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Research shows that athletes across levels and sports have been subjected to maltreatment with non-sexualised forms such as psychological abuse and neglect found to be the most common. With the normalisation of many of these forms of abuse occurring in sports, researchers have called for the 'safeguarding' of athletes to focus on prevention through evidence-based education. Yet evidence-based education that teaches about abuse remains limited in the research literature. Further, an examination of educational theory, design considerations and the implications of such applications when applied to learning contexts in sport remains scarce. This paper is the first generated from a project where an online athlete-and coach-led abuse education program was designed, implemented, and evaluated with the purpose of teaching children through to adults (coaches, athletes) about non-sexualised types of abuse, along with the effects of such maltreatment. This paper provides an overview of the educational theory and design considerations, namely Ivor Goodson and Scherto "Gill's" narrative pedagogy and the use of culturally responsive and culturally relevant content, with challenges and possibilities of these applications outlined. Recommendations are then made, based on facilitator and participant feedback which may assist sporting organisations and child protection agencies worldwide when designing, developing, revising, or implementing their own education programs to teach about abuse.

Aim: This study aimed to investigate workplace bullying and explore correlations between bullying, burnout and resilience amongst perioperative nurses in Australia. Background: Workplace bullying in perioperative nursing involves verbal, physical and psychological violence. However, no prior studies have measured Australian perioperative nurses' experiences of workplace bullying nor sought to understand if there is a relationship with burnout and resilience. Methods: A descriptive correlational study was conducted utilizing an online survey incorporating four validated instruments. Descriptive statistics and regression models analysed workplace bullying, burnout and resilience. Results: Over half of perioperative nurses (n = 158/257, 61%) were exposed to workplace bullying. Consequences included fatigue and exhaustion (n = 129/192, 67%), anxiety (n = 123/192, 64%) and sleeplessness (n = 121/192, 63%). Organisational processes (r =.458, p <.001), bullying acts (r =.289, p <.001) and avoidance and withdrawal at work (r =.440, p =.001) increased burnout. Psychosocial distress (r = −.216, p <.001) was associated with decreased resilience. Conclusions: Workplace bullying is a persistent issue with negative impacts upon burnout, resilience and well‐being. Implications for Nursing Management: The psychological well‐being of employees can be prioritized by establishing and maintaining an organisational climate of psychosocial safety, thereby inhibiting the potential of bullying to manifest and positively influencing employee well‐being to help promote workplace engagement, productivity and reduced burnout. [ABSTRACT FROM AUTHOR]