This study investigates the role of parental and peer relationships’ quality on homophobic victimization and possible consequences on mental health during adolescence. Participants were 394 adolescents, (41.6% male and 58.4 % female) aged 15-20 years (M = 16.55; SD =.85), attending the third and fourth classes of public high schools in Italy. Participants completed the Homophobic Bullying Scale to evaluate homophobic victimization toward gays and lesbians or assumed homosexuals, the Symptom Check-list-90 to evaluate mental health, and the Inventory of Parent (...) and Peer Attachment to investigate quality of peer and parental relationships (in term of communication, disaffection and trust). Results show how quality of peer relationships is not connected with victimization, as well as quality of parental relationships is linked with homophobic victimization, that is also connected with anxiety and somatization problems. Theoretical and educational implications were discussed. (shrink)

This study investigates the role of perceived power relation between target and perpetrator regarding victimization and turnover intent following exposure to bullying behavior at the workplace. We hypothesized that targets of bullying behavior who self-label as victims experiences a larger power imbalance with the perpetrator compared to targets who do not self-label as victims, and that the association between exposure to bullying behavior and intent to leave the job is stronger when there is power balance between target and perpetrator than (...) when there is a power imbalance. The hypotheses were tested in a probability sample of employees working in the child welfare service in Oslo municipality, Norway, and that had been exposed to at least one instance of mistreatment from a colleague at their workplace. Targets of bullying behavior whom self-labeled as victims reported a larger power imbalance with the perpetrator. Supporting the study hypothesis, and representing a reverse buffering effect, exposure to bullying behavior was most strongly associated with intent to leave among targets in power balance with the perpetrator. For targets in a perceived power imbalance, both low and high exposure to bullying behavior were associated with higher levels of intent to leave. These findings highlight the importance of implementing measures directed at preventing bullying and other forms of mistreatment, irrespective of the power relation between the two parties. (shrink)

Purpose Cyberbullying occurs when a minor is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child. Given that cyberbullying entails defamation or spreading false information or portfolios about someone, it is regarded as a violation of the ethical code of information use. The purpose of the study was to explore the perceptions, experiences and challenges of post-high school youth with regards to cyberbullying. This is a quantitative study that used a survey approach to gather data using a self-administered (...) questionnaire, which was distributed to 60 youth from the KwaZulu-Natal computer literacy community engagement project. The findings attest that youth recognise that cyberbullying might have detrimental effects on victims, such as alcohol and drugs abuse, low self-esteem, high level of absenteeism, poor grades and depression and suicidal thoughts. There is a low percentage of victims and perpetrators of cyberbullying in rural contexts in South Africa. It is hoped that findings may will a positive impact in the rural communities and enable the youth to interact with the modern technologies and handle them in an ethical manner. The study recommends that parents need to take cognisance of the probable possible dangers of the various technologies so that they could be instrumental in educating their children about children cyberbullying. Further, the schools and the Department of Education can play a fundamental role in educating children about cyberbullying and cyber ethics. Design/methodology/approach This survey was conducted to explore youth perceptions and experiences, as well as violations, of ethics through cyberbullying as experienced by the rural community at Mbazwana in the North Coast of KwaZulu-Natal. Convenience sampling was used, because although the questionnaire was distributed to all 60 participants in the project, not all of them completed the instrument, as participation was voluntary. Only 43 were completed, which is equal to 72 per cent response rate. The validity of the data collection instrument used was enhanced by the fact that questions were derived from the main objective of the study. Some themes of the instrument were self-designed and others were adapted from a similar study by Dehue et al., who looked at cyberbullying experiences of youth. The instrument was tried out in a pilot study in grade 12 classes in two high schools at Mbazwana in a bid to find out whether the learners would understand the questionnaire. Post-high school learners were considered to be at a similar level as the grade 12 learners polled. The pilot study proved its own importance: students who filled in the questionnaire indicated that they were not familiar with some terms and the researchers had to simplify the language to make it more understandable. Findings A large portion of the youth studied indicated that they used their smartphones to access the internet, 25 per cent identified libraries as their source of access to the internet and 13 per cent reported accessing the internet from community laboratories. In total, 13 per cent of respondents reported accessing the internet from friends’ computers. Last, the smallest proportion at 4 per cent reported having internet access via their home desktop computers. The South African Mobile Report reveals that a great majority of South Africans access the internet via their own smartphones. These findings might indicate that many people nowadays do indeed have internet access in their regions. Research limitations/implications The results of this study indicate that not all households own a desktop computer, as some people rely on community laboratories and others rely on friends who own desktop or laptop computers. Practical implications The study results reveal that most students who did the computer literacy course consider themselves at an “intermediate” level. It was noted that cellphones/smartphones play a significant role in gaining access to the internet and to social networking applications in rural communities. The social media applications most visited by youth in this study were shown to be Facebook and WhatsApp. Only a relatively low percentage of the respondents in this study in a rural context in South Africa reported being either victims or perpetrators of cyberbullying. Social implications Social media give people ample opportunities to interact and socialise with other people in global context. Only a relatively low percentage of the respondents in this study in a rural context in South Africa reported being either victims or perpetrators of cyberbullying. It is hoped that insights gained from these findings may have a positive effect in the rural communities if awareness programmes are put in place to enable the youth to interact with the modern technologies and handle them in an ethical manner. Originality/value The contribution to the world of knowledge is that this study gives a clear indication of experiences and perceptions of cyberbullying in rural areas in South Africa. This will inform other scholars who want to engage in similar studies in different contexts that can be compared with the results of this study. It is notable that one cannot predict one’s own knowledge of a certain aspect of a community until one has fully engaged in research. Prior to this study, the researchers did not know whether the rural community youth participated in cyberbullying. (shrink)

In this research, firstly, the related literature of cyberbullying/victimization, problematic internet usage and religiosity and correlations among religiosity, cyberbullying/victimization and problematic internet use were tried to be revealed. Subsequently, the differences between the gender groups on cyberbullying/victimization, problematic internet use and religiosity were examined. Moreover, the differences among the age groups on cyberbullying/victimization, problematic internet use and religiosity were analyzed. The study was conducted with 1130 participants between 16-55 years old. In the study, Personal Information Form, Revised CyberBullying Inventory, Generalized (...) Problematic Internet Use Scale 2 (GPIUS2) and two different Religiosity Scales were utilized. Personal Information Form was arranged by researchers. Two items of the Personal Information Form are derived from the Bapint Scale who developed by Öğel and et al. Revised CyberBullying Inventory was developed by Topçu and Erdur-Baker. Generalized Problematic Internet Use Scale 2 (GPIUS2) was developed by Caplan in 2010. The first religiosity scale was developed by Veysel and this version edited by Ayten was used. The second religiosity scale was developed by Ayten. According to the results of the study, it was seen that there was a statistically significant difference in the cyber bullying variable according to the sex. However, according to sex, cyber victimization, problematic internet use and religiosity variables were found not to be significantly differentiated. There is a significant difference in the cyberbullying, problematic internet use and religiosity according to the age variable. It has been found that there is no significant difference in the cyber victimization variable. According to the correlation which have been obtained, the significant negative relationship between religiosity, cyber bullying/victimization and problematic internet use were found. It is possible to say that as the religiousness increases, cyberbullying, cyber victimization and problematic internet usage decrease. (shrink)

The aim of the paper is to analyse the relationship between group characteristics and the scope of reaction of the group to socially undesirable behaviour. Sometimes small groups or communities fail to react to undesirable or violent behaviour and their apathy can have devastating consequences. Such a situation can occur among co-workers witnessing workplace mobbing, or neighbours who do not react to a suspicion of domestic violence. Reasons for their inaction are diverse and can include fear, doubts concerning the necessity (...) of such a reaction, and also conformity. In the paper I examine a seemingly favourable situation: I assume that reaction is costless and all the members of the group would like to react, but they also want to conform. In order to analyse the factors that can influence the scope of group reaction, a structurally embedded sequential coordination game was played for different initial conditions. Computer simulations were conducted for networks of a specific type. The main aim of the analysis was to identify non-structural and structural features of the group that can impede or even block the intervention of the group. There is a positive relationship between the scope of group reaction and the strength of the internalized norm, whereas the level of conformity affects the chances of group intervention in a negative way. Heterogeneity of the group is an important factor - the scope of reaction is higher when members of the group have different levels of norm internalisation and conformity. There is a non-linear relationship between network density and the scope of reaction. Both low and high density can make it harder for people to act. (shrink)

Viewing workplace deviance within a victim precipitation framework, we explore how abusive supervisors target subordinates low in core self-evaluations to explain when such employees respond by engaging in workplace deviance. We theorize that employees who are lower in CSE receive more abusive supervision, which generates subsequent harmful reactions toward supervisors, peers, and the organization. This occurs primarily when employees lack sufficient cognitive resources in dealing with supervisor abuse. We test, replicate, and extend our theoretical model in three empirical studies. Results (...) demonstrate that lower employee CSE drew more abusive supervision and led low-CSE employees to exhibit workplace deviance. This abusive supervision mediation effect was stronger for employees with comparatively lower cognitive ability levels. The findings are discussed with regard to theoretical and ethical issues in confronting employee abuse. (shrink)

School bullying among young adolescents is a globally pervasive problem, but is less common when bystanders are motivated to defend victims. Thus, the focus of this experimental study is on motivation to defend victims of bullying.Methods: A total of 388 students from two Turkish public schools participated in a vignette experiment. Students were randomized to one of two vignettes. Self-report measures of motivation to defend, trait anxiety, depression, and identification with the victim or bully were used.Results: Participants reported more autonomous (...) motivation in the cyberbullying condition, while those who witnessed direct bullying reported higher anxiety and depression.Results also revealed that this type of condition was associated with anxiety and depression, while anxiety was associated with autonomous motivation to defend. Finally, participants in the direct bullying condition were more likely to identify with the bully.Conclusion: Findings advance our understanding of when and why adolescents are motivated to help victims of bullying because they give a richer picture of what they assess when deciding whether or not they should intervene. (shrink)

The complex global business environment has created a host of problems for managers, none of which is more difficult to address than bullying in the workplace. The rapid rate of change and the everincreasing complexity of organizational environments of business throughout the world have increased the opportunity for bullying to occur more frequently. This article addresses the foundations of bullying by examining the nature' (i.e., bullying behavior influenced by the innate genetic make-up of an individual) and the nurture' (i.e., individuals (...) learn to be bullies and environments allow the behavior to perpetuate) arguments for the occurrence of bullying behavior. In addition, guidelines are presented for managers in global organizations to use in assessing and monitoring bullying activities in global organizations. (shrink)

Teachers’ responses to bullying incidents are key in bullying intervention at school. Scholars have suggested that teacher responses can predict student cognitions that are associated with their bullying behaviors. However, little is known about whether and how teacher responses affect these cognitions. Therefore, the current study investigated the effects of four immediate teacher responses on four bullying-related student cognitions, using an experimental vignette design. Additionally, it was examined whether students’ own participant role behaviors in actual bullying moderated these effects. The (...) investigated teacher responses were non-response, comforting the victim, correcting the bully, and a combination of comforting the victim and correcting the bully. The investigated student cognitions were perceived teacher attitudes toward bullying, perceived teacher moral disengagement regarding bullying, student willingness to report bullying to the teacher and student expectations regarding bullying participant role behaviors in the classroom. Fourth-to-sixth grade students read a vignette describing a hypothetical teacher’s response to a same bullying incident, following random assignment to one of eight conditions. Afterward, students completed questionnaires about their social cognitions and manipulation checks. ANOVA demonstrated that students perceived stronger teacher anti-bullying attitudes and less teacher moral disengagement when the hypothetical teacher displayed an active response. These effects were even stronger when the teacher corrected the bully compared to when only the victim was comforted. Further, students were more willing to report bullying when the teacher corrected the bully than when the teacher only comforted the victim. Finally, students expected less pro-bullying behaviors, more defending and less victimization in the vignette’s classroom following active teacher response compared to non-response. The effects of teacher responses on student cognitions were not moderated by students’ own participant roles in bullying. Taken together, these findings emphasize the importance of active teacher responses to bullying, and especially, responses that clearly show that bullying is not tolerated. Teachers are encouraged to be aware that students can deduce beliefs from teacher responses which can, in turn, affect bullying processes in the classroom. (shrink)

Despite three decades of research and development of anti-bullying intervention, this form of systematic aggression continues to be common in schools. The present study investigated if a contributing factor might be that some pupils are unreceptive to teachers? anti-bullying lessons. It invited 8?11?-year-old junior school pupils (N?=?227) to indicate if this was the case, and if so, to give their reasons. Many did indicate being unreceptive (81.9%). The most common reason was ?It is not for me because I don?t bully (...) anyone? (81.9%), followed by ?I know enough about bullying already? (22.9%), ?It is boring or I have heard it all before? (19.4%) and ?Teachers have to do it but they are not really interested in stopping bullying? (14.5%). Some significant age differences emerged. Results are discussed in terms of implications for anti-bullying work in schools. (shrink)

This study examined three main issues among 364 primary school children: (1) self?reported levels of perceived safety in classroom and playground, and relationship with teacher, (2) associations between perceived safety in the two contexts and peer reported levels of being bullied, and (3) if relationship with teacher moderated the associations between peer reported levels of being bullied and perceived safety in classroom and playground. Data were collected in individual and small group interviews. Overall, while most participants reported positive relationships with (...) their class teacher, and felt safe in their classroom and in the playground, a substantial minority did not. The correlations between level of being bullied and perceived safety in classroom and playground were significant but of modest size. Relationship with teacher did moderate the correlation for perceived safety in the classroom, but did not do so for perceived safety in the playground. No significant age or sex differences were obtained. The theoretical and practical implications of these findings were discussed. (shrink)

A self-report questionnaire about involvement in different types of bullying, what behaviours were regarded as bullying, and attitudes towards bullying, bullies and victims was completed by pupils in Year 7 (aged 11/12) through to Year 10 (aged 14/15) ( n = 170). Overall, direct verbal assault was the most commonly reported, and stealing the least frequently reported, type of bullying. For six specific types of bullying investigated, and for a composite measure of all types of bullying, significantly fewer Year 9 (...) pupils than pupils in the other three years reported that they had behaved in these ways in the previous week. No significant sex differences emerged on these measures. These findings suggest that general patterns in bullying activities as a function of age and sex obtained in previous studies do not always hold. Although most pupils indicated that they thought that six out of eight types of behaviour viewed as bullying by researchers should be regarded as bullying, a substantial minority did not. The present study also extended bullying research by examining associations between pupils' definitions and attitudes towards bullying and their reports of bullying others. For one specific type of bullying, 'Forcing people to do things that they don't want to do', significantly fewer pupils who reported that they had behaved in this way than who reported that they had not done so included it in their definition of bullying. A consistent pattern of significant negative correlations of moderate size between attitudes and self-reported involvement in specific types of bullying were obtained. The implications of these findings for those concerned with tackling bullying in schools were discussed. (shrink)

In order to begin to cultivate safe learning communities, serious social problems that manifest themselves in school settings and threaten its constituents need to be addressed. One such problem is bullying. Bullying is a type of peer aggression defined as unrelenting, willful and malicious physical or psychological abuse that results in physical or psychological harm to the victim, the bully and the bystander. Approximately 160,000 students stay home from school each day because they are afraid of being bullied, and an (...) estimated half a million students nationwide are marked absent every 30 days because of bullying. Thus, bullying clouds the school setting with fear and anxiety, which adversely affects a student’s ability to learn. (shrink)