwa.edu.au/adt-WU2009.0014.

Finck, Luke R. "Workplace Bullying: Cultures, Roles, and Lived Experiences." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1154.

Wilson, C. Jacob. "The Effects of Personality on Workplace Bullying." Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1511267002926255.

Samuels, Amiena. "Workplace bullying among nurses at a psychiatric hospital in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/4902.

Soylu, Soydan. "Workplace bullying in Turkey : a social psychological perspective." Thesis, London School of Economics and Political Science (University of London), 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551347.

Rockett, Patrick Pearse. "The Cost of Workplace Bullying in Irish Universities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1927.

Walker, Joyce Lynn. "Workplace Bullying: A Quantitative Study of Adult Victims." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2771.

Zeka, Luan. "Organizational Culture and Individuals' Experience of Workplace Bullying." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4699.

Armstrong-Romero, Kyla A. "Cultural influences and the impact of workplace bullying." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253570.

Workplace bullying is a topic that impacts many people in many different disciplines. Research has shown that workplace bullying affects upwards of half of all workers during their work histories, and once it becomes an entrenched pattern, targets, witnesses, and human resource managers, alike, face difficulties in effectively addressing or abating the issue. This quantitative study used a non-experimental design to explore whether there was any relationship between the following variables: minority status, acculturation, workplace satisfaction, perceived bullying, and perceived acculturation. Learned helplessness theory and minority stress theory were the theoretical foundations utilized to investigate workplace bullying and the role of culture. The General and Racial/Ethnic Bullying Scale, The Negative Acts Questionnaire-Revised (NAQ-R), and the Stephenson Multigroup Acculturation Scale (SMAS) were used to measure participant’s experiences. The results revealed that workplace bullying had been experienced by both minority and non-minority individuals; however, the assumption that minorities are at a greater risk for workplace bullying than non-minorities could not be substantiated by the data.

Bruère, Hildé. "Understanding workplace bullying in SMME's of South Africa." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1020092.

Kelly, O. "Bullying in the workplace: towards a theoretical model." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492320.

Tehrani, Noreen. "Workplace trauma : concepts, assessment and interventions." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288105.

Murphy, Shelley Viola. "Perceptions of bullying in the workplace| A phenomenological study." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570580.

This qualitative phenomenological study explored and identified patterns and types of workplace bullying through the witnesses’ perception. The lack of relevant organizational policies and controls makes it difficult for employees in the United States to report workplace bullying for fear of ridicule, being viewed as weak, or being terminated. There is a need for a richer and more detailed understanding of bullied leaders and employees as they witness the experience of workplace bullying. This study explored and identified actions that were perceived as bullying; explored the impacts, perspectives, and experiences of the witnesses; and developed a model that may assist organizations in mitigating bullying. This study examined 24 organizational leaders and employees from various organizations primarily living in Charlottesville, Virginia area. The results revealed the perception that the responsibility lies not only with the bully, victim, or witness, but with the entire organization. In addition the study exposed that bullying was prevalent within the workplaces and included actions of job intimidation and verbal abuse, which included, yelling, screaming, cursing, and name calling, as well as causing employees to feel stressed, uncomfortable, overwhelmed and not want to work in this type of environment. All of the participants acknowledged that they had witnessed bullying by a supervisor or manager and the most bullying action was job intimidation, the threat of losing a job. A model based on the findings was developed to help transform the organizational culture where the total organization is involved in mitigating bullying in the workplace. The outcomes of this study provide an opportunity for an organization to take a realistic stance against bullying in the workplace.

Shin, Hwayeon Helene, and helene shin@abs gov au. "Institutional safe space and shame management in workplace bullying." The Australian National University. Research School of Social Sciences, 2006. http://thesis.anu.edu.au./public/adt-ANU20061114.142503.

Quigg, Anne-Marie. "Workplace bullying in the arts : when creative becomes coercive." Thesis, City University London, 2007. http://openaccess.city.ac.uk/8559/.

De, Villiers Charl Johan. "Descriptive study of discrimination and bullying in the workplace." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53350.

Botha, Adéle. "The experience and handling of workplace bullying / Adéle Botha." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8438.

Seigne, Elizabeth. "Contribution of personality factors to bullying in the workplace." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:8470.

Shin, Hwayeon Helene. "Institutional safe space and shame management in workplace bullying /." View thesis entry in Australian Digital Thesis Program, 2005. http://thesis.anu.edu.au/public/adt-ANU20061114.142503/index.html.

Hutchinson, Marie L. "Bullying in the workplace a study of Australian nurses /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/33181.

Williams, James Peter. "Third party intervention into workplace bullying : an exploratory study." Thesis, University of South Wales, 2008. https://pure.southwales.ac.uk/en/studentthesis/third-party-intervention-into-workplace-bullying(c11d4a96-1a9c-445c-9596-3f9f5723c316).html.

Walton-Robertson, Supaporn. "The Effect of a Multigenerational Workforce on Workplace Bullying." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/shss_dcar_etd/130.

Meglich-Sespico, Patricia A. "Perceived Severity of Interpersonal Workplace Harassment Behaviors." Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1163625282.

Jerido, Camika S. "A Phenomenological Study of the Effects of Reported Workplace Bullying." NSUWorks, 2014. http://nsuworks.nova.edu/shss_dcar_etd/2.

Hoel, H., and Sabir I. Giga. "Destructive Interpersonal Conflict in the Workplace: The Effectiveness of Management interventions." Manchester Business School, 2006. http://hdl.handle.net/10454/3837.

Johnson, Jacqueline Evans. "Do Parents Try to Bully Teachers Through Confrontation?" Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27695.

Cooney, Lucretia. "BULLYING: OUT OF THE SCHOOL HALLS AND INTO THE WORKPLACE." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2676.

King, Dr Marvalene. "Strategies to Identify and Reduce Workplace Bullying to Increase Productivity." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7307.

Berry, Peggy A. "Workplace Bullying: Exploring the Prevalence, Impact, and Consequences to Nurses." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439307446.

Momberg, Markus Albertus. "The prevalence and consequences of workplace bullying in South Africa." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1572.

Brown, Oliver Sabrina Renea. "Clinical Resource Practice Scenarios to Mitigate Bullying." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7859.

Colleyshaw, Elizabeth. "An examination of bullying in different institutional contexts : undergraduate student notions of bullying in the school, the workplace and university." Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/620462.

Regnaud, Deborah A. "The Relationship Between Top Leaders' Observed Narcissistic Behaviors and Workplace Bullying." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633423.

Workplace bullying is a global problem that leaves workers emotionally harmed and organizations financially strapped; yet in many cases, business leaders fail to adequately address the problem. The purpose of this research was to determine if the top leader had a direct impact on the presence of bullying within the workplace. Based on personality trait theory as a theoretical foundation, the key issue this study explored was the relationship between the presence of workplace bullying and observed narcissistic behaviors exhibited by the top leader. Participants consisted of 84 human resources professionals reporting directly to the CEO/president of companies located in the United States. Observer-rated assessments were used to measure the leader's observed narcissistic behaviors along with the prevalence of bullying within the workplace. Logistic regression and Pearson correlation were used to analyze assessment data. Results revealed a strong and positive relationship between top leaders' observed narcissistic behaviors and the presence of bullying within the organization. These results suggest the top leader may not only directly impact the presence of workplace bullying, but may actually create the problem. This study contributes to social change by providing support for the need to use personality assessments when hiring or promoting top leaders. By identifying those who contribute to the sustainability of bullying, these individuals can be excluded from the selection process and workplace bullying will therefore be minimized, improving the well-being of employees and the financial performance of organizations, world-wide.

Varhama, Lasse. "Bullying and other dysfunctional behaviour at the workplace and at school /." Åbo : Åbo akademi university press, 2008. http://catalogue.bnf.fr/ark:/12148/cb414308871.

Himmer, Richard P. "The Effect of Target Demographics and Emotional Intelligence on Workplace Bullying." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2155.

Christianson, Monica May. "Bystander Effect of Workplace Bullying, Perceived Organizational Support, and Work Engagement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1685.

Regnaud, Deborah A. "The Relationship Between Top Leaders' Observed Narcissistic Behaviors and Workplace Bullying." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1147.

Lewis, Sian Elisabeth. "Adult workplace bullying : a qualitative study of social and psychological processes." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433530.

Saunders, Paula Psychology Faculty of Science UNSW. "The influence of behavioural, individual and contextual variables on the perception and labelling of workplace bullying behaviours." Awarded by:University of New South Wales. School of Psychology, 2007. http://handle.unsw.edu.au/1959.4/31542.

Georgo, Maria C. "A Qualitative Media Analysis of the Depiction of Workplace Bullying in Hollywood Films." Diss., NSUWorks, 2017. https://nsuworks.nova.edu/shss_dcar_etd/101.

Sheik, Dawood Shariffah R. "Workplace bullying in the voluntary sector : an application of routine activity theory." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/7724.

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What Is a Good Thesis Statement About Bullying?

Unfortunately, bullying is still part of our society despite civilization and technology. But, that does not mean the issue cannot be addressed and fixed. It is the responsibility of parents, teachers, and institutions to find a way to reduce the blow of bullying in our society for everyone to be safe and happy. Are you concerned about bullying and want to be a part of the solution? One of the ways to do this is by writing an interesting essay that educates about bullying and its effects. As a part of the project, you will need a thesis statement for a bullying essay that stands out.

As much as you want to address the nasty effects of bullying, you also need to pass your exams. That is why you need to get a thesis about bullying that will impress your professor. Let us learn more here.

What’s a Bullying Thesis Statement?

How to Write a Thesis Statement about Bullying?

What Is a Good Thesis Statement For Bullying?

Interesting examples on thesis statement for bullying research paper, straightforward thesis statement for bullying essay examples, exciting thesis statement on cyberbullying homework, our writing services guarantees good thesis statement.

A bullying thesis statement helps you address an issue about bullying. It needs to include the topic of the research paper you are writing about and the claim you have about the bullying topic. Your thesis statement determines whether your paper will stand out.

Which Of The Following Statements About Bullying Is True?

Most people are oblivious to cyberbullying and its effect. So you need first to understand what bullying is to develop a great thesis statement for bullying. Below are four statements that you can read to determine the truth about bullying.

Bullying is a growing phase that children will grow out of.
Bullying does not have to be physical; it can also be cyberbullying, verbal, and emotional.
Bullying is not harmful.
As children mature, they will learn positive behavior on their own.

What do you think is the correct answer? All the above statements are false except b. Bullying is not limited to the physical like fighting and hitting. Cyberbullying, verbal and emotional abuse are all bullying, and they all have devastating effects on the individual or group of people getting bullied.

How to Write a Thesis Statement About Bullying?

The thesis on bullying should be under the introduction. Most students prefer writing a statement when they complete their introduction. But the best way to write a thesis is by finishing your research.

Note that the thesis statement needs to be a summary of your research. You will have a better idea of what your essay is all about once you have completed your project. Ensure that the subject is exciting and as per your tutor’s instruction.

A good thesis statement on bullying needs to be a great impression so that it can hook your instructor or any other person who will read your thesis statement. It needs to be the hook to your essay and motivate the readers. The bullying essay thesis statement needs to be;

An interpretation of the subject
Precise, forceful, and confident
It should challenge the readers

Bullying Thesis Statement Examples

If you have a hard time creating a thesis statement about bullying that will make your essay stand out, worry no more. Our team of experts has combined a list of thesis statements on cyberbullying you can use in your essay to impress your professors. Here we go!

You can make your essay research paper interesting by choosing the right thesis statement about bullying to use. In case you are not sure, here is a list you can choose from.

Bullying and its effects on youth, and some possible solutions to the problem it causes.
There are several ideas and concepts that most institutes have come up with to help stop bullying, but the challenge is the implementation of these policies.
International progress can be hasted by the eradication of bully in and so government bodies should cultivate solutions to address the matter.
Corporate bullying could push individuals into isolation, leading to depression and suicide.
Bullying has been ignored for a long time, even though it has been a problem in the school system; people have only recently started discussing it.

A bullying thesis does not have to be complex. In fact, at times keeping the thesis statement on bullying essay simple could help capture the attention of your tutor and help improve your grade. Here is a look at the straightforward statements about bullying.

The effects of physical bullying are depression, stress, withdrawal, physical, and emotional problems, which could destroy a child’s life.
Parents and tutors should always be on the lookout for any bullying so they can fix the problem before it gets out of control.
Most bullies have emotional or physical abuse, so they turn to bullies to help them feel in a position of power.
Bullying could affect the mental health of the person being bullied, affecting their everyday life.
Bullies have a hard time following the regulations, caring for other people, and having self-control.

Cyberbullying is often underestimated, and it makes people feel as though they are not good enough and do not deserve to live. Use these examples in your homework.

School violence and cyberbullying attacks affect everyone who attends the school and compromise students’ safety.
Cyberbullying is not new and can be used in many ways to bring individuals or a group down, yet not much is being done to address the issue.
Proper measures should be implemented to help better predict communication during cyberbullying episodes.
As technology advances, teens have become more prone to the internet’s dangers like cyberbullying.
A look at the similarities and differences between bullying and cyberbullying and the best way to handle both situations.

Are you still wondering what’s a good thesis statement for bullying is? Reach out to our writing service today. We have skilled writers to help you get the best bullying thesis for a research paper. We can also write the research paper for you and ensure you attain the best grades. So get in touch with us today.

School Board Cancels Gay Actor’s Anti-Bullying Talk Over His ‘Lifestyle’

Maulik Pancholy was scheduled to give a talk on anti-bullying at a Pennsylvania school next month. School board members scrapped it, citing concerns about his activism and “lifestyle.”

A man wearing a jean jacket and gray sweater stands next to a building.

By Orlando Mayorquín

A Pennsylvania school board canceled an anti-bullying speech by the actor Maulik Pancholy, who is gay, after board members raised concerns about his “lifestyle,” prompting outrage from the surrounding community.

The Cumberland Valley School District school board voted unanimously to pass a motion to cancel Mr. Pancholy’s speaking event next month at Mountain View Middle School in Mechanicsburg, a community of about 9,000 people roughly 100 miles west of Philadelphia.

The board drew criticism after the members voiced what some called homophobic concerns about Mr. Pancholy’s activism and his lifestyle.

Mr. Pancholy played the obsequious assistant to Alec Baldwin’s character on the TV show “30 Rock” and voiced Baljeet in the cartoon “Phineas and Ferb.” He is also an author who has written children’s books, including one called “The Best at It,” about a gay Indian American boy named Rahul and his experience dealing with bullying in a small Midwest town.

“He labels himself as an activist who is proud of his lifestyle and I don’t think that should be imposed on our students,” said Bud Shaffner, a board member at the Monday evening meeting.

Kelly Potteiger, a newly elected board member who campaigned for her seat as a member of the local chapter of the right-wing activist group Moms for Liberty , voiced concerns that Mr. Pancholy would discuss his children’s books, which deal with the bullying faced by its L.G.B.T.Q. characters, or his own experience with “anti-bullying and empathy and inclusion.”

“Again, it’s not discriminating against his lifestyle, that’s his choice, but it’s him speaking about it,” Ms. Potteiger said. “He did say that that’s not the topic, but that’s what his books are about.”

In a memo sent on Thursday to faculty, staff and administrators, the leadership of the Cumberland Valley School District said that it was disappointed in the board’s move.

“While the issue of ‘political activism’ was cited, statements made publicly by individual board members identified Mr. Pancholy’s sexual identity as a factor, an identity shared by many of members of our school community,” the memo said.

“We believe that Mr. Pancholy’s assembly should have been allowed to happen and that all of our staff and students should be proud to be part of a community that values who they are,” it added.

Every year, the middle school brings young adult authors to visit with students, according to the district. It noted that the motion to cancel the assembly, which was to have taken place on May 22, had not been on the agenda and was introduced by a board member during the meeting.

In a statement issued on Thursday evening, Mr. Pancholy said: “When I visit schools, my ‘activism’ is to let all young people know that they’re seen. To let them know that they matter.”

He added: “I wonder why a school board is so afraid of that?”

The cancellation prompted a petition to reinstate the event that stated that the decision was made “solely because he is openly gay.”

Trisha Comstock, who has two sons enrolled in the school district, started the online petition. By late Wednesday evening, the petition had gotten more than 1,000 signatures.

In a phone interview, Mr. Shaffner said his comment was misconstrued and that his remark about Mr. Pancholy’s lifestyle had to do with his activism.

“The fact that he is a self-proclaimed political activist is what we object to,” Mr. Shaffner said.

On his website, Mr. Pancholy calls himself an “activist” who works on social justice causes. But Mr. Shaffner and other board members cast his work as political and said they worried his speech could violate a district policy barring political events.

“There is no political agenda,” Ms. Comstock said in a phone interview. “He is not trying to pass policies or change minds or anything like that.”

“They cloaked it as ‘We want to keep politics out of school’ when they clearly knew it had nothing to do with politics,” she added.

Ms. Comstock said that if the policy were applied more broadly, other groups, such as “Mothers Against Drunk Driving,” would be considered activists.

“Would we ban them from coming and talking to our members?” she said.

Ms. Comstock, whose children once attended the school, said the board’s decision was not representative of the community.

“And that’s why our community is outraged right now,” she said. “This isn’t who we are.”

Orlando Mayorquín is a breaking news reporter, based in New York, and a member of the 2023-24 Times Fellowship class , a program for journalists early in their careers. More about Orlando Mayorquín

Tiffany Haddish goes to the extreme over online trolls: ‘I have called people, honey’

Tiffany Haddish looking up and to the side in a white collared blouse with sheer sleeves in front of a white building

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Tiffany Haddish will come for you, if you come for her.

The “Girls Trip” and “Haunted Mansion” star admits that she takes matters of online bullying into her own hands when it comes to her reputation — and sometimes gives her haters a real-world surprise.

Given all the negative talk about the comedian — amid a short-lived but damaging grooming scandal , her repeat DUI arrests and her controversial trip to Israel in February — she’s begun blocking certain phrases on Instagram, including “setback,” “pedo” and “not funny,” she recently told L.A. Times columnist Amy Kaufman.

Tiffany Haddish at her home in South Los Angeles on Tuesday, April 23, 2024.

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She’s also taken her online sleuthing further, dipping into the realm of digital vigilantism.

The 44-year-old Haddish said she has hired a digital forensics analyst to research where her death threats were coming from, learning that 75% were bots out of Malaysia and Iran. The Emmy- and Grammy-winning star also said she created a fake Instagram account where an alter ego named Sarah will go in and “destroy” anyone hating on her. She does it by learning details about trolls’ personal lives and using them to her advantage.

“I’ve learned how to find people’s information — like I pull up the credit report, police records. You can do that for $1.99,” Haddish said. “Sometimes, I get so mad that I’ll get they phone number and I’ll just call them.”

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Yes, really.

“Oh, I have called people, honey,” she confirmed. “They be shocked that I called. They’ll be like, ‘I can’t believe you even saw that.’ You did a whole video, b—! You made a full, five-minute video! On the internet, people think they can just say whatever and you not gonna say anything. I try my best not to, but I’m a human being.”

The star of “The Afterparty” and “Night School” also talks to Kaufman about the idea of feeling “hunted” and how that factored into her decision not to have kids, sharing that she has had eight miscarriages, which felt like having “your soul falling out of your body,” and an abortion.

“I would hate to give birth to someone who looks like me, knowing they’re going to be hunted or killed,” she writes in “I Curse You With Joy,” her latest book of autobiographical essays due out Tuesday. “I don’t want the stress of worrying every time my Black baby goes to school or goes to hang out with their friends that they could end up dead.”

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Nardine Saad covers breaking entertainment news, trending culture topics, celebrities and their kin for the Fast Break Desk at the Los Angeles Times. She joined The Times in 2010 as a MetPro trainee and has reported from homicide scenes, flooded canyons, red carpet premieres and award shows.

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COMMENTS

Workplace Bullying: A Quantitative Study of Adult Victims
bullying was one conducted in the United Kingdom by Conye et al. (2000), who focused. on the personality traits of workplace victims. Conye et al. studied 120 employees from. various jobs and skill levels using two groups of 60, one group of identified victims and a. second group of nonbullied workers.
Workplace Bullying: A Validation Study
workplace bullying is given surprisingly little attention in general; business articles are anecdotal and in social sciences bullying focuses mainly on a school environment (Rayner & Hoel, 1997). Workplace bullying is considerably difficult to study, in part due to the methodology utilized (self-reports) and in part due to the wide diversity and
Upwards Workplace Bullying: A Literature Review
There is a large body of international literature on most aspects of workplace bullying, ... Similarly, the publication of Dupré's PhD thesis in 2004 addressed interpersonal aggression targeted toward workplace supervisors without labeling the process as upwards (Dupré, 2004). In this early scholarly examination of the issue, four studies ...
Workplace bullying as an organizational problem: Spotlight on people
Workplace bullying is a form of systematic mistreatment that occurs repeatedly and regularly over time, whereby the target has difficulty defending themselves due to the power imbalance between the parties involved (Einarsen et al., 2011).The persistent and frequent nature of bullying, together with power imbalance as a sustaining factor, helps to distinguish it from other mistreatment ...
(PDF) Workplace bullying: A study on the work environment, well-being
As per analysis of Nwobia and Aljohani (2017) bullying at workplace cause intense stress and generates atmosphere of abuse, public degradation, rumors scattering, gossiping and social exclusion ...
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Summary. The term workplace bullying describes a wide range of behaviors, and this complexity makes addressing it difficult and often ineffective. For example, most anti-bullying advice, from ...
PDF Workplace Bullying as an Organizational Problem: Spotlight on People
Though it manifests in the form of negative acts within dyads or small groups, bullying at work has long been recognized as an organizational problem (see Leymann, 1996). Research under the work environment hypothesis, which positions "characteristics of the psychosocial work environment as precursors of bullying. ".
(PDF) Workplace Bullying: An Integrative Literature Review
1. Abstract. Workplace bullying is a phenomenon that appears widely in research literature in a. variety of disciplines. The review found that a concise definition for workplace bullying. was not ...
Workplace Bullying, Engagement and Employability: Moderating Role of
Workplace Bullying and Employee Engagement. Personnel engagement is conceptualized as "the harnessing of organization members' to their work roles; i.e., in engagement, people express and employ physically, cognitively, and emotionally during role performances (Kahn, 1990, 694)".Engagement is about the willingness to invest oneself and expend an open effort to help the employer succeed.
Strategies to Identify and Reduce Workplace Bullying to Increase
Bullying in the workplace is an occupational safety and health issue (Hollis, 2017). Workplace bullying affects the health of employees, financial health of organizations, and creates an unhealthy work environment (Rajalakshmi & Gomathi, 2016). Hollis (2015) referred to workplace bullying as a form of petty theft, which pilfers
(PDF) Workplace Bullying Model: a Qualitative Study on Bullying in
Workplace Bullying Model: a Qualitative Study on Bullying in Hospitals. June 2020. Employee Responsibilities and Rights Journal 32 (1) DOI: 10.1007/s10672-020-09345-z. Authors: Barbara A. Wech ...
Perceptions of bullying in the workplace: A
This qualitative phenomenological study explored and identified patterns and types of workplace bullying through the witnesses' perception. The lack of relevant organizational policies and controls makes it difficult for employees in the United States to report workplace bullying for fear of ridicule, being viewed as weak, or being terminated.
PDF Workplace Bullying: The Perceptions of the Target, the
Workplace Bullying: The Perceptions of the Target, the Alleged Perpetrator and the HR Professional. Integrating Stakeholders' Voices to Improve Practice and Outcomes . Moira Fay Jenkins . Thesis submitted for the degree of . Doctor of Philosophy . School of Psychology . Faculty of Health Sciences . University of Adelaide . February 2011
PDF Workplace Bullying
1. Introduction. Bullying is a term that many connect with schools and anti-mobbing movements (Einarsen 2000). Organizations like Friends (Om Friends, 2012) and different rules and regulations have been established to prevent bullying and support schools in their work against it (Veta mer om lagen, 2012).
Workplace Bullying Attitudes And Opinions In Local Government Employees
They estimated that 61 percent of US employees were aware of abusive behavior in the workplace. Additionally, 19 percent reported experiencing abusive behavior and another. 19 percent reported witnessing abusive behavior in the workplace (Namie, 2017). Overall, an estimated 60.3 million US workers are affected by workplace bullying each.
PDF The Issue of Workplace Bullying: the Causes, Impacts and Prevention in
conduct, appropriate and inappropriate workplace behaviors, disrespectful behaviors like bullying still exist in the workplace (Giorgi et al., 2016). Even though there are many types of disrespectful behaviors, this study focuses on bullying. Workplace bullying is ingrained in many organizations and considered a cultural norm.
Workplace bullying in higher education: faculty experiences and responses
Thesis or Dissertation. Abstract. This study examines workplace bullying in a university setting. Specifically it examines how faculty members' tenure status is related to having been targets and witnesses of bullying at work and their responses to dissatisfaction at work. The research literature reveals a correlation between being a target of ...
PDF Workplace Bullying: a Human Resource Practitioner Perspective
WORKPLACE BULLYING: A HUMAN RESOURCE PRACTITIONER PERSPECTIVE by MANASE MORONGOA MOKGOLO submitted in accordance with the requirements ... MM Mokgolo, student number 50224441, hereby declare that this thesis entitled, "Workplace bullying: A human resource practitioner perspective" is my own work and that all the sources that I have used ...
Workplace Bullying: Signs, Effects, and How to Cope
Workplace bullying hurts the health and well-being of employees. It can also damage workplace productivity and performance. "Bullying's pernicious nature creates long-lasting scars that have an effect on the victim's sense of self-worth, self-assurance, and general mental health," says Azizi Marshall, LCPC, a licensed clinical professional counselor and founder of the Mental Health at Work ...
(PDF) Workplace Bullying and Job Satisfaction of Nurses in Selected
This descriptive-correlational study aims to determine the status of workplace bullying and the level of job satisfaction among hospital nurses in Negros Oriental, Philippines. It also describes the relationship between the status of workplace bullying in terms of person-related, work-related,and physically intimidating with regards to certain ...
Dissertations / Theses: 'Bullying in the workplace Bullying ...
The thesis shows how workplace bullying policies in Australian public service administrations have been carefully crafted as gender-neutral, and interweaves data and literature to develop a thesis for why such an approach is a deeply flawed outcome of gender politics. This thesis concludes with some modest suggestions about how organizations ...
Methodological issues in research on workplace bullying
workplace bullying in this thesis. Although it may not be considered to be a necessary definitional aspect of bull y ing, several authors have argued that workplace bully ing, as described in the ...
How To Write an Excellent Thesis Statement About Bullying
A good thesis statement on bullying needs to be a great impression so that it can hook your instructor or any other person who will read your thesis statement. It needs to be the hook to your essay and motivate the readers. The bullying essay thesis statement needs to be; An interpretation of the subject. Precise, forceful, and confident.
Maulik Pancholy's Anti-Bullying Talk Canceled by School Board Over His
Maulik Pancholy was scheduled to give a talk on anti-bullying at a Pennsylvania school next month. School board members scrapped it, citing concerns about his activism and "lifestyle."
Opinion: 'Baby Reindeer' is a hard-to-watch hit. I hope this will be
Whatever the legacy of 'Baby Reindeer' may be, writes Sara Stewart, it stands as one of the boldest and most forthright explorations of male victims of stalking and sexual assault.
Beware: Tiffany Haddish has phoned folks who troll her
Yes, really. "Oh, I have called people, honey," she confirmed. "They be shocked that I called. They'll be like, 'I can't believe you even saw that.' You did a whole video, b—!