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In this study, educators, LGBTQ (gay, lesbian, bisexual, transgender, or questioning their sexuality) students, and their allies in a southwestern Pennsylvania sample reported their perceptions of bullying of LGBTQ youth and school climate and awareness of anti-bullying laws and policies within their school systems. Results indicate differences in students’ and educators’ perceptions of the frequency of bullying of LGBTQ students and support for LGBTQ students. LGBTQ students report significantly more bullying of LGBTQ students than their straight allies as well as educators for all forms of bullying assessed. Additionally, educators perceive higher levels of support for students from school personnel and students than reported by students. The importance of educator understanding and intervention in the bullying experiences of LGBTQ students is discussed. [ABSTRACT FROM AUTHOR]

In this study, researchers investigated whether lesbian, gay, bisexual, transgender, and questioning (LGBTQ) adolescents use indirect aggression and exhibit prosocial behavior in their relationships at rates comparable to their heterosexual peers. In a sample of 666 college students (median age = 19.5 years), LGBTQ adolescents (N = 22) used relationally and socially aggressive behaviors at a level consistent with their heterosexual peers. This suggests that sexual orientation identification does not appear to differentially affect the use of indirectly aggressive behaviors during social interactions. There were also no differences in self-reported interpersonally mature behaviors (e.g., use of prosocial skills) exhibited by heterosexual and LGBTQ adolescents in this sample, which indicates that sexual and gender identity were also unrelated to the use of prosocial behaviors. [ABSTRACT FROM PUBLISHER]

Researchers compared scores on a self-report measure of relational and social aggression using 2 groups, European American female university students (M =20.23 years,SD =3.88) from the mid-Atlantic region of the United States and Hispanic females from Puerto Rico (M =19.34 years,SD =1.26). Results indicate that cultural differences were evident in the use of relational and social aggression. The exclusively Hispanic Puerto Rican sample reported being more socially aggressive than the European American, mid-Atlantic sample. In contrast, the European American sample identified as being more relationally aggressive in their relationships than the Hispanic Puerto Rican sample. This distinction allows us to consider potential cultural differences in interpersonal relations in college-age females. [ABSTRACT FROM AUTHOR]

Mounting evidence suggests that being an old-for-grade student, as a result of grade retention or delayed school entry, is related to negative outcomes across various domains of functioning. No known study has examined the relations between old-for-grade status and specific childhood/adolescent bully and victim behaviors. The first purpose of this preliminary study was to determine whether old-for-grade students engage in significantly more relational bullying, verbal bullying, and physical bullying compared with age-appropriate-for-grade peers. The second purpose was to establish whether old-for-grade students are more likely to play passive or aggressive/provocative victim roles compared with age-appropriate-for-grade students. A total of 16 public and private school teachers completed a bullying behavior questionnaire regarding each of their students. The authors analyzed data from 276 students; of these, 67 were old-for-grade students and 209 were age-appropriate-for-grade students. Findings suggest that old-for-grade status is related to significantly more bullying behavior and victim behavior compared with age-appropriate-for-grade peers. In addition, the authors discuss the critical implications of these research findings. [ABSTRACT FROM AUTHOR]

Psychologists are likely to consider issues of compensation when considering employment at a university. Correspondingly, this study explored the salary and promotion negotiation practices of female and male school psychology university faculty members. In all, 191 female and 115 male faculty members completed a survey regarding negotiation practices and job satisfaction. Although significantly more faculty members reported successful salary negotiations than failed attempts, results suggest that female faculty members earn significantly less than do their male colleagues, controlling for years of experience. No gender differences were found regarding participants' willingness to negotiate for increased salary; however, male faculty members were more likely to negotiate for a promotion. Of those individuals who perceived a negative response for salary negotiation, more female faculty members reported that their gender contributed to the negative response. The positive relation between job satisfaction and salary that the authors observed among male faculty members was not found for female faculty members. Job satisfaction and negotiating for a promotion was positively correlated for male faculty members, but for female faculty members, job satisfaction was positively correlated with the belief that their gender positively affected their negotiation and negatively correlated with the perception of penalty for negotiation. [ABSTRACT FROM AUTHOR]

Aggression in the workplace has developed as a topic of interest to many in the past decade. Although aggression has been traditionally distinguished in the theoretical and empirical literature as sexual aggression (harassment) and nonsexual aggression, in this manuscript the authors will argue that there are also unique characteristics as well as effects upon recipients of a particular kind of nonsexual aggression: workplace bullying. In particular, a specific type of bullying primarily used by women, relational aggression, will be reviewed and recommendations for managers in addressing relational aggression and bullying in the workplace will be offered. [ABSTRACT FROM AUTHOR]

This article provides an examination of consumers' reaction to change that is consciously initiated by firm managers. Despite the best of intentions, some change is not welcomed by consumers. This article provides an explanation regarding why consumers resist change and suggestions are offered regarding ways that organizations can proactively work with their client base when change is needed without damaging their brand. This topic was examined using in-depth interviews of customers of an experiential service: a family camp resort. The themes identified in this research are directly applicable to a broad range of experiential services including travel and leisure services. [ABSTRACT FROM AUTHOR]