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Bullying and emotional intelligence
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Bullying and emotional intelligence
Bullying is abusive social interaction between peers and can include aggression, harassment, and violence. Bullying is typically repetitive and enacted by those who are in a position of power over the victim. A growing body of research illustrates a significant relationship between bullying and emotional intelligence.
Emotional intelligence (EI) is a set of abilities related to the understanding, use and management of emotion as it relates to one's self and others. Mayer et al., (2008) defines the dimensions of overall EI as: "accurately perceiving emotion, using emotions to facilitate thought, understanding emotion, and managing emotion". The concept combines emotional and intellectual processes. Lower emotional intelligence appears to be related to involvement in bullying, as the bully and/or the victim of bullying. EI seems to play an important role in both bullying behavior and victimization in bullying; given that EI is illustrated to be malleable, EI education could greatly improve bullying prevention and intervention initiatives.
Bullying is the most prevalent form of violence in schools and has lasting consequences into adulthood. Increased concern regarding school bullying has been raised in part due to publicized suicides of childhood victims. Around 40% of middle school children are directly involved in bullying at least once a week according to the National Center of Education Statistics. Pre-adolescent research confirms such a negative relationship between trait EI and bullying behavior; bullying behavior is negatively associated with total empathy and more specifically, the EI dimension of cognitive empathy, which is the ability to understand or take on the emotional experiences and perspectives of others. It was found that adolescent bullying peer relations are also significantly negatively correlated with the dimension of EI that was conceptualized by Lomas et al. (2012) as Understanding the Emotions of Others. While the term naming the dimension varies within the research, the dimension of EI that appears to have the strongest inverse relationship with enacting bullying behavior throughout the literature is one's ability to understand the emotional experience of other people.
Because bullying behavior in school-aged children is related to lower levels of understanding of other's emotions, one theory is that children who exhibit bullying behaviors are not able to fully understand the impact that they have on their victims. Indeed, when differentiating between the different components of empathy, it is the cognitive component that bullies seem to have the most deficit in. In addition to the inability to relate to the emotions of others, research also suggests that those who engage in bullying behavior may also lack proper skills in dealing with their own emotions, another aspect of EI often referred to as emotional facilitation or self-efficacy.
The poor use of emotions is found to be significant in predicting problem behavior among adolescents, such as aggression, which can be characteristic in bullying behavior. In this way, the ability to understand and manage one's own emotions may play an important role in preventing children from engaging in bullying behavior. For example, in a study among adolescent girls, it was found that better management of stress could prevent the perpetuation of aggression and violence.
Workplace bullying is reported to be far more prevalent than perhaps commonly thought. Workplace bullying seems to be particularly widespread in healthcare organizations; 80% of nurses report experiencing workplace bullying.
Similar to the school environment for children, the work environment typically places groups of adult peers together in a shared space on a regular basis. In such a situation, social interactions and relationships are of great importance to the function of the organizational structure and in pursuing goals. The emotional consequences of bullying put an organization at risk of losing victimized employees. Bullying also contributes to a negative work environment, is not conducive to necessary cooperation and can lessen productivity at various levels.
Bullying in the workplace is associated with negative responses to stress. The ability to manage emotions, especially emotional stress, seems to be a consistently important factor in different types of bullying. The workplace in general can be a stressful environment, so a negative way of coping with stress or an inability to do so can be particularly damning.
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Bullying and emotional intelligence
Bullying is abusive social interaction between peers and can include aggression, harassment, and violence. Bullying is typically repetitive and enacted by those who are in a position of power over the victim. A growing body of research illustrates a significant relationship between bullying and emotional intelligence.
Emotional intelligence (EI) is a set of abilities related to the understanding, use and management of emotion as it relates to one's self and others. Mayer et al., (2008) defines the dimensions of overall EI as: "accurately perceiving emotion, using emotions to facilitate thought, understanding emotion, and managing emotion". The concept combines emotional and intellectual processes. Lower emotional intelligence appears to be related to involvement in bullying, as the bully and/or the victim of bullying. EI seems to play an important role in both bullying behavior and victimization in bullying; given that EI is illustrated to be malleable, EI education could greatly improve bullying prevention and intervention initiatives.
Bullying is the most prevalent form of violence in schools and has lasting consequences into adulthood. Increased concern regarding school bullying has been raised in part due to publicized suicides of childhood victims. Around 40% of middle school children are directly involved in bullying at least once a week according to the National Center of Education Statistics. Pre-adolescent research confirms such a negative relationship between trait EI and bullying behavior; bullying behavior is negatively associated with total empathy and more specifically, the EI dimension of cognitive empathy, which is the ability to understand or take on the emotional experiences and perspectives of others. It was found that adolescent bullying peer relations are also significantly negatively correlated with the dimension of EI that was conceptualized by Lomas et al. (2012) as Understanding the Emotions of Others. While the term naming the dimension varies within the research, the dimension of EI that appears to have the strongest inverse relationship with enacting bullying behavior throughout the literature is one's ability to understand the emotional experience of other people.
Because bullying behavior in school-aged children is related to lower levels of understanding of other's emotions, one theory is that children who exhibit bullying behaviors are not able to fully understand the impact that they have on their victims. Indeed, when differentiating between the different components of empathy, it is the cognitive component that bullies seem to have the most deficit in. In addition to the inability to relate to the emotions of others, research also suggests that those who engage in bullying behavior may also lack proper skills in dealing with their own emotions, another aspect of EI often referred to as emotional facilitation or self-efficacy.
The poor use of emotions is found to be significant in predicting problem behavior among adolescents, such as aggression, which can be characteristic in bullying behavior. In this way, the ability to understand and manage one's own emotions may play an important role in preventing children from engaging in bullying behavior. For example, in a study among adolescent girls, it was found that better management of stress could prevent the perpetuation of aggression and violence.
Workplace bullying is reported to be far more prevalent than perhaps commonly thought. Workplace bullying seems to be particularly widespread in healthcare organizations; 80% of nurses report experiencing workplace bullying.
Similar to the school environment for children, the work environment typically places groups of adult peers together in a shared space on a regular basis. In such a situation, social interactions and relationships are of great importance to the function of the organizational structure and in pursuing goals. The emotional consequences of bullying put an organization at risk of losing victimized employees. Bullying also contributes to a negative work environment, is not conducive to necessary cooperation and can lessen productivity at various levels.
Bullying in the workplace is associated with negative responses to stress. The ability to manage emotions, especially emotional stress, seems to be a consistently important factor in different types of bullying. The workplace in general can be a stressful environment, so a negative way of coping with stress or an inability to do so can be particularly damning.