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Widely recognized by graduate educators is that faculty positions within school psychology programs routinely go unfilled each year. Examining the factors influencing the job satisfaction of school psychology trainers may inform how to attract and, just as importantly, retain individuals in such positions. In this exploratory study, we investigated the extent to which workplace bullying is related to the job satisfaction of school psychology faculty members. We surveyed school psychology trainers (N = 243) to assess the prevalence of being bullied at work and their job satisfaction. Results revealed that victimization through bullying accounted for 9% of the variance in faculty member job satisfaction. Of the subtypes of bullying studied, only verbal bullying significantly contributed to job satisfaction. In the discussion, we focus upon the implications of these findings for school psychology trainer shortages. [ABSTRACT FROM AUTHOR]

Given the persistent national shortage of school psychologists, as well as their job retention concerns, likely related to burnout, it is necessary to examine any factors that negatively impact school psychologists' job satisfaction. In this sample of 94 Pennsylvania school psychologists, the experience of being bullied at work was associated with diminished job satisfaction. Specifically, the independent variables of being bullying at work predicted 18.2% of the variance in job satisfaction in this sample, with verbal and indirect bullying the only types of bullying that contributed a significant amount of the variance. This study indicates that this issue should be closely monitored by management and addressed promptly. [ABSTRACT FROM AUTHOR]

A sample of sexual- and gender-minority students (n = 65; 51.6% female; 55.8% White; M age = 16.94 years) reported more peer victimization, lower academic achievement, and poorer perceptions of school safety as compared to their heterosexual allied peers. Sexual- and gender-minority students demonstrating higher levels of sexual activity and having trouble developing friendships reported increased victimization. Staff and peer supportiveness and anti-bullying enforcement significantly predicted less bullying. Antibullying programs containing sexual- and gender-minority-specific language were associated with less bullying of sexual- and gender-minority youth. Positive relationships existed between anti-bullying enforcement and support by school personnel and peers. [ABSTRACT FROM AUTHOR]

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]

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]

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]