The purpose of this autoethnography was to examine my personal experiences with workplace bullying through the lens of existing research and theory and original inquiry into how other faculty members characterize workplace bullying, their related experiences, and the behaviors and tactics involved. The study involved 2 phases. Phase I employed the use of 2 dyadic interviews garnering an additional tier of qualitative information where descriptors of additional analytical memos emerged, such as the regional and organizational cultural dynamics involved in workplace bullying. Phase II used my own personal experiences with bullying in higher education. Four indepth vignettes were provided chronologically: graduate student-experience, entry-career, midcareer, and doctoral dissertation research. Each vignette was analyzed using constant comparative method between the literature and interviews to confirm and disconfirm my own experience with bullying in higher education. Several themes emerged from this research: (1) The nature of my personal workplace bullying experiences highlighted themes involving: bullying behaviors (both victim and bully), position and power (both victim and bully), organizational structure and cultural constructs, and the impact on the victim. The commonalities between my experiences, the literature, and the bullying experiences of other faculty who provided information in this study were: (1) Organizational culture works to support and protect workplace bullies; (2) Organizations with multi-layered hierarchies support workplace bullying behaviors; (3) Workplace bullying results in reports of significant psychological impact (e.g., feelings of anxiety, embarrassment, humiliation, fear, etc.); (4) Workplace bullying involves overt attacks (e.g., intimidation, recruitment of others, threats, etc.); (5) The context of regional culture may influence workplace bullying (i.e. perceptions, tactics, reactions, etc.); and (6) Power (i.e. positional, legitimate, coercive, reward, referent) is a central element in bullying behaviors.

Research indicates that, in some instances, siblings can be a first line of defense when a child experiences bullying. Research also shows that children with disabilities are often prime targets of bullying. However, no research was located that specifically explored the relationship between siblings of children with disabilities, their perceptions of bullying and the roles that they play when bullying occurs. This study investigated siblings' perceptions of bullying through a qualitative interview. Twelve participants ranged in age from 7 to 13. Few participants described witnessing siblings with special needs being bullied; however, many of these children described themselves at bystanders who intervene when a peer is being bullied. Several factors, such as the young age of the participants' siblings or the fact that none of our participants attended school with their sibling, may be related to the lack of bullying that was reported. Future research may investigate the experiences of children with school-aged siblings with disabilities.

Any type of bullying can become a traumatic event for a child, leading to lasting negative effects. Specifically, victimization may lead to numerous behavioral problems and lowered self-esteem. Also, the quality of attachment may have a predictive relationship with the victimization and the negative outcomes it may cause. Other research implied that a similar relationship may be found between retrospective bullying and humanity-esteem. Despite the collective research done on these variables, no study, until now, has looked at retrospective bullying, humanity-esteem, attachment, behavior problems, and self-esteem all together. This study not only looked at the relationships among these variables but also the role that humanity-esteem and attachment served between victimization, later behavior problems, and later self-esteem. One hundred thirty-six participants completed five questionnaires assessing experiences of retrospective bullying, humanity-esteem, current attachment relationships, behavior problems, and self-esteem. The results of this study indicated that participants who reported having been bullied previously also endorsed internalizing and externalizing problems as well as low self-esteem. Further, humanity-esteem and attachment both served as significant predictors of victimized individuals' behavioral problems and self-esteem. Such findings suggested that a higher view of humanity and secure attachment may serve as a protective factor against the negative outcomes that may be related to having been bullied. The importance of studying the relationships among these variables is discussed further.

The purpose of this dissertation is to explore relationships between authentic leadership style, global social power, job demand, job control, and workplace bullying of nurse managers in acute care settings across the United States. Over 30 years of workplace bullying research exists. Consequences are linked to intent to leave, turnover, and harmful emotional and physical effects. Published studies identifying nurse managers as targets of workplace bullying and work environment factors that contribute to nurse managers being recipients of workplace bullying either, downward from their leaders, horizontally from their nurse manager peers, and upwards from their clinical nurses were not identified. A descriptive, cross-sectional design using an online survey was utilized. Descriptive, inferential, and multivariate analyses were used to identify relationships and the likelihood of workplace bullying occurring. Thirty-five percent (n = 80) of nurse managers reported being a target of workplace bullying. Managers sustained occasional (56%, n = 45) and severe (44%, n = 35) levels of workplace bullying, 65% (n = 43) identified their executive nurse leader as the predominate perpetrator. Authentic leadership, job demand, job control correlated significantly (p = < .01) with workplace bullying and job demand demonstrated the strongest likelihood (OR = 3.9) for predicting workplace bullying. Nurse Managers are four times more likely to be a recipient of workplace bullying when their job responsibilities are classified as demanding. This study expanded the science and demonstrated that nurse managers, the backbone of organizations, are recipients of workplace bullying emanating predominately from executive nurse leaders, but also from clinical nurses and their nurse manager peers. Given the harmful consequences of workplace bullying, as 'guardians' of and 'advocates' for their teams, executive nursing leaders, have an ethical and operational responsibility to ensure nurse managers are able to practice in a safe environment.

This study was developed to produce data about the prevalence of bullying in Central Florida middle schools. The research was intended to contribute to the existing body of knowledge on bullying and victimization. The focus for this study was provided through research questions: (a) to determine if there is a mean difference in perceived victimization among Central Florida middle school students based on grade level, gender, and ethnicity; (b) to determine if there is a mean difference in perceived bullying among Central Florida middle school students based on grade level, gender, and ethnicity; (c) to determine what support do students perceive Central Florida middle school staff provide to students who are bullied;(d) to determine what school locations, if any, do Central Florida middle school students perceive to be the most prevalent for bullying activities; (e) to determine if there is a relationship between skipping school and perceived victimization among middle school students in Central Florida; (f) to determine what is the average number of school days skipped by middle school students in Central Florida due to perceived victimization; (g) to determine if there is a relationship between feeling safe at school and perceived victimization among middle school students in Central Florida; (h) to determine if there is a relationship between student perceptions of whether teasing and bullying harms their grades and perceived victimization for middle school students in Central Florida; and (i) to determine if there is a relationship between students showing interest in their school work and perceived victimization by Central Florida middle school students. The population of this study was comprised of students in grades 6-8 in three Central Florida school districts during the 2007 - 2008 school years. Data were generated from the 13 schools located in Brevard, Osceola and Volusia counties using a self-reporting survey. Based on the research findings, it was determined that bullying is prevalent in Central Florida schools, with 21% (n = 133) of the students perceiving themselves as a victim of teasing and bullying. Students who perceive themselves as a bully was 5% (n = 30). Minority students perceived themselves as victims the most. Minority students in the sixth grade and non-minority students in the seventh grade, regardless of gender, perceived themselves as victims the most. Students in the sixth grade, regardless of race and gender, perceived themselves as bullies more than students in other grade levels. Students, who perceived themselves as victims, feel it is because they had good grades and show interest in their school work. Perceived victims of teasing and bullying also have poorer grades. Most students, who are victims of bullying, do feel somewhat safe at school and feel what the school is doing about the teasing and bullying problems was sufficient. When asked about attendance, a majority of students reported they have not skipped any days of school as a result of being teased or bullied. Students also identified all campus locations as areas where teasing and bullying takes place, with the gym having the most occurrence

Researchers have examined homophobic language (HL) with both qualitative and quantitative methods and have studied HL's relationship to multiple factors such as sexual prejudice, masculinity, and religiosity. However, our understanding of this language, while expanding, is still limited because the meaning of this evolving language varies depending on the context in which the language is used. In order to get a more in-depth and current understanding of this language, I conducted semi-structured interviews with 20 males who were high school seniors. I also conducted 102 hours of observations in their high school. I analyzed the interviews and observations with a phenomenological hermeneutic method. Based on the interpretations from this analysis, findings indicated that students used HL in order to marginalize other students; to both challenge adult authority and also to emulate admired adults; to get attention and assert authority by using rebellious and taboo language; to explore and understand certain aspects of sexuality and masculinity; to police sexuality and masculinity within the parameters of traditional and expected roles; and to increase group cohesion. I explored each of these themes in detail and considered how students both shape and are shaped by their culture. To conclude, I offer suggestions for strategies to support a more accepting culture and to decrease the use of HL.

Bullying is a widespread public health issue that disproportionately impacts LGBTQ+ youth and is linked to a host of adverse outcomes. Although LGBTQ+ youth are more likely to be bullied and experience poorer mental health outcomes than heterosexual youth, few studies have examined these associations using population-based samples. Moreover, no published study has included an investigation of these associations during the COVID-19 pandemic. To address this knowledge gap, the links between bullying victimization and mental health among LGBTQ+ and heterosexual youth were examined in a population-based sample of 2231 Canadian students (50.2% boys, 45.2% girls, 4.6% gender diverse) in Grades 7 to 12 (ages 12-19). Results indicated that bullying victimization prevalence rates were higher among LGBTQ+ middle (Grades 7-8) and high school students (Grades 9-12) than among heterosexual students during the pandemic. LGBTQ+ high school students were at particular risk for being bullied during the pandemic compared to their heterosexual classmates. Bullied LGBTQ+ high school students also reported more mental health problems during the pandemic compared to heterosexual students who were bullied. These associations also varied by gender. Gender diverse students in both middle and high school experienced the highest rates of bullying victimization and reported more mental health problems because they were bullied compared to cisgender girls and boys. Girls also reported more mental health problems because they were bullied than boys. These findings are consistent with existing evidence which indicates that LGBTQ+ and gender diverse students are at elevated risk for being bullied at school and are more likely to experience mental health problems in relation to being bullied. Findings from my thesis highlight the urgent need for schools to invest in LGBTQ+ and gender diverse-specific anti-bullying intervention and prevention initiatives to buffer against adverse mental health outcomes. Implementing anti-bullying programs in schools will help mitigate risk and promote a safe and inclusive social learning environment for gender and sexual minority youth during and following the pandemic.

Bakgrund: Mobbning sjuksköterskor emellan har synliggjorts sedan 1800-talet och är fortsatt ett problem på många sjuksköterskors arbetsplatser. Mobbningen påverkar sjuksköterskans psykiska välmående och i förlängningen patientens omvårdnad samt organisationen. Syfte: Syftet var att beskriva sjuksköterskors upplevelse av mobbning på arbetsplatsen. Metod: En beskrivande litteraturstudie genomfördes, vilken utgick från kvalitativ forskning som presenterades i nio originalstudier. En systematisk litteratursökning utfördes i databaserna PsycInfo, CINAHL och PubMed. De studier som inkluderades efter en urvalsprocess analyserades med Noblit och Hares meta-etnografiska analysmetod med en induktiv ansats. Huvudresultat: Under dataanalysen identifierades tre huvudteman som presenterades i resultatet tillsammans med tillhörande subteman. I det första huvudtemat Mobbning som en integrerad del av sjuksköterskeprofessionen framkom det att mobbning upplevdes vara en naturlig del av sjuksköterskeprofessionen där ett inrotat synsätt bestod av att bemöta nya sjuksköterskor med en hård och kränkande attityd som var menad att vara fostrande. I det andra temat Hur mobbningen tar sig till uttryck inom sjuksköterskeprofessionen beskrevs det att vanliga tillvägagångssätt var att försvåra den utsatta sjuksköterskans arbete för att denne skulle misslyckas, samt att mobbning i verbal form var den vanligast förekommande. I det tredje temat Sjuksköterskors upplevda fysiska och känslomässiga effekter av mobbning, förklarades mobbningens effekter på sjuksköterskor som ofta upplevde rädsla, maktlöshet och skuldkänslor vilket kunde leda till ångest och depression. Slutsats: Mobbning inom sjuksköterskeprofessionen har länge varit normaliserad och nyutexaminerade sjuksköterskor är mest utsatta. För att minska frekvensen av mobbning krävs att organisationen, ledningen och sjuksköterskan samverkar, med betoning på sjuksköterskans egenansvar och förmåga att reflektera över sitt eget bemötande och förhållningssätt. / Background: Bullying between nurses has been made visible since the 18th century and is still a problem in many nurses' workplaces. The bullying affects the nurse's psychological well-being and, by extension, the patient's care and the organization. Purpose: The purpose was to describe nurses' experience of bullying in the workplace. Method: A descriptive literature study was conducted based on qualitative research from nine empirical studies. A systematic literature search was performed in the databases PsycInfo, CINAHL and PubMed. The studies that were included after a selection process were analyzed using Noblit and Hare's meta-ethnographic analysis method with an inductive approach. Main results: During the data analysis, three main themes were identified which were presented in the results together with associated subthemes. In the first main theme Bullying as an integral part of the nursing profession, it emerged that bullying was considered a natural part of the nursing profession where attitudes against new nurses were entrenched by a harsh and humiliating approach that was meant to be nurturing. In the second theme, How bullying manifests itself in the nursing profession, it was described that bullying in a verbal form was the most common, and to make the exposed nurse's work more difficult was also a common expression. Nurses' perceived physical and emotional effects of bullying, was the third theme where the effects of bullying on nurses often were explained as experienced feelings of fear, powerlessness and guilt which could lead to anxiety and depression. Conclusion: Bullying in the nursing profession has long been normalized, and newly graduated nurses are most vulnerable. To reduce the frequency of bullying, it is required that the organization, the management and the nurse work together, with an emphasis on the nurse's personal responsibility and ability to reflect on their own treatment and approach.

Bullying is a pervasive concern across the nation. Positive school climate is related to a reduction in bullying behaviors; thus, researchers aim to determine ways to enhance school climate in an effort to address bullying in schools. Many factors contribute to a positive school climate, including an authoritative leadership approach that provides consistent and fair discipline and positive support of students. In contrast, inconsistent and unfair discipline negatively impacts school climate and may exacerbate bullying among students. In some schools, discipline strategies are not applied equally to all students, and findings have consistently demonstrated that students from underrepresented groups, especially Black students, have been disproportionately affected. Moreover, the utilization of zero tolerance policies often disparately impacts minority students, with more frequent consequences such as suspension and expulsion for minor infractions. This study assessed the impact of unfair discipline on perceptions of school climate, safety, and bullying in predominantly rural schools, with specific examination of the experiences of Black students. The results of the study indicated that significant discrepancies continue to exist with Black students receiving a significantly greater proportion of suspensions than their proportion of enrollment in the schools. Surprisingly, disciplinary discrepancy did not significantly predict student perceptions of school climate, school safety, or bullying behaviors. Alternately, interesting findings emerged with respect to other student-level variables. Students who selected Black as their race had significantly less positive perceptions of school climate and the addition of student perceptions of unfair rules to the model significantly predicted perceptions of school climate. School-related variance did not significantly contribute to these findings. Next, students who perceived their school climate as more positive were significantly more likelihood to perceive their school to be safe. Furthermore, consistent with previous research, student likelihood of being bullied in the last 4 weeks increased significantly as grade decreased, meaning bulling experiences are more frequent in middle school and early high school as opposed to late high school years. Finally, negative perceptions of school climate significantly predicted the likelihood of student experiences of bullying. Overall, the findings suggest a need for disciplinary reform where the focus is on reducing bias and increasing positive supports for students.

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