Forty years of research has established bullying as a globally pervasive, adverse experience associated with a multitude of immediate and longer-term negative life outcomes. The school is identified as a site with a high concentration of bullying. As a result, a number of school-based anti-bullying interventions have been developed and implemented with the hope of reducing overall prevalences of the behaviour and negating its negative impact on a new generation. KiVa is one such school-based anti-bullying programme, developed and designed for national use in Finland in 2006. KiVa has since been subject to a number of cross-cultural investigations of transferability, efficacy and success.

To date, however, KiVa research, including several UK based studies, has been solely conducted in mainstream primary school settings. As a result, there are no reports on the use of the programme with a population of students with additional learning needs, despite evidence that these students are particularly vulnerable to both being bullied, and bullying others. The present case study is an attempt to address this gap in the literature, and follows the implementation of KiVa (Unit 1) over one academic year in the middle department (n = 46, ages 12–15) of a large special school in North Wales. Qualitative and quantitative data from teachers implementing the programme and students in receipt of the programme are included.

Teachers participated in semi-structured interviews, and completed weekly Teacher Lesson Records as a measure of implementation fidelity, and a final Teacher Survey at the end of the academic year to explore their final perceptions of the programme. Students completed the online pre-and post-KiVa Pupil Survey, and ten students were invited to participate in focus groups at the end of the academic year. The research has two central aims; the first, to assess the feasibility of implementing KiVa in this novel setting and document any adaptations necessary for implementation, and the second, to investigate programme impact on students with additional learning needs in this setting, together these aims help to determine the acceptability of KiVa in this novel setting.

Though feasibly implemented in this setting, KiVa required a number of minor adaptations to improve intervention-setting-fit, and a number of more fundamental programme changes which may have negatively impacted programme success and student outcomes. Declines in students’ perceptions of school climate and increases in student self-reported victimisation and cyber victimisation are observed, however teachers believed that KiVa also led to positive developments in terms of students personal, social and emotional learning, and may therefore meet positive though unintended needs of this student population. Results suggest mixed acceptability in this setting. Limitations of the present research are discussed, followed by avenues of future research raised by the results gathered.

The research finds the connection between employee well-being in an organisation with organisational growth and well-being. It is seen that organisational well-being or growth rate will depend positively on the well-being of the employees since employees are the human resource of the organisation that defines the functional capabilities of an organisation. Poor work condition of organisations like stress and work pressure deteriorates the well-being of the employees, and they become ill, both physically and mentally. The illness of the employees reduces the productivity level of the organisations, which in turn diminishes the organisation’s well-being and growth.

The research introduces the topic by explaining the background of it, and then in the next section, the aims of the research are stated. The following sections cover the rationale for performing the research, the relevance of the research. The introduction part ends with the research questions. The next chapter of this dissertation is the literature review which is divided into four parts and discussed in brief for the support of the study. Then in the third & fourth chapters, research problems are discussed relating to the research objective.

The fifth chapter is the methodology part, where the sections of performing research are discussed. The first section introduces the methodology then the particular research philosophies, approach and strategies are considered for this research. The analysis was done with the help of primary data gathering and using graphical representation to express the data. The data are gathered by surveying 100 respondents in which those 100 respondents are employees of different large multinational corporations or organisations in India. The respondents are sent the questionnaire form through email, and the data will be represented with pie charts. The graphical representation that is used in the study is the Pie chart. The final chapter is a conclusion of this study along with the recommendation, future aspects and suggestions.

This thesis begins by questioning the applicability of Western concepts and measures of workplace bullying to the Far East culture. Facing such an issue, the thesis aims to address the role of culture on workplace bullying by examining the emic and etic dimensions and developing an indigenous bullying scale. By emic was meant culturally specific dimension while by etic was meant culturally neutral dimension. Three studies were conducted which illustrated the emic and etic dimensions of workplace bullying. The first study was based on a questionnaire survey with 50 Korean and 43 UK employees and showed the extent of cultural differences in the employees’ concepts of and attitudes towards workplace bullying. Based upon these results, the qualitative part of the second study developed an indigenous bullying questionnaire (KBAQ: Korean Bullying Acts Questionnaire) through a repertory grid with 42 Korean participants. Then, the quantitative part of the study tested employees’ agreement of the KBAQ items being examples of bullying using a questionnaire survey with 76 Korean and 75 UK participants. Finally, the third study conducted a questionnaire survey utilising KBAQ and NAQ-R (Negative Acts Questionnaire-Revised). 193 Korean and 167 UK employees participated. The study highlighted cultural differences in the descriptive aspects of workplace bullying such as the prevalence rate, bully/perpetrator status, health outputs (e.g., job satisfaction and work-related burnout) and predictors (e.g., leadership style, role conflict, and interpersonal conflict). The results also evidenced the validity and reliability of KBAQ and revealed that KBAQ had a greater applicability for Korean employees and NAQ-R for UK employees. The consistent findings of cultural differences suggest the need for an indigenous approach in examining workplace bullying. This thesis makes a significant contribution to the literature on workplace bullying in the Far East and provides the ground for the advancement of the indigenous approach to workplace bullying research.

Research and interventions concerning anti-social behaviour have neglected the bad behaviour of “good” people or those who typically behave pro-socially. Additionally, past and current research and practice in this area have often neglected how factors in one’s current environment influence behaviour. Instead, the focus has been on how individual characteristics—borne of the interplay of genetic composition and environmental influences over time—result in anti-social behaviour. However, evidence suggests immediate contexts can foster even atypical behaviour, behavior not correlated with genetic and long-term environmental influences. The thesis is presented in four parts. Part One introduces the idea that immediate group context can have a significant effect on anti-social behaviour, particularly that of “good” people. Part Two reviews research on the impact of social dynamics on behaviour. Part Three presents the empirical study on the role of a particular group dynamic, social dilemmas, in relation to a specific type of anti-social behaviour, bullying. Finally, Part Four considers the implications of the thesis for future research and practice. Social dilemmas are situations in which individual motives are at odds with the best interests of the group and help to explain why individuals sometimes make anti-social decisions. The study at the core of this thesis tested two hypotheses: 1) both individual and group factors are associated with behaviour in bullying situations; and 2) attitudes, group norms, and social dilemmas each have a unique contribution to predicting behaviour in bullying situations. Participants were 292 middle school students at a residential school in the U.S., and data were analysed using multi-level modelling. The primary findings were, in general, consistent with the two hypotheses. The research suggests that social dilemma dynamics might be an important group factor in predicting behaviour in bullying situations.

The first part of the study was conducted on a selected group of people from the management team of the investigated organisation.  This served as a cognitive testing of the suitability of the research tool for the subject under study.  An adapted version of the Negative Arts Questionnaire-Revised (NAQ-R) developed by Einarsen and Hoel (2001) was utilised in this research to collect relevant data from the respondents.  The second part of the research gathered quantitative data from the whole organisation, using an accepted version of the questionnaire used in the first study.  A total of 452 employees’ completed the survey which was a 25% response rate.  Results reveal 37% of the respondents have been subjected to bullying in the organisation; while 30% report that the bullying experienced is ongoing. A factor analysis on the different types of negative behaviours reveals three types of bullying behaviours: personal bullying, administrative bullying and social exclusion. Another factor analysis conducted on the causes of bullying within Lifesaver identified the attributes of the recipient, the poor interpersonal and intrapersonal skills of the perpetrator, a lack of effective policies and procedures, and the employees’ resistance to change as the primary causes of bullying. The third part of this research is a qualitative research carried out on 10 employees. Results revealed a different pattern to the causes of bullying. These are organisational change, organisational division into groups, power relations, poor management, and other factors such witnessing bullying. The different types of bullying, are covert and overt bullying, and upward bullying. The fourth part is another qualitative research conducted on five key informants within Lifesaver. Results reveal bullying is going on in the organisation and can be attributed to the fact that bullying is part of the culture of the organisation. The evidence to support this claim has been presented to the management of the organisation.

Much has been written in recent years of a ‘crisis’ in the recruitment and retention of midwives in the NHS. The crisis has been attributed variously to burnout, a lack of professional autonomy, a bullying culture, and an ideological conflict between the way in which midwives wish to practise and the way they are required to practise within large bureaucratic institutions, such as NHS Trusts. Negotiating these experiences requires a significant amount of emotional labour by midwives, which they may find intolerable. This thesis explores the strategies NHS midwives deploy in order to continue working in NHS maternity services when many of their colleagues are leaving. It examines the extent to which working in a midwife-led service rather than a consultant-led service helps or hinders midwives’ capacity to manage the emotional and ideological demands of their practice. Ethnographic fieldwork was carried out in a consultant unit and an Alongside Midwife-led Unit (AMU) in two NHS Trusts in England. The findings from negotiated interactive observation and in-depth unstructured interviews with eighteen midwives were analysed using inductive ethnographic principles. In order to ameliorate the emotional distress they experienced, the midwives used coping strategies to organise the people and spaces around them. These strategies of organisation and control were part of a personal and professional project which they found almost impossible to articulate because it ran contrary to the ideals of the midwifery discourse. Midwives explained these coping strategies as firstly, necessary in order to deal with institutional constraints and regulations; secondly, out of their control and thirdly, destructive and bad for midwifery. In practice it appeared that the midwives played a role in sustaining these strategies because they formed part of a wider professional project to promote their personal and professional autonomy. These coping strategies were very similar in the Consultant Unit and the Midwifery Unit. A midwife-led service provided the midwives with a space within which to nurture their philosophy of practice. This provided some significant benefits for their emotional wellbeing, but it also polarised them against the neighbouring Delivery Suite. The resulting poor relationships profoundly affected their capacity to provide a service congruent with their professional ideals. This suggests that whilst Alongside Midwife-led Units may attempt to promote a midwifery model of care and a good working environment for midwives, their proximity to consultant-led services compounds the ideological conflict the midwives experience. The strength of their philosophy may have the unintended consequence of silencing open discussion about the negative influence on women of the strategies the midwives use to compensate for ideological conflict and a lack of institutional and professional support.