Bullying occurs to some extent in all schools. Study 1 investigated and screened for frequently bullied students in a randomly selected and stratified sample of Year 4 students in 29 primary schools using multiple informants and a comprehensive measure of bullying. Using self- and/or parent-report, 16.3% of students were identified as frequently bullied, defined as 'about once a week' or more. There were no sex differences in the proportion of students identified as frequently bullied, however, frequently bullied boys were more likely to experience physical bullying and having money or other things taken away or broken. Self- and parent-report revealed significantly more depressive and anxiety symptoms, somatic complaints, and lower peer self-concept and general self-worth in frequently bullied students. Furthermore, a greater proportion of frequently bullied students experienced clinical levels of depressive, anxiety and/or somatic symptoms. The results clearly highlight the need for interventions that reduce and prevent the distress of frequently bullied students. In taking a universal approach to bullying intervention, it is important that the needs of targeted groups are not overlooked. In Study 2, a group randomised controlled trial with follow-up investigated the impact of the first year of a universal whole-school bullying preventive intervention, Friendly Schools, on the psychological health of frequently bullied students aged 8-9 years. The program utilised the Health Promoting Schools (HPS) approach to facilitate implementation of classroom curriculum, whole-school policy and practice, and partnerships with parents. / At post-intervention and 4-month follow-up the proportion of students who remained frequently bullied did not differ across the groups. Furthermore, there were no significant group differences on self-report victimisation frequency or self and parent-report health outcomes. A preventive effect was revealed however, when students were categorised to clinical and healthy subgroups on the basis of student report pre-intervention scores on the Children's Depression Inventory and the Revised Children's Manifest Anxiety Scale. A greater proportion of intervention students with low levels of depression and/or anxiety remained healthy at post-intervention, compared to control group children. However, this effect was not maintained at follow-up and the intervention did not reduce symptoms into a healthy range for frequently bullied children reporting high levels of symptomology at pre-intervention. Process evaluation revealed moderate to high levels of use and satisfaction with Friendly Schools by school staff, students and parents. These results suggest that the universal intervention protected students who were frequently bullied from developing clinical levels of depressive and/or anxiety symptoms in the short term. This is a positive finding given that a universal approach acknowledges the social context of bullying and is highly suitable to the school environment, offering economy, practicality and reduced stigmatisation of bullied students. / However, the lack of maintenance of the result emphasises the need for an on-going, multi-year approach. Furthermore, to effectively meet the mental health needs of frequently bullied students already experiencing high levels of symptoms, levels of intervention beyond universal are required. Schools and related health services should address this finding in their planning and implementation of intervention aimed at addressing bullying and helping students victimised by their peers. To help achieve this, further research is required to determine effective targeted strategies that complement universal, whole-school action.

Workplace bullying is a repeated, health-harming mistreatment carried out in the form of verbal abuse or other ways that are threatening, humiliating, and intimidating; which interferes with work; and which prevents work from being completed (Lutgen-Sandvik & Sypher, 2009). The study sought to explore reported workplace bullying and how the phenomenon plays out as a fundamental conflict that affects the quality of life of those bullied. The study was guided by a central research question namely, what effects follow reported workplace bullying? A sub-question focused on the nature and extent of the effects of reported workplace bullying. Using the phenomenological research methodology, eight participants who reported being bullied in the workplace were interviewed. The following themes: 1) Confusion Concerning Organizational Response, 2) Fear Concerning Various Levels of Reprisals, 3) Re-bullied as Consequence of Reporting Experience, 4) Intimidation to Force Regret for Reporting Experience, 5) Alienation within the Workplace, 6) Hopelessness and Helplessness about Conditions in the Workplace, and 7) Physical and Emotional Stress Deranging Personal and Social Balance emerged from the findings. Based on discussions of the implications of the study, an Organizational Response Model (ORM) dealing with bullying and reported workplace bullying was developed as a prescriptive tool to compliment several groups who work with the bullying conflict.

Bullying is a pervasive event that affects individuals in a variety of ways. For example, bullied individuals display an array of psychological and related psychosocial problems associated with victimization. There is a push for a transformation in the bullying paradigm to include the psychological and psychosocial symptomologies of both the perpetrator and victim. This study addressed the lack of qualitative research on coping mechanisms for adult victims of bullying. Due to the pervasive nature of the phenomena, the following was explored: (a) descriptions of bullying as expressed by adult victims, (b) adult victims' coping processes and methods, and (c) adult victims' emotional responses to being bullied. A qualitative phenomenological research approach was applied to understand the lived experiences of this population. The theoretical framework was based on Folkman and Lazarus's transactional model of stress and coping. Eight individuals participated in the study and face-to-face interviews were conducted with each participant. Based on the results of interviews and thematic analysis, the majority of participants (34%) reported that job-related demands and coercion such as social exclusion, cyberthreats, verbal abuse, sexual abuse, job-related intimidation, and physical harm were the main forms of bullying experienced. The coping process adopted by 62% of the participants was to remain calm during the bullying incident. However, 62% used retaliatory confrontation as their main coping method. Mental stress was the main emotional response to bullying. The findings of this study can inform the adoption of positive social change policy actions that promote resiliency among bullied adults at the community level and within organizational settings.

The purpose of this research study was to explore the effectiveness of the KiVa anti-bullying programme with Grade 4 learners in a primary school, located in the Eden Central Karoo District of the Western Cape. Since bullying is a worldwide phenomenon, it is important to explore to what extent it is an issue in South Africa. International anti-bullying programmes, which are well researched and highly recommended, are described with an overview of the integration of systems theory with the practicalities of this research project. A mixed methods intervention design was used to collect data. Grade four learners completed questionnaires prior to and after implementation of the intervention programme, which comprised the quantitative data. The experiment schools Grade 4 Life Skills teachers led the implementation of the programme. Qualitative data were collected through semi-structured interviews with the Grade 4 teachers and the principal of the experiment school. The findings demonstrate that the implementation process over less than a year, did raise awareness and certain skills were developed and practised by learners. The effectiveness of the KiVa anti-bullying programme during a short period of six months, did establish consciousness and a change in attitude and behaviour. A statistically significant difference for two of the three categories, experiences at school (bullying) and about your life (well-being), of the questionnaire from before the implementation to after the implementation of the intervention programme was indicated at the experiment school. Thus, implications for future research regarding the implementation of the KiVa school-based programme are suggested. / Psychology of Education / M. Ed. (Psychology of Education)