Captain Ahab of “Moby-Dick”: Workplace trauma sufferer, bullying boss, or both?

If you’re even remotely familiar with Herman Melville’s classic novel, Moby-Dick (1851), then you may regard the Pequod‘s Captain Ahab as a mad, angry, and obsessed figure. After all, the novel is driven by Ahab’s relentless and rageful chase of the eponymous whale, seeking revenge for a grievous injury inflicted during an earlier encounter at sea. This obsession leads to Ahab’s undoing.

Earlier this year, I had an opportunity to consider Moby-Dick, via a fascinating online class offered by the Brooklyn Institute for Social Research, an independent school that offers non-credit courses in the humanities and social sciences. Taught by Dr. Rebecca Ariel Porte, “Moby-Dick: Reading the White Whale” was a four-week deep dive (ba dum) into this complex novel, examining it from a variety of literary and social perspectives. I had long wanted to read Moby-Dick, but previous efforts to do so on my own flamed out after a few chapters. I knew that I needed the prod of interactive class sessions to sustain my reading of the book. I am happy to report that the course was more than worth the effort, thanks to its brilliant instructor and a very smart group of fellow students.

Going into the course, I brought a hypothesis: Moby-Dick is, at least in part, a story of psychological trauma suffered by Capt. Ahab. During the course, I was stunned to read passages that, at least for me, vividly supported that hypothesis. I now submit that Herman Melville understood the guts and sinew of trauma, well before the acronym PTSD ever entered our nomenclature.

Indeed, Melville’s description of Ahab fits the profile of a trauma sufferer. Sprinkled throughout the novel, we are given these looks into Ahab’s mental state. Ahab, the narrator tells us multiple times, is a “monomaniac,” which one modern dictionary defines as “a person who is extremely interested in only one thing, often to such a degree that they are mentally ill.” In chapter 106, we learn how Ahab carries a deep sense of grievance linked back to the injury inflicted by the whale, including a subsequent mysterious “agonizing wound” that “all but pierced his groin.” In chapter 135, we are told that Ahab “never thinks; he only feels, feels, feels.”

Today, we know that Ahab’s mental state and behaviors are very consistent with psychological trauma. From Dr. Bessel van der Kolk’s superb book about trauma, The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma (2014), we learn that research on brain functioning shows how trauma can shut down logical thinking capacities and hyper-activate the emotions. Those who have experienced traumatic events may relive and obsess over them.

I have seen this on many occasions with some targets of severe bullying and mobbing at work. They face enormous difficulties in getting “unstuck” from a state of rumination and anger. A few become fixated on obtaining some measure of justice, or perhaps vengeance. Like Ahab, they sometimes only feel, feel, feel.

Of course, frequent readers of this blog may also classify Ahab as a bullying boss, given the way he treats the Pequod‘s crew. That’s a fair characterization, too. One senses that the ship’s crew members are walking on eggshells around Ahab. They fear him and question his mental state.

But seen as a trauma sufferer, perhaps Ahab becomes at least a slightly more sympathetic figure. I was recently introduced to the phrase hurt people hurt people, and I think that applies here. Put simply, some abused individuals turn their pain outward and mistreat others.

Thankfully, our understanding of trauma far exceeds what we knew about it in the mid-1800s. Among other things, we now know that PTSD can be treated. Many of these treatment modalities are discussed in The Body Keeps the Score

I readily confess that my fiction reading has tended towards mysteries, tales of spies and suspense, and the occasional horror story. But reading Moby-Dick with the help of this course turned out to be a welcomed intellectual workout, one that yielded surprisingly relevant connections to my work. I also came away very impressed with how one iconic author had a remarkable 19th century understanding of trauma and its effects.

Teaching as everyday leadership (pandemic edition)

The new “back to school” prep

This strange, anxious, and difficult period, marked by a pandemic that has changed our lives dramatically, has caused me to engage in no small amount of reflection on my role as an educator. I keep coming back to the notion of teaching as a form of everyday leadership.

By March, the coronavirus situation was well on its way toward becoming a global pandemic. In response, my university — like so many others — announced that we would be teaching the rest of the semester online. For a lot of faculty (including yours truly), that meant using the Zoom videoconferencing platform that now has become a staple in many millions of lives. This fall, it’s pretty much more of the same, except that we’re starting off the term online, rather than switching modalities in mid-semester.

I’m grateful that we have technologies that allow us to have live classes. Under normal circumstances, most of us would prefer to be in face-to-face classrooms. But these are not normal times, at least in a city that was one of the nation’s COVID-19 hotspots during the spring and early summer. We’re doing better now, but we cannot take this threat lightly.

This isn’t what our students signed up for in terms of an educational experience. I’m a law professor, and in normal times, both our full-time day and part-time evening students have the benefit of studying law right in the heart of Boston. They have the use of a beautiful building and a spacious law library, with a variety of on-site services ready to help them. They are within walking distance of legal employers, courthouses, and government offices.

For now, however, instead of having all that, most are logging in from their homes or workplaces to attend law classes online. The disruptions to their usual lives and to their degree programs have often been substantial.

Of course, I understand that the lives of educators, administrators, and staff in higher education have been upended as well. We will never forget the unsettling transition of suddenly going into lockdown mode, while wondering if the most momentary contacts with the outside world will cause us and people we care about to get very sick. Adapting our work lives around these new realities hasn’t been easy.

Nevertheless, practicing everyday leadership means rising above our own challenges to educate, support, and inspire our students. How we present ourselves and engage our students in this online mode will greatly impact how they perceive the experience of studying remotely. Some will also look to us for cues on how to get things done, while emotionally navigating the dramatic changes in our lives.

I’m fortunate to teach at a university where our students are generally not entitled or spoiled. Quite understandably, they’re not happy with this situation, but they are doing their best to adapt to it. If they see their instructors putting in the effort to make these courses useful and interesting, then they are likely to respond in kind.

Of course, teaching is like that generally. The ability, effort, and emotional intelligence of individual professors always make a difference. But under current circumstances, these qualities matter even more.

Understanding workplace bullying and mobbing: Some lockdown resources

Especially here in the U.S., the coronavirus pandemic is compelling many of us to shelter-in-place in our homes, or at least to judiciously limit our trips outside. For those who wish to use this time to do a deeper dive into understanding workplace bullying and mobbing, I’ve gathered together a handful of links that serve as portals to a wealth of resources.

Workplace Bullying Institute (link here) — Dr. Gary Namie, co-founder of WBI, has given their information-packed website a welcomed facelift and streamlining. There is a wealth of information, expert advice, and research material here.

Workplace Bullying University (link here) — Dr. Namie facilitates an intensive, interactive, graduate-level seminar for those seeking advanced understanding and training about workplace bullying and potential avenues toward addressing it. Now available via Zoom, this is simply the best source of advanced instruction on this topic.

American Psychological Association, Center for Organizational Excellence (link here) — I served as a subject matter expert to assist the APA in developing this webpage of resources on workplace bullying. There are valuable listings and links for both employers and workers here, as well as a short animated video that can be used for training sessions.

Workplace bullying and mobbing: Recommended book list (2018) (link here) — For those who want to engage in the serious study of workplace abuse, these volumes will provide considerable food for thought.

A short list of recommended books for targets of workplace bullying and mobbing (2019) (link here) — If you are experiencing, or recovering from, bullying or mobbing at work, then I strongly recommend these four books.

Academic and professional conferences in the age of coronavirus

I am hardly alone in attesting that I can trace career and life changing collaborations, associations, and friendships to various conferences, seminars, and workshops. These events have introduced me to people, ideas, and research that have profoundly shaped the course of what I do and fostered communities that transcend distance.

I have written frequently about the importance and meaning of such events. For example:

A workshop as annual ritual (2019) (link here) — Photo essay on the 2019 annual workshop of the Human Dignity and Humiliation Studies network, held at Columbia University in New York City.

A short speech in Rome (2019) (link here) — Text of my speech praising our shared experiences of participating in the biennial International Congress on Law and Mental Health, delivered at the 2019 Congress in Rome.

Workplace Bullying University, “All Star” edition (2019) (link here) — Recounting experiences at an enhanced edition of the Workplace Bullying Institute’s intensive training seminar, hosted by Drs. Gary and Ruth Namie in San Francisco, CA.

Dr. Edith Eger’s “The Choice”: On trauma and healing (2017) (link here) — I had the privilege of meeting Dr. Edith Eger, noted trauma therapist, author, and Holocaust survivor, at a conference sponsored by the Western Institute for Social Research in Berkeley, California.

North of the border: On transforming our laws and legal systems (2016) (link here) — Report on a therapeutic jurisprudence workshop at York University’s Osgoode Hall Law School in Toronto, Canada.

Conferences as community builders (2015) (link here) — Touting the many benefits of the 2015 Work, Stress, and Health conference in Atlanta, Georgia, co-sponsored by the American Psychological Association, National Institute for Occupational Safety and Health, and Society for Occupational Health Psychology.

With these events and so many others, I could tell story after story about gaining meaningful, lasting connections and insights.

Thus, it is with a heavy heart that I see so many conferences being cancelled due to the coronavirus pandemic. I don’t disagree with these decisions; quite the contrary. Because this virus is very contagious and has life-threatening health impacts, I reluctantly believe they are the right moves.

Zoom to the rescue?

Can Zoom and other online conferencing platforms fill the void?

Some event organizers are moving their programs online, and I hope they turn out well. Video conferencing technology is way ahead of where it was just a few years ago. It is possible to hold genuinely interactive exchanges via these options.

But these platforms cannot deliver true alternatives to the fortuitous sidebar conversations, meals, and coffee meet-ups that are often the stuff of future projects and new associations. Great things can hatch from these more informal interactions. Online “chat rooms” simply do not provide the same space.

Return to “normal”?

For now, the prospect of hopping onto airplanes, staying in hotels, and sitting in crowded classrooms and meeting rooms understandably won’t appeal to many people, nor should it. I am saddest for newer scholars and practitioners in so many fields who have not yet enjoyed the enriching experiences that I have had over the years and who may be denied them for at least the better part of the coming year. 

As for the future, so much depends on advancements in public health and medicine. Hopefully, travel and large face-to-face meetings will become safe again sooner than later. Then maybe we’ll see a return to the kinds of gatherings that can change lives and create communities.

Academic home work: Of Zoom and coronavirus

Law and Psychology Lab at Suffolk Law goes online

Well folks, my work as a law professor these days often boils down to one word: Zoom.

If you’re aware of what’s going on at colleges and universities around the world during the coronavirus crisis, then you’ve likely heard of a videoconferencing platform called Zoom. Zoom is a fairly easy-to-use system that allows us to hold classes, meetings, and seminars in real time. In order to safeguard public health, we’re experiencing a sudden, massive migration of instruction to online formats, and Zoom has been the most popular platform for delivering courses. Suffolk University here in Boston is no exception.

Yesterday I taught two classes, Employment Law and Law and Psychology Lab, on Zoom. I’ve included above the “class picture” I took of our Law and Psychology Lab session last evening — with the students’ kind permission, of course!

How does this compare with face-to-face teaching? Let me start by saying that I appreciate having a serviceable online platform that allows us to create a decent semblance of an in-person class session. Without Zoom and similar services, our only other option would be to record and post lectures. While some professors are doing this, I’m attempting, to the degree possible, to maintain a regular class schedule with live sessions.

Furthermore, I’m proud that our students are doing their best to navigate these very difficult and uncertain circumstances. Not only has the mode of instruction changed dramatically, but also important matters such jobs and summer internships, scheduling of bar examinations, and the like remain unsettled. A lot of plans have been thrown into disarray. I have long said that the classic Suffolk Law student is smart, hardworking, and not entitled. Those characteristics are being put to the test right now.

Of course, I’m grateful that I can work and receive a paycheck at a time when unemployment rates are soaring to stunning levels and businesses are taking a beating. While I am confident that we’ll see effective treatments and vaccines for this virus, until they arrive on the scene, our economy will be in upheaval. The process of re-opening our economic lives (not to mention our social and civic lives) will take time as well.

Indeed, I look forward to the day when we can return to our physical classrooms. I think a lot of our students feel the same way. I’m hearing that the experience of attending classes via video conferencing is proving to be tiring. Some of us are reporting headaches from so much time spent in front of computer screens. I think I will need to engage in healthier social distancing from my laptop during the upcoming weeks and months.

In any event, mine are but small adjustments compared to the challenges facing health care providers and other essential workers who are putting themselves on the line for us every day, as well as the millions who are scrambling to pay rent and basic living expenses. For those of us able to work from home, our jobs — our responsibilities, I’d say — include making the best of this situation, being generous when it comes to supporting others, and practicing safe health habits for the benefit of all.

Using scholarship to make a difference

I’ve been spending large chunks of recent weekends working away on a law review article about therapeutic jurisprudence (TJ), the school of legal thought that examines the therapeutic and anti-therapeutic properties of laws, legal systems, and legal institutions. In this article I’m trying to pull together many aspects of TJ as a field of study, scholarship, and practice. As steady readers of this blog may know, I’ve been deeply involved in the TJ community for many years. TJ’s emphasis on the psychological impact of the law and the importance of human dignity has strongly shaped my own thinking and scholarship.

When I first became a law professor, I was skeptical about the potential of legal scholarship to influence law reform. My intention was to do scholarship in sufficient volume and quality to earn tenure, and then to pursue writing and activist projects that didn’t involve lots of citations and footnotes.

But my final law review article before going up for tenure was my first piece about the legal implications of workplace bullying, “The Phenomenon of ‘Workplace Bullying’ and the Need for Status-Blind Hostile Work Environment Protection,” published by the Georgetown Law Journal in 2000. (Go here for free pdf.) The response to that article helped to persuade me that scholarship can make a difference in the real world. And so I continue to go at it.

In the meantime, I’ve also written two law review articles that dig into the practice of legal scholarship and how it can be used to engage in law and policy reform activities.

The first article is “Therapeutic Jurisprudence and the Practice of Legal Scholarship,” published by the University of Memphis Law Review in 2010. (Go here for free pdf.) Here’s the abstract describing it:

The culture of legal scholarship has become preoccupied with article placement, citations, and download numbers, thus obscuring a deeper appreciation for the contributions of scholarly work. This article proposes that therapeutic jurisprudence (“TJ”), a theoretical framework that examines the therapeutic and anti-therapeutic properties of the law and legal practice, provides us with tools for understanding and changing that culture.

More prescriptively, the article applies a TJ lens to: (1) identify a set of good practices for legal scholarship; (2) examine the TJ movement as an example of healthy scholarly practice; (3) consider the role of law professors as intellectual activists; and, (4) propose that law schools nurture a scholar-practitioner orientation in their students to help them become more engaged members of the legal profession.

As law review articles go, it’s a fairly brisk piece that covers a lot of ground about the culture of scholarship in American legal education and proposes ways to make the practice of legal scholarship more genuine and attentive to addressing challenges of law and policy.

The second article is “Intellectual Activism and the Practice of Public Interest Law,” published by the Southern California Review of Law and Social Justice in 2016. (Go here to freely download a pdf of the article.) Here’s the abstract describing it:

Intellectual activism is both a philosophy and a practice for engaging in scholarship relevant to real-world problems and challenges, putting its prescriptions into action, and learning from the process and results of implementation. In the legal context, intellectual activism involves conducting and publishing original research and analysis and then applying that work to the tasks of reforming and improving the law, legal systems, and the legal profession. This article explores the concept and practice of intellectual activism for the benefit of interested law professors, lawyers, and law students.

This is a very personal piece, grounded in extensive scholarly, public education, and advocacy work that I have done in two areas: (1) fostering the enactment of workplace anti-bullying legislation and building public awareness of the phenomenon of bullying at work; and (2) participating in an emerging legal and social movement to challenge the widespread, exploitative practice of unpaid internships. It also discusses my involvement in multidisciplinary networks and institutions that have nurtured my work, examines the relevant use of social media, and provides examples of how law students can function as intellectual activists. This article closes with an Appendix containing a short annotated bibliography of books that are broadly relevant to the topics discussed in the text.

This is a somewhat longer piece, as it goes into considerable detail about how legal scholarship can be harnessed to engage in law reform activities. I discuss my scholarly and advocacy work concerning workplace bullying and unpaid internships as illustrations of intellectual activism. For those seeking guidance and inspiration on how to translate ideas into action, this article may be useful.

In my last blog post of 2019, I suggested that we should make 2020 a year of working on solutions and responses. This world is a very fractured and divisive place right now, and a lot of people are hurting as a result. For me, writing — of both the scholarly and popular varieties — is a way of answering my own call to action. It is a modest but hopefully meaningful path toward lighting candles amidst the darkness.

Ten popular MTW posts from 2019

Dear Readers, I’ve collected ten of the most popular MTW posts written during 2019. If you missed them before, I hope they will prove interesting and enlightening to you this time around. Here goes:

Man faced surgery, while bullying co-workers bet on his survival and gave him a toe tag (link here) — When Charlie Bowlby faced heart surgery, his co-workers placed bets on the likelihood that he would survive and gave him a mock toe tag before he went off to the hospital.

Speaking truth to power: Incivility & abrasiveness vs. bullying & mobbing (link here) — Bullying and mobbing are forms of abuse, not bad manners, and we should treat them accordingly.

Workplace bullying, DARVO, and aggressors claiming victim status (link here) — Dr. Jennifer Freyd’s conceptualization of DARVO — Deny, Attack, and Reverse Victim and Offender — applies to many workplace bullying and mobbing situations.

Workplace bullying and incivility: Does kissing up fuel kicking down? (link here) — One study suggests a link between kissing up to one’s superiors and picking down one’s subordinates.

It’s not Yale or fail: The college admissions scandal and our unhealthy obsession with school prestige (link here) — The burgeoning college admissions scandal has prompted a fast-developing and overdue dialogue about how the wealthy and powerful are able to game the college admissions systems on behalf of their children.

Workplace bullying: Should “creative” folks get a pass? (Uh, no) (link here) — A workplace aggressor should not be given a free pass simply because they happen to be creative.

A short list of recommended books for targets of workplace bullying and mobbing (link here) — I thought I’d offer a very selective list of four affordable books that I repeatedly recommend to others.

A short speech in Rome (link here) — The text of my acceptance speech after receiving the Bruce Winick Award for contributions to the field of therapeutic jurisprudence, at the International Congress for Law and Mental Health.

Boston Globe: Two important features on workplace bullying (link here) — Discussing two feature articles, one a piece on a former corrections officer who faced savage bullying and sexual harassment, the other a piece on bullying of resident physicians.

On following evil orders at work (link here) — What if an employee is directed or enlisted to take part in the bullying, mobbing, or harassment of a co-worker?

Let’s make 2020 a year of working on solutions and responses

 

For those of us who are committed to making human dignity a framing characteristic of modern society, let’s make 2020 a year of working on solutions and responses.

Over the years, I’ve witnessed an unsurprising but nonetheless troubling trend about traffic to this blog. On balance, pieces that discuss the hurt, pain, and injustice of workplace bullying, mobbing, and harassment get higher readership stats than those that discuss systemic solutions, law reform, and possible paths toward individual healing & recovery.

This appears to be a twist on internet clickbait patterns generally, whereby online readers are drawn to negative topics that validate and fuel outrage. Let’s face it: Sometimes we’re more likely to curse the darkness than to light a candle. Especially if you’ve been a target of workplace abuse, it’s perfectly natural to react in such a manner.

But lighting that candle towards effective solutions and responses must be our primary objective. And therein lies the hard work before us. In terms of what that means, I can speak only for myself.

Of course, I remain steadfastly committed to enacting the anti-bullying Healthy Workplace Bill. As I wrote earlier this year (link here), we’re on a gradual but inevitable march toward enacting workplace anti-bullying laws in the U.S. It’s taking a long time to do this, particularly in the face of corporate opposition, but we are making genuine progress.

Overall, I’ll be continuing work on several fronts that encourages our legal systems, places of employment, and other political and civic institutions to embrace human dignity as a primary framing value. I will be emphasizing this theme as part of my service on three non-profit boards, in particular: The International Society for Therapeutic Jurisprudence, Human Dignity and Humiliation Studies, and Americans for Democratic Education Fund.

I’m also excited about a new course I’m offering at my law school during the coming semester. It’s called the Law and Psychology Lab, and it will incorporate heavy doses of therapeutic jurisprudence, encouraging law students to examine how laws can support psychologically healthy outcomes in legal disputes and transactions. In addition to developing projects on topics of individual interest, the students will work on a larger, co-created group project with a specific theme, which for this initial offering will be bullying, abuse, and trauma along the lifespan. We will be making some of the results of our work publicly available.

Here’s to a 2020 full of positive change. Let’s all be a part of it.

A workshop as annual ritual

The annual group shot, here honoring a request to ham it up a bit. (Photo: Anna Strout)

For over a decade, the annual December workshop of Human Dignity and Humiliation Studies (HDHS) has become an increasingly significant event in my life. HDHS is a global, transdisciplinary network of scholars, practitioners, artists, and students dedicated to advancing human dignity and reducing humiliation in our society. The two-day workshop occurs each year at Teachers College of Columbia University in New York City, attracting dozens of people from across the country and around the world. I have written about this workshop regularly on this blog, and for good reason: It is one of the most welcomed gatherings of the year for me.

Last week, the workshop beckoned again, and I hopped on an Amtrak train from Boston to New York. My participation would begin with a Wednesday board of directors meeting. In recent years, I have become more deeply involved with HDHS. Service on the board is now one manifestation of that closer engagement. The board meeting also serves as a nice lead-in to the workshop.

In a marvelous little book titled Rituals For Beginners (2016), author Richard Webster defines a ritual as “an action, or series of actions, performed in a prearranged, prescribed manner.” He adds that rituals help us to appreciate life. Most of them “involve an element of gratitude” for experiences that we might otherwise take for granted. 

Well, last Thursday morning, as I exited the subway stop at Columbia’s campus and walked up Broadway toward Teachers College for a Day 1 of the workshop, I had an epiphany: This is no longer “just” an annual event for me. Rather, it has become a meaningful ritual, a renewing, educational, and connective experience with friends old and new. While each year’s workshop provides plenty of variety, its essential format and timing provide a reassuring continuity, in the company of a pretty amazing group of people.

Here’s a brief rundown of my experience of the workshop:

Approaching the halls of Columbia University Teachers College (photo: DY)

With a breakfast sandwich and coffee from a nearby food truck in hand, I walk over to venerable Teachers College, whose International Center for Cooperation and Conflict Resolution graciously hosts this gathering. Founded in 1887, Teachers College was the nation’s first full-fledged graduate school of education. It has since branched out into offerings on health, psychology, and conflict resolution. Its buildings aren’t shiny new digs, but rather older, unpretentious structures that speak of tradition and history. Those surroundings add to the ritual element of the experience.

Linda Hartling and Evelin Lindner open the workshop (photo: Anna Strout)

Our workshop opens with a warm welcome from two individuals who are at the center of HDHS, Linda Hartling (director) and Evelin Lindner (founder and president). Evelin is a social scientist and writer, trained in both medicine and psychology. She travels the world doing workshops, giving lectures, and supporting the work of other change agents. Linda is a clinical psychologist and authority on relational-cultural theory. I frequently cite her brilliant paper, co-authored with Elizabeth Sparks (link here), describing organizational cultures in a relational context.

A pre-planned dignilogue in action (photo: Anna Strout)

The closest things we have to formal panel discussions are “pre-planned dignilogues,” which allow speakers to briskly (as in seven minutes each!) describe a project, publication, or initiative they’re working on, followed by Q&A. Pictured above, criminal justice professor Tony Gaskew (U. of Pittsburgh) is describing his “Life Support” project for individuals in Pennsylvania who have been sentenced to life in prison for crimes committed as juveniles.

I used my dignilogue talk to describe a new course that I’ll be teaching at Suffolk University Law School next semester, a “Law and Psychology Lab” that offers students opportunities to do practical projects applying psychological insights to law and public policy. 

A co-created dignilogue on improvisation and movement (photo: DY)

Our workshop also features “co-created dignilogues,” i.e., extended group discussions and presentations on topics developed each day by workshop participants. In the photo above, Beth Boynton, a nurse and medical improv instructor, is helping to facilitate a co-created dignilogue performance on improvisation and movement.

The gift of music from students at P.S. 10 in Brooklyn (photo: Anna Strout)

One of our Thursday evening traditions has been a musical performance by students from P.S. 10 in Brooklyn, led by their devoted music director, Fred Ellis, who happens to be a notable singer, musician, and song writer in his own right. Here are the kids doing one of their numbers, with Fred on the guitar.

Reporting on the HDHS conference in Brazil (photo: Anna Strout)

In addition to organizing the annual NYC workshop, every year HDHS holds a conference outside of the United States, typically in a country facing compelling social and political issues. This year’s conference was in Brazil, and it turned into something of a roving caravan in the Amazon. In the photo above, Gabriela Saab, a human rights and international law scholar and the newest member of the HDHS board, is sharing stories of her Amazon experience. (Go here for more.)

Michael Britton presents the annual Donald Klein lecture (photo: Anna Strout)

Psychologist Michael Britton is the presenter of the annual Donald Klein Memorial Lecture. Each year, Michael delivers a masterful, wise, and deeply humane talk about the state of the world, using an integrated perspective. This year, he focused on global warming and climate change and our roles in responding to it. It was the most cogent, holistic assessment of the topic that I’ve heard yet. (To watch the 43-minute lecture, go here. It will be time well spent.)

Claudia Cohen accepting her HDHS award (photo: DY)

Every year, HDHS presents a member of this community with its lifetime achievement award. This year’s deserving awardee was Claudia Cohen, a longtime HDHS workshop contributor. Claudia recently retired from a distinguished career at Teachers College, where she focused on organizational cultures and conflict resolution, and she is now doing anti-racism work in her home state of New Jersey.

Special guest Bill Baird (photo: Anna Strout)

On occasion, we are blessed with cameo appearances by noteworthy people. This year’s surprise guest was Bill Baird, often touted as the father of the reproductive rights movement. His pioneering advocacy work includes three victories before the U.S. Supreme Court. He’s pictured above with Evelin Lindner.

Good friends reconnecting (photo: DY)

The workshop serves as a reunion for old friends and an opportunity to make new friends for everyone. Pictured above, Linda Hartling and Bhante Chipamong Chowdhury, a Buddhist activist/monk and HDHS board member, share a moment. These impromptu conversations occur throughout the workshop and fuel both fellowship and future collaborations. 

I am grateful for the many treasured connections I have made through this workshop over the years. For those who are regular participants, these ties build and strengthen. We may also keep in touch through emails, social media, and occasional face-to-face get togethers during the rest of the year, but it’s this December workshop that brings us together in the most meaningful way. 

Our closing circle, with some singing to conclude our time together (photo: Anna Strout)

In recent years, we’ve been closing the workshop with music as well. Above, I’m helping to lead our group in singing “What a Wonderful World,” which has become something of a tradition. Infusing the workshop with more music and singing helps to counterbalance the difficult subjects that are often the focus of our discussions.

In both direct and indirect ways, the HDHS workshop supports the work I do on workplace bullying and mobbing. Overall, the event reaffirms the critical importance of advancing human dignity in our society. It is deeply instructive and inspiring to hear others talk about their work in addressing abuse, mistreatment, and injustice in so many other settings. In addition, I have frequently discussed my workplace anti-bullying initiatives and found that topic to be very well received. It is validating to me that folks who are doing such important work in their own realms understand the significance of workplace abuse. On occasion, I’m able to share more of my work with fellow participants who are experiencing difficult work situations in their own lives.

Even I can be a work of art! (photo: Anna Strout)

And if you’ll excuse a personal indulgence, we’re now adding some art to the mix as well! Anna Strout, our devoted photographer and a gifted educator, activist, and artist, masterminded a project of trace drawings from photographs she took during the workshop. Here I am posing with her drawing of me!

So, this is a snapshot of what this workshop has come to mean for me. Such is the good power of this gathering that each year, I return to Boston reinvigorated for the work that I get to do. Rituals delivering that kind of energetic renewal are very special indeed. 

***

Want to learn more? You may go here for a closer look at our 2019 workshop agenda. You also may go here to access videos of workshop events.

“How can I make a living doing workplace anti-bullying work?”

Webpage for Workplace Bullying University training program, facilitated by Dr. Gary Namie

Over the past few months, I’ve had several conversations and exchanges with folks about options for making a living doing workplace anti-bullying work. My upshot? One should look to incorporate workplace bullying and mobbing projects and initiatives into an existing work portfolio, in a compatible vocation. Otherwise, it is more realistic to be doing anti-bullying work as a meaningful part-time avocation.

In essence, creating work opportunities in this realm requires two major elements: (1) a relevant vocation; and (2) specialized knowledge.

Vocation

The first key piece involves pursuing a vocation relevant to addressing workplace bullying and mobbing. My short list includes:

  • Mental health professionals, including licensed counselors, social workers, clinical psychologists, and psychiatrists;
  • Human resources and employee assistance professionals;
  • Labor union leaders and officials; 
  • Personal coaches and organizational consultants;
  • Lawyers (both plaintiff and defense) and dispute/conflict resolution specialists and ombudspersons; and,
  • Higher education faculty in pertinent fields of teaching and research.

My work as a law professor may be somewhat illustrative. I have concentrated my teaching in the employment and labor law field, and now I’m adding courses in law & psychology to the mix. I include some coverage of the legal implications of workplace bullying in these courses, but I don’t have time in a given course to make it a primary focal point. However, I’ve also made workplace bullying the leading focus of my scholarship, which, in turn, has led to the drafting of the Healthy Workplace Bill and related public education initiatives such as this blog. In this manner, at least part of my living has been made doing anti-bullying work. Other aspects of this work are more of a volunteer nature.

In terms of legal practice, generic workplace bullying unrelated to discriminatory behaviors or retaliation for whistleblowing remains largely legal in the U.S. This obviously limits how much time attorneys can devote to bullying-related cases. Consequently, I don’t know of any attorney who specializes in workplace bullying claims, although some lawyers pursue cases with elements of bullying behaviors, so long as they can find sufficient legal hooks, such as discriminatory intent.

Mental health and psychology currently offer more promise for sustainable work concerning workplace bullying and mobbing. There remains a crying need for mental health professionals who are both familiar with the dynamics of workplace bullying and trained in treating psychological trauma. Organizational psychologists can also include workplace bullying in their work for employers.

Specialized knowledge

The second key piece is developing a deep well of specialized knowledge about workplace bullying, mobbing, and abuse. A wealth of research and expert commentary is now available for those who want to teach themselves about these topics. To help folks get started, I’ve compiled an updated recommended book list (link here) and worked with the American Psychological Association to create a resource page (link here).

In addition, I highly recommend attending an intensive program of training and education about workplace bullying. Workplace Bullying University (link here), a three-day workshop facilitated by Dr. Gary Namie of the Workplace Bullying Institute, offers an immersive, thorough, and interactive training program for professionals who seek graduate-level knowledge and insights. It is a pricey but worthy investment for those who want to devote a significant part of their professional practices to combating workplace bullying. (Go here for my write-up on a special edition of Workplace Bullying University last spring.)

In Canada, social worker and therapist Linda Crockett offers training programs on workplace bullying through her Alberta Bullying Resource Centre (link here), including programs specially developed for mental health providers. I interviewed Linda for this blog back in September (link here), during which she explained more about her work and services.

To this I must add another important note. In terms of gaining a knowledge base, it is not enough to have been a target of workplace abuse. As terrible as that experience was, a person’s own familiarity with it does not provide a sufficient grounding in what workplace bullying and mobbing are all about. Furthermore, a formal training program can help a target gauge whether they are ready to move into a helping or service mode concerning work abuse. If they are not ready, they can do harm to themselves and to others.

Additional thoughts on coaching

Coaching is a field in which seemingly anyone can hang out a shingle (nowadays, often in virtual fashion) and claim professional status. Various coach training programs and certification processes are completely optional endeavors.

Nevertheless, for those who wish to do coaching for targets of work abuse, relevant professional training is strongly urged. Several years ago I took a year-long leadership coaching course through the Institute for Professional Excellence in Coaching (link here). I highly recommend it for anyone who wants to do personal coaching for bullying and mobbing targets. In fact, after going through this intensive training course (which includes both learning and practicing coaching techniques), I cannot imagine referring anyone to a coach who has not completed such a program.

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We need more trained, dedicated, and knowledgeable individuals in fields relevant to employment relations and mental health to help prevent and respond to workplace bullying and mobbing. I hope this information is helpful to those who are contemplating possibilities for doing work in this field.

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