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Workplace bullying has received increasing attention from researchers since the early 2000s. While the cost of disengagement and the impact on people of color have been considered (Hollis, 2012), this conceptual essay is a secondary analysis of data collected in Chapter 1 to reflect on the position of the target. Reflecting on the primary sample of 200 community college respondents, this analysis uses descriptive statistics to answer the question, “what is the extent of community college women affected by workplace bullying?” After it was determined that 32.5% of the general sample, primarily women, avoided bullying, the researcher developed a second question “who is not bullied in community colleges?” This secondary analysis shows that race, gender, and position are factors that seemingly contribute to who avoids bullying. Considering theories regarding social dominance (Pratto, Sidanius, Stallworth, & Malle, 1994; Sidanius, 1993) and constrained choice (Broadbridge, 2010; Hakim, 2002), the data revealed that those who are not bullied tend to be white, women, in middle management, without tenure. Further, only 6% of the people of color reported they were unaffected by workplace bullying. These respondents of color all held positions without power in the community college structure.

Bullying behaviour has always been part of the human condition. On a global level we have witnessed fairly overt domination even recently. Its visibility level is not so obvious in current workplace practices but its existence is in no doubt. More subtle, less detectable actions and behaviours are employed by the bully and the emergence of e‐mail’s flame mail and spamming techniques in the workplace demonstrate this point. Bullying in the workplace is psychological violence. Two cases of bullying interventions are compared in this paper. Noticeably both organisations had detailed employment policies, personnel departments and occupational health departments. Their ability to manage bullying, however, was determined by their organisational culture, in part, through a Dignity at Work programme. Bullying is identified as immoral, as theft, and as a misuse of loyalty. The paper concludes by calling on the different disciplines involved in the analysis of this topic to collaborate and acknowledge plurality of perspective.

This paper relates research on workplace bullying to the prevention measures which an organisation might consider implementing. The implications of collecting research information only from targets of bullying is highlighted, and discussed in relation to identifying bullies and targets. Incidence studies are used to track environmental patterns and processes. Included in such studies is the recent UK UNISON survey, where patterns of consistency are found between targets and non‐targets in attitude questions regarding the causes of bullying, but strong divergence of response regarding other parameters. The effectiveness of actions taken by targets of bullying is also reported. These find that reports of bullying stopping as a result of action by targets are rather rare, and advising targets to discuss the situation with the bully without professional support (such as from a personnel officer or union representative) is probably misguided as retaliation from the bully is likely.

The study presented here examines the reporting of patient‐to‐patient bullying in a high secure psychiatric hospital housing adult men. It examines official records of bullying recorded on Suspected Bullying Report forms (SBRs), noting motivations for bullying and exploring how information was recorded. Its subsidiary aim was to explore the value of official records, presenting comparison data from three patient bullying surveys completed at the same hospital. All suspected reports of bullying in the hospital documented for a two‐year period were collected. The patient surveys included data from three data‐sets collected at the same hospital over a five‐year period. The prediction that the patient surveys would suggest a higher level of bullying behaviours than official records was confirmed. Results for official records also demonstrated that motivation for bullying was either not recorded or was reported as a typology, bullying was not likely to be recorded as hospital incidents, and perpetrators were unlikely to be offered supportive intervention. The results are discussed with regard to the value of official records as a reporting mechanism.

Summarizes some of the preliminary results from a survey in Sheffield to find out how common bullying is. Reports on schemes schools can use to help to identify and control bullying. Describes a project, called Bullyline, run by pupils at a Sheffield school which provides a drop‐in counselling service for victims of bullying.

This early grades lesson for ages 4-7 explores the concept of bullying, focusing on its occurrence among students in day-to-day school experiences. The purpose of this paper is to depict typical bullying occurring in school, for example, during peer play using the book Red as a resource.

The story line describes bullying and how one’s actions can contribute to promoting and to preventing bullying.

The story line describes bullying and how one’s actions can contribute to promoting and to preventing bullying.

The lesson sequence builds awareness of the consequences of bullying and how to deal with bullying when it occurs. The focus is on non-aggressive, non-provoking, active approaches to responding to bullying.

The aim is to help students develop anti-bullying behaviors and to make school a safe place for every student.

The purpose of this paper is to explore how varying definitions of bullying and formats of the definitions affect research study outcomes.

A systematic search of empirical studies within the following databases was conducted: PubMed, Scopus, Science Direct, Web of Science and Wiley Online Library. Empirical studies examining laypersons and researcher’s definitions of bullying or how differences in the format of the definition of bullying results in varied outcomes were eligible to be included in this review. As traditional forms of bullying differ from cyber-bullying research on the latter were excluded.

Only 17 of the 18,045 screened met the study eligibility criteria. In total, 12 of the screened studies explored how participants define bullying and five explored how the different presentation of the definition may lead to different reported prevalence. The findings showed that laypersons definitions of bullying are not only inconsistent but they rarely meet the criteria used by researchers. The varying presentations of the bullying definition also affected outcomes with the more detailed definitions leading to a better understanding of the behaviour.

Researchers should always provide a definition of bullying to participants either in a written format or if possible in a more detail like an educational video that clearly highlights the five characteristics researchers used to define the behaviour.

This is the first paper that reviews empirical studies on the definition of bullying.

The main aim of the study reported was to explore the nature and extent of bullying at a category C prison. The sample consisted of 51 adult male prisoners, who were asked to complete a questionnaire designed to assess their experiences of victimisation and witnessing bullying in the prison during their time there. The results indicate that more than half (51%) of the prisoners report being victimised and more than three‐quarters (76%) report witnessing bullying. The most common forms of bullying were less direct forms of aggression (for example namecalling and teasing). No significant associations were found between being a victim of bullying and the type of prisoner, or whether the prisoner was new to the prison system.

This article provides a brief overview of some of the applied approaches being taken in four countries to deal with workplace bullying and serves as a preamble to the articles by Archer, Crawford, Lewis, Sheehan and Zapf in this section. The work undertaken by the Beyond Bullying Association in Australia and that of the Anti Bullying Centre in Dublin is discussed. Swedish legislation that addresses bullying and the ways that employers, unions, university researchers and voluntary sector organisations attempt to deal with bullying in the UK follows. The article concludes by mentioning the likely legal and economic implications for organisations and society.

This paper aims to report on the associations between reports of bullying victimization and bullying perpetration in childhood and subsequent mental health and adjustment difficulties in late adolescence/adulthood (16‐30 years) in a New Zealand birth cohort.

The paper uses data from the Christchurch Health and Development Study, a longitudinal study of a birth cohort of 1,265 individuals born in Christchurch, New Zealand in 1977 and followed to age 30.

There were general trends for rates of mental health/adjustment problems to be significantly associated with parental reports of bullying victimization in adolescence, and with parent and teacher reports of bullying perpetration in middle childhood or adolescence. Effect sizes were typically in the small to moderate range, and were reduced by covariate adjustment. After adjustment the majority of associations were statistically non‐significant. Effect sizes did not vary significantly with gender or the age at which outcomes were assessed.

The paper confirms that reports of bullying perpetration and victimization in childhood were associated with higher rates of later mental health/adjustment problems. Effect sizes were typically in the small to moderate range and, in the majority of cases, were substantially reduced upon covariate adjustment. Effect size estimates were not significantly different between males and females and did not vary with the age at which outcomes were assessed.