Mobbing – Collective Hostility - Toxic Cultures

The Psychology of Mobbing

In social psychology, mobbing refers to systematic, hostile behavior by a group directed toward an individual, often in workplace or school contexts. Unlike bullying, which typically involves a single aggressor, mobbing is characterized by collective aggression, ostracism, and psychological harassment that can lead to stress, anxiety, and social isolation (Leymann, 1990; Crawshaw, 2009). Research highlights that mobbing is not only destructive to individual well-being but also undermines organizational functioning by fostering toxic environments and reducing productivity (Petric, 2022).

Leymann (1990) referred to workplace problems in Sweeden. He used the term “mobbing” described as “ganging up” on a specific employee and subjecting that person to psychological and occupational harassment.

Cranshaw (2009) recommends researchers develop clear conceptual definitions of related the related concepts of bullying, mobbing, harassment, and abuse.

In 2022, Domina Petric wrote about mobbing in her article, Psychology of Abusive Behavior. She observed that abusive behavior can appear in different ways but the core motivation is the same: “power and control over the victim.”

Related Concepts

Two weapons common to mobbing and bullying are mockery and insults experienced by victims as humiliation (Petric, 2022).

Bullying is usually defined as the abuse of one or a few people toward one person in contrast to a large group or mob of people collectively focused on one person.

Examples of Mobbing in Different Contexts

Office

• A group of coworkers repeatedly excludes one employee from meetings, social events, and email chains.

• Gossip spreads about the person’s competence, and colleagues collectively ignore their contributions.

• Supervisors tacitly allow the behavior, reinforcing the isolation.

 

Warehouse

• Several workers coordinate to assign the most physically demanding or undesirable tasks to one colleague.

• Break times are manipulated so the target is left alone, while others socialize together.

• Rumors about the worker’s “slowness” or “incompetence” circulate, leading to further ostracism.

 

High School (students)

• A group of classmates systematically excludes one student from group projects, lunch tables, and social media chats.

• Collective teasing escalates into coordinated “silent treatment” where peers refuse to acknowledge the student’s presence.

• Teachers may overlook the behavior, interpreting it as “normal teenage drama.”

 

University Faculty

• A junior faculty member is consistently undermined by a group of senior colleagues who dismiss their research in meetings.

• They are excluded from collaborative grants, departmental decisions, and informal networking.

• Negative rumors about their teaching or scholarship circulate, damaging their reputation and career trajectory.

 

High School (teachers/staff)

• A new teacher is targeted by a clique of veteran staff who criticize their methods behind closed doors.

• They are excluded from informal planning sessions and denied mentoring support.

• Students begin to pick up on the hostility, further isolating the teacher.

 

Church

• A congregant who raises questions about leadership decisions is gradually ostracized by a group of influential members.

• They are excluded from volunteer opportunities, ignored during fellowship, and whispered about during gatherings.

• The collective disapproval is framed as “spiritual correction,” but in practice it silences dissent and isolates the individual.

 

References 

Crawshaw, L. (2009). Workplace bullying? Mobbing? Harassment? Distraction by a thousand definitions. Consulting Psychology Journal: Practice and Research, 61(3), 263–267. https://doi.org/10.1037/a0016590

Leymann, H. (1990). Mobbing and psychological terror at workplaces. Violence and Victims, 5(2), 119–126. https://doi.org/10.1891/0886-6708.5.2.119

Petric, D. (2022). Psychology of abusive human behavior. Open Journal of Medical Psychology, 11(2), 29–38. https://doi.org/10.4236/ojmp.2022.112003

Post Author

Geoffrey W. Sutton, Professor Emeritus of Psychology at Evangel University, holds a master’s degree in counseling and a PhD in psychology from the University of Missouri-Columbia. His postdoctoral work encompassed education and supervision in forensic and neuropsychology and psychopharmacology. As a licensed psychologist, he conducted clinical and neuropsychological evaluations and provided psychotherapy for patients in various settings, including schools, hospitals, and private offices. During his tenure as a professor, Dr. Sutton taught courses on psychotherapy, assessment, and research. He has authored over one hundred publications, including books, book chapters, and articles in peer-reviewed psychology journals. 

His website is https://suttong.com 

You can find Dr. Sutton's books on   AMAZON    and  GOOGLE. 

Many publications are free to download at ResearchGate   and Academia  

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