Workplace bullying has detrimental effects on victims and organizations. Research from the bully's perspective is lacking resulting in unknown causes for the aggressive behavior. Research indicates some child bullies have histories of maltreatment and that bullying may persist throughout adulthood. The purpose of this non-experimental quantitative study was to examine associations between workplace bullying and childhood abuse/neglect, actual or perceived current victimization, attachment style, and the desire to gain social dominance. An examination of the possible influence of social dominance on the relationship between abuse and workplace bullying was also included. Social dominance theory and attachment theory provided the framework for the study. The sample consisted of 126 adult men and women. The survey instrument included the Bullying Behavior Scale, Social Dominance Q-Scale, Social Dominance Orientation Scale, Childhood Trauma Questionnaire, Coercion and Conflict Scale, and Adult Attachment Scale. Data analysis included ANOVA, Pearson correlation, and linear regression. ANOVA results indicated significant associations between low- to mid-range incomes and certain industries and workplace bullying. There was a negative correlation between the relationship workplace bullying and childhood abuse/neglect. Results for domestic violence, social dominance need, and attachment style were not significant. There were no moderating effects of social dominance on the occurrence of workplace bullying and childhood abuse/neglect. Improvements to workplace environments and coping programs for bullies might result from this study's outcome.

Guided by Premack and Woodruff's theory of the mind and Bandura's social learning theory, this qualitative study examined the issue of bullying at school, and whether teachers' childhood experiences of bullying had effects on how they, as adults, handled bullying situations in their classrooms. Convenience sampling was used to administer the Bauman, Rigby, and Hoppa Handling Bullying Questionnaire to 22 middle school educators with three or more years of teaching experience at the participating school, to determine their responses to bullying scenarios. Twelve educators completed the questionnaire. Data collected from the questionnaire were analyzed for frequencies of responses. Teachers' responses to how they might handle bullying appeared similar across the sample for most items, indicating that they would intervene and communicate the concern. Six of the 12 educators voluntarily agreed to be interviewed to gain a deeper understanding of how they manage bullying situations at school and whether they thought bullying incidents experienced as a child affected their responses as teachers. Interview data were transcribed and analyzed using open and selective coding to identify common themes. Two of the participants reported being bullied as children; however, they did not report an effect of that childhood bullying on their current handling of bullying at school. Interview participants also reported the need for training related to protocols for addressing bullying at school. The findings led to the development of a professional development series, Recognize, Respond, and Reduce, which can create positive social change by equipping teachers to handle bullying in their classrooms. By preparing teachers to respond to bullying, school leaders may create a safer learning environment for students, teachers, and the community as a whole.

Bullying has become a widespread social issue. Previous research has focused on both genders and various grade levels; it has shown that programs reduce bullying and improve social climates and attitudes toward academics. The effect of these programs, specifically on female youth, has not been studied. This study addressed the effect of bullying prevention programs on perceptions of bullying among female youth in Grades 5-7 in 2 schools in rural eastern Pennsylvania. One school utilized a prevention program while the other did not. Teachers and administrators were also interviewed to gain insight regarding their perceived effectiveness of the program. The main research question examined if prevention programs resulted in reductions in the perceptions of peer bullying among female youth in Grades 5-7. Telephone interviews with 30 students were conducted to assess if bullying programs alter perceptions of bullying. The theoretical bases of social learning theory and general aggression model were used to determine if programs altered perceptions of bullying. Bullying perceptions of participants from both schools were compared. An ethnographic design was employed, using partial grounded theory as the primary methods of research. Data were reviewed and codes were determined based upon the frequency of responses to interview questions. Results showed that bullying was prevalent in both schools; however, the prevention program did not alter perceptions of bullying, indicating problems with program implementation. The current research provides insights for school administrators regarding changes needed in program implementation to improve students' perceptions and possibly reduce bullying among this population.

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Thesis (MPH.) -- University of Limpopo, 2022 / Background: Bullying has been reported to be on the rise in the world. South Africa is no exception. In recent years bullying has been reported to impact severely, resulting in resignations by teachers from the teaching profession. The researcher looked at the school as the workplace for teachers who experienced bullying. The study was about occupational health and safety for teachers, which is an important public health issue. The employer is obliged to create a conducive workplace for teachers as employees working at schools. Objectives: The objectives of the study were to explore and describe high school teachers’ lived experiences of bullying by learners in Limpopo Province. Methods: The qualitative and descriptive phenomenological method was followed. Due to data saturation, ten teachers participated after being selected through purposive sampling from seven high schools. Research ethics were observed. Data was collected through semi-structured interviews using an interview guide. Interviews were audio-taped and field notes were taken. Voice recordings were transcribed verbatim and analysed using open coding thematic analysis. Findings were confirmed by an independent coder. Results: The findings reveal that bullying is not a new phenomenon in schools in South Africa and globally. Most teachers perceive bullying differently. Some perceive acts of violence amongst learners as bullying. Some interpret noise in the classrooms as bullying, some view overcrowding in the classrooms contributing to bullying. Some perceive substances and drug abuse as causing bullying in schools. Most teachers experience feelings of hopelessness and powerlessness. They are sad, and feel small, embarrassed, intimidated, angry, disappointed etc. Some lack support from school management and governance, and others experience different forms of bullying. Some refrain from their style of teaching as it impacted on their teaching duties. The findings furthermore indicate that bullying affects both males and females but differently. Female teachers were more prone to bullying than male teachers. Conclusion: The outcomes of the study have revealed that bullying is a reality. Teachers are being targeted by learners at schools. They seemed not to understand policies and procedures to intervene when addressing bullying at schools. Interventions were not effective due to lack of knowledge and poor policy implementation. Bullying is not a new concept in the Department of Education. Unions, SGBs and SACE are aware of incidents that happen in schools. The Department of Education should ensure that teachers are protected when rendering their teaching services in schools.

Large scientific studies have recognized homophobic language as a national concern (American Association of University Women [AAUW], 2001; Kosciw, Greytak, Diaz, & Bartkiewicz, 2010). Concerning perceptions of homophobic language use, quantitative studies were mostly conducted in specific areas of the United States and qualitative studies have largely approached the issue with the theory of masculinity. The current study proposed to approach the study actively challenging all assumptions about homophobic language use. This study assimilated 20 adolescents' perceptions of homophobic language, using a hermeneutic qualitative methodology. This study found that in addition to policing masculinity, homophobic language was used to police sexuality, normality, and popularity. In regard to adolescents abstaining from using homophobic language, three themes emerged, including when in the presence of individuals perceived as being homosexual, when having a personal connection to a homosexual, and when associated with vulnerable populations. Participants self-identified with peer groups. These personal connections shaped how students abstained from and participated in using homophobic language. This study's findings are summarized, ending with implications for practice. Although interventions targeting groups of students may be helpful—ultimately a larger cultural shift towards engagement with and an understanding of marginalized groups must occur.

Every student has the right to a safe learning environment, yet so many students have been targets of or witnesses of bullying incidents. In spite of school administration efforts to create effective reporting systems and to implement anti-bullying programs, many students remain silent victims. The present study analyzes data collected from a School Safety Survey through SchoolTipline. This data was used to determine the bullying trends, reporting trends, and reporting preferences of 562 7th and 8th grade students at an urban, suburban, and rural school. The results of this study indicate that bullying continues to be a prevalent issue that students face, but a great majority still fail to report these bullying incidents to school personnel. The results also indicate that there are significant differences in regard to bullying among the urban, suburban, and rural schools, which warrant further research.

The focus of this study was to ascertain what, if any, were the commonalities and differences between and among bully-suicide victims between the ages of nine and eighteen. The focus of this study additionally was to determine to what extent, if any, was there a relationship between parent advocacy, media coverage, and/or a social event related to bully-suicide and the implementation or amending of state anti-bullying legislation. Bully-suicide victims (N = 92) from throughout the United States whose information was available through Internet search engines were included in this study. Further, state legislators (N = 50) who sponsored their states most recent anti-bullying legislation also were included. State legislators who provided direct responses to the request to participate answered four interview questions regarding their sponsorship of anti-bullying legislation. Commonalities between bully-suicide victims were analyzed to determine if particular demographics had an equal likelihood of occurrence. Legislator responses to the interview questions were analyzed for themes using a phenomenological research method. Through an examination of the research results and related literature, the researcher determined that there was a statistically significant deviation from equal likelihood of groups for bully-suicide victims who were male, high school-aged, or targeted due to appearance or sexual orientation. Further, bully-suicide victims were most frequently subjected to verbal bullying. Evaluation of the data also unveiled that parent advocacy, media coverage and social events related to bully-suicide were related to state legislator sponsorship of anti-bullying legislation

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