Email is, in the early part of the 21st century, an integral part of organisational life. Its centrality has resulted in it being more than a mere organisational process. Rather, email represents a vehicle by which organisational culture develops. Using concepts of “email communities” and “insider-outsider social habitus” statuses, this phenomenon is explored through evocative ethnography and is found to be both benign and malign. Issues of alternative hierarchies, bullying, inclusion and exclusion emerge. These issues are characterised by a lack of awareness of the effects of their actions on the part of protagonists. Because the protagonists’ actions are not usually deliberate, those suffering the effects doubt the validity of their experiences and feelings. From the organisational perspective, official notions of organisational culture and organisational values are compromised or even rendered irrelevant. This in turn compromises the honesty and integrity of organisations in respect of the ways in which they present themselves to their employees and the outside world. Organisations, however, are largely unaware of these effects as the insider-outsider social habitus concept does not engage with the structural culture-as-an-entity understanding favoured by organisations. Remedies, examined within the compass of organisational learning and knowledge management are explored, with a need for remedies within both concepts being found to be necessary, together with a need for emotional intelligence.

This thesis investigates cognitive mechanisms underlying youths’ vulnerability for involvement in bullying and developing adjustment problems. The aim of this thesis was threefold: (1) investigate whether early cognitive functioning acts as a developmental marker for children’s later involvement in bullying; (2) investigate the cognitive processing of bullied children and whether these skills were associated with adjustment problems; (3) investigate whether early cognitive functioning acts as a differential marker for bullies and non-bullies who have other antisocial behaviour problems. Participants were members of the Environmental-Risk (E-Risk) Longitudinal Twin Study, a nationally representative sample of 2,232 children and their families, and the Dunedin Multidisciplinary Health and Development Study, a longitudinal birth cohort of 1037 children born in Dunedin, New Zealand. Using multiple informant reports, measures of bullying, antisocial behaviours, cognitive functioning, child-specific and family factors were collected during childhood, adolescents and adulthood. Poor theory of mind (ToM) in early childhood predicted becoming a victim or bully-victim in adolescence over and above child-specific and family factors. For bullies, the risk of having poor ToM was overridden by socioeconomic deprivation and child maltreatment. Bullied children reported biased interpretation of their environments when compared to their non-bullied co-twin. Children who used biased attribution styles when interpreting the cause of negative events had higher levels of adjustment problems. Bullies did not differ in their early cognitive processing, temperament and family environment from children with high antisocial behaviours, but did from children with moderate antisocial behaviours. Being a bully or having antisocial behaviours predicted adjustment problems in adolescence and adulthood. Being a bully had an independent effect on substance use in adolescence and emotional problems in adulthood over and above the risk posed by having antisocial behaviours. Findings from this thesis identify cognitive functioning as an early developmental marker for children’s involvement in bullying and a mechanism that may be negatively affected by children’s bullying experiences. Supporting positive cognitive development throughout childhood may help to reduce children’s risk of being involved in bullying and maintain healthy cognitive processing techniques that promote mental wellbeing.

Embitterment has been described as the emotion generated in the aftermath of an event experienced as unjust and unfair. Although embitterment is most commonly presented in the work context, research on workplace embitterment has remained scarce due to the fact that the concept of embitterment is rather new. This thesis aimed to shed some light on the prevalence of this emotion, its developmental context, outcomes and ways of treating it. Results from this thesis suggests that breaches in organisational justice, can trigger feelings of workplace embitterment which can impact negatively employees’ ability to psychologically unwind from work, as well as their work engagement and job satisfaction levels. The unfolding of further features of workplace embitterment and the development of interventions to improve this feeling seems a worthwhile future endeavour.

Over the last decade, the nature of bullying has changed dramatically, moving from traditional, face to face to via communication technologies. The associated bullying behaviours and technologies is collectively known as ‘cyberbullying’. Cyberbullying is an increasing problem which results in negative outcomes for all involved. For victims, it is ubiquitous; there is no escape. Cyberbullying, has been directly and indirectly linked to an increased risk of suicide for both victims and bullies. It is therefore vital to explore what children, parents and teachers interpret as cyberbullying and how to design effective interventions to reduce cyberbullying and/or develop resilience and coping strategies. To date, research on cyberbullying has focussed on children in their teens. However, little is known about the perceptions of younger children particularly at the key transitions point from primary to secondary school. At this age, self-esteem decreases and peer support and influence become very important in determining behaviour. Technology use increases around this age and parental monitoring decreases. This thesis uses multiple methods to fully explore similarities and differences in perceptions and experiences between children before (aged 10-11 years) and after (aged 12-15 years) this transition and develops a behaviour change intervention to promote more positive behaviour online, increase resilience and self-efficacy. This thesis aims to develop ways for children to overcome adversity by developing their problem-solving skills and increasing their confidence levels to deal with a negative situation through building their cyberbullying resilience. Cyberbullying resilience can be strengthened through external factors such as a supportive environment, strong peer support and a sense of belonging and internal factors including high self-esteem, self-control and self-efficacy (Bozak (2013) as cited in Hinduja and Patchin (2017)). Initial findings suggested that cyberbullying is predominantly a female behaviour and that victims and bystanders are reluctant to seek adult intervention unless the situation is considered to be so extreme that they can no longer cope. Primary girls were found to be more likely to report a cyberbullying incident than secondary, even though there was no difference in their perception of the severity of the incident. This thesis adds to the literature by highlighting children, parents and teachers’ understandings and expectations around reporting and what these are. This thesis identifies age differences in relation to cyberbullying perceptions and reporting channels and presents a behaviour change intervention which increased self-efficacy and resilience levels. It is also applies a unique intervention approach by introducing implementation intentions with the intention to increase kind online behaviour in addition to building self-efficacy, self-esteem and cyberbullying resilience so that children have skills and strategies in place to deal with adversity online should the time come.

From 2011 to 2012, 1.1 million workers were impacted by work related stress, lack of professional support and bullying (Health and Safety Executive, 2013). “Burnout” is not easily defined but it can be described as a phenomenon that affects both the personal and professional dimensions of an individual’s life. This study investigates counselling psychologists’ experience and management of “burnout” using the qualitative method of Interpretative Phenomenological Analysis (IPA). Six qualified counselling psychologists from the United Kingdom, New Zealand and the United States of America were interviewed via telephone. The three main themes that were found are: (1) “batteries run out” which includes the physical and emotional effects, as well as the disillusionment of the reality of the profession, (2) “Prisoner of an eroding system” describes the professional dimension of the experience such as locus of control, effect on client work, boundaries and values, and (3) “Recharging the batteries” which gives an insight into how the participants managed their experience, such as their personal view of “burnout”, the issue of reclaiming their space and time, as well as the role of support. Overall, there was an underlying sense that the participants wanted to be taken care of by others but were unable to ask for help. The relevance of this study to the field of Counselling Psychology is discussed in relation to theory and professional practise. The limitations and shortcomings of this investigation are highlighted and suggestions for future research are made.