Most anti-bullying programs today are punitive. They rely heavily on schools enforcing procedures based on reporting, investigating, punishing, and labeling bullies. This paper challenges the notion that bullying behavior can be regulated effectively by legislative bodies and policymakers. Schools are communal ecosystems featuring unique social norms and behaviors. For example, in school, a student reporting a classmate to authorities may be labeled a ‘snitch’ because ‘tattling’ violates accepted social norms. Furthermore, the current legal definitions of bullying are confusing and complicated. In many cases, even trained lawyers have difficulty identifying acts of bullying. We suggest, the better approach to preventing bullying in schools, even the workplace, is to ground interventions using psychological frameworks to strengthen children’s social and emotional competence. We contend that social development models provide the psychological frameworks society needs to develop emotionally stable children and
adults while providing them with the internal fortitude to bounce back effectively from adverse situations like bullying.
Bullying prevention; Social-emotional learning (SEL); Social development; Emotional strength; Social aggression; Anti-bullying; Self-awareness; Social-emotional competence; Power imbalance; Intentional; Columbine; Intervention.
The purpose of this study was to identify factors that affect the performance of branch sales managers (BSM) of a private bank in India. It also aimed to identify factors that differentiate high performing BSMs from the rest.
A phenomenological methodology known as narrative analysis was used to uncover the lived experiences of Branch sales managers. Open-ended semi-structured interviews were conducted with 50 Branch sales managers situated across the Northern, Western and Southern Regions of India who were pre-classified in two pools of talent–high performers and average performers based on their performance ratings.
Results yielded two distinguishing profiles of high and average performing BSMs known as ‘Bulls’, and ‘Bears’ respectively. Ramifications of individual’s personality, family structure and education profile, birth order, educational and vocational choices, influence of their past work experience, etc., were found to contribute to distinct patters of wok behavior and thereby performance.
Sales organizations will need to hire both “Bull I/Bull II” and “Bears” as each brings a different work ethos that is critical for high and consistent performance within the sales function. Organizations will need to create specific performance levers to engage the “Bull I/Bull II” and “Bears”.
As the access to create media continues to expand, issues related to the desensitization of police violence, stereotyped language (racial baiting), and implicit bias within the criminal justice system are brought to the forefront highlighting the negative and harmful relationships between the criminal justice system and Black communities. In order to address these issues on a national scale, a call to action is made for psychologists to assist in restructuring the understanding of the relationship of violence, cognition, and media in order to advocate for social justice. Psychological research on the topics are discussed as well as how the field of psychology can inform training within police departments and the communities they serve.