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Bullying has two different perceptions in pesantren. Firstly, bullying is something tense, stressful, containing an element that is very hard, extreme. Pesantren as educational institutions that educate students morals has immoral actions that to fatal. Secondly, bullying has goodwill, to practice independence, heart constancy of students in pesantren. Bullying words or actions that normally (mild bullying) don’t mean to be criminal but based on to strengthen the relationship of brotherhood so that mentally strengthen of students. This article is the result of the author’s thought who observes of the reality that bullying culture circulation at in pesantren. A systematic reflection is an approach for the author in making this research. The author analyzes that the circulation of sociological is the action or verbal bullying in pesantren is can has a positive impact that is growing the power mental of students. However, that psychologically bullying in pesantren has a negative impact that is something very fatal like depression, stress, and other ugliness.

The pervasiveness of bullying in schools is a major concern that needs to be addressed. Bullying culture involves a manifestation of the power dynamics seen in a particular society. Despite the significant amount of research conducted in this area, there is still a lack of literature pertaining to bullying culture in India, especially involving the victimization of children. Indian society feeds off on social inequalities perpetuated by differences in class, caste, or religion. This sets the stage for notable variations in power, and on this stage masquerades the bullies. India finds itself with a bullying culture at different organizational levels; from schools to big companies. Indian schools, which represents a microcosm of society, is a direct reflection of the power dynamics seen in society at large. A lack of research about bullying in Indian schools opens the door to a wider range of concerns that includes a lack of initiative taken by schools or parents to curb the onslaught of bullying. This paper seeks to throw light on how this is the case due to the misperceptions regarding bullying that society propagates. For example, children and adults are often confused as to what constitutes bullying because to them certain acts of bullying mirrors traditionally accepted forms of disciplinary actions taken against children. This paper reviews literature showing how children are often misguided about what bullying is and the role that societal, familial, or school structures play in perpetuating said misconceptions. Furthermore, the paper also provides examples of certain non-traditional forms of bullying that reflect the misguided perceptions that children have about bullying.

Becoming impediment to organizational functioning in several ways, the prevalence of workplace bullying costs much to organizations. As in the current transition phase of Pakistan, the intentions to leave doesn’t manifest in actual turnover rates. Hence the current study is conducted to analyze the passive coping strategies of employees in the face of workplace bullying. It is theorized that the relationship is mediated by psychological contract violation. Moreover, it is predicted that the process of mediation is stronger for individuals who report high levels of benevolent behavior and perceives psychological capital to be low. Data is collected from 359 young doctors and nurses of three government administered hospitals. Results indicate a significant bullying-silence relationship where psychological contract violation plays a role of partial mediator. Moreover, benevolence and PsyCap are powerful moderators to alter the already established relationship. Conclusions of the current study are further elaborated in terms of their practical contribution and future directions. Workplace bullying is an organizational reality. Hence efforts to make an entire bullying-free environment is next to impossible. So, in addition to make an effort in ending up this maltreatment, managers must limit its consequences by understanding its dynamics. Reduce the bullying culture and save precious resources i.e. potential employees.

The prevalence of traditional bullying and cyberbullying is high among Chinese adolescents. The aims of this study are to explore: (1) characteristics of children who are targets or perpetrators of traditional bullying or cyberbullying; (2) causes of bullying in middle school; (3) reactions and coping strategies of bullying victims; and (4) impacts of bullying on victims' psychosocial well-being. Students were selected based on the findings of previous quantitative research at schools in Zhejiang, Henan, and Chongqing. Snowball sampling led to identification of more informants. Semi-structured interviews were conducted with students involved in traditional bullying and cyberbullying as perpetrators, victims, and bystanders. Forty-one students aged 12–16 years (21 boys and 20 girls) from 16 schools in three provinces participated. Data collection and analysis followed a grounded theory approach. Among these students traditional bullying was much more common than cyberbullying, but there was a large overlap between the two types. The results informed a conceptual framework which identified the main causes of bullying in these settings: these included lack of education about bullying, inadequate classroom and dormitory management, and teachers' failure to recognize and punish bullying. Children with specific characteristics (such as being unattractive or low-achieving), were more likely to be bullied. Most victims lacked support of parents and teachers even when requested, leading to poor psychosocial well-being, difficulties with socialization, and poor academic performance. Our findings suggest that schools need to address bullying culture, through multi-faceted locally-appropriate approaches, based on zero tolerance. It is crucial to ensure that students, teachers and parents recognize the importance of such interventions.

The fundamental rights of equity and justice call for a balance in the identity of both males and females in every sector. In spite of several strategies aimed at increasing women engagement, the female identity is still blurred in the construction workplace scenery. The study evaluated measures to balancing the female identity in the construction industry. The dataset was obtained through a questionnaire instrument of 105 women in the construction industry. The data were presented using stacked bars, cross tabulation/mean score, principal component analysis (PCA) and one-way analysis of variance (ANOVA). The study revealed that anti-feminine characteristics exist in the industry in form of work growth gap, position/pay gap and symbolic intimidation. The study showed that there is the need for attitudinal changes in the bullying culture and the sexual orientation towards co-workers. Strategies to balance the female identity can be achieved at the national level, construction organisation level, union level and client level. In conclusion, the female identity can be balanced in the construction industry by encouraging adequately funded female mentors/role model programmes. The study recommended that beyond legislation, the onus is on women to inspire women. In order to attract, retain women and reduce the anti-feminine characteristics in the construction sector, there is a need for female mentors/role models to be actively engaged. Strategies and approaches that can alter a female-biased attitude need to be engaged in the minds of construction professionals.

Nurse bullying is a systemic, pervasive problem that begins well before nursing school and continues throughout a nurse's career. A significant percentage of nurses leave their first job due to the negative behaviors of their coworkers, and bullying is likely to exacerbate the growing nurse shortage. A bullying culture contributes to a poor nurse work environment, increased risk to patients, lower Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) patient satisfaction scores, and greater nurse turnover, which costs the average hospital $4 million to $7 million a year. Addressing nurse bullying begins with acknowledging the problem, raising awareness, mitigating contributing factors, and creating and enforcing a strong antibullying policy. Nurses and stakeholders also must actively work to change the culture, and understand that bullying has no place in the nursing profession or anywhere else in health care.

Young Australian males working in the construction industry are twice as likely to take their own lives than other young Australian males. This group is also at high risk for poor mental health and alcohol and other drug related harm. Previous research has indicated a bullying culture within this industry, directed particularly toward apprentices and those new to the industry. This Australian study applied an exploratory sequential mixed methods design to explore issues faced by apprentices, estimate the prevalence of bullying and explore the factors associated with bullying and the mental health of apprentices. The results revealed that a substantial proportion of construction industry apprentices experience workplace bullying, are exposed to suicidal behaviors, and personally experience suicidal ideation. Multivariate analyses showed that bullying in apprentices was significantly associated with greater psychological distress, as well as being a 3rd year apprentice or not currently in an active apprenticeship. Results also indicated that bullying may be associated with substance use, lower levels of well-being, working nights away from home, the plumbing trades, and working for larger organizations. The outcomes from this study have important implications for the construction industry and will be vital for informing policies and evidence-based interventions to address bullying and mental health in this sector.

Bullying in the health care environment historically has been tolerated and, in many cases, expected. The Health and Safety at Work Act 2015 has provided the necessary legislation to stimulate a move toward addressing the bullying culture within New Zealand hospitals. This article takes a reflective look at how speaking up about bullying, although difficult, is important in order to change workplace culture.

Summary: Purpose: The aim of this study was to explain the experiences of Iranian nursing students regarding their clinical learning environment (CLE). Methods: Twenty-one nursing students participated in this qualitative study. Data were collected using semistructured interviews and analyzed using conventional content analysis. Results: Analysis of interviews identified six categories: educational confusion, absence of evaluation procedures, limited educational opportunities, inappropriate interactions with nursing staff, bullying culture, and discrimination. Systematic and consistent methods were not used in clinical education and evaluation of nursing students. In addition, there were inadequate interactions between nursing students and health-care staff, and most students experienced discrimination and bullying in clinical settings. Conclusion: Findings showed that the CLE of Iranian nursing students may be inadequate for high-level learning and safe and effective teaching. Addressing these challenges will require academic and practice partnerships to examine the systems affecting the CLE, and areas to be addressed are described in the six themes identified. Keywords: education, nursing, Iran, qualitative research, students, nursing

Leaders of the health service in Scotland are to be brought together to examine how working relationships with staff can be improved in the wake of a series of reports of bullying and harassment. The move follows publication of an independent inquiry into complaints raised at NHS Highland where doctors alleged “a culture of fear and intimidation” had existed for the past decade.1 The report compiled by John Sturrock said that while it was not possible to conclude that a bullying culture existed at NHS Highland, “it seems possible that many hundreds have experienced behaviour that is inappropriate. That seems far too many.” The inquiry was commissioned by the Scottish government and health secretary Jeane …

This article investigates why workers submit to managerial bullying and, in doing so, we extend the growing research on managerial control and workplace bullying. We employ a labour process lens to explore the rationality of management both engaging in and perpetuating bullying. Labour process theory posits that employee submission to workplace bullying can be a valuable method of managerial control and this article examines this assertion. Based on the qualitative feedback in a large-scale survey of nurses in Ireland, we find that management reframed bullying complaints as deficiencies in the competency and citizenship of employees. Such reframing took place at various critical junctures such as when employees resisted extremely pressurized environments and when they resisted bullying behaviours. We find that such reframing succeeds in suppressing resistance and elicits compliance in achieving organisational objectives. We demonstrate how a pervasive bullying culture oriented towards expanding management control weakens an ethical climate conducive to collegiality and the exercise of voice, and strengthens a more instrumental climate. Whilst such a climate can have negative outcomes for individuals, it may achieve desired organisational outcomes for management.

The utilization of traditional social survey data to address today’s bullying problems presents some limitations. In response, a new method to investigate and subsequently intervene is warranted. Therefore, this study analyzed big data generated by social media to identify Future Signals of bullying. This approach may contribute to effectively clarifying the problem and suggesting targeted interventions to address the bullying phenomenon in South Korea. For social big data analysis, 350,314 web documents were collected per hour each day from January 1, 2013 to June 30, 2017, from 279 subject channels based on an ontology of bullying-related topics. Term frequency, document frequency, degree of visibility, and degree of diffusion were computed to identify Future Signals. A substantial overlap of findings between studies based on social big data and traditional survey results was observed for family (e.g., parental divorce, domestic violence, child abuse), peer (e.g., transfer, friend violence), economic (e.g., economic problem), and school/academic (e.g., academic record, school control, academic stress) strain domains, whereas strains concerning the media (e. g., movie, celebrity) and cultural (e.g., materialism, hell Korea) domains seemed to be more salient in social big data. Weak Signal topics in social big data representing media and cultural strain domains (e.g., Youtube, class society, bullying culture) related to the bullying phenomenon appear to be emerging in significance. These topics and their respective strain domains represent potentially important new areas that warrant further investigation by practitioners and policymakers. These findings may allow the early detection of crucial information by providing data to support better informed insight and intervention related to the complex problem of bullying in South Korea.

Introduction Bullying is a universal phenomenon observed in all schools worldwide, with as many as 35% of students being involved in bullying. Group context is crucial for understanding and preventing bullying, as peers are often present in bullying situations and have key roles in maintaining, preventing, or stopping it. The aims of this study were to investigate school bullying as a social phenomenon in Poland and to understand how Polish adolescents perceive, discuss, and make sense of bullying in their communities. Methods I carried out fieldwork at three public secondary schools in a city in southern Poland, and conducted in-depth semi-structured interviews with 26 students aged 16/17 (16 girls, 10 boys). I used the grounded theory approach to analyze the data, as it offered an opportunity for deeper understanding of adolescents' social context and culture, with intragroup interactions playing a central role. Results & conclusions The results suggest that a parallel culture of bullying at the micro level is created at these schools, which includes norms; a multi-stage process of victim creation; and rituals confirming the victim's status, group coherence, and other students' attitudes and roles in the bullying. In terms of policy implications, the findings suggest that it could prove beneficial to plan anti-bullying programs with adolescents themselves, as they could clarify the contexts, situations, or triggers that might lead to bullying.

Bullying: The Social Deconstruction of Self explores bullying by examining the historical, societal and cultural aspects that have brought about and fostered this social problem. The author, Laura Martocci, analyzes the modes by which people fall victim to bullying; actions that are the social norm but when taken too far, or when motives are cruel, can lead to great harm for victims. Among the most frequent harms are shame, which can lead to anger and depression, a loss of connection with others and deconstruction of self. Martocci investigates models that traditionally have been used to help victims of bullying, and suggests new ways that may be more effective. She focuses on expressive writing and how it can be very beneficial in recalling, reevaluating, and dealing with experiences that help targets of bullying make the shift from victims to survivors. Throughout the book, Martocci emphasizes the potential that would come by having bystanders interfere. Through acknowledgment of the bullying, standing up, and being there to listen and hear victims’ stories, bystanders can help facilitate healing and the reconnection victims of bullying need to recover from their shame. Martocci’s book provides a hope for a change in a society that fosters and that currently does little to effectively address the bullying culture. Martocci opens the book by reminding readers about the horrific spree of shooting Americans saw in the 90s. She points out that the usual suspects of race and class were not at play in these incidences and many were similar in that the shooters were normal middle class teenagers, not from broken families but were outcasts and seemed to be victims of bullying. The media and culture began to recognize that bullying was correlated with an increase in these tragedies but the author points out that little was done to address this social problem. Despite this criticism, Martocci still recognizes the difficulty in isolating and labeling the behaviors involved in bullying as one of the key obstacles in dealing with bullying. She ends the introduction with a call to society, a society she refers to as bystanders who can stand up and become a catalyst for change. In Chapter One, The Cultural and Historical Foundations of Bullying Culture, Martocci looks to the past, as far as to the foundations of our society. The basis of bullying culture today, she points out, stems from a shift from religious ideals to a culture of individuality and the individual being the master of self rather than turning to religion for salvation. Responsibility and pressure fell on the individual and focus shifted to the construction of self; people saw more importance in their appearance of worth to others. Martocci describes it as a shift to worrying about poise and charm rather than adherence to a moral code and personal grooming and health rather than hard work and sacrifice. The narcissist personality became more prevalent. In her analysis, she provides a good view into the mind of an adolescent; because of the few experiences they have had, each experience seems more important than it actually is and may be why bullying can be so harmful at this age because adolescents put so much weight on one experience. They do not yet have the skills to balance their sense of self with the views of others. But even as their number of experiences increases, feelings of shame and humiliation do not. Our society does not like to address shame but our society seems to foster personalities that have traits like aggressiveness and narcissism that tend to cause bullying. When religion was more important, there was the possibility of redemption; now people are & Katie Russell Katsruss@indiana.edu

The bullying problem fell into four main categories: children bringing into school incidents of bullying which had arisen in an out-of-school situation; incidents of bullying which had taken place in the playground before school and at break times; incidents arising in the classroom from in-school situations; children bullying teachers through classroom behaviours. A number of studies had addressed bullying behaviour in children. The literature on the whole confirmed my ideas on the beginnings of bullying and some made suggestions as to how to deal with the problem. However, the main bulk of the literature was concerned with the post-primary child and remediation, whereas the author was involved with children in the primary sector and was concerned with attitude development and pro-active measures. The characteristics of a bullying culture in the local environment were very familiar and served to emphasise the enormity of their task.

The present study examined the effects of teacher attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among early adolescents. Participants ( n = 1,264) in sixth grade reported on the frequency that they had been bullied, and teachers were asked to report students who were “picked on.” Teacher attunement represented the correspondence between self-identified and teacher-identified victims. Attunement at the beginning of the school year was related to positive changes in student reports that their peers would intervene in bullying; in turn, sense of belonging was greater when students perceived that their peers would intervene in bullying. Teacher attunement was indirectly related to greater belonging through its impact on student perceptions of the bullying context.

Summary Objectives To investigate differences in the presentation and management of bullying in two London boroughs, one with high levels of deprivation and the other with low levels of deprivation; and to explore pupils' views on successful approaches to tackle bullying. Study design Problems associated with bullying in childhood can manifest with mental disorders, depression and poorer perceived health in adulthood. However, despite the recent development of anti-bullying policies within schools, bullying remains a significant issue for many pupils. An original self-report survey was undertaken to investigate this important area. Method A web-based questionnaire was undertaken with pupils from year 8 (aged 12–13 years) at four secondary schools in London. The study was approved by King's College London Research Ethics Committee. Results In total, 304 pupils completed the questionnaire, 55% of whom were affected by bullying at their school. Deprivation had no impact on the prevalence of pupils involved in a bullying culture. School membership is the most important independent factor for determining bullying. Conclusions Policy could be aimed at changing pupils' views on dealing with bullying, and it is vital that policies and practices around bullying are active and alive and do not become ‘file fodder’.

The Scottish government has ordered an independent inquiry into alleged bullying at NHS Highland after doctors blew the whistle on what they described as a “culture of fear and intimidation” at the health board for the past decade. Scottish health secretary Jeane Freeman said an independent external investigation would take place following the allegations that surfaced in September 2018 when a group of clinicians including Inverness GP Iain Kennedy wrote to The Herald newspaper1 warning that “bullying” and “intimidation” of whistleblowers was rife at NHS Highland and …

Discussions surrounding nursing shortages typically focus on recruitment, but retention is also a problem. Emerging research suggests that intimidation in the nursing workforce is a problem that planners need to deal with as part of an overall strategy aimed at maintaining a balance between supply and demand. This paper explores issues surrounding intimidation in the nursing workforce and looks at how one major teaching hospital in Australia attempted to address the problem.

This research goals is to given the descriptive brief about the form of interaction that applied between social agents, especially the senior and junior in High School (SMA). The research itself told about the transmition of bullying culture that happen in some High School in Jakarta, which done by seniors to their juniors. Also, this research will happen to know how the effectiveness of social crime prevention which applied by family agents as a primary social agent that should prevent any form of violence at school.

A bullying culture in the NHS is being passed down “from the top,” the president of the Royal College of Surgeons has said. Speaking at the Nuffield Trust’s Health Policy Summit last week, Clare Marx said that the health service needed to have a “zero tolerance” approach towards poor management behaviour. “I think attitudes and behaviours in healthcare come from the top,” she said. “We all hear about bullying cultures. I’m ashamed to say that I don’t know a chief executive who isn’t bullied from the top, and I think that is passed down.” She added, “They have to be very good leaders not to actually pass on those sort of behaviours. “So we need to stand up and say, ‘I’m not going to have this, …

This paper is drawn from a research project into the influences of power and culture on bullying and harassment within the Fire Service, conducted using fire brigades of similar background from the UK, the USA and Eire. It discovered bullying within the Fire Service in two contexts: inappropriate behaviour by managers, such as intimidation, threats and the intimidating use of discipline; and bullying within groups, which is the most influential, and potentially the most damaging to individuals. This occurs within the group that is heavily dependent on the socialisation processes of acceptance, normalisation, indoctrination and preservation of hierarchy. It is also argued that the bullying of individuals because of their sex or race remains an aspect of Fire Service culture and is perpetuated by some to ensure the continuation of the white male culture.

Aims: The aim of the Late Career Nurse research project was to determine the characteristics of nurses working in New Zealand who were born before 1960; their experiences in the workplace; their perceptions of their health and their retirement intentions. This paper reports on the retirement intentions of regulated nurses aged over 50 in the New Zealand workforce. Background: The mean ages of registered nurses in New Zealand has been rising steadily, and 40% are now aged fifty or over (Nursing Council New Zealand 2011) While there is a substantial international literature on the phenomenon and consequences of the ageing nursing workforce, it is unknown whether international experience will predict future nurse behaviour in New Zealand, or how this may impact on nursing workforce modelling or planning. Method: An anonymous on-line survey was emailed to eligible NZNO 1 nurse members over 50 years old in February and March 2012. Quantitative and qualitative analyses of the 3273 responses received were undertaken. Results/findings: New Zealand nursing age demographics have been confirmed and reflected in the respondents to the survey. In concordance with the international literature, good health, access to flexible working options, safe staffing levels and choice of shifts were all very important to older nurses. Evidence of ageism and a bullying culture towards older nurses was reported. Better pay levels were particularly important to younger late career nurses (age 50-55). Specific to New Zealand, lack of retirement funds may delay retirement, and migration to Australia may exacerbate shortages and skill/experience deficits. Conclusions: The New Zealand nursing workforce will be vulnerable to skill and experience shortages if as indicated in this study, 57.2% of nurses aged over 50 retire within the next 10 years, and around 30% within the next 2-5 years. Adoption of measures to ensure better choice of shifts, and continued access to flexible or decreased hours is required, along with less physically demanding work options and roles that recognise and utilise the knowledge, skills and experience of older nurses. These measures have the potential to enable older nurses to continue to contribute for longer to the workforce, albeit on a more part time basis. Better pay, better rostering and safer staffing levels have the potential particularly to reduce the attrition seen in the early to late fifties, and these are urgently advocated. Longer term, access to better retirement planning and financial advice would decrease a considerable source of distress and reduce the numbers of older nurses for whom continuing to work despite ill health is not an option.

Culture and climate — two distinct but inexorably linked terms, as many of the chapters in this book illustrate. In this chapter we focus on a compelling topic — bullying. In keeping with the theme of the book, we explore bullying in health care in terms of its links to culture and its relationship to climate and ultimately implications for patient and service user outcomes. This chapter arises from theoretical analyses, and studies relating to climate carried out by the authors in two large public health care organizations in Ireland where the issue of bullying arose not only in terms of its effect on individuals who experienced bullying, but also the effect of bullying on the collective perception of the organization and variables that are associated with climate. We are aiming in this chapter therefore to — perhaps tentatively — explore the culture-bullying-climate nexus and to provide a conceptual framework for further research. To this end the chapter examines first the ‘meaning’ of bullying and the incidence and extent of bullying. A conceptual model is then presented which links antecedents of a bullying culture to both individual outcomes and organization climate. This is followed by a discussion of the key variables presented in the model.

This month's Nursing Management features a disturbing report into bullying at a leading London healthcare provider. An investigation by academics at Plymouth University reveals a frequency of bullying at Barts Health NHS Trust four times the national average and a prevailing culture of incivility and unpleasantness.

The government must act to “eradicate the current bullying culture within the NHS,” the BMA has said. Delegates at the BMA’s annual representative meeting in Harrogate unanimously voted in favour of a motion that also called for the government to “remove the stigma surrounding whistleblowing.” The motion said that, in the wake of the findings of Robert Francis QC’s report on failings at Mid Staffordshire NHS Foundation Trust, the government must help staff and students to …

The Care Quality Commission, the inspectorate for hospitals and care homes in England, is led by a chairman and chief executive who are not up to the job, a board member told the Mid Staffordshire public inquiry on Monday. Kay Sheldon, a non-executive member of the CQC’s board, said that the strategy used by the commission’s chief executive, Cynthia Bower, and chairwoman, Jo Williams, was “reactive, led by reputation management and personal survival.” Mrs Sheldon, an expert in mental health, is one of two CQC whistleblowers who gave evidence this week. She and Amanda Pollard, a compliance inspector, came forward after first taking their concerns to the National Audit Office and after evidence to the inquiry had closed. The CQC argued that most of the matters they raised were outside the inquiry’s terms of reference, but the chairman, Robert Francis QC, said …