In this article the concept of mobbing is introduced Mobbing means harassing, ganging up on someone, or psychologically terrorizing others at work Although mobbing is a very old phenomenon, it was not described and systematically researched until the early 1980s The article begins with a case example, some historical notes, and a definition of mobbing, and then regards mobbing in the context of medical and psychological stress research Several stages in the development of mobbing are described, based on about 800 case studies Some epidemiological findings from a representative sample of the Swedish work population are reported Causes and consequences of mobbing are discussed, and conclusions for prevention and intervention are drawn

The content and development of mobbing at work

Although the Internet has transformed the way our world operates, it has also served as a venue for cyberbullying, a serious form of misbehavior among youth. With many of today's youth experiencing acts of cyberbullying, a growing body of literature has begun to document the prevalence, predictors, and outcomes of this behavior, but the literature is highly fragmented and lacks theoretical focus. Therefore, our purpose in the present article is to provide a critical review of the existing cyberbullying research. The general aggression model is proposed as a useful theoretical framework from which to understand this phenomenon. Additionally, results from a meta-analytic review are presented to highlight the size of the relationships between cyberbullying and traditional bullying, as well as relationships between cyberbullying and other meaningful behavioral and psychological variables. Mixed effects meta-analysis results indicate that among the strongest associations with cyberbullying perpetration were normative beliefs about aggression and moral disengagement, and the strongest associations with cyberbullying victimization were stress and suicidal ideation. Several methodological and sample characteristics served as moderators of these relationships. Limitations of the meta-analysis include issues dealing with causality or directionality of these associations as well as generalizability for those meta-analytic estimates that are based on smaller sets of studies (k < 5). Finally, the present results uncover important areas for future research. We provide a relevant agenda, including the need for understanding the incremental impact of cyberbullying (over and above traditional bullying) on key behavioral and psychological outcomes.

Bullying in the Digital Age: A Critical Review and Meta-Analysis of Cyberbullying Research Among Youth

School Bullying Among Adolescents in the United States: Physical, Verbal, Relational, and Cyber

Bullying among schoolchildren is certainly a very old phenomenon. The fact that some children are frequently and systematically harassed and attacked by other children has been described in literary works, and many adults have personal experience of it from their own school days. Though many are acquainted with the bully/victim problem, it was not until fairly recently, in the early 1970s, that efforts were made to study it systematically (Olweus, 1973a, 1978). For a considerable time, these attempts were largely confined to Scandinavia. In the 1980s and early 1990s, however, bullying among schoolchildren has received some public attention in Japan, England, Australia, the United States, and other countries. There are now clear indications of an increasing societal as well as research interest into bully/victim problems in several parts of the world.

Bullying at School

In this chapter we review theoretical and empirical advances in research on adolescent development in interpersonal and societal contexts. First, we identify several trends in current research, including the current emphasis on ecological models and the focus on diversity in and relational models of adolescent development. Next, we discuss recent research on interpersonal relationships, with an eye toward identifying major research themes and findings. Research on adolescents' relationships with parents, siblings, other relatives, peers, and romantic partners, and adolescents' involvement in community and society is reviewed. Future directions in research on adolescent development are discussed.

Adolescent development in interpersonal and societal contexts.

Foreword. Acknowledgments. Introduction. Part I: What We Know About Bullying: Stories from the Press. What is Meant by Bullying? Some Information About the Recent Studies. One Student out of Seven. Bully/Victim Problems in Different Grades. Have Bully/Victim Problems Increased. Bullying Among Boys and Girls. How Much Do the Teachers Do? How Much Do the Parents Know. Bullying at School and on the Way to and from School. Comparison between Norway and Sweden. Is Bullying Primarily a Big-City Problem? The Size of the School and the Class. Supervision During Recess and Lunch Time. On Analysis at Different Levels. Stability of Bully/Victim Problems over Time. Is Bullying a Consequence of Competition at School? What Role do External Deviations Play? What Characterizes the Typical Victims? What Characterizes the Typical Bullies? Physical Weakness and Strength. A Concrete Picture. What Kind of Rearing Conditions Create Aggressive Children? Group Mechanisms. Other Factors. A Wider Perspective on Bully/Victim Problems. A Question of Fundamental Democratic Rights. Portrait Sketches of Henry and Roger, a Victim and a Bully. Guide for the Identification of Possible Victims and Bullies: Being a Victim - Possible Signs. Being a Bully - Possible Signs. Part II: What We Can Do About Bullying: Overview of Intervention Program. Goals. Awareness and Involvement. Measures at the School Level: A School Conference Day. Supervision and Outdoor Environment. Contact Telephone. A General PTA Meeting. Teacher Groups for the Development of the Social Milieu of the School. Study Groups in Parent-Teacher Associations (Parent Circles). Measures at the Class Level: Class Rules about Bullying. Praise. Sanctions. Class Meetings. Cooperative Learning. Common Positive Activities. Class PTA Meetings. Measures at the Individual Level: Serious Talks with the Bully. Talks with the Victim. Talks with the Parents. What Can the Parents of the Bully Do? What Can the Parents of the Victim Do? Use of Imagination. Discussion Groups for Parents of Bullied or Bullying Students. Change of Class or School. Part III: Effects of The Intervention Program: Main Findings. Brief Comments. Basic Principles. Additional Characteristics. Part IV: Additional Practical Advice and a Core Program: Support form the Principal and Formation of a Coordinating Group. Awareness and Involvement. Adequate Supervision During Recess and Lunch Time. Class Rules and Class Meetings. Talks with Involved Students and Their Parents. Overview of Core Program. Final Words. References. Index.

http://library.um.ac.id/free-contents/downloadpdf.php/buku/bullying-at-school-what-we-know-and-what-we-can-do-dan-olweus-22172.pdf

Dan Olweus

Papers

Bullying at school : what we know and what we can do / Dan Olweus