Bullying Victimization and Perpetration Among Adolescent Sport Teammates

Purpose: Bullying is a specific pattern of repeated victimization explored with great frequency in school-based literature, but receiving little attention within sport. The current study explored the prevalence of bullying in sport, and examined whether bullying experiences were associated with perceptions about relationships with peers and coaches. Method: Adolescent sport team members (n = 359, 64% female) with an average age of 14.47 years (SD = 1.34) completed a pen-and-paper or online questionnaire assessing how frequently they perpetrated or were victimized by bullying during school and sport generally, as well as recent experiences with 16 bullying behaviors on their sport team. Participants also reported on relationships with their coach and teammates. Results: Bullying was less prevalent in sport compared with school, and occurred at a relatively low frequency overall. However, by identifying participants who reported experiencing one or more act of bullying on their team recently, results revealed that those victimized through bullying reported weaker connections with peers, whereas those perpetrating bullying only reported weaker coach relationships. Conclusion: With the underlying message that bullying may occur in adolescent sport through negative teammate interactions, sport researchers should build upon these findings to develop approaches to mitigate peer victimization in sport.

Modelling the development of an online learning resource by health care professionals

The aim of this study was to model the process of development for an Online Learning Resource (OLR) by Health Care Professionals (HCPs) to meet lymphoedema-related educational needs, within an asset-based management context. Previous research has shown that HCPs have unmet educational needs in relation to lymphoedema but details on their specific nature or context were lacking. Against this background, the study was conducted in two distinct but complementary phases. In Phase 1, a national survey was conducted of HCPs predominantly in community, oncology and palliative care services, followed by focus group discussions with a sample of respondents. In Phase 2, lymphoedema specialists (LSs) used an action research approach to design and implement an OLR to meet the needs identified in Phase 1. Study findings were analysed using descriptive statistics (Phase 1), and framework, thematic and dialectic analysis to explore their potential to inform future service development and education theory. Unmet educational need was found to be specific to health care setting and professional group. These resulted in HCPs feeling poorly-equipped to diagnose and manage lymphoedema. Of concern, when identified, lymphoedema was sometimes buried for fear of overwhelming stretched services. An OLR was identified as a means of addressing the unmet educational needs. This was successfully developed and implemented with minimal additional resources. The process model created has the potential to inform contemporary leadership theory in asset-based management contexts. This doctoral research makes a timely contribution to leadership theory since the resource constraints underpinning much of the contribution has salience to current public services. The process model created has the potential to inform contemporary leadership theory in asset-based management contexts. Further study of a leadership style which incorporates cognisance of Cognitive Load Theory and Self-Determination Theory is suggested. In addition, the detailed reporting of process and how this facilitated learning for participants contributes to workplace education theory

Testing and Expanding an Emotion-Centered Model of Workplace Aggression: The Moderating Effects of Perceived Intensity and Social Support in the Workplace

The purpose of this thesis was to examine the mediating effects of job-related negative emotions on the relationship between workplace aggression and outcomes. Additionally, the moderating effects of workplace social support and intensity of workplace aggression are considered. A total 321 of working individuals participated through an online survey. The results of this thesis suggest that job-related negative emotions are a mediator of the relationship between workplace aggression and outcomes, with full and partial mediation supported. Workplace social support was found to be a buffering variable in the relationship between workplace aggression and outcomes, regardless of the source of aggression (supervisor or co-worker) or the source of the social support. Finally, intensity of aggression was found to be a strong moderator of the relationship between workplace aggression and outcomes.

Contexts and Factors Associated with Bullying

Introduction: School violence discloses a phenomenon that has acquired a marked visibility in today's society, becoming a reality in all schools. With these aggressive behaviors comes a new conception, which increasingly reveals a concern for the community, the bullying (Eiras, 2009). Objectives: Tidentify bullying as a health need in schools; identify the factors associated with bullying. Methods: Integrative Literature Review, and were analyzed 7 articles published in MEDLINE, Scientific Electronic Library Online (SciELO), the Online Knowledge Library (B -on) and the Repositório Científico de Acesso Aberto de Portugal (RCAAP), whereas inclusion criteria were established the Portuguese, English and Spanish and the interval 2011-2016. Results: After analyzing the articles selected for the preparation of this monograph, we identified the following contexts and factors associated with bullying. Conclusions: age with higher prevalence, where this phenomenon was found is between 12 and 13 years; gender, where there is no consensus on the influence of the same in bullying behaviors; family and socio-demographic context in which a family environment marked by cohesion and support promotes attitudes of non-violence and socioeconomic status are not directly related to find this type of episode; bullying characteristics, wherein said type of behavior is more verbal bullying; substance use and knowledge.

Contexts and Factors Associated with Bullying

Abstract Introduction: School violence discloses a phenomenon that has acquired a marked visibility in today's society, becoming a reality in all schools. With these aggressive behaviors comes a new conception, which increasingly reveals a concern for the community, the bullying (Eiras, 2009). Objectives: Tidentify bullying as a health need in schools; identify the factors associated with bullying. Methods: Integrative Literature Review, and were analyzed 7 articles published in MEDLINE, Scientific Electronic Library Online (SciELO), the Online Knowledge Library (B -on) and the Repositório Científico de Acesso Aberto de Portugal (RCAAP), whereas inclusion criteria were established the Portuguese, English and Spanish and the interval 2011-2016. Results: After analyzing the articles selected for the preparation of this monograph, we identified the following contexts and factors associated with bullying. Conclusions: age with higher prevalence, where this phenomenon was found is between 12 and 13 years; gender, where there is no consensus on the influence of the same in bullying behaviors; family and socio-demographic context in which a family environment marked by cohesion and support promotes attitudes of non-violence and socioeconomic status are not directly related to find this type of episode; bullying characteristics, wherein said type of behavior is more verbal bullying; substance use and knowledge.

Evolutions of an Online Generation: Education, Industry and IMC

This paper traces the evolutions of a new generation of students who are predominantly the ‘online generation’; explores the emerging impact of this generation on industry; identifies the changing role of education from traditional classroom to an online environment; and explores the contribution related to integrated marketing communications (IMC). Educational requirements from a business perspective must incorporate global business demands; virtual learning environments progress the online generation towards a post-modern learning state. The central proposition of this paper is that the emergence of IMC in evolving industry practices is influenced by student generations who are producing a new paradigm of alignment between education and industry. This is purely a conceptual exploration using limited examples to provide some context and illustrate the questions raised for consideration.