Graduate students may be particularly vulnerable to workplace bullying by their supervisors, given the competitive and individualistic nature of obtaining promotions in academia and the power differential inherent in the student-supervisor relationship. The purpose of the present study was to explore the prevalence and nature of workplace bullying in the context of the student-supervisor relationship for graduate students in Canadian psychology programs. Data were gathered via an online questionnaire from graduate students in April, 2011. Of the 336 students (55 men and 281 women) who responded to the survey, 68 (21.3%) of them reported that they had been subjected to workplace bullying from their supervisors during graduate school. Exploratory factor analysis indicated three types of bullying behaviors: threatening-dismissive, passive-aggressive interpersonal, and work-management. There was no significant effect of student gender on bullying status; however students with female supervisors were more likely to report being bullied than students with male supervisors, particularly female students with female supervisors. In addition, students whose supervisors were at the associate professor level were more likely to report experiencing bullying than students whose supervisors had full professor status. The results point to the importance of exploring and creating dialogue around the issue of workplace bullying in graduate programs.

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Lesson 1.While there is considerable evidence of success in the actions of schools against bullying, the level of success varies greatly between schools. Those schools that did the most, achieved the most.Lesson 2. The leadership by the principal or head teacher and administrative commitment are critical to the success of a bully reduction program. Consider the following observations offered by leading researchers in anti-bullying: In short, bullying prevention programs are unlikely to be effective without the commitment and investment of the principal.Lesson 3. "Successful school-based interventions for bullying depend on teachers and principals to create a climate that discourages bullying and encourages peer processes that support and include vulnerable children. Teachers should label bullying behavior, not the person. Identify the problem as bullying behavior and avoid labeling children and youth as "bullies and victims." These labels limit how they think about themselves and how others think of them." (Pepler et al, 2004, p.311.) Lesson 4. "Only with consistent sustained effort (at least two years of intervention) is the incidence of bullying and related behaviors likely to be reduced. It takes more than six (6) months to effect change in bullying problems in elementary schools" Lesson 5. Anti-bullying efforts cannot be separated from the core tasks of effective teaching. Engaging teachers with good classroom management skills have less problems with students' bullying behaviors. Academic progress increases when schools work to improve the quality of teachers' classroom management and positive behavior discipline techniques. High student engagement reduces bullying opportunities.Lesson 6. "It is difficult at this stage to identify the crucial elements in the anti-bullying programs or to say which programs are most effective. Most of the programs to counter bullying have resulted in a degree of success, at least on some outcome measures. This is encouraging" (Rigby, Smith & Pepler, 2004, p. 2.) Lesson 7. "There is a greater likelihood of success of anti-bullying intervention programs at younger primary grades (e.g. kindergarten to grade 4) than with older middle and secondary students. Changes in anti-bullying attitudes and group norms are more 4 common in younger students. They are more likely to respect the authority of teachers. Research on the stability of victim and bully status suggests that few pupils enter into stable roles before 8 to 9 years old." Lesson 8. "At this stage in the development and refinement of bullying interventions, the research is not at the point where we can reliably point to specific elements of interventions that are known to be the active and essential elements associated with change" (Pepler, 2004, p. 313.) Lesson 9. Hazler and Carney (2006) propose that effective bullying prevention programs should a) involve diverse groups in the planning and implementation of the program; b) increase initial awareness by bringing the problem of bullying to the surface and foster...

School-based day treatment is an intensive mental health service for children with social, emotional, and behavioral difficulties. Research on day treatment is scarce and descriptions of program models are lacking. We used stimulated recall interviews to explore the moment-to-moment processes and strategies of classroom staff in a day treatment program for children in kindergarten and Grade 1. Several processes and strategies used by staff emerged from the thematic analysis of the interviews. These included a process of individualized intervention, characterized by a continual and cyclical process of attunement, responsiveness, assessment, and evaluation, using a team-based approach, noticing positives about children, a climate of positive relationships, staff regulating their own emotions, being flexible while also being firm and consistent, and seeing children from a developmental perspective. More specific strategies used by staff (e.g., token economy) also emerged from the interviews. Implications for future research and teacher training are discussed.

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