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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.

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.

The purpose of the study discussed here was to review the experience and management of bullying on an open forensic borderline learning disability unit. Semi‐structured interviews were used to gather the perceptions, experiences and recommendations of service users about current and future management of bullying. Staff completed a questionnaire seeking information on the incidence and characteristics of bullying, management techniques and training requirements. Service users' results highlighted the importance of the level and predictability of staff presence on the ward, difficulties in reporting episodes for fear of retribution, and improving availability of information about bullying. Staff results highlighted a consistent response to bullying but reluctance to rate highly the strategies used or their confidence in assessing bullying, and a desire for bullying‐specific training. Both groups were interested in unitwide interventions to promote greater openness and wider involvement in dealing with bullying and to reduce the impact of negative factors such as fear and secrecy.

School bullying is an important social problem with serious consequences. Many studies suggest that involvement in bullying (as a perpetrator or a victim) is associated with undesirable short‐term effects on the physical and psychological health of children and with undesirable long‐term effects on their future psychosocial adjustment as adults. The purpose of this paper is to investigate whether bullying perpetration predicts later criminal offending and whether bullying victimization predicts later depression.

The paper analyses data from the Pittsburgh Youth Study in which 503 boys who were originally assessed at age 6‐7 years have been followed up to age 19, with yearly or half‐yearly assessments.

Bullying perpetration in one age range, according to boys and mothers, predicted delinquency (reported by boys) in a later age range, and this relationship held up after controlling for ten major risk factors measured in an earlier age range. Bullying perpetration, according to boys, was the stronger predictor of delinquency. Bullying victimization (being bullied) in one age range predicted depression (reported by boys, mothers and teachers) in a later age range, and this relationship also held up after controlling for ten earlier risk factors. Bullying victimization according to mothers was the stronger predictor of depression.

The paper provides useful evidence which leads to the conclusion that bullying perpetration is followed by an increased risk of delinquency, and that bullying victimization is followed by an increased risk of depression.

This paper aims to discuss multiple methods for gathering information about school bullying and provides a developmental framework for communicating the information to parents and teachers.

Formal assessments of bullying consisted of student surveys and systematic observations of the playground behaviors of more than 600 students. Bullying that was informally observed during survey administration, and interviews with students involved in bullying also provided insight into the magnitude of school problems.

The extent of a school's bullying problem is difficult to asses by informal observations alone. Educators are most likely to be aware of bullying that it is performed by socially unskilled, poorly regulated students. Socially skilled students are much more adept at keeping their bullying secret. Formal observations by trained coders provide an important window into the world of children, but are too costly and labor‐intensive for most applications.

Student surveys provide alternative means of assessing the impact of bullying. Accuracy of information derived from surveys and student interviews may be improved by protecting students from coercion, starting with questions about witnessed bullying, and asking students for concrete examples.

Efforts to research or intervene in school bullying require accurate information about the problem. Parents and staff are more likely to support intervention efforts when educators and researchers present bullying information using a non‐stigmatizing, developmental framework

This paper's aim is to examine workplace bullying – what it is and its causes, consequences – and to offer managers control systems on how to counter, reduce or eliminate it. The scale of bullying in the workplace is quite alarming – it is estimated that 1.7 million Americans and 11 percent of British workers have experienced bullying at work in the last six months. Until now the topic has many problems identified but limited solutions. This article attempts to close that gap.

The two‐part article begins with a review of definitions/descriptions of workplace bullying. Next, an exploratory look at the consequences of workplace bullying is presented and demonstrates its impact on victims and organizations. Moreover, a summary of potential sources will be exposed ranging from personality traits to organizational constructs. Finally, the article will approach three organizational strategies that have been proven to act as control systems towards workplace bullying.

It is found that transformational and ethical leadership are both very effective tools for managers to counter workplace bullying and that the instauration of an ethical climate in the workplace appears to be the most effective in avoiding workplace bullying from forming.

The paper does not compare control systems against one another and does not explore the effectiveness of bullying predictors.

The paper offers a comprehensive approach in understanding workplace bullying, its causes and its consequences. As well, it offers tools to managers on control systems designed to counter it. The topic is quite new in the literature and very relevant in terms of incidents that are repeated in the popular press but limited in terms of research articles.

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.