Thesis (Ph.D.)--Cornell University, January, 2009. / Includes bibliographical references (216-225 leaves).

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2006. / Title from second page of PDF document. Includes bibliographical references (p. 80-84).

Magister Curationis - MCur / Workplace violence is a worldwide issue, yet it remains underreported. Incidences of workplace violence, include, physical violence, verbal abuse, bullying, as well as sexual and racial harassment. Bullying is defined as any type of repetitive abuse, in which victims suffer verbal abuse, threats, humiliation or intimidating behaviours, or behaviours, by perpetrators that interfere with the victims’ job performance and place their health and safety at risk. The prevalence of workplace bullying might be underreported due to the embarrassment that victims have to endure, or because of fear. Research has revealed that, in South Africa, in the public hospitals of Cape Town, despite the end of Apartheid, there are still subtle, but unspoken, tensions between racial groups. It can be assumed that such tensions are likely to escalate in the work environment and lead to workplace bullying. Yet, there is a lack of documented workplace bullying in Cape Town psychiatric hospitals, especially workplace bullying among nursing staff in public hospitals. This study, therefore, investigated workplace bullying at a psychiatric setting in the Western Cape. The researcher used a quantitative research approach and a cross-sectional design to determine the extent to which workplace bullying occur among nursing staff at a Psychiatric Hospital in the Western Cape. Random sampling was used to obtain 119 completed self- administered questionnaires, during 2015. The Negative Acts Questionnaire-Revised was slightly adapted; a total of fifty eight (58) questions were sub-divided into three sections. The researcher computed the Cronbach Alpha coefficient to test the reliability and internal validity of the data analysis. The Cronbach Alpha coefficient was 0.87, which was above the accepted cut off of 0.7. Therefore, the reliability and internal validity were confirmed. The reliability was also ensured through the factor analysis, which technique was applied in the data analysis. The data analysis was done with the assistance of a statistician. The study used statistical analysis, which included descriptive statistics and bivariate analysis. The bivariate analysis used descriptive statistics and consequently calculated the frequency, proportion, mean and standard deviation of individual items, in order to describe workplace bullying. To determine the association between the variables, the Kolmogorov-Smirmov test was applied, to test the normality of the two variables, before deciding on the application of either Pearson’s or Spearman’rho’s correlation. To establish the difference in means, the t-test and ANOVA was applied. EXCEL and SPSS 22 software were used as tools. The findings indicated that there was high prevalence of workplace bullying, as 67(56.3%) declared that they were bullied in their workplace, during the previous 12 months, and 44(65.7%) disclosed that they considered the acts as typical incidents of bullying in workplace. The majority of the victims, 43(64.2%) were females and 19 (28.4%) were between 30-39 years old. However, most respondents, 32(47.8%), declared that the bullying incidents were not investigated. Additionally, the researcher identified that there were two types of workplace bullying, namely, personal bullying and administrative-social exclusive bullying, based on the Principal Component Analysis. Age-group, ethnicity, length of stay in nursing career and marital status did not play a role in the exposure of nurses to personal bullying, but gender did. Similar results were found for administrative-social exclusive bullying.

No description available.

Workplace bullying is a serious and frequently occurring workplace issue that can have a number of negative, sometimes devastating consequences for employees who are targeted. At the same time, there are many employees who, despite being exposed to frequent and persistent bullying in the workplace do not label themselves bullied. This thesis investigated a number of behavioural, individual and contextual variables that were predicted to have an influence on the perceived severity of workplace bullying behaviours and the actual labelling of the behaviours as bullying using established workplace bullying measures and vignettes. Overall, the results indicated that the perceived severity and labelling of workplace bullying behaviours were influenced by the behaviours involved, by characteristics of the employee being subjected to the behaviours, by characteristics of the employee perpetrating the behaviours and by the connection that the target???s co-workers had to the bullying interaction. Specifically, the analyses indicated that behaviours that personally ridiculed the target were perceived as severe and as bullying more frequently than other categories of bullying behaviour. Participant gender and current experience with workplace bullying were also revealed to be predictive of whether negative workplace behaviours were perceived as severe and bullying in nature. The formal position held by the perpetrator relative to the target was revealed to influence whether the behaviours were perceived as severe. The formal position of the perpetrator, the presence of others during the bullying act and the knowledge that others in the workplace were also being targeted significantly influenced whether the behaviours were labelled as bullying in nature.

Thesis (M. Soc. Sc.)--University of Hong Kong, 2006.

The purpose of this study was to examine gifted middle school children's communication about bullying. Using both quantitative and qualitative methods, differences between gifted and non-gifted children regarding amount and type of bullying experienced were examined, as well as specifically exploring gifted children's communication about bullying. A total of 344 students, 145 boys and 199 girls, participated in the quantitative survey. These children completed The Olweus Revised Bully/Victim Scale. Children completing the survey were asked questions regarding the types, amounts, locations, and disclosure of bullying. These responses were analyzed through chi-square tests and analysis of variance. A total of 26 gifted children, 13 boys and 13 girls, participated in the focus group/interview. These children were asked to answer questions regarding what bullying consists of when it occurs, who it happens to, and who they talk to about bullying. The data from the focus groups was transcribed and a grounded approach was used to discover themes. Quantitative analysis revealed that gifted children reported higher rates of weekly bullying than other children. Gifted children reported experiencing higher amounts of name calling than other children, but there are no other differences regarding different forms of bullying. Gifted children were not more likely to tell adults about bullying, but were more likely to disclose bullying to peers than other children. Finally, it was found that children having at least one good friend were less likely to be bullied. Qualitative results led to the emergence of several themes discussed by gifted children. Gifted children reported on the complexities of bullying, the importance of adults in preventing the occurrence of bullying, the likelihood of people who are "different" being bullied, and the internal sadness of bullies. Additionally, trust emerged as an important theme for telling others about bullying. Parents, teachers, and friends were all seen as possible avenues for disclosure, but each had advantages and disadvantages. Results highlight the importance of recognizing gifted children as particularly vulnerable to bullying. Additionally, the present study reveals the importance of adults in preventing bullying, as well as the critical role peers can play in buffering the effects of bullying.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.