Bullying

"Bullying doesn't always happen to a single individual. If it's a group, it's usually a significantly small group. Maybe two or three people at the hands of another larger group or higher authority. There is typically an upside to the bully which gives them the upper hand once the bullying begins. Their upper hand denotes a presence of power or dominance. That's the core concept of bullying- an imbalance of perceived power. Sometimes that power is revealed by a ton of different reasons, but other times it can be delegated to a person with an authoritative position."

"We use our words to verbally communicate with one another. Verbal bullying is using this kind of communication to openly assault another person with words. It is often times used in the form of teasing, humiliation, insults, racist comments, putdowns, name-calling, or mean and harsh criticism. Unlike physical bullying, verbal bullying is harder to see and stop. It tends to occur when adults or a authority are not around to stop it. The effects of it are not always obvious. It's one of the sneakiest ways to bully someone. Also, it's one of the most difficult things to prove actually happened. You have to pay attention to what people say and how it could potentially affect the other person. Someone might use their verbal language to gain power over them and intentionally cause psychological turmoil. Unwanted words towards another person could potentially elicit negative emotions. They are used to degrade or insult someone's character or state of being."

"We all want the same thing; for humanity to work together for the greater good of each other. To treat the next person as we want to be treated and vice-versa. What a great nation we would be if we could apply a simple principle like that. But we live in a world full of hate, racism, classism, colorism, jealousy, bitterness, abuse of power, molestation, drunkenness, violence, gangs, war, crime, etc. There's more, but it hurts just to identify a small portion of what really happens in this world on that list. All of that is born out of evil. Some of these can certainly be reasons for people turning to bullying. They can indirectly affect children if parents participate in any of these acts. We don't always think about it that way, but it's true. What young people see older people do, they begin to mimic their actions and thus could end up duplicating several offenses. Those offenses would start at a young age and will begin to show its head in elementary, middle and high school. In situations like that, the question is always- why do they act that way? What is making them do that? You always have to start with what's going on at home and what are the influences that surround the student. Evaluate the parents and their involvement with the student, then move on to who they hang out with and what they are feeding their minds from the television and the internet. Once you do that, you will quickly find answers to all your questions."

"Remember, boys and girls. Your school, like our country, is made up of Americans of many different races, religions, and national origins. So, if YOU hear anybody talk against a schoolmate or anyone else because of his religion, race, or national origin, don't wait. TELL HIM THAT KIND OF TALK IS UN-AMERICAN. HELP KEEP YOUR SCHOOL ALL AMERICAN!"

"The man's eyes shifted to me. "Another one," he said, as if marveling that there could be so many assholes in the world. "You want me to take you both on? Is that what you want? Believe me, I can do it." Yes, I knew the type. Ten years younger and he would have been one of the guys at school who thought it terribly amusing to slam Arnie's books out of his arms when he was on his way to class or to throw him into the shower with all his clothes on after phys ed. They never change, those guys. They just get older and develop lung cancer from smoking too many Luckies or step out with a brain embolism at fifty-three or so."

"Since the tragedy, much has been written about the school culture at Columbine High School, and Dylan's place in it. Regina Huerter, director of Juvenile Diversion for the Denver district attorney's office, compiled a report in 2000, and Ralph W. Larkin independentley confirmed many of her findings in his exhaustively researched 2007 book, Comprehending Columbine. Both researchers found Columbine High School was academically excellent and deeply conservative; that much we knew. But they also describe a school with a pervasive culture of bullying- in particular, a group of athletes who harassed, humiliated, and physically assaulted kids at the bottom of the social ladder. Larkin also points to proselytizing and intimidation by evangelical Christian students, a self-appointed moral elite who perceived the kids who dressed differently as evil and targeted them."

"This research lines up with many anecdotal stories we heard after the tragedy from kids who suffered physical and psychological abuse at the hands of their classmates at the school. One story in particular stands out. When Tom went to the sheriff's department in the fall of 1999 to retrieve Dylan's car from the impound lot, a county employee offered his condolences and told him how his own son's hair had been set on fire by some other students while he was attending Columbine High School. The boy, who sustained fairly serious burns to his scalp, refused to allow his father to go to the administration because he was afraid it would make the situation worse. Shaking with anger as he spoke, though the incident was no longer recent, the outraged dad told Tom he had wanted to take the school apart "brick by brick.""

"About five years after the massacre, I spoke with a Columbine High School counselor. He told me that, after an earlier, publicized bullying incident, the high school had implemented closer supervision of the student body, including teachers in the hallways between classes, and in the cafeteria at lunch. But we agreed it's impossible to control what two thousand students are doing on a campus- or to know what those kids are doing to one another in the Dairy Queen parking lot. Despite the administration's claim that steps were taken to stem conflict among students, their efforts fell short. For many people, Columbine High School was a hostile and frightening place even if you were one of the most popular kids, and Dylan and his friends were not. One of our neighbors told us her grown son's reaction to the tragedy, a refrain we heard many times: "I'm just surprised it didn't happen sooner.""

"I personally fall somewhere in the middle. Bullying, however severe, is not an excuse for physical retaliation or violence, much less mass murder. But I do believe Dylan was bullied, and that along with many other factors, and perhaps in combination with them, bullying probably did play some role in what he did."

"Dylan's struggles may have been hidden from us, but they were not uncommon ones. A 2011 study by the Centers for Disease Control found that 20 percent of high school students nationwide reported they had been bullied on school property in the thirty days before the survey; an even higher percentage reported they'd been bullied on social media. Anti-bullying advocates suggest the number may be closer to 30 percent. A tremendous amount of research has been done on the effects of peer harassment, and there is unquestionably a correlation between bullying and brain health disorders that stretches all the way into adulthood. A Duke University study found that, compared with kids who weren't bullied, those who were had four times the prevalence of agoraphobia, generalized anxiety, and panic disorder as adults. The bullies themselves had four times the risk of developing antisocial personality disorder. There is also a strong association between bullying and depression and suicide. Both being a victim and bullying others is related to high risks of depression, suicidal ideation, and suicide attempts. Researchers at Yale found that victims of bullying were two to nine times more likely to report suicidal thoughts than other children."

"The connection between bullying and violence toward others is more complicated, although again there's a correlation. Bullied kids often become bullies themselves, which appears to be what happened with Dylan and Eric. Larkin cites a student who claims they terrorized her brother, a student with special needs, so badly he was afraid to come to school. Researchers call students who both bully and suffer bullying "bully-victims," and find that these bully-victims are at the greatest psychological risk. "Their numbers, compared to those never involved in bullying, tell the story: 14 times the risk of panic disorder, 5 times the risk of depressive disorders, and 10 times the risk of suicidal thoughts and behavior."

"The issue that has received the most attention as a factor in school shootings is bullying. According to this sound bite, school shooters are victims of bullying who seek revenge for their mistreatment. It is understandable that this idea would take hold in the minds of many people. We can easily grasp and relate to the concept of being hurt and wanting to retaliate. If a student attacks his peers, it seems logical that he must have been driven to such an act. In reality, however, this sound bite is not accurate. The situation is much more complex."

"This same dynamic occurred with Eric Harris and Dylan Klebold at Columbine High School, where they were teased in response to their own provocative behavior. In contrast, the sound bite coverage of Columbine focused on them as innocent victims of a toxic peer culture in which they were persistently harassed. This one-sided view has become fixed in many people's minds, often leading to an assumption that bullying is the primary cause of school shootings. Because this sound bite has assumed the proportion of a myth, it is necessary to take an in-depth look at what really happened. Based on the available evidence, the extent that Eric and Dylan were bullied has been exaggerated, and their harassment and intimidation of other students has been overlooked or minimized."

"This point may seem obvious, but it needs to be said: School shooters are disturbed individuals. These are not ordinary kids who were bullied into retaliation. These are not ordinary kids who played too many video games. These are not ordinary kids who just wanted to be famous. These are simply not ordinary kids. These are kids with serious psychological problems. This fact has often been missed or minimized in reports on school shooters. Why, then, if school shooters are a complex phenomenon, has there been such a focus on simplistic explanations like bullying? One reason is that in the immediate aftermath of an attack, detailed information about the perpetrator is not available. It may take months or years for relevant details to be made public, and by that point, the story is no longer front-page news. As a result, the more in-depth information does not reach as large an audience as the initial reports. Another issue is that most people are not mental health professionals and therefore cannot be expected to understand personality disorders, depression, trauma, and psychotic disorders. In addition, there is sometimes a suspicion regarding reports of psychosis. People often believe that criminals invent reports of hallucinations or delusions in order to avoid being found guilty. There is yet another reason for the triumph of the sound bite. Put simply, we can all understand the concept of revenge."

"There are two contradictory views of Eric Harris. One is that he was an ostracized, lonely boy who was tormented by peers into an act of retaliatory violence. The alternate view is that he was essentially an evil monster. This is a pejorative label, however, not an explanation. To understand Eric, we need to go beyond labels to the internal workings of his mind. When we do so, we find that both views- the mistreated loner and the evil monster- are inadequate. The view of Eric as a lonely victim of harassment is not only inadequate but, to a significant extent, inaccurate... Eric was not a loner. He had lived in Colorado through middle school and high school, had multiple groups of friends and engaged in a wide variety of activities with his peers. He lived a highly social life and was liked by both boys and girls. On April 9, 1999, just 11 days before the attack, a group of Eric's friends took him out to dinner to celebrate his eighteenth birthday. But he was teased, wasn't he? Yes, he was. But so were many other kids at Columbine, not to mention everywhere else. And bullying? Having read thousands of pages of interview reports from nearly every student at Columbine High School, I found only one report of an incident in which Eric was physically harassed, and this consisted of being pushed into lockers."

"Trump's standard tool kit for getting out of trouble- bullying, bluster, and manipulation- was useless in managing the pandemic. He tried to cloak reality with happy talk. He promised cures that would never be realized. He floated dangerous and unproven treatments, such as injecting bleach into patients' bodies. He muzzled experts like Dr. Anthony Fauci, who challenged his shaky claims and became more popular than the president. He refused to lead by example and wear a mask. He picked feuds with health officials and state governors scrambling to respond to emergency outbreaks, striking out at those who didn't praise his haphazard response. Not only did he fail to keep Americans safe; he couldn't keep himself safe. Trump was hospitalized with COVID-19 in October 2020, zapping his false air of invincibility."

"It's unbearable to think any young person should feel there is no other option but to end their life because of bullying on social networking sites."

"Shame is a powerful driver not to tell someone something, so telling a parent that you have sent a naked picture of yourself... it's no wonder they don't tell. Sexual shame is a double whammy."

"[Trump ... alpha male] they’re overcompensating for how insecure they feel — a man who is secure with himself, a human who is secure with themselves, doesn’t have to go around bullying people all the time."

"I don't know about you, but for me, sixth grade was rough. None of the kids were into the same music or clothes as me. And that was fine with me, but it mattered to them. It got to the point where I looked forward to my visits to Granddad and Mema's, not only because I loved hanging out with them but also because I could relax there and not worry about some kid looking at me funny or calling me names, just because I liked sneakers instead of cowboy boots. I pretended that getting teased didn't bug me, but of course it did back then."

"I didn't take any of the social stuff at school that seriously. My main way of dealing with it was this: I was really quiet in school. I sat in the back and watched everyone and didn't say much. But for some reason, the kind of kids who care about being popular in high school are never content to let you do your own thing. As I got older, some kids still gave me a hard time about the way I dressed and the fact that I wasn't obsessed with the rodeo and country music like everyone else was. The one good thing I can say about this time is that it made me get clear on something: Either they were right or I was right. And I knew they weren't right. I knew there was a whole world out there, with all different kinds of music and people, and I knew I was going to get out of this small town someday and join it. And when I did, I was never going to look down on anyone. I was going to let everyone be who they wanted to be and not worry about it. I'd be too busy enjoying my life."

"The person hurt most by bullying is the bully himself. Most bullies have a downwardly spiraling course through life. Bullies... are fare more likely than nonaggressive kids to commit crimes, batter their wives, abuse their children- and produce another generation of bullies."

"I talked to a lot of kids that get bullied, they brought it on themselves."

"Bullying is one violent way that boys try to demonstrate their masculinity. Smaller, physically ineffectual boys are often singled out as targets of bullying by older boys. The captain of the debate team at Heath told us how he had his head knocked into the lockers on one occasion, and was beaten up by a bigger kid on the bus on another. One (not small) freshman told us that for months he would dodge behind a teacher when he saw an older bully coming, to avoid receiving hard punches on the shoulder that "really physically hurt." Another senior told us that he witnessed a group of twelve older boys chase and tackle younger and smaller ones for fun. Students described bullying and harassment as an everyday occurrence in the hallways, in "flex time," and in the bathrooms and said that despite its prevalence, teachers were either unaware of it or unable to stop it. Bullying makes it possible for more powerful students to call attention to their superiority on grounds that favor them. Scholarly students told us that bullying was often initiated by farm boys who had been held back at least one grade and often two and resented the brighter futures of the college-bound kids. Pushing others around was a means for these kids to draw attention to the ways that they were strong and others weak (literally)."

"In addition to physical bullying, teasing that degraded the victim's masculinity was also common. Bullying experts have suggested that in recent decades, as teachers have become more aware of the importance of cracking down on physical bullying, teasing with the explicit intention of lowering the victim's self-worth is on the rise, and it has even been given a name: shaming. While the purpose of physical bullying is to control the victim (in the classic case, such as to make him turn over his lunch money), the purpose of shaming is to make the victim feel worse about himself."

"There is probably no more powerful source of stigma for an adolescent boy than being labeled gay. The risk to a boy's reputation is immeasurable, and his place on the social ladder is utterly compromised if even a smidgeon of it sticks."

"The power of this epithet has grown so much that it now covers a much wider range of behavior than the purely sexual reference that it connoted in the past. The term "gay" is now used as a slang term for any form of social or athletic incompetence. Students routinely say to one another "that's gay" when they are talking about a wide array of mistakes or social failures. If someone fails to make the right move on a soccer field or drops a lunch tray in the cafeteria, the kid behind him is quite likely to say, "That's really gay." Why? one fifteen-year-old girl provided an explanation: "Boys have a fascination with not being gay. They want to be manly, and put each other down by saying 'that's gay.'" Thus for boys, the struggle for status is in large part competition for the rank of alpha male, and any loss one boy can inflict on another opens up a new rung on the ladder that he might move into."

"For the record if someone did that to me I'd hitch a ride to the International Space Station straight away; of coarse who am I kidding, they would never let me in, I've got spiders for hands! Internet is mean!"

"If there’s one goal of this conference, it’s to dispel the myth that bullying is just a harmless rite of passage or an inevitable part of growing up."

"LITTLETON, CO— On April 20, when two students at Columbine High School opened fire in a brutal shooting spree that left 12 classmates and a teacher dead, many feared that this affluent suburban school would never be the same. But now, more than four months after a tragedy that shook the nation to its core and marked the most notorious incident of school violence in U.S. history, the atmosphere is optimistic. Slowly but surely, life at Columbine is returning to normal. Thanks to stern new security measures, a militarized school environment and a massive public-relations effort designed to obscure all memory of the murderous event, members of Columbine's popular crowd are once again safe to reassert their social dominance and resume their proud, longstanding tradition of excluding those who do not fit in."

"As the school year begins under the watchful eye of 24-hour electronic monitoring and police protection, a sense of normalcy has returned to Columbine. Just like at any other school, the computer geeks are mocked, the economically disadvantaged kids are barely acknowledged, and the chess-club, yearbook and debate-team members are universally reviled. While these traditions are nothing new, from now on they will be much easier to preserve, thanks to the high-tech, draconian security measures that now dominate Columbine life."

"I believe this is the new claim that employers will deal with. This will replace sexual harassment. People who oppose it say these laws will force people to be polite at work. But you can no longer go to work and act like a beast and get away with it."

"I do not like to see an atmosphere of fear in an organization, where shouting, screaming and abuse of subordinates are common. You're probably saying, "Well, who does?" You'd be surprised. I have worked in fear- and abuse-filled organizations and have seen a lot more. Their leaders were at bottom insecure bullies who substituted Sturm und Drang for leadership. I have never known any leader who got the best out of his people that way."

"Bullying is a mean behavior. It is a way to make fun of other people. Some bullies pick on kids or say bad things about them. They also keep other kids from feeling like they are part of the group. Usually, bullying is not a one-time thing. Instead, bullies tease their victims over and over."

"Some bullies spread lies about other kids. They tell mean stories that embarrass kids. Bullies can make their victims feel awful. Bullying can make kids feel like they don't fit in at school. Bullies might say things like, "You can't play with us." Or they might say, "Don't sit at our table." This is how kids make bullies feel as though they are not liked. Kids who are bullied may feel like they are not good enough to be part of the group. But all kids deserve respect."

"Bullying can happen just about anywhere... Bullies can taunt kids in the cafeteria or on the bus. Usually, they choose places where adults are watching too many kids at once. Or they find places where there are no adults at all."

"If you see someone being bullied, try to help. Tell the person being bullied to come sit at your table. Offer to be her partner for a school project. With a group of friends, tell the bully to leave the victim alone. Sometimes a bully will be surprised if a group stands up to him."

"Yet the unwritten code that prevailed in that time and place stigmatized sex. Everyone masturbated but no one admitted it. Getting caught provoked months of merciless ridicule. Older boys, bullies, smacked you on the back of the head on the school bus, taunted you to tears. I only got caught once; I made sure I was never caught again."

"Do try to stand up for others. Maybe your friend is being bullied. Maybe it's happening to someone you don't even know. Either way, just saying something might make it stop. When someone bullies, the person doesn't expect anybody to say anything. Speaking up by saying "Hey, leave him alone!" can be a big surprise for people who bully. Sometimes, other kids might join you in standing up to bullying. When that happens, you have a chance to make a big change in your classroom- and even your whole school! One of the most important things you can do is be kind to kids who are being bullied. Invite them to hang out with you. Sit with them on the bus or at lunch. Let them know they are not alone. Don't say, "Whew, glad it's not me being picked on," and walk away thanking your lucky stars. The people who witness bullying are called bystanders. When bystanders stand together, they can make big changes. It's only when people act like bullying is okay that it keeps going on. And on, and on, and on."

"People have more ways than just words and physical force to bully others. They can also use their cell phones, tablets, and computers. No, they don't use these devices as weapons to throw at people. They use them to embarrass, threaten, humiliate or shame people. They might put hurtful or embarrassing photographs, videos, information, text messages, or Web posts online. They might do this with social media like Instagram or on websites. They might use text messages and email. This type of bullying is called cyberbullying. Bullying online is happening more and more because it's easier to do than other types of bullying. Plus, kids can do it anywhere- at home, in school, and anywhere else people go online. Someone might not have the courage to call you a name to your face. But posting a rude message online just takes a few clicks. These messages and images are even easier to spread- and they scan spread fast. As soon as one person forwards a message or "likes" a post, the audience grows. The pain and embarrassment multiplies. Meanwhile, the person who started it all gets to hide behind a computer or phone."

"It's not okay for anyone, whether they're a friend or not, to bully you. If something a friend or group of friends does online upsets you, be sure to let them know that you are not happy with what they have said about you. If they say it's just a joke, tell them it's not a joke to you. If it continues, tell an adult. If you can't trust your friend to treat you fairly and with respect, you might have to end the friendship. Friendship does not give people permission to treat you badly."

"Everybody, everywhere has been bullied at some point in their lives. Even people who bully have been bullied! (Which is one reason why they act the way they do.) But that doesn't mean bullying is okay. Or that you should suffer in silence. Or that you should bully. What will you do the next time someone bullies you? Think about it. Make a plan. Be ready to speak up, walk away, or run away. Bullying is a pain in the brain. But it doesn't have to give you a permanent headache."

"With nearly a million children educated in our schools, we not only must demonstrate a profound commitment to stamp out such stereotyping and bullying, but we must also take action. We are therefore developing a programme for use in our schools, taking the best advice we can find anywhere, that specifically targets such bullying... I found one day in school a boy of medium size ill-treating a smaller boy. I expostulated, but he replied: "The bigs hit me, so I hit the babies; that's fair." In these words he epitomized the history of the human race."

"Adult bullying at work is a shocking, frightening, and at times shattering experience, both for those targeted and for onlookers. Workplace bullying, mobbing, and emotional abuse essentially synonymous phenomena*are persistent, verbal, and nonverbal aggression at work that include personal attacks, social ostracism, and a multitude of other painful messages and hostile interactions. Because this phenomenon is perpetrated by and through communication, and because workers’ principal responses are communicative in nature, it is vital that communication scholars join the academic dialogue about this damaging feature of worklife. The harm to workers runs the gamut of human misery including ‘‘anxiety, depression, burnout, frustration, helplessness, ... difficulty concentrating, alcohol abuse (Richman, Flaherty, & Rospenda, 1996), and posttraumatic stress disorder (Leymann & Gustafsson, 1996; Mikkelsen & Einarsen, 2002). Witnessing co-workers experience increased fear, emotional exhaustion, hypervigilance, stress, and intentions to leave (Jennifer, Cowie, & Anaiadou, 2003; Vartia, 2001, 2003). Bullying also hinders group communication, cohesion, and performance by creating hostile environments marked by apprehension, distrust, anger, and suspicion (Frost, 2003; Lockhart, 1997; Vartia, 2003). What makes this communicative phenomenon especially grave is its elevated prevalence in US workplaces. From 28% to 36% of US workers report persistent abuse at work (Keashly & Neuman, 2005; Lutgen-Sandvik, Tracy, & Alberts, 2005; Neuman, 2004), and nearly 25% of US companies report some degree of bullying (Blosser, 2004). Furthermore, over 80% of workers say they have witnessed bullying sometime during their work histories (Keashly & Neuman, 2005; Lutgen-Sandvik, 2003a; Namie, 2003b). Given its prevalence and negative consequences, bullying warrants the attention of communication scholars, particularly those studying power and oppression."

"On the other hand, witnesses were also deeply disturbed by their experiences. Similar to target-witnesses, they spoke of how the workplace experience took over their entire lives, they worried about it at and away from work, they talked about it continually to family and friends, they spent large segments of work time speaking with others or figuring out how to deal with or avoid being abused. Witnesses and targets reported that their experiences and failure of organizational authorities to stop abuse stripped away their beliefs that good prevails over evil."

"Resistance to abuse at work is a complex, dynamic process in which workers fight to have a voice and are often punished for their efforts. If and when organizational authorities finally intervene, many have already left the organization or suffered years of abuse. The human cost is staggering and workers’ stories heartbreaking. Neither is resistance straightforward; worker dissent is easily reframed as deviant behavior by those for whom the resistance is threatening. Nonetheless, workers faced with bullying at work say they have a moral imperative to act against the injustice and in some cases actually alter their situations. Furthermore, workers often collectively organize against abusers, even in the absence of formal unions. Organizations would be well-informed to heed these voices. Resistance and the emotional communication that springs from it are warning signs that "act as signaling devices when expected appropriate norms of communication are violated" (Waldron, 2000, p.72). These should not be ignored. Organizational authorities must learn to "read the traces" of resistance to bullying, diagnose the problem early, and construct effective interventions."

"More than 90% of adults experience workplace bullying—that is, psychological and emotional abuse—at some time during the span of their work careers (Hornstein, 1996). The supervisors who inflict psychological abuse on subordinates represent one of the most frequent and serious problems confronting employees in today’s workforce (Yamada, 2000). Although the television news is quick to report the rare but sensational incidents of disgruntled employees returning to their former workplaces seeking revenge (e.g., “Office Rampage,” 1999), rarely do we see stories of employee humiliation and psychological violence perpetrated by more powerful organizational members. Research indicates a link between workplace abuse and workplace violence as the aggressor becomes increasingly more threatening to targeted employees (Namie & Namie, 2000). In addition to increased threats of violence from abusers (Leymann, 1990), employees who feel unfairly treated may express their anger and outrage in subtle acts of retaliation against their employers, including work slowdown or covertly sabotaging the abuser (Skarlicki & Folger, 1997). As reported in a government study, “The cost to employers is untold hours and dollars in lost employee work time, increased health care costs, high turnover rates, and low productivity” (Bureau of National Affairs [BNA], 1990, p. 2). Employee emotional abuse (EEA) is a repetitive, targeted, and destructive form of communication directed by more powerful members at work at those less powerful."

"For the purposes of this article, EEA is defined as targeted, repetitive workplace communication that is unwelcome and unsolicited, violates standards of appropriate conduct, results in emotional harm, and occurs in relationships of unequal power (Keashly, 2001). EEA has also been labeled workplace mistreatment (Price Spatlen, 1995), workplace aggression (Baron & Neuman, 1998), workplace harassment (Bjorkqvist et al., 1994), verbal abuse (Cox et al., 1991), psychological abuse (Sheenan et al., 1990), and chological violence (Institute for Workplace Trauma and Bullying, 2002)."

"Emotional abusers appear to be particularly skilled at appearing to provide constructive feedback because the organization formally requires it. The extremes to which managers go to build a verbal and written case against the target suggest that this is done to “make . . . action appear justifiable and reasonable to all parties” (Fairhurst et al., 1986, p. 569). They are inclined to systematically distort these communicative processes if they want to get rid of an employee (author’s experience), and because the more powerful member creates the documenting language, they author the formal record of “what occurred.” Rather than improve performance, this form of chronic criticism more often unnerves targets (Lockhart, 1997) and results in further poor performance that substantiates the abuser’s initial claims of incompetence (Wyatt & Hare, 1997)."

"A lot of kids are bullied because of their sexual identity or expression. It's often the effeminate boys and the masculine girls, the ones who violate gender norms and expectations, who get bullied."