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This chapter integrates two separate branches of the law and economics literature to demonstrate the two-sided risk of market exclusion by a vertically integrated firm (VIF) with upstream and downstream market power. The ratio of downstream (retail) to upstream (wholesale) price-cost margins is key. A margin ratio that is “too low” can result in a vertical price squeeze, whereas one that is “too high” can create incentives for the VIF to engage in non-price discrimination or sabotage. A price squeeze occurs when a rival is inefficiently foreclosed because the upstream (input) price is too high relative to the downstream (output) price. Sabotage arises when the VIF raises its rivals' costs which, in turn, raises their prices and diverts demand from the rivals to the VIF. Displacement ratios delineate the range of safe harbor margin ratios within which neither form of market exclusion arises. The admissible range of these margin ratios is decreasing in the degree of product substitutability and reduces to a single ratio in the limit as the competing products approach perfect substitutes. The policy challenge is to apply these pricing constraints judiciously to prevent market exclusion in accordance with a consumer-welfare standard, while recognizing the risk that these protections can be appropriated and used strategically in the errant pursuit of a competitor-welfare standard. These issues may take on greater prominence in light of the recent release of the DOJ/FTC draft vertical merger guidelines.

This paper aims to examine how newcomers’ experience and perception of their exposure to the hazing ritual “quizzing” affects their mode of relating to the workgroup.

Two illustrative cases are selected from a constructivist grounded theory study based on 15 semi-structured interviews with nursing students in clinical internships at somatic hospital wards.

As newcomers to the nursing profession, nursing students are exposed to experienced insiders’ hazing ritual “quizzing” during their internship at Danish hospitals. “Quizzing” is a public ceremony performed by an experienced insider, e.g. a daily or clinical supervisor. The ritual continues until a bystander intervenes even though the newcomer admits not knowing the answers. “Quizzing” is being met with repulsion and represents a deviation from expectations of social inclusion, civilized behavior and hope of resonance. It leaves newcomers feeling alienated and makes them adopting a repulsive mode of relating to the workgroup.

This paper applies Hartmut Rosa’s resonance theory and theories of workplace hazing to explore how workgroup hazing affects newcomers’ mode of relating to workgroups.

The links between emotional self-efficacy, emotional intelligence, positive and negative affect, workplace incivility (from the target and perpetrator perspective), and job satisfaction were explored in a model of workplace functioning. Two hundred and seven adults participated in the study. As expected, emotional self-efficacy significantly predicted trait or dispositional emotional intelligence, which in turn was a significant predictor of participants' negative and positive affect. The relationship between low emotional intelligence and high negative affect was especially strong. Also as expected, individuals with higher levels of negative affect were more likely to be perpetrators of workplace incivility than individuals with lower levels of negative affect. Individuals who engaged in higher levels of incivility perpetration were more likely to be victims of incivility than individuals who never or rarely engaged in uncivil behavior. Being a victim of incivility was associated with higher levels of negative affect and lower levels of job satisfaction. Counter to the original predictions, positive affect was unrelated to either incivility perpetration or victimization.

All educators will inevitably face unwanted student behavior that they need to address. A ubiquitous response to unwanted behavior is exclusionary discipline practices, including time-out, office discipline referrals, and suspensions. However, extensive research has demonstrated that these practices are associated with negative outcomes, including increased likelihood of further unwanted behavior, decreased achievement, and racial/ethnic discipline disparities. In this chapter, we provide a preventative alternative to exclusionary practices, school-wide positive behavioral interventions and supports (SWPBIS). SWPBIS is an evidence-based framework for implementing systems to reduce unwanted behavior and increase prosocial behavior, decreasing the need for exclusionary practices.

Despite long-standing evidence that the use of exclusionary discipline practices is both ineffective and even potentially harmful, these policies continue to be used in educational settings across the country. In this chapter, we discuss the problems associated with exclusionary discipline, with an emphasis on zero tolerance approaches. We begin our discussion with a brief history of the origin of zero tolerance policies, a presentation of data that contradict the effectiveness of such policies, and examples of the continued and egregious application of this exclusionary approach. We discuss problems of disproportionality associated with the use of zero tolerance policies, including how this approach exacerbates learning problems for students with and at risk for disabilities, especially if that risk is related to emotional and behavioral disorders (EBD). We conclude by offering alternatives to a zero tolerance approach in the form of positive and preventative approaches for improving student behavior across various levels of intensity within a tiered system of support framework.

In this chapter, we argue that the growth of punitive school discipline in US schools has created an inequitable system of school punishment that is reflective of the development of the school-to-prison pipeline and the establishment of an educational “total institution.” Current school discipline practices negatively affect student academic growth in the classroom as a result of an increase in suspensions and expulsions. Data in this chapter exemplify the overreliance on punitive school discipline in one urban school to address behavioral issues and also further expand on the concept of school-to-prison pipeline using the “total institution” theory of command and control of a population proposed by Goffman (1961). We argue that there are more effective measures of school discipline and seek to provide alternate possibilities for school leaders to address the draconian treatment of Black and brown boys in today’s traditional public school environments.

Using the job–demands resources model as a guide, this study aims to expand the understanding of the boundary conditions of the relation between experienced incivility and instigated incivility. The authors do so by focusing on the unique forms of instigated incivility: hostility, gossip, exclusionary behavior and privacy invasion. Drawing from past research, the authors focus on the personal resources of agreeableness and conscientiousness as individual difference boundary conditions, and the job demands and resources of workload and perceived emotional social support, respectively, as job-related boundary conditions.

The authors test their hypotheses using two-wave survey data collected from 192 customer service workers and hierarchical moderated multiple regression.

Analyses reveal that the relation between experienced incivility and gossip, a distinct type of instigated incivility, is stronger for those who are higher in agreeableness and perceived emotional social support, and weaker for those who report experiencing higher levels of workload.

This research advances knowledge on incivility by focusing on unique forms of instigated incivility, as opposed to instigated incivility broadly, as outcomes of experienced incivility. In doing so, this research adds nuance to recent findings surrounding the moderating role of personality in the experienced incivility and instigated incivility relation. The authors also report novel findings surrounding the influence of key job demands and resources.

Purpose – To assess labeling and social control of clients in contemporary mental health care organizations.

Methodology/approach – Fifteen months of observation in two multiservice mental health care organizations, interviews with workers and clients, and analysis of organizational documents.

Findings – The organizations used a variety of organizational labels, both official and informal, which served distinct purposes in organizational life and which did not always agree in their construction of the client. Official mental illness diagnosis was a bureaucratic label, while informal labels determined the types of social control to which clients were subjected. Clients who were informally labeled severely mentally ill were subject to integrative social control, while exclusionary social control was applied to those informally seen as not being severely mentally ill. Unlike in classic studies of mental health care, looping processes, in which client behaviors are viewed as symptoms, do not reliably predict the types of labels or social control applied to clients.

Implications – It is important for a sociology of diagnosis to contextualize official diagnosis in the repertoire of organizational labels applied to clients in mental health care, recognizing that it plays a limited but important role in organizational life. Informal labels, which at time conflict with official diagnosis, play a more prominent role in the management of everyday organizational life.

The purpose of this paper is to explore how the exclusionary work environment characterized by ostracism impacts full-time faculty experiences and responses in higher educational institutions working in eastern and collectivist culture of Pakistan.

Using a qualitative phenomenological approach, the data were gathered form 25 ostracized full-time faculty working in the public and private universities in Lahore, Pakistan via in-depth semi-structured interviews. The interviews are subsequently recorded, transcribed and analyzed by thematic analysis using NVivo 11 Plus software.

Prosocial work outcomes coupled with high intensity of negative psychological impacts were traced based on the re-inclusion expectations, long-term relational contract, the socially interdependent, collaborative and collectivist culture of academic settings. However, the faculty indicated, in case of chronic exposure to ostracism they will engage in negative outcomes such as withdrawal, decrease in performance and resignation.

The results of this study can be used by the university administration to develop an inclusive and non-discriminatory culture. This can be done by devising policies for information sharing, better formal and informal relationships in full-time teaching faculty along with grievance mechanism to minimize the occurrence of workplace ostracism.

The study promotes the understating of exclusionary work environments in academic settings. It has shown that the full-time faculty from all levels, specifically lecturers, experience workplace ostracism. This study has highlighted the specific contextual factors and temporal trends that shape the unique nature and responses (i.e. more social exclusion, prosocial responses and higher psychological distress) to ostracism in scantly researched academic settings in Pakistan.

We explore the antecedents of workplace ostracism and delineate possible organizational interventions to deter ostracism. Under the lens of evolutionary psychology we argue that individuals deemed capable of contributing to social and organizational goals become valued group members while those who threaten group stability and viability risk being shunned or ostracized. Specifically, we review empirical evidence and present the results of a pilot study suggesting that those who are perceived to violate injunctive and descriptive norms, as well as threaten one’s self-concept are at increased risk for ostracism. In terms of intervention, we propose mindfulness techniques and organizational support as a route to deter employees’ inclinations to ostracize coworkers. Thus, a primary goal of this chapter is to explicate a framework for identifying the predictors and deterrents of workplace ostracism in order to generate additional research on this important topic.