Talk:Bullying and emotional intelligence

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Wiki Education Foundation-supported course assignment

This article is or was the subject of a Wiki Education Foundation-supported course assignment. Further details are available on the course page. Student editor(s): Fcu001.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 18:23, 17 January 2022 (UTC)[reply]

refs that may be useful to expand this article

Books

  • Lubit RH Coping with Toxic Managers, Subordinates ... and Other Difficult People: Using Emotional Intelligence to Survive and Prosper (2003)
  • Plaford GR Bullying and the Brain: Using Cognitive and Emotional Intelligence to Help Kids Cope (2006)

Academic articles

  • Sheehan M "Workplace bullying: responding with some emotional intelligence", International Journal of Manpower Vol 20 Issue 1/2 Pages 57-69 (1999)
This article outlines some of the signs indicating bullying in the workplace as a problem within contemporary organisations. Moreover, using evidence from recent Australian Court cases, the article mentions some of the costs organisations may be faced with if they fail to address the problem. Having identified the problem, the article then suggests some solutions including legislative change and development of more co-operative workplaces. Such workplaces would deal with the problem in a problem solving, rather than punitive, framework. Development of people’s emotional intelligence skills is suggested as one way to help address the problem within such a framework.
  • Vogel SW The relationship between bullying and emotional intelligence Northcentral University 2006
This study examined the relationship between bullying and emotional intelligence among 235 fourth and fifth grade students. A correlational design was used. Each participant completed two self-report bully/victim questionnaires, the Peer Relations Assessment Questionnaire (PRAQ), and the Amsterdam Children's Bullying Questionnaire (ACBQ). The researcher used peer nominations to identify bullies and victims: participants nominated up to four bullies and four victims from their classmates. Emotional intelligence was measured with six scales from the Bar-On Emotional Quotient Inventory: Youth Version (EQi:YV). Correlation analyses indicated that three of the six emotional intelligence scales significantly correlated with the bullying and victimization scores. Bullying and victimization were negatively and significantly correlated with the EQi Interpersonal scale, Stress Management scale, and General Mood scale. Although boys were five times more likely than girls to be bullies, gender did not moderate the relationship between the emotional intelligence scales and the bullying/victimization scores.
Workplace bullying is a purported deleterious problem leading to physical, emotional, and psychological damages to employees. Organizations may additionally incur damages such as decreases in performance, loss of employee morale, and increased monetary costs due to this problem. Ethical behaviors of leaders and the organizational cultures they create have come under increased scrutiny as research continues to provide evidence that the consequences of bullying behaviors are significant and should not be tolerated. The purpose of this quantitative correlational research study was to determine if a relationship exists between emotional intelligence (EI) and an individual's tolerance level toward workplace bullying. The study additionally examined whether gender was a determining factor in overall EI scores and individual tolerance levels toward workplace bullying. Volunteers from a mid-sized private service organization in the northeastern United States participated in the study. Using the snowball sampling method, the sample for Hypotheses 1 and 2 was 189 individuals and the sample was 191 individuals for Hypotheses 3 through 7. Instruments used in the study were the Emotional Intelligence Competency Inventory Survey (ECI-2) and the Workplace Aggression Tolerance Questionnaire (WATQ). The primary statistical tests included t tests and Pearson r correlations. Analysis of results found no statistically significant differences in overall EI or tolerance level toward workplace bullying between men and women. Results additionally found no significant relationship exists between tolerance toward workplace bullying and self-awareness, self-management, social awareness, relationship management, and overall EI. Implications for leadership, recommendations for future research, and a possible causal chain between EI and workplace bullying are discussed.
  • Jacobson R Review of Bullying and the Brain: Using Cognitive and Emotional Intelligence to Help Kids Cope - The Teachers College Record, 2006
Like most students, I lived in fear of the small slights and public humiliation used to enforce the rigid high school caste system. There was a boy named Marty at my school...who was beaten up daily for years. Jocks would rip his clothes, knowing that his parents could not afford to buy him a new uniform...He couldn’t walk the halls without being called a fag, and a freshman would beat him up to impress older kids...Another kid I know was thrown through a plate-glass window by a jock when he was a sophomore. When his mother complained to the principal, she was told that if her son insisted on dressing the way he did...he’d have to get used to being thrown through plate-glass windows...While I didn’t suffer the extreme abuse some of my friends did, I was [messed] with enough to spend four years fantasizing about blowing up my high.
  • Lomas J, Stough C, Hansen K, Downey LA Brief report: Emotional intelligence, victimisation and bullying in adolescents - Journal of Adolescence, 2011 Apr 5.
In order to better understand bullying behaviours we examined for the first time the relationship between emotional intelligence (EI) of adolescents, bullying behaviours and peer victimisation. The sample consisted of 68 adolescents from a secondary college. Participants completed a self-report questionnaire which assessed their EI, how frequently they engaged in bullying behaviours and how often they were the target of peer victimisation. Results of the study indicated that the EI dimensions of Emotions Direct Cognition and Emotional Management and Control, significantly predicted the propensity of adolescents to be subjected to peer victimisation. The EI dimension of Understanding the Emotions of Others was found to be negatively related with bullying behaviours. It was concluded that anti-bullying programs in schools could be improved by addressing deficits in EI in adolescents who bully others as well as those who are at a greater risk of being subjected to peer victimisation.
  • Harris A An Investigation of the Relationship between Emotional Literacy and Bullying - 2009 -
This research investigates the relationship between emotional literacy and bullying. Much time, money and resources have been invested in trying to combat the ongoing problem of bullying in our schools. However, research suggests that only fifty per cent of anti-bullying programs are effective in trying to stop the bullying that is being experienced by as many as one in six school children (Rigby, 1997). Many of the programs have focused on such approaches as making students aware of what bullying behaviours are and why they are not appropriate. Anti-bullying programs work with bullies to try and teach empathy, teach bystanders not to be part of the problem or focus on conflict resolution and peer mediation. Very little research has addressed the role that emotional literacy may play in helping a student avoid being the victim of bullying behaviours.
A mixed method approach was undertaken to investigate the relationship between emotional literacy and bullying with data gathered from two hundred and ninety five participants from Years 8 – 10. The students completed a questionnaire regarding peer relations and a checklist developed to measure emotional literacy. The initial data were then used to identify a small group of students that represented a range of emotional literacy levels and experience of bullying. These students participated in interviews using vignettes designed around social situations involving bullying. Parents and teachers of the interviewed students were also asked to complete checklists measuring the students’ emotional literacy.
Analysis showed a moderately strong statistical relationship between students who have a lower than average level of emotional literacy and the likelihood they will be victims of bullying. Of the students rating themselves below average emotional literacy, nearly half reported being bullied. On the other hand, of the students who rated themselves above average in emotional literacy, only one in ten reported being bullied. Further analyses of the types of bullying experienced by victims revealed a difference according to levels of emotional literacy.
The focus of our anti-bullying programs needs to remain on campaigning against bullying and changing such anti-social behaviours by working with bullies and bystanders. The findings from this research suggest that those students with low EL seem to be more prone to being bullied. If schools can work to identify weaknesses in EL even before there is any incidence of bullying for an individual, a preventative approach becomes available. It is hoped that the findings from this study will contribute to the approach schools can make in helping to prevent and address bullying toward students, in particular those students with low emotional literacy.

This pаper provides аn overview of emotionаl prevention techniques to deаl with bullying in the school of pastoral type. Highlights of this speciаl issue on bullying аre presented in this paper. A compendium of reseаrch reviewed аnd dаtа presented set the stаge for future reseаrch to аttend to issues of definition, meаsurement, longitudinal methodology, prevention/intervention policy, аnd recognition of importаnt contexts for the occurrence аnd mаintenаnce of bullying behаvior. Dаtа is presented to inform reаders аbout the current stаte аnd nаtionаl policy along with the prаctices thаt hаve developed аs а response to high profile youth violence thought to hаve its roots in bullying behаvior. Finаlly, it is emphаsized thаt future prevention аnd intervention efforts in UK pastoral schools will depend on evidence-bаsed prаctices thаt аre grounded in а common definition of bullying. More abstract from Emotional literacy interventions in the prevention of bullying...

[...] Аn effective life involves being аble to live аnd work with one аnother hаrmoniously. Effective people skills, problem solving skills, аnd personаl responsibility аre equаlly importаnt аs the content of the subject mаtter we teаch our students. To аssist students in developing their sociаl аnd problem solving skills, teаchers need to know how to evаluаte whаt level of skills student’s hаve аnd whаt аdditionаl skills they need to leаrn. With this informаtion, teаchers cаn provide opportunities for students to leаrn such skills. [...]

[...] The literаture stresses the effectiveness of combining the two. Prior findings hаve reveаled thаt in- service trаining with teаchers to аddress clаssroom mаnаgement issues wаs insufficient to produce lаsting chаnges in teаchers' knowledge аnd intervention skills. Rаther, in-service trаining thаt wаs combined with follow-up consultаtion wаs effective in producing significаnt chаnges (Shаpiro et аl., 1996). Generаlizing these results to the present study's findings would indicаte thаt the significаnt effects of the bully prevention psycho-educаtionаl progrаm stems аmong U. S. youth: Prevаlence аnd аssociаtion with psychosociаl аdjustment. Journаl of the Аmericаn Medicаl Аssociаtion, 285, 2094-2100. 10. Vossekuil, B., Fein, R. А., Reddy, M., Borum, R., & Modzeleski, W. (2002). The finаl report аnd findings of the sаfe pаstorаl school initiаtive: Implicаtions for the prevention of school аttаcks in the United Stаtes. Wаshington, DC : U. S. Secret Service аnd U. S. Depаrtment of Educаtion. [...]

[...] School bullying: Chаnging the problem by chаnging the school. School Psychology Review, 32. 431-444. 5. Rodkin, P., & Hodges, E. (2003). Bullies аnd victims in the clаssroom ecology: Four questions for school set vice providers аnd sociаl development reseаrch. School Psychology Review, 32, 384-400. 6. Solberg, M. E., & Olweus, D. (2003). Prevаlence estimаtion of school bullying with the Olweus bully/victim questionnаire. Аggressive Behаvior, 29, 239-268. 7. Lаpаn, R., Gysbers, N., & Petroski, G. (2001). Helping seventh grаders be sаfe аnd successful: А stаtewide study of the impаct of comprehensive guidаnce аnd counseling progrаms. [...]

[...] Emotional literacy interventions in the prevention of bullying within the pastoral system of schools Аbstrаct This pаper provides аn overview of emotionаl prevention techniques to deаl with bullying in the school of pastoral type. Highlights of this speciаl issue on bullying аre presented in this paper. A compendium of reseаrch reviewed аnd dаtа presented set the stаge for future reseаrch to аttend to issues of definition, meаsurement, longitudinаl methodology, prevention/intervention policy, аnd recognition of importаnt contexts for the occurrence аnd mаintenаnce of bullying behаvior. [...] --Penbat (talk) 09:58, 29 April 2014 (UTC)[reply]

Concerned about the neutrality of this article

Hi, this article gave me some concerns about neutrality. The article builds the case for using social and emotional learning programs to prevent bullying. It leads up to a section on 'interventions' that endorses the TTL(or was it TTY?) program. The program is reported to result in a host of improved outcomes...except there is no mention of a reduction in bullying! Much of the article references cross-sectional evidence on bullying and social skills, with the strong implication that EI deficits *cause* bullying perpetration/victimization. It reads like a reasoned hypothesis or an academic theory paper, not an encyclopedia article. It does not pay any attention to findings of increased perpetration in those with better social skills; for just one example, Caravita et al. (2009) showed that males and females with higher levels of cognitive empathy were more likely to be engaged in bullying. The implication here is that one needs the ability to understand and feel for others in order to successfully manipulate and hurt them.

I am a bullying researcher and I am very aware of misleading claims about the effectiveness of for-fee programs, and this page seems to exist to advertise a particular program. — Preceding unsigned comment added by 142.239.254.20 (talk) 23:11, 10 September 2014 (UTC)[reply]

It doesnt look that way at face value. It looks like an incredibly well sourced article. Its up to you or somebody else to add other sources to support your skepticism. Just digging deeper i looked at Empathy#Affective_and_cognitive_empathy it explains that yes a psychopath (or bully) can have good cognitive empathy (sometimes called cold empathy) but has diminished affective empathy so your point ref Caravita et al. (2009) doesnt stack up. Having cognitive empathy doesnt mean having emotional intelligence. The text on TTL is only a relatively small proportion of the article - it is sourced by an academic research paper. This article was written by a university student as part of an educational assignment and is not likely to have any bias. --Penbat (talk) 07:14, 11 September 2014 (UTC)[reply]

Wiki Education assignment: Adult Development Fall 2023

This article was the subject of a Wiki Education Foundation-supported course assignment, between 11 September 2023 and 11 December 2023. Further details are available on the course page. Student editor(s): Yellowpotato12333 (article contribs).

— Assignment last updated by Jskalski (talk) 22:53, 7 November 2023 (UTC)[reply]

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