Limited studies have examined mobile bullying in South African schools in general and in rural schools in particular. The focus on rural schools is important to our understanding of the nature and forms of bullying. Studies conducted in other parts of the world suggest that bullying differs among urban, suburban, and rural schools. Evidence from studies on physical violence suggests that violence also takes place in many rural schools. Since rural areas are reported to have the highest level of mobile phone usage in South Africa, it is possible that mobile bullying may be more predominant in the rural communities and its implications severe. Using a survey of 984 students, the present study investigated the nature of mobile bullying in 7 rural high schools of the Eastern Cape Province of South Africa. It sought to identify the factors that mainly predict this aggression and the data was analysed using quantitative methods. The findings show that males are more involved in mobile bullying than females. Gender, mobile victimization, frequent usage of the mobile phone and retaliation were the main predictors of mobile bullying. This study also revealed that the influence of anonymity of the bully on mobile bullying is not necessarily direct. This influence is moderated by other factors such as the safety risk and the economic environment of school.

Bullying is well known to have harmful effects on child development and mental health, so understanding the underlying factors involved in bullying behaviour is critical (World Health Organization, 2008). In the present study, mental health, parenting challenges, and children’s individual strengths were explored across different types of bullying involvement. In this cross- sectional study involving 91 children between the ages of four to 11 receiving services at a mental health agency, the results indicated significant differences on dependent variables across the four different bullying involvement groups: bully, victim, bully-victim, and non-involved. Children in the bully group were more likely to be experiencing externalizing behaviours and have fewer individual strengths whereas children in the victim group were more likely to be experiencing difficulties with internalizing behaviours and have fewer individual strengths. Children in the bully-victim group were more likely to be displaying externalizing behaviours, come from homes experiencing parenting difficulties, and have fewer individual strengths. In contrast, children who were non-involved in bullying were more likely to have greater individual strengths including stronger peer relations, greater self-expression, able to successfully adapt to change, and have stronger family units. The results of this study highlight the different behaviour patterns across the types of bullying involvement as well as shed light onto the needs and strengths of children accessing mental health services from a community agency.

A thesis submitted in partial fulfillment for the requirement for the degree of Doctor of Philosophy in the Department of Psychology at the University of Zululand, South Africa, 2010. / This research project was undertaken to investigate workplace bullying and its effect on health service delivery. Research participants were drawn from Prince Mshiyeni Memorial and Mosvold Hospitals; the aim was to compare the experiences of public health employees in rural and urban areas of KwaZulu- Natal. The employees have a right to be treated with respect and dignity and, most importantly, to work in a harmonious and supportive environment. Bullying behaviour breaches the employer’s duty under common law to provide a safe and a secure work environment both physically and psychologically. What makes it difficult for managers to manage bullying is that it has no tangible results but it leaves the victim with psychological and emotional problems which lead to anxiety, stress and depression if not properly attended to. The results of this research project further reveal that the majority of bullied employees are reluctant to speak out or end up not reporting the incidences because when they do report problems they believe that they will not be taken seriously. The results also prove that bullying is not a once-off event but a continuous cycle aimed at humiliating and belittling the XVII victim and that it is present in both health institutions. Though many factors were indicated as contributing to bullying, the low–self-esteem and personality factors of the bully were mentioned as the main factors, followed by inadequate training for the managers. If managers are serious about combating bullying in their workplaces they need to be in touch with what their employees go through when they execute their daily duties and they need to devise some means of ensuring that the grievance procedure is adequate and that it caters for bullying problems.

Student self-report surveys showed bullying behaviors were problematic among students in one Midwest middle school. Despite implementing a version of the Olweus Bullying Prevention Program, students continued to self-report bullying behaviors that occurred on school property during school hours. It is crucial that educators are proactive in intervening and preventing bullying to establish a safe environment for academic success. The purpose of this study was to describe teachers' perceptions of bullying behaviors and their practices in reporting bullying incidents. Bandura's social learning and Locke's social contract theories served as the study's framework. Teachers were asked to describe behaviors they perceived as bullying and their practices in reporting bullying incidents. A qualitative, bounded, descriptive case study was used to collect interview data from 12 purposefully selected classroom teachers who were tasked with bullying intervention and prevention. Thematic analysis using the lean, open coding strategy was used to analyze the data. Teachers reported observing physical, verbal, and cyber bullying behaviors, credited their bullying knowledge to schoolwide professional development (PD), and believed they recognized bullying behaviors when incidents occurred. Teachers also reported bullying incidents to the principal and to parents if they had a positive relationship with them. Based on these findings, a 4-day PD was designed for teachers to collaboratively develop uniform practices in reporting bullying incidents to parents or guardians. These endeavors may contribute to positive social change by equipping teachers with procedures in reporting bullying incidents; thus, reducing bullying, improving the learning environment, and creating a safer school culture for teachers and students.

In Tennessee, a majority of students who identify as Lesbian, Gay, Bisexual, or Transgender (LGBT) do not feel safe due to bullying and harassment that is targeted toward them by their peers. Schools, such as MTS school (a pseudonym), are not required to specify protection for LGBT students, causing the LGBT bullying to continue without being reported and resulting in higher absences, lower achievement, greater mental health issues, and in some cases, suicidal ideation among LGBT students. Through confidential personal interviews that were transcribed and coded, this case study's purpose was to better understand how MTS adult stakeholders perceive (a) the issue of LGBT based violence, (b) the effectiveness of the school's current bullying policy in protecting LGBT students, and (c) the possibility of implementing a change in the school policy to protect LGBT students. Exploring the barriers to protecting LGBT students was based on the theoretical framework of antibias education in which students gain self-awareness, develop acceptance of human diversity, recognize unfairness in society, and are empowered to act against discrimination. The following four themes emerged: (a) accepting culture, (b) protection of students, (c) need for change, and (d) process for change. These findings have led to the development of a policy recommendation and plan of action that, through antibias education, will specifically protect the LGBT students and include acceptance and tolerance of the LGBT community in the counseling curriculum. The results of this study may create a positive social change by opening up dialogue concerning the effects of LGBT-based bullying on students and exploring opportunities to create a safe school environment for all children.

The purpose of this study was to examine the relationship between bullying behaviors, as measured by the Personal Experiences Checklist (PECK), and resilience, as measured by the Social Emotional Assets and Resilience Scales (SEARS), as well as whether the prosocial behaviors of controling anger, solving problems, and cooperating with others during activities mitigated the effects of bullying behaviors. A relationship between bullying behaviors and resiliency in children has been shown in past research. The theoretical framework for this study was social learning theory. The foundation of social learning theory is that children learned behaviors by imitating the behaviors of others. A sample of 8- to 11-year-old students from local primary schools in Bermuda completed the PECK and the SEARS. Simple regression, multiple regression, and ANOVA were used to analytically examine the relationship between variables. The findings of this study built on existing research, which suggested that children who were more resilient and exhibited more prosocial behaviors, experienced less victimization through bullying. In this study, it was found that the more children were bullied, the less resilient they were. The results of this study have the potential for positive social change through being used for the development and implementation of appropriate social and emotional learning programs. The long-term results of such programs include the reduction of bullying behavior during childhood, adolescent, and adult years, with children having more control over their behaviors, reducing their involvement with the justice system both in their childhood and adult years.

Bullying is a problem experienced in schools across the country including in the ABC Elementary School in Georgia, where the No Place for Hate antibullying program is in place to address this problem. The purpose of this qualitative case study was to understand educators' perspectives on their experiences implementing the program. Bandura's social learning theory was used as the conceptual foundation for this study. A content analysis research method based on that of Yin and employing NVivo software was used to analyze interviews. The participants were asked to comment on three main areas: (a) bullying, (b) useful components of the No Place for Hate antibullying program, and (c) resources available for them to use in identifying and responding to bullying. The participants were 10 teachers and 3 administrators at ABC Elementary School who were affiliated with the program. Each participant engaged in a semi structured, face-to-face interview lasting approximately 30 to 45 minutes. Teachers and administrators perceived that the No Place for Hate anti-bullying program at ABC Elementary School helped participants to actively acknowledge and respond to the issue of bullying. However, all felt that a more consistent implementation would increase its effectiveness. Educators may use the results of the study through a professional development as a basis for recommendations concerning vital areas of antibullying programs that schools should improve upon or implement. The results of this study added to the body of knowledge for other schools that use or might use the No Place for Hate antibullying program. Moreover, the results of the study could be used to inform federal and state governments concerning the development of sound policies and programs on addressing bullying that may result in safer educational experiences for students.

Bullying in schools is largely discussed when referring to middle and high school students. Students in preschool are often considered to be too young to carry out acts of bullying. Unfortunately, this is contrary to the truth. Bullying among children aged 2-5 is very common, although it can easily be dismissed as a normal stage in child development. Educators and observers argue that bullying in preschool occurs when a child or a group of children intimidate another child or group of children to the point that it becomes a behavioral pattern. Evidence shows that 2-5 year-olds engage in acts intended to cause physical or emotional harm on their peers. Young children exposed to bullying display similar symptoms as older children, including sleeping problems, stomach pains, headaches and fear to attend school. The qualitative phenomenological method was chosen, as this research was exploratory in nature. The data collected for the research was conducted utilizing several methods such as surveys, phone calls, and in-person interviews. The goal was to gain more information regarding preschool bullying, as there is currently very limited information on this topic, as well as to determine whether this behavior was seen as child-play or bullying by adult caregivers. The experience freely and graciously shared by the participants led to five themes, which provided a conceptual framework for the study, and allowed the 20 participants to share their experiences.

Work is a significant part of everyday life for many, so it is not surprising that it would be included in the storylines of many Hollywood films. Movies incorporate elements from everyday life, real or imagined. There is a plethora of research making connections between film and the social world, but not regarding workplace bullying. This study takes a close and in-depth look at workplace bullying as it is depicted in scenes from a sampling of 100 Hollywood films released 1994-2016. It is interpretive in nature and guided by the theoretical underpinnings of film theory, social construction of reality theory, and symbolic interaction theory. Qualitative media analysis (synonymous with ethnographic content analysis) and grounded theory, in concert with Hymes Ethnography of Communication SPEAKING Model methods, blended and facilitated data collection and analysis. The advent of a theoretical frame highlighting the delicate interplay within the depictions of workplace bullying became evident; herein named the paradoxical web of workplace bullying. Within this paradox are tragedy and comedy; from which ambivalence resilience theory emerges. This research contributes to the literature of conflict studies and more specifically the scholarly research and professional practice dedicated toward greater understanding and eradication of this horrific phenomenon, workplace bullying

Workplace bullying has become increasingly prevalent in the workplace, and as such has led to instances of job dissatisfaction, and in extreme cases, workplace violence. It is important to understand workplace bullying as an organization, a manager, and particularly in the role of human resources in order to best address such situations. Current studies have evaluated the effects of workplace bullying, along with possible suggested causes – however with the vast differences in the four generations now working together in the workplace – this is an area that also needs to be addressed as the problem of workplace bullying continues to grow. The quantitative study of workplace bullying and the effect of multiple generations will be conducted using a survey, where respondents can disclose their experiences with workplace bullying anonymously. The data will be collected and analyzed using SPSS to determine any correlations between different generations and bullying in the workplace. Current theories such as social exchange theory (SET), social cognitive theory (SCT) and affective events theory (AET) will be used to support the current research. Upon reviewing the results of the study, the conclusions that can be made will help provide further research in the field, for both human resource professionals and organizations.