What is the evidence? Preventing psychological violence in the workplace

Schindeler, Emily; Reynald, Danielle M.

doi:10.1016/j.avb.2017.07.004

Cited by 18 publications

(23 citation statements)

References 29 publications

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“…Therefore, bystanders' responses to bias-based bullying are likely affected by intergroup concerns. In line with this interpretation, in a recent review, anti-bullying programs were more effective in homogenous communities than in more diverse communities (6). This is problematic because children in diverse settings are more at risk of bias-based bullying.…”

Section: Bias-based Bullyingmentioning

confidence: 97%

“…In a separate study, older adolescents were more likely than younger adolescents to play down the negative nature of a bias-based act (29), which was also related to perceiving the act as relatively more acceptable. Thus, socialmoral reasoning sheds light on the way social experience and group processes affect young people's choices as bystanders, and is important when considering the age-related trends in bystander defending (6,11).…”

Section: Social-moral Reasoningmentioning

confidence: 99%

“…Antibullying programs that focus on promoting helpful interventions by bystanders reduce bullying in schools (1). However, considering the lack of focus on bias-based bullying in such interventions, it is perhaps unsurprising that antibullying techniques are less effective in heterogeneous communities (6,15). Typically, schools have taken a one-size-fits-all, reactive, and bully-victim approach (i.e., one that focuses on bullying as dyadic rather than involving the wider peer group) when tackling all forms of bullying.…”

Section: Implications For Antibullying Interventionsmentioning

confidence: 99%

“…For example, the KiVa program, which develops the socioemotional skills of students and provides training in how to respond as a bystander, reduces bullying in schools in Finland and other countries (3,4). However, these programs may be less effective in diverse communities such as the United States (6). We propose that additional influences need to be considered in the context of bias-based bullying.…”

mentioning

confidence: 98%

“…Bystanders can support the bully or ignore the act (thus reinforcing the acceptability of bullying), challenge the bully, report the incident to a teacher, garner support from friends, or comfort and support the victim in other ways (3,4). When bystanders challenge bullying, they can reduce it and reinforce an antibullying ethos in schools (1,(5)(6)(7)(8); however, defending the child or adolescent who is bullied becomes less likely with age (9).…”

mentioning

confidence: 99%

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Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach

Palmer

Abbott

2017

Child Dev Perspectives

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Research on bystanders' responses to bullying shows the valuable contribution that prosocial or defender behaviors can have in reducing bullying in schools. In this article, we propose that a developmental intergroup approach (i.e., a developing understanding of social identities and related intergroup processes) is required to understand fully when and why children and adolescents help bullied peers in diverse contexts. First, we review theory and evidence on intergroup social exclusion to demonstrate the strength of a developmental intergroup approach when understanding responses to complex social scenarios in childhood and adolescence. Then, we review recent evidence that demonstrates the importance of examining group membership, group identity, and group norms to understand children's and adolescents' responses as bystanders in the context of bias‐based bullying. Finally, we consider implications for school‐based interventions and next steps for research.

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Section: Bias-based Bullyingmentioning

confidence: 97%

Section: Social-moral Reasoningmentioning

confidence: 99%

Section: Implications For Antibullying Interventionsmentioning

confidence: 99%

mentioning

confidence: 98%

mentioning

confidence: 99%

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Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach

Palmer

Abbott

2017

Child Dev Perspectives

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Once upon a time…: Using fairy tales as a form of vicarious contact to prevent stigma‐based bullying among schoolchildren

Cocco

Bisagno

Visintin

et al. 2022

Community & Applied Soc Psy

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We conducted a vicarious contact intervention with the aim of promoting bystanders' intentions to react to stigma-based bullying among schoolchildren. Participants were Italian primary schoolchildren (N = 117 first to third graders); the outgroup was represented by foreign children. Vicarious contact was operationalized with story reading, creating fairy tales on stigma-based bullying where minority characters were bullied by majority characters. Once a week for 3 weeks, participants were read fairy tales in small groups by an experimenter and engaged in reinforcing activities. Results revealed that the intervention increased intergroup empathy (but not intergroup perspective-taking) and anti-bullying peer norms and fostered contact intentions. The intervention also had indirect effects via intergroup empathy on helping and contact intentions and on bystanders' reactions to stigma based-bullying.We discuss theoretical and practical implications, also in terms of the relevance of the present results for school policy.

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Intensive care units nurses' burnout, organizational commitment, turnover intention and hospital workplace violence: A cross‐sectional study

2022

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Aims This study aimed to (1) assess the relationship between intensive care unit (ICU) nurses' burnout, organizational commitment and turnover intention, (2) examine the moderating effect of the organizational commitment on the relationship between ICU nurses' burnout and turnover intention, and (3) explore the prevalence and influencing factors of hospital workplace violence among ICU nurses. Design Cross‐sectional study design. Methods Data were collected from August to October 2020 and a convenience sample of registered nurses was recruited. To control common method biases, one‐month temporal separation, Harman's single‐factor analysis and method of latent variables were adopted. The moderating effect was tested by SPSS Hayes PROCESS Macro. Chi‐square and logistic regression were used to examine workplace violence data. Results Organizational commitment (β = −.23, 95% confidence interval −.45 to −.03) and continuance commitment (β = −.15, 95% confidence interval −.24 to −.16) have negative moderation effects on the relationship between emotional exhaustion and turnover intention. 77.7% of ICU nurses experienced workplace violence, male and staff nurses, and nurses with lower professional titles and shorter working years have greater odds of experiencing this violence.

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What is the evidence? Preventing psychological violence in the workplace

Cited by 18 publications

References 29 publications

Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach

Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach

Once upon a time…: Using fairy tales as a form of vicarious contact to prevent stigma‐based bullying among schoolchildren

Intensive care units nurses' burnout, organizational commitment, turnover intention and hospital workplace violence: A cross‐sectional study

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