Tiaan (GJC) Kirsten

1. The nature and experience of psychological violence as work trauma impacting on the health of teachers: a health protection and psycho-legal issue for teacher support Tiaan (GJC) Kirsten HPS * 2006

2. Overview • Introduction • Aim • Research design & research method • Nature of psychological violence * Narcissistic Personality Disorder “Hypothesis” • Experience of psychological violence • Impact on the health of teachers • Toxic work environments • Question • Health protection and legal rights of teachers • Health protection and psycho-legal issue? • Conclusion and recommendations

3. Introduction • Physical violence at the workplace recognised, psychological violence underestimated. • The scope of violence in workplace in recent years changed to include the various forms of psychological violence (Wiskow, 2003:6). • Psychological violence currently emerging as a priority concern at the workplace leading to a new awareness and re-evaluation of the importance of all psychological risks at work – see also reports in media. • Cost of lost working time and legal fees associated with the impact of work • place bullying in the United Kingdom is estimated £ 4 billion per annum.

4. Aim • ..to investigate the nature and experience of psychological violence as work trauma impacting on teachers’ health and how it can be regarded as health protection and psycho-legal issue for the provision of teacher support.

5. Research design & research method • Research design • Qualitative phenomenological study • Participants • 3/4 teachers from a particular primary school • Research method • Semi-structured interviews • focus group interviews • 3 questionnaires: • Symptom Scale • Diagnostic criteria • Clinical features

6. Psychological violence • …perpetrated through repeated behaviour, of a type that by itself may be relatively minor but which cumulatively can become a very serious form of violence. • Although a single incident can suffice, psychological violence often consists of • repeated, unwelcome, • unreciprocated and imposed action • that may have a devastating effect on the victim. • Although physical and psychological violence often overlap in practice.

7. Nature of Psychological Violence: Findings • Main categories: • 1 Process of victimisation • 2 The act of psychological violence • 3 Management style of principal • 4 Character of principal (perception) • 5 Ineffective way of handling situation by Provincial Educational Department • (see sub-categories on transparency)

8. Hypothesis • This principal presents a number of characteristics & behaviors analogous of Narcissistic Personality Disorder • This is corroborated by two rating scales based on: • Diagnostic criteria • Clinical features

9. Narcissistic Personality Disorder “Hypothesis” • Narcissistic Personality Disorder (NPD), according to the DSM-lV-TR can be described as: • “… an all-pervasive pattern of grandiosity (in fantasy, or behaviour), need for admiration and adulation and lack of empathy, usually beginning by early adulthood and present in various contexts, as indicated by five (or more) of the following criteria:

10. Diagnostic Criteria (DSM-lV-TR) • A grandiose sense of self-importance • Is preoccupied with fantasies of unlimited success, power, brilliance, beauty, and ideal love. • Believes that he/she is special and unique and can only be understood by, should only be treated by, or associate with, other special or unique, of high-status people (or institutions) • Requires excessive admiration

11. Has a sense of entitlement that is striking, i.e., unreasonable expectations of especially favourable (priority) treatment or automatic and full compliance with his/her expectations.Is interpersonally exploitative, i.e. takes advantage of others (commonplace) to achieve his or her own ends • Lacks empathy: unwilling to recognize or identify with (or acknowledge) the feelings and needs of others. • Is often envious of others or believes others are envious of him or her. • Shows arrogant, haughty behaviours or attitudes • (See also clinical features)

12. Experience of Psychological Violence: Findings • (Impact on health of teachers) • Main categories: • 1 Psychological symptoms • 2 Behavioural symptoms • 3 Physical symptoms • 4 Social impact • 5 Existential crisis • 6 Lack of help form the Provincial Department of Education • 7 Frantic efforts of coping • (see sub-categories on transparency)

13. Impact on the Health of Teachers • 1. Heart arrhythmia • 2. Use of substances to cope: tobacco, alcohol, drugs, food • 3. Avoidance of feelings, thoughts, and situations that • remind you of trauma • 4. Recurrent memories, nightmares and flashbacks • 5. Chronic fatigue syndrome • 6. Shame or embarrassment that led to dramatic changes in lifestyle • 7. Feeling edgy, irritable, easily startled and constantly on guard (paranoia) • 8. Obsession over details at work

14. Impact… • 9. Panic attacks • 10. Exhaustion, leading to an inability to function • 11. Compulsive behaviours • 12. Ulcers • 13. Thinking about being violent towards others • 14. Hair loss • 15. Fibromyalgia--inflamed joints and connective tissue • 16. Racing heart rate • 17. Loss of concentration • 18. Skin changes, e.g., shingles, rashes, acne • 19. Irritable bowel syndrome (colitis) • 20. Angina

15. Impact • 21. Disrupted sleep • 22. Stress headaches • 23. Suicidal thoughts • 24. Anxiety, stress. excessive worry • 25. Diagnosed depression • 26. Significant weight change (loss or gain) • 27. High blood pressure/hypertension • 28. Migraines • 29. Body aches - muscles or joints • 30. Chest pains • 31. Asthma or allergies • 32. TMJ (jaw tightening/teeth grinding) • 33. Heart attack(s)

16. Conclusion? • It is quite clear that the behaviour of the principal with NPD are experienced as psychological violence by the participants. • The experience of Psychological Violence & it’s impact on the Health of Teachers may constitute a toxic work environment

17. Toxic work environments Barling (1999) indicates that "aggression in the workplace is most likely when two factors are present: psychologically unhealthy people and psychologically unhealthy organisations."

18. Question • Should teachers not have the same legal rights to health protection from psycho-social toxic work environments as have been the case where workers have been exposed to toxic chemical substances?

19. Health protection and legal rights of educators • Health protection form one of the “components” of health promotion. • Health protection can be defined as “…legal or fiscal controls, other regulations and policies, and voluntary codes of practice, aimed at the enhancement of positive health and the prevention of ill-health” (Downie, Tannhill & Tannahill, 2000:52). • Existing legislation and litigation may therefore be important vectors in health protection.

20. The law and psychological violence in the workplace: • legislation and litigation in South Africa

21. Litigation: International • Waters v London Metropolitan Police employee has the right to sue for negligence if bullying and harassment, which the employer knew about but failed to deal with resulted in psychiatric injury. • Long v Mercury Mobile Communications Services Long was the target of bullying. Won his case on the basis of first stress breakdown. New precedent.

22. Litigation: South African Ntsabo v Real Security CC 2003 (LC) Considered the Employment Equity Act 55 of 1998, s. 60(3) which establishes a form of statutory liability for employers who fail to act against employees guilty of unfair discrimination or harassment vis-à-vis fellow employees,....

23. Litigation Grobler v Naspers, Cape High Court (HC) Febr. 2004 • the first reported South African judgment analysing the vicarious liability of an employer for sexual harassment committed by one of its employees, • represents an important development of the common law • awaiting the outcome of an appeal to the Supreme Court of Appeal (SCA)

24. Health protection and psycho-legal issue? • Yes, we think so • Why? • Health protection: Teachers need protection from toxic work environments due to Psychological Violence and the experience of work trauma – legislation & litigation. • Psycho-legal: Cooperation between (forensic) psychology & (educational) law is essential in protecting teachers & their health.

25. CONCLUSION • As seen from the effects of Psychological Violence – can be regarded as work trauma. • Psychological violent behaviours of managers with NPD may be experienced as so stressful that it can create toxic work environments. • Awareness of health protection of teachers have not been explored or raised into collective consciousness enough. • Legislation unfortunately do not refer directly to bullying. • Recent judgements in litigation – internationally and nationally may may be setting new legal precedent.

26. RECOMMENDATIONS • Mandatory screening. • 360 degree feedback. • In-service training prior to eligibility and application for promotion. • More research on prevalence and incidence of managers with NPD. • precedent for litigation has already been set internationally and nationally. • Accountability of employers to be pursued.

27. I thank you