Traditional and cyber bullying have been identified as universal problematic issues facing adolescents, and research is needed to understand correlates associated with these phenomena. Structural equation modeling analyses examined associations between attachment to parents, traditional and cyber bullying or victimization, and mental health outcomes among 257 high school students (Average age 15.9 years). Key patterns emerged, including associations between maternal attachment and mental health outcomes; victimization and mental health concerns; and bullying and victimization in both traditional and cyber contexts. The role of attachment to mothers and fathers varied by context. Findings extend the literature by identifying risk factors in adolescence associated with bullying and victimization, as well as suggesting appropriate prevention and intervention strategies to increase adolescent well-being.

(in English): The aim of this paper is to present a summary of information about the competencies of teachers for dealing with bullying. Competence of teachers for dealing with bullying are from the areas of theoretical knowledge of bullying, its origin and evolution. Furthermore, practical skills in the areas of prevention and dealing with bullying. The is information drawn from scientific literature mainly written by czech authors, who base thein experties on doctor Kolar's theory of bullying. The work may serve as a source of information about the competencies of teachers for dealing with bullying and the teachers can attain competency.

Submitted by LORIANE TROMBINI FRICK null (lorianetrombini@hotmail.com) on 2016-03-29T19:16:51Z No. of bitstreams: 1 Tese_Loriane_Trombini_Frick.pdf: 2638967 bytes, checksum: fdfd5f76bbf0abf1005d84f28e7a3097 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-03-30T18:40:39Z (GMT) No. of bitstreams: 1 frick_lt_dr_prud.pdf: 2638967 bytes, checksum: fdfd5f76bbf0abf1005d84f28e7a3097 (MD5) / Made available in DSpace on 2016-03-30T18:40:39Z (GMT). No. of bitstreams: 1 frick_lt_dr_prud.pdf: 2638967 bytes, checksum: fdfd5f76bbf0abf1005d84f28e7a3097 (MD5) Previous issue date: 2016-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A presente tese foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, Universidade Estadual Paulista, encontra-se vinculada à linha de pesquisa “Processos Formativos, Diferenças e Valores” e contou com financiamento da Fundação de Amparo à Pesquisa no Estado de São Paulo - FAPESP e da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES com bolsa de "Doutorado Sanduíche no Exterior – PSDE". Teve como objetos de análise as ações de prevenção e contenção do bullying propostas por pesquisadores e pelas instâncias governamentais, no Brasil e na Espanha. Os objetivos do trabalho foram, além de investigar as propostas de prevenção e contenção para o bullying encontradas nesses países, analisá-las e investigar as proximidades e distanciamentos entre elas. Procurou-se refletir, também, sobre as possibilidades de adequação das proposições antibullying da Espanha ao Brasil. Constitui-se num estudo descritivo e exploratório de caráter qualitativo e teve como procedimentos metodológicos a pesquisa bibliográfica e a análise documental. A literatura analisada consistiu-se de teses, dissertações e artigos nos dois países (do Brasil: três teses, 17 dissertações e seis artigos; da Espanha: 21 artigos) e nela descrevemos e analisamos o desenvolvimento de estratégias antibullying de vários tipos e alcances. As sugestões da literatura brasileira são mais relacionadas à promoção de ações de informação, sensibilização e conscientização que incidem nas relações interpessoais de modo mais amplo, como fomentar a vida democrática, a cooperação, as relações de amizade e o apoio no ambiente escolar. Também se referem à criação de regras e à capacitação profissional. A ênfase da literatura espanhola se apresentou no desenvolvimento de ações que promovam aspectos como: a melhora das relações interpessoais, enfatizando os sistemas de apoio entre os alunos; o desenvolvimento emocional e a autoestima; o ensino de valores sociomorais, via desenvolvimento de habilidades sociais e desenvolvimento moral; a capacitação docente e das famílias. As estratégias governamentais brasileiras identificadas foram relacionadas à legislação antibullying aprovada em 19 estados e nenhuma em âmbito nacional e às ações desenvolvidas pelas Secretarias Estaduais de Educação, sendo que duas destas possuíam projeto antibullying específico, quatro tinham projeto de prevenção à violência escolar que incluía o bullying e em 17 destas encontramos ações isoladas; nenhuma ação do Ministério da Educação. As estratégias governamentais espanholas identificadas foram relacionadas às normativas que faziam menção à prevenção ou à contenção ao bullying aprovadas nas 17 Comunidades Autônomas e em nível estatal; iniciativas do Ministerio de Educación, Cultura y Deporte; ações de prevenção e contenção ao bullying das Consejerías de Educación das 17 Comunidades Autônomas. Nos dois países, realizamos visitas em escolas (5 na Espanha e 2 no Brasil) que desenvolviam projetos antibullying. Consideramos que a Espanha tem percorrido um caminho maior que o Brasil, em termos de atenção ao bullying pelas políticas educacionais, promovendo o desenvolvimento de ações antibullying dentro de uma perspectiva de melhora da convivência, por meio de planos de atuação institucionalizados, apostando nos sistemas de apoio, como a ajuda e a mediação entre iguais. São poucas administrações educativas brasileiras - secretarias de educação - que têm projetos e que se baseiam na literatura científica para dar sugestões de ações para as escolas. Evidenciamos que as políticas públicas brasileiras precisam investir na formação inicial e continuada dos professores, além da institucionalização de espaços e tempos nas escolas para o planejamento, avaliação, execução e acompanhamento das ações antibullying. / This thesis was developed within the Post Graduation Program in Education of the Science and Technology College, Universidade Estadual Paulista, and it is connected to "Formative Processes, Differences and Values" research group. It was funding by the Fundação de Amparo à Pesquisa no Estado de São Paulo - FAPESP and Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES with "Doutorado Sanduíche no Exterior – PSDE scholarship". The research analysis objects were the actions of prevention and containment of bullying in schools proposed by researchers and governmental agencies in Brazil and Spain. The objectives of this study were to investigate proposals for prevention and containment of bullying in those countries, and to analyze such proposals investigating proximities and distances between them. He tried also to think over the possibilities of adapting anti-bullying propositions from Spain to Brazil. This research constitutes a descriptive and exploratory qualitative study based on literature and document analysis as methodological procedures. The literature analyzed consisted of thesis, dissertations and articles in both countries (from Brazil: three thesis, seventeen dissertations and six articles; from Spain: twenty-two articles). Besides, it described and analyzed the development of anti-bullying strategies of various types and ranges. Brazilian literature suggestions are more related to the promotion of informative actions, awareness that focus on interpersonal relations such as promoting democratic life, cooperation, friendship and suport in the school environment. They also refer to the creation of rules and to professional training. The emphasis of Spanish literature is the development of actions that promote aspects such as: the improvement of interpersonal relationships, emphasizing suport systems among students; emotional development and self-esteem; teaching social and moral value through development of social skills and moral development; teachers and families training. The Brazilian governmental strategies were related to anti-bullying legislation aproved in 19 states, none in the national level, and the actions undertaken by the State Education Departments: two of them had a specific anti-bullying project, four of them had projects for prevention of school violence that included bullying and in seventeen Departments there were isolated actions; there were no action by the Ministry of Education. The Spanish governmental strategies identified referred to state regulations that mentioned prevention or containment actions for bullying, which were aproved in 17 Autonomus Communities and in State level; initiatives from Ministerio de Educación, Cultura y Deporte; prevention and containment actions for bullying of Consejerías de Educación of the 17 Autonomous Communities. In the two countries, we conducted visits in schools (five in Spain and two in Brazil) who developed anti-bullying projects. We consider that Spain has come a longer way that Brazil, in terms of attention to bullying by educational policies, promoting the development of anti-bullying actions within a perspective of improvement of living through institutionalized action plans, investing on suport systems, such as help and mediation among equals. Few Brazilian educational administrations – Education Departments - have projects that ground on the scientific literature to give suggestions of actions for schools. We showed that Brazilian public policies need to invest in initial and continuing teacher training, as well as in institutionalization of space and time in schools for planning, evaluation, implementation and monitoring of anti-bullying actions. / FAPESP: 2012/01533-0 / CAPES: 9020/13-6

The diploma work deals with the problem of harassment and bullying among the children at elementary schools. It consists of theoretical and practical part. There were used quotations from the literature of well-known Czech and foreign experts on bullying in the work. In theoretical part I am going to define and explain the basic concepts and focus on monitoring the sources of this social pathological phenomenon. At first I describe bullying theory and how it is revealed. Its reasons, authentic features, transmission forms and consequences. Then I am going to pay attention to a characterization of aggressors, the victims of bullying and their families. The end of the theoretical part treats the preventive forms of bullying and shows how to cope with it. In practical part I am going to trace a contemporary situation through a questionnaire at schools. The practical part is composed of investigative research that was carried out in four primary schools with 282 respondents from the third grade up to the fifth one. All results of this research are graphically depicted and evaluated. This thesis is defined to all contemporary and future teachers and of course to parents as their children could be exposed to these problems at the schools.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-09-26T19:39:38Z No. of bitstreams: 1 Erotides Romero Dantas Alencar.pdf: 1545545 bytes, checksum: 0bdbc46be403726f7136e1c5313514f3 (MD5) / Made available in DSpace on 2018-09-26T19:39:38Z (GMT). No. of bitstreams: 1 Erotides Romero Dantas Alencar.pdf: 1545545 bytes, checksum: 0bdbc46be403726f7136e1c5313514f3 (MD5) Previous issue date: 2018-03-26 / Every day, students around the world suffer from a kind of violence, masquerading as a joke. Today it is known that it can cause serious complications to the psychic development of students, generating from ego fragility to, in more extreme cases, suicide and serial homicides. The intentional repetition of assigning nicknames to colleagues, taking advantage of marked physical characteristics; Mockery, mockery and / or intimidation with the intent of provoking explosive reactions, causing suffering to those who suffer from them and thus are not understood as jokes but as bullying. The present research aimed to understand, based on the theoretical framework of Edgar Morin (2000, 2002, 2004, 2005, 2014, 2015), the relationship between the bullying phenomenon and the school performance of students who have been victims at some point Of his life trajectory. Authors who work on violence have been consulted: Abramovay and Rua (2003), Elias (2011), Laterman (2000), Michaud (2001) and Sposito (2001). In order to support the discussion about bullying, we have listed authors such as Fante (2005), Lopes Neto (2005), Pereira (2009), Antunes (2010), Silva (2010), Beane (2011), Tudisco (2011), Franco (2014), Rossato and Rossato (2013), among others. We chose the case study modality, anchored in the qualitative research. The instrument selected was the open interview with the aim of guaranteeing the full expression of the subjects interviewed. Field research occurred in February 2017 at the Federal Institute of Piauí - Campus Parnaíba with six high school students who volunteered to give their testimony. The investigation made it possible to verify the existence of bullying in the life of the students from the youngest age lasting until the adolescence moment of the life in which they are. The fact that it is in school makes the school space change its meaning for these victims, from a place of socialization to a hostile environment, where "traumatic" moments of anxiety are experienced with the possibility of a new Attack and the study is no longer a priority to avoid the situation and / or be accepted by its peers. It also made it possible to understand the feelings of anger, pain, anguish and ways of dealing with the situations of bullying experienced. We conclude that in the school context bullying is manifested by disrespect for diversity, intolerance of differences and an attempt of hegemony through power. It entails serious complications to students' psychic development, self-esteem and learning, as well as interfere with the mission and significance of the school. Thinking from the perspective of prevention and fight against bullying we understand that much more than tolerating differences, it is necessary to foster acceptance in the new, which would in fact be a paradigm shift and to rethink education in the light of complex thinking. / Todos los días, los estudiantes en todo el mundo sufren con un tipo de violencia, enmascarada en forma de broma. Hoy se sabe que puede acarrear serias complicaciones al desarrollo psíquico de los alumnos, generando desde fragilidad egoica hasta, en casos más extremos, el suicidio y homicidios en serie. La repetición intencional de atribuir apodos en colegas, aprovechándose de características físicas sobresalientes; Burlas, humillazos, y/o intimidaciones con el intento de provocar reacciones explosivas, provocan sufrimiento en quien las sufre y, siendo así, no son entendidas como juegos sino como bullying. La presente investigación tuvo como objetivo comprender, apoyándose en el referencial teórico de Edgar Morin (2000, 2002, 2004, 2005, 2014, 2015), cómo el fenómeno bullying afecta el desempeño escolar de alumnos que hayan sido víctimas en algún momento de su trayectoria de vida. Se consultaron a autores que trabajan con la temática de la violencia: Abramovay y Rua (2003), Elias (2011), Laterman (2000), Michaud (2001) y Sposito (2001). Para fundamentar la discusión sobre el bullying, se establecieron autores como: Fante (2005), Lopes Neto (2005), Pereira (2009), Antunes (2010), Silva (2010), Beane (2011), Tudisco (2011) Franco (2014), Rossato y Rossato (2013), entre otros. Se optó por la modalidad de estudio de caso, anclada en la investigación cualitativa. El instrumento seleccionado fue la entrevista abierta en la perspectiva de garantizar la plena expresión de los sujetos entrevistados. La investigación de campo ocurrió en el mes de febrero de 2017, en el Instituto Federal de Piauí - Campus Parnaíba con seis alumnos de la enseñanza media que se dispuso a dar su testimonio. La investigación posibilitó verificar la existencia del bullying en la vida de los estudiantes desde la más tierna edad que se propaga hasta la adolescencia momento de la vida en que se encuentran. El hecho de ser en la escuela hace que el espacio escolar cambie de significado a esas víctimas, dejando de ser un lugar de socialización pasando a ser considerado un ambiente hostil, donde se vivencian momentos "traumáticos" generadores de ansiedad con la posibilidad de un nuevo ataque, y el estudio deja de ser prioridad para evitar la situación y/o ser aceptado por sus pares. Posibilitó también comprender los sentimientos de furia, dolor, angustia y formas de lidiar con las situaciones de bullying vivenciadas. Concluimos que en el contexto escolar, el bullying se manifiesta por el irrespeto a las diversidades, intolerancia a las diferencias y un intento de hegemonía por medio del poder. Añade serias complicaciones al desarrollo psíquico de los alumnos, en la autoestima y en el aprendizaje, además de interferir en la misión y significación de la escuela. Pensando en la perspectiva de prevención y de combate al bullying comprendemos que mucho más que tolerar las diferencias es necesario fomentar en la enseñanza la aceptación a lo nuevo, lo que de hecho sería un cambio de paradigma y de repensar a la educación a la luz del pensamiento complejo. / Todos os dias, alunos no mundo todo sofrem com um tipo de violência, mascarada na forma de brincadeira. Hoje é sabido que ela pode acarretar sérias complicações ao desenvolvimento psíquico, gerando desde fragilidade egóica até, em casos mais extremos, o suicídio e homicídios em série. A repetição intencional de atribuir apelidos em colegas, aproveitando-se de características físicas marcantes; zombarias, troças e/ou intimidações com o intento de provocar reações explosivas, provocam sofrimento em quem as sofre e, sendo assim, não são entendidas como brincadeiras e sim como bullying. A presente pesquisa teve como objetivo compreender, apoiando-se no referencial teórico de Edgar Morin (2000, 2002, 2004, 2005, 2014, 2015), como o fenômeno bullying se relaciona ao desempenho escolar de alunos que tenham sido vítimas em algum momento de sua trajetória de vida. Consultaram-se autores que trabalham com a temática da violência: Abramovay e Rua (2003), Elias (2011), Laterman (2000), Michaud (2001) e Sposito (2001). Para fundamentar a discussão sobre o bullying, elencou-se autores como: Fante (2005), Lopes Neto (2005), Pereira (2009), Antunes (2010), Silva (2010), Beane (2011), Tudisco (2011), Franco (2014), Rossato e Rossato (2013), entre outros. Optou-se pela modalidade de estudo de caso, ancorada na pesquisa de abordagemqualitativa. O instrumento selecionado foi a entrevista aberta na perspectiva de garantir a plena expressão dos sujeitos entrevistados. A pesquisa de campo ocorreu no mês de fevereiro de 2017, no Instituto Federal do Piauí – Campus Parnaíba com seis alunos do ensino médio que se disponibilizaram a dar seuseu ou seus? depoimento. A investigação possibilitou verificar a existência do bullying na vida dos estudantes desde a mais tenra idade durando até a adolescência momento da vida em que se encontram. O fato de ser na escola faz com que o espaço escolar mude de significado para essas vítimas, deixando de ser um local de socialização passando a ser considerado um ambiente hostil, onde são vivenciados momentos “traumáticos” geradores de ansiedade, com a possibilidade de um novo ataque, e o estudo deixa de ser prioridade para evitar a situação e/ou ser aceito por seus pares. Possibilitou também compreender os sentimentos de raiva, dor, angústia e formas de lidar com as situações de bullying vivenciadas. Concluímos que no contexto escolar, o bullying se manifesta pelo desrespeito às diversidades, intolerância às diferenças e uma tentativa de hegemonia por meio do poder. Acarreta sérias complicações ao desenvolvimento psíquico dos alunos, na autoestima e no aprendizado, além de interferir na missão e significação da escola. Pensando na perspectiva de prevenção e de combate a este problema, compreendemos que muito mais do que tolerar as diferenças é necessário fomentar no ensino a aceitação ao novo, o que de fato seria uma mudança de paradigma e de repensar à educação à luz do pensamento complexo.

Denna studie omfattar mobbning inom föreningsidrotten, vi har valt att undersöka om Malmös idrottsföreningar har någon nedskriven antimobbningspolicy och/eller – handlingsplan och därutöver har vi intervjuat tio föreningar om hur de konkret arbetar med mobbningsfrågor. Vi har också valt att titta på samverkan mellan skolan och idrottsförening vid mobbnings incidenter. Studien bygger på kvalitativ forskningsmetodik, totalt 14 intervjuer. Anledningen till varför studien grundar sig i kvalitativ metod är för att vi vill se orsaken bakom fenomenet, ej generalisera svaren samt att den är mindre resurskrävande. De teorier som studien brukar är Pierre Bourdieu och Tomas Peterson samt teorier som definierar mobbning, stadgar, policy och handlingsplan. Den konklusion vi kommit fram till är att selektion inom idrott och skola är bidragande faktorer gällande mobbning. Även att det finns ett dilemma mellan de olika fälten om vem som skall lösa problematiken, då problemet är vems ansvar det är att lösa problematiken. Den tredje konklusionen är behovet av att idrottsföreningar skall ha en antimobbningspolicy och/eller – handlingsplan.Syftet med denna studie är att problematisera samt diskutera ämnet mobbning inom föreningsidrotten i Malmö. Hur problemet hanteras inom samhällets två viktiga uppfostringsfält, idrott – skola. Problematiseringen utvecklar sig med hjälp av textanalyser, intervjuer och en kartläggning av respektive antimobbningsdokument i idrottsföreningar.Frågeställningar Har Malmös idrottsföreningar en nedskriven antimobbningspolicy och/eller – handlingsplan? Har föreningen någon gång aktivt under de tre senaste år agerat vid en mobbningssituation? Hur samarbetar idrottsföreningar med skolan vid mobbnings incedenter? Hur gick föreningen tillväga?NyckelordMobbning, Antimobbningspolicy, Antimobbningshandlingsplan, Selektion och Fält / This study is about bullying in sports, we decided to examine whether Malmo’s athletic associations have any anti-bullying documents, such as a policy and/or a plan of action and in excess of that we have also interviewed ten athletic associations about how they substantially work with anti-bullying questions. We have also chosen to take a look at the co-operation between the school and the athletic association when bullying incidents occur. The fundamental ground of this study is based on qualitative method, a total of 14 interviewees. The reason why the study is based on this method is because we wanted to see the reason that lies behind the phenomenon. We didn’t want to generalize the replies, and it is less time taking. This study consists of theories such as Pierre Bourdieu and Tomas Peterson and theories which define bullying, regulations, policy and plan of action. The conclusion that we came to is that selection in sports and school is a primary factor when it comes to bullying. There is a dilemma between the different fields which cause the issue and the subject gets caught between different fields. The third conclusion is the need of athletic associations to have an anti-bullying document. The purpose of this study is to make an issue and also discuss about the subject bullying within the athletic associations in Malmo. How the issue is handled in the society’s two most important educational fields, sport – school. The issue is developed through text analyses, interviews and a mapping of respective anti-bullying document in the athletic associations.QuestionsDo Malmo’s athletic associations have a written anti-bullying policy and/or plan of action? Have the athletic association had to react to a bullying situation during the last three years? How does the athletic associations co-operate with the school regarding bullying incidents? How did they perform their actions?KeywordBullying, Anti-bullying policy, Anti-bullying plan of action, Selection and Field

No description available.

The aim of the study has been to see if parent- youth relations have an impact on teenagers bullying behaviour and whether we can find any differences between boys and girls. To study this field we have used a quantitative approach using materials from Stockholmsenkäten 2014. In order to analyse the material we have used cross tables, indexes and multivariate cross tables analysis with associated significance test. In this study the attachment theory has been used. The results indicate that parent- youth relations seems to have an impact on teenagers bullying behaviour. The teenagers who bully others are more likely to have a bad parent- youth relations characterized by an insecure attachment to their parents. The opposite tends to apply for those who do not expose others to bullying, these teenagers usually have a good parent- youth relations where they have a secure attachment to their parents. Furthermore the result also indicate that the nature of the parent- youth relations along with if the adolescents expose others to bullying did not differ between boys and girls.

The aim of this study is to explore how children experience their social community in the preschool and see how norms and views in the preschool environment could be related to a structural perspective on bullying. I have interviewed six children, five or six years old, about norms, relationships, inclusion, exclusion, friendship and violations in the preschool. There have been a total of six interviews with two to three children in each interview. During the first two interviews I read two children’s books and the discussed them with the children. The third interview included questions about relationships and violations based on the books and the children’s earlier answers. I have analyzed the interviews to see how the children’s answers correspond to research about norms, relationships, inclusion, exclusion, friendship and violations in the preschool and bullying from a structural perspective. The research states that gender and age are the two main reasons for exclusion in the preschool, and that age can be a social resource which can be used to exercise power over younger children. The results show that the children answers correspond quite well with what the research tells us. They emphasize on the importance of being nice, and they react strongly towards violence and psychological violations. They show awareness of gender norms and equality, but this is not always the case when it comes to age differences. My conclusion from this study is that there is a gap between what the research states about age in the preschool and how age and age norms are actually being addressed in the preschool, on an organizational, group and individual level. The children’s views on age norms in the preschool could be a sign that violations between children of different age groups could be accepted within preschools, which could in turn be a starting point for bullying.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Despite workplace bullying becoming more prevalent today, limited focus has been placed on this phenomenon within the organisational research context. It is important to note that this particular field of study still seems to be fairly new. Preventative measures for workplace bullying have focused on organisations taking responsibility through revisiting organisational leadership and culture, implementing policies and programmes, one of which includes coaching interventions. The present study set out to state that through effective and well-directed coaching interventions, awareness regarding workplace bullying can be created on both an individual and organisational level. The main objective of the study was to explore what coaching interventions and techniques can be used in coaching to address workplace bullying in South Africa. This study, positioned in the interpretivist paradigm, explored the personal experiences of 13 qualified and registered business coaches with COMENSA in South Africa, regarding their understanding, experience and knowledge of coaching related to workplace bullying from the sample group, through qualitative data. The sample group participated in individual semi-structured interviews relaying their experiences by answering specific questions, formulated as guidelines to the study. The questions were grouped into four categories, in order to analyse the qualitative data by using the content analysis method. The study found that coaches are increasingly faced with the responsibility to coach individuals related to workplace bullying, that it is a definite problem in South African organisations, but that organisations are currently not addressing it. The sample group in general had an average understanding of the concept of workplace bullying. However, their experience in workplace bullying contributed to insight on a number of factors, not obtained from literature. This also included the identification of several approaches, techniques and tools, which have been used with great effectiveness, whether coaching bullies or individuals being bullied. The sample group also emphasised a number of critical areas that coaches need to be aware of, including the importance of coaching supervision, proper contracting with clients and the effect that workplace bullying have on the coach himself, to mention just a few. The study focused on discussing the findings of this study by analysing and comparing the specific results, with previous literature, research and studies. The literature mentioned a number of theoretical underpinnings that can be used in workplace bullying coaching, but the study found more value in the processes followed by the coaches regarding effective coaching interventions, combined with approaches, tools and techniques, which are indicated specifically in the study. It was also found that an effective workplace bullying coach should have a good knowledge of organisations, organisational culture and the dynamics in business. In relation to South Africa’s focus on workplace bullying, the study found that this is greatly lacking, and special attempts should be made to create awareness of the topic in South African organisations. Investigations are proposed to incorporate workplace bullying into the South African labour legislation and to establish a Workplace Bullying Body to quantitatively and qualitatively investigate and regulate workplace bullying in South Africa.