中国的工作歧视:形式、原因及对策

本文是对我国工作歧视现象的研究。本文分析了我国工作歧视的形式,分析了工作歧视产生的原因,并且提出对策。本文认为,国家的作用在我国反工作歧视中至关重要,国家不仅要完善立法和执法,还要规范自身的用工行为,清理和及时废止与劳动者平等就业权相悖的法律法规,承担生育成本,培育劳动者自身组织的力量等等。     

当前校园欺凌行为的特征、成因与对策

校园欺凌行为在中小学校园里频频发生，相当一部分学生直接或间接受到校园欺凌的冲击，使其产生生存的危机感和焦虑感，严重影响学生的健康成长。通过分析青少年学生欺凌行为的形成原因及应采取的有效预防措施，有利于引导和帮助青少年的健康成长，促进其身心全面发展。     

A Helping Hand? The Moderating Role of Leaders' Conflict Management Behavior on the Conflict–Stress Relationship of Employees

Interpersonal conflict between colleagues within organizations negatively affects employee well‐being (e.g., stress). It is unclear how leaders' third‐party conflict management behaviors influence the relationship between employee conflict and well‐being. In this study, we examine the effects of leaders' perceived conflict management behaviors on the relationship between relationship, task, and process conflicts and the conflict‐related stress (as a measure of well‐being) that employees experience. We tested our expectations using a survey of 145 employees of an insurance company in the Netherlands. The results confirmed our expectations that the perception that leaders engaged in third‐party forcing behavior and avoiding behavior amplified the effects of conflict on conflict‐related stress. Furthermore, we found that leaders' third‐party problem‐solving behavior had a buffering effect on the association between relationship conflict and conflict‐related stress. Theoretical and practical implications are discussed.     

反职场性骚扰中雇主责任的确立

本文认为性骚扰立法应以惩治侵害女性性权利和工作机会的职场性骚扰为重点,着重强化雇主责任。文章结合国外关于制止职场性骚扰的状况,分析反职场性骚扰中雇主责任问题,提出从雇主责任的确立角度来解决职场性骚扰的框架。     

Bystander Intervention,Bullying, and Victimization: A Multilevel Analysis of New Zealand High Schools

This study examines the association between schools and student bullying behaviors and victimization among a nationally representative sample (N = 9,107) of New Zealand high school students. In particular, the study sought to explore the role of characteristics of schools and school culture with respect to bystander behavior, while controlling for individual student factors related to victimization and bullying behaviors. Results indicated that a total of 6% of students report being bullied weekly or more often and 5% of students reported bullying other students at least weekly. Results of multilevel analyses suggested that schools characterized by students taking action to stop bullying were associated with less victimization and less reported bullying among students. In contrast, in schools where students reported teachers take action to stop bullying, there was no decline in victimization or bullying. Overall, these findings support whole-school approaches that aid students to take action to stop bullying.     

Exposure to School Bullying and Psychological Health in Young Adulthood: A Prospective 10-Year Follow-Up Study

Being bullied at school is strongly related to psychological health complaints at the same time point. Studies have also found long-term associations, but few have combined a prospective design with children’s own reports on bullying, and conducted gender-specific analyses. The present study assesses health consequences in young adulthood of self-reported victimization in adolescence using data from Child-LNU in 2000 and the follow-up in 2010 (including 63% of the original sample, n = 813). At ages 10–18 a clear cross-sectional association was found for both girls and boys. Among girls, exposure to bullying also predicted psychological complaints 10 years later, at ages 20–28 (OR = 2.86). This association was not explained by socioeconomic circumstances, neither in adolescence nor in young adulthood. Instead, it can partly be understood as victimization, among adolescent girls, being associated with negative self-image and psychological health as well as with deficits in social resources more generally.     

Proposed modification of a school-wide bully prevention program to support all children

Bullying prevention programs in the United States are being implemented in schools from kindergarten through high school to reduce rates of bullying behaviors. The bully prevention in positive behavior support (PBIS) model is an evidence-based, whole school intervention program. The PBIS model trains teachers, school staff, and administrators to model and provide positive reinforcement for children to decrease bullying amongst peers. This article addresses gaps in the current bullying prevention research by exploring challenges and potential modifications to the PBIS model based on staff perspectives of specific student needs. Utilizing focus group methodology, administrators, teachers, and support staff in a northeastern urban elementary school identified challenges experienced by students who were English language learners, impulsive, shy or sensitive, and female. The findings highlight the critical nature of school–parent relationships in addressing student, family, and cultural factors that influence the successful implementation of bullying prevention programs.     

The Role of Moral Disengagement on Social Bullying in Dyadic Very Best Friendships

This study examined the self-regulatory process of moral disengagement in adolescent social bullying. Moral disengagement was assessed at the individual level, as well as within reciprocated very best friendships. At the dyadic level, this study investigated the role of friendship quality in moderating the influence of a very best friend’s moral disengagement on adolescents’ social bullying. The sample consisted of 710 mainly White students (306 males, 12–17 years). Results showed adolescents’ proneness to moral disengagement was associated with increased social bullying. Further, a very best friend’s moral disengagement was associated with higher social bullying for those who perceived positive qualities in their friendship. The findings highlight the importance of close friends in fostering adolescents’ social bullying.     

Causes for procrastination in a unique educational workplace

Abstract

Teachers in hospitals are a unique phenomenon. Their students are sick, hospitalized children with a range of physical, emotional, and cognitive needs. Teachers are expected to be dynamic, flexible, creative, open-minded, and efficient to function in the most appropriate manner. However, a recent study showed that these teachers tend to procrastinate on some of the most common tasks that teachers perform on a daily basis in the regular school system. The present study was an initial investigation into the reasons for procrastination in teachers who work in two hospitals in Israel. Thirty-two teachers were interviewed. The findings indicated that the primary reason for procrastination among teachers in the hospital was professional role ambiguity, with emotional factors and situational determinants which were identified. Future research should further explore reasons for procrastination in the workplace, in general, and its association with professional role ambiguity specifically.