Search results

This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those with disabilities face unique challenges that make them more vulnerable to such experiences (Rose & Gage, 2016; Rose et al., 2011). By examining the underlying factors contributing to the heightened risk of bullying among students with disabilities, this chapter aims to provide a more comprehensive understanding of the issue. It delves into the specific ways in which students with disabilities are targeted and engage in bullying behaviors, such as through verbal, relational, or physical, and highlights the negative consequences on their overall well-being and academic performance. Moreover, this chapter examines existing interventions and strategies employed to prevent bullying among students with disabilities. It critically evaluates the effectiveness of individual, classroom, and school-wide interventions, highlighting the need for a comprehensive approach that addresses the unique needs and challenges faced by this subset of students. The importance of collaboration between educators, parents, and other stakeholders in implementing evidence-based practices is also emphasized. By promoting awareness, fostering inclusive school environments, and implementing targeted interventions, we can strive toward creating a safe and supportive atmosphere that enables students with disabilities to thrive academically and socially, free from bullying involvement.

In this paper the authors argue that organizational climate and workplace bullying are connected, intertwined and affect each other. More precisely, the focus of the present study is how a hostile climate at work is related to workplace bullying. A hostile work climate is defined as an affective organizational climate permeated by distrust, suspicion and antagonism. The authors tested four hypotheses about the reciprocal effects and possible gender differences.

The study is based on a longitudinal probability sample of the Swedish workforce (n = 1,095). Controlling for age, the authors used structural equation modelling and cross-lagged structural regression models to assess the reciprocal effects of a hostile work climate on workplace bullying. Gender was added as a moderator to test two of the hypotheses.

The results showed a strong reciprocal effect, meaning there were significant associations between a hostile work climate and subsequent bullying, β = 0.12, p = 0.007, and between baseline bullying and a subsequent hostile work climate, β = 0.15, p = 0.002. The forward association between a hostile work climate and bullying depended on gender, β = −0.23, p < 0.001.

The findings point to a possible vicious circle where a hostile work climate increases the risk of bullying, which in turn risks creating an even more hostile work climate. Furthermore, the findings point to gender differences in bullying, showing that the effect of a hostile work climate on workplace bullying was stronger for men.

How do dark personality traits impact workplace bullying (WB)? How can organizations mitigate it? This study aims to explore the relationship between the Dark Tetrad (DT) (narcissism, psychopathy [PY], Machiavellianism and sadism [SM]) and WB, proposing the mediation role of moral disengagement (MD) and the moderation role of emotional stability (ES).

The proposed mediated-moderation model was tested on 404 employees working in the hospitality sector in Pakistan. Data have been analyzed through regression analysis and PROCESS macros to test the study’s hypotheses.

PY, Machiavellianism and SM positively relate to WB and MD mediates this relationship. A high level of ES reduces the intensity of the mediated influence of PY, Machiavellianism and SM on WB.

Developing targeted policies and practices (e.g. personality tests to build a good psychological architecture of the firm) and reviewing processes that support the moral justification of antisocial conduct can be beneficial for limiting WB. In addition, meditation, mindfulness training and supporting trust and cooperation within organizations can increase the mitigating effect of ES and, in turn, reduce WB.

To the best of the authors’ knowledge, this is the first study that explicitly verifies a mediated-moderation model on DT-WB while proposing a further explanation (i.e. mediation of MD) and a novel solution (i.e., moderation by ES).

The purpose of this study is to examine how the constructs of false self, preference for online social interaction (POSI), compulsive internet use (CIU), and online disinhibition affect social withdrawal in a social media context. The mediating effects of moral disengagement and cyber aggression are also tested.

Data were collected using an online survey (n = 533) from consumers in Japan. This study used structural equation modeling and PROCESS to examine the proposed relationships.

The study revealed that false self positively affects moral disengagement while online disinhibition positively affects cyber aggression and moral disengagement. Preference for online social interaction and compulsive internet use both positively impacts social withdrawal. Cyber aggression and moral disengagement were established mediators between false self/ Preference for online social interaction/ compulsive internet use/ online disinhibition and social withdrawal.

Although restricted to cyberaggression, owing to the reciprocal relationship between cyber victimization and cyberaggression, cyber victimization can be included for further study. This study expands the understanding of social withdrawal within the context of social media.

Based on the findings, policies and programs that address mental health that build self-esteem, self-confidence and reduce anxiety ought to be undertaken. Managing and formulating guidelines on anonymity should also be taken into consideration.

This research demonstrates the crucial constructs that affect social media users negatively from the aspects of cyberaggression, moral disengagement and social withdrawal. It also establishes the importance of mental health in reducing adverse effects from social media.

The perpetration of sexual coercion is a complex public health problem associated with many kinds of deficits. The literature has shown that women also perpetrate sexually coercive behaviours. Recent work has suggested that this kind of behaviour could be explained by two distinct developmental pathways. However, this model does not allow the authors to identify how the individual processes social information in situ and may decide to resort to coercive behaviours. This study aimed to investigate the role of social information processing in women’s sexual coercion.

A sample of 125 French-speaking women from the general population were recruited to complete online questionnaires pertaining to dark triad personality traits, emotion abilities, alexithymia and antecedents of sexual coercion.

Results revealed that women with a history of sexual coercion had a significantly higher narcissistic traits score and more emotion regulation (ER) deficits than those without a history. For women with a history of sexual coercion perpetration, correlational analyses showed positive correlations, respectively, between psychopathic traits and alexithymia and between Machiavellianism and deficits in ER.

These results contribute to identifying the deficits relating to SIP in terms of sexual coercion perpetrated by women. Women with a history of sexual coercion perpetration appear to endorse more dark triad traits and to have ER issues. Certain level of these deficits could be a trigger and affect the SIP of women and increase the likelihood behaving in a sexually coercive manner.

We describe a holistic approach to promoting school safety that merges an emphasis on student voice with staff training in restorative practices. We first describe current approaches to keeping schools safe based on the existing research literature. Given that most of these approaches rely on access to credible information about potential threats to school safety, we then discuss student voices as one critical source of information, especially at the middle and high school level. We report on a recently developed tool designed to encourage students to share threats to school safety they are aware of with adults. Initial testing identified potential barriers and facilitators to students' willingness to share information. We discuss teacher training in restorative practices as one approach that might address some of these barriers, including anti-snitching cultures in schools, students' lack of trust in adult responses to student-identified concerns, and punitive school climates. Based on recent work, we identify barriers and facilitators to implementing restorative practices in schools. We provide recommendations about potential strategies to merge student voice with school personnel's training in restorative practices to minimize peer victimization that can escalate into violent behavior.

Employers are increasingly attempting to mitigate subtle but harmful forms of employee rudeness and slights. These include “microaggressions”, “everyday discrimination” and “workplace incivility”, among others. It is unclear which of these various terms is most acceptable for introducing the topic in the workplace. This paper explores human resources (HR) leaders' considerations about the terms and the organisational context that allow for successful implementation.

16 expert interviews were conducted with HR leaders from large organisations in the United Kingdom. Reflexive Thematic Analysis was used to explore interview transcripts.

HR leaders reflected on various terms for subtle slights, largely according to how understandable (coherent) and emotionally resonant (provocative) they appeared. They did not converge on any universally accepted term. Less abstract terms were regarded as most acceptable for a broad audience. There was a view that leaders, often representing dominant groups, would find provocative terms such as microaggressions less acceptable than under-represented groups; the latter would find their experiences of subtle slights validated by terms such as microaggressions. Participants suggested that understanding the need for change was a necessary precursor to participation in training. Compliance-based approaches were considered less helpful. Implications for the design of training initiatives are presented whereby several terms could be used and explained.

This is the first study to gather HR leaders' views on the acceptable terminology for subtle slights. Findings suggest employers may find value in adopting an implementation science approach to introducing diversity initiatives.

The substantial cost of employee cyberloafing to organizations calls for research into exploring the factors that influence such behavior. Drawing upon social cognitive theory, the authors develop a theoretical model that unpacks when and why leader forgiveness induces employee cyberloafing. Specifically, the authors identify moral disengagement as a linking mechanism and employee empathic concern as a key boundary condition in the association between leader forgiveness and employee cyberloafing behaviors.

The authors conducted multilevel analyses to examine the authors' hypotheses by utilizing a sample of 71 supervisors and 306 direct reports.

Results showed that leader forgiveness encouraged employee cyberloafing via moral disengagement among employees with low empathic concern, whereas the indirect effect was not present among those with high empathic concern.

The authors contribute to the literature on cyberloafing and leader forgiveness. First, this study extends the cyberloafing research by considering leader forgiveness as an enabler, challenging the dominant notion that positive leader behaviors (e.g. leader mindfulness) constrain employee cyberloafing while negative leader behaviors (e.g. abusive supervision) elicit it. Second, although past studies have predominantly concentrated on the positive outcomes of forgiveness, the current research contributes to the balanced and comprehensive understanding of leader forgiveness by linking leader forgiveness with employee cyberloafing.

This paper aims to examine the types of user misbehaviours in the sharing economy (SE) context. SE offers a fruitful study setting due to the scope of potential misbehaviour and the expanded role of consumers.

The study drew on online archival data from the AirbnbHell.com website, where people share their stories about their Airbnb-related negative experiences. The authors reviewed 405 hosts’, guests’ and neighbours’ stories and coded the identified forms of misbehaviours into categories. The typology thus developed was validated in the context of the Uber Rides service.

User misbehaviours in the SE context can be distinguished based on the domain in which the user role is violated and the nature of violated norms. These two conceptual distinctions delineate a four-fold typology of user misbehaviours: illegal, unprofessional, unbefitting and uncivil behaviours.

The trustworthiness of the stories could not be assessed.

The presented typology can be used as a mapping tool that facilitates detection of the full scope of misbehaviours and as a managerial tool that provides ideas for effective management of misbehaviours that correspond to each category.

The paper presents the first empirically derived comprehensive typology of user misbehaviours in SE settings. This typology enables classification of a broad set of misbehaviours, including previously overlooked unprofessional behaviours carried out by peer-service providers. The study also puts forward a revised definition of consumer misbehaviours that encompasses the impact of misbehaviours on parties not directly involved in the SE-mediated exchange.