Assessment of Bullying: A Review of Methods and Instruments

Crothers, Laura M.; Levinson, Edward M.

doi:10.1002/j.1556-6678.2004.tb00338.x

Cited by 112 publications

(94 citation statements)

References 53 publications

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“…Therefore, it is important to replicate our findings with multi-informant assessment, certainly in the domain of bullying and parental behavior. (Crothers and Levinson 2004), for example, advise to assess bullying by multiple informants and by means of multiple assessment methods in different contexts over a longer period of time. Thirdly, our analyses were based on cross-sectional data gathered at one point in time, which prevent us from determining the causal order of the events.…”

Section: Discussionmentioning

confidence: 99%

Bullying and Victimization, Depressive Mood, and Non-Suicidal Self-Injury in Adolescents: The Moderating Role of Parental Support

et al. 2015

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We investigated the associations of bullying and victimization with non-suicidal self-injury (NSSI), as well as the mediating role of depressive mood in a sample of 785 adolescents. Further, we explored the moderating role of parental support in these associations. All participants completed questionnaires on bullying, victimization, NSSI, depressive mood, and parental support. Almost 21 % of adolescents engaged in at least one form of NSSI. Both bullying and victimization of being bullied increased the risk of engaging in NSSI. The relationships of both bullying and victimization with NSSI were partially mediated by depressive mood. Finally, the relationships of both bullying and victimization with NSSI and of depressive mood with NSSI were found to be moderated by parental support, indicating that these relationships were less pronounced in adolescents who experienced high parental support. Hence, we underscore the need to include both emotion-regulation training and family-based interventions into bully intervention programs to prevent NSSI.

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Section: Discussionmentioning

confidence: 99%

Bullying and Victimization, Depressive Mood, and Non-Suicidal Self-Injury in Adolescents: The Moderating Role of Parental Support

et al. 2015

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“…Por último encontramos opções metodológi-cas ao nível da aplicação de instrumentos de auto-preenchimento aos professores, sendo-lhes solicitado que identifiquem ou caracterizem os alunos que melhor correspondam ao perfil ou descrição referida nesses instrumentos. A desvantagem da utilização desta metodologia advém do facto de muitos comportamentos de bullying ocorrerem fora da sala de aula, de modo que os professores não se encontram em posição privilegiada para estarem atentos a todos os fenómenos de interacção interpessoal entre pares que ocorrem nos espaços exteriores à sala de aula, sendo as suas identificações o resultado das suas experiências com os alunos em contextos específicos (Crothers & Levinson, 2004;Menesini, Fonzi & Smith, 2002;Pellegrini & Bartini, 2000). Não obstante, assumem-se como uma fonte de informação adicional sobre competências sociais, alguns indicadores de ajustamento social, ou outros problemas de comportamento dos seus alunos.…”

Section: Instrumentos De Auto-preenchimento Pelos Alunosunclassified

Violência escolar: Metodologias de identificação dos alunos agressores e/ou vítimas

Seixas

2012

Análise Psicológica

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INTRODUÇÃOO crescente interesse pelo estudo no âmbito da violência escolar advém, entre outros factores, da maior frequência e visibilidade que as suas manifestações têm tido, bem como da consequente preocupação evidenciada pelos diversos profissionais e/ou intervenientes no contexto educativo. Professores, alunos, encarregados de educação, psicólogos, são alguns dos diferentes agentes que, de um modo mais directo ou mais indirecto, contactam com essa realidade.De modo semelhante, as repercussões decorrentes da vivência de situações de violência escolar têm vindo progressivamente a ganhar maior dimensão nas diversas investigações levadas a cabo. Quer se tratem de consequências ao nível do progresso e integração educativa, quer se tratem, de um modo mais abrangente, de consequên-cias ao nível da saúde (numa perspectiva biopsicossocial), inúmeros são os autores que salientam a existência de repercussões nefastas em diversos domínios de vida dos alunos.Algumas investigações alertam para as implicações ao nível da auto-estima (Sharp, 1996;Mynard & Joseph, 1997;Baldry & Farrington, 1998;Salmon et al., 1998;Berthold & Hoover, 2000;Veiga, 2000;Engert, 2002), outras realçam a associação a comportamentos de risco como o consumo de substâncias (Forero et al., 1999;Kaltiala-Heino et al., 2000;Veiga, 2000;Matos & Carvalhosa, 2001;Nansel et al., 2001), outras ainda salientam as repercussões ao nível da saú-de, nomeadamente sintomatologia física e psicológica (Neary & Joseph, 1994;Boivin et al., 1995;Craig, 1998;Forero et al., 1999;Bond et al., 2001;Karin-Natvig et al., 2001;Nansel et al., 2001).O conceito de violência escolar tem sido caracterizado, por diferentes autores, como um fenómeno multifacetado, abrangendo uma variedade de manifestações, desde comportamentos anti-sociais, delinquência, vandalismo, comportamentos de oposição, entre outros (Vale & Costa, 1998). Estando cientes dos diferentes domínios que urgem intervenção, o clima relacional entre os alunos, intimamente associado à qualidade das interacções interpessoais que entre eles ocorrem, tem merecido especial atenção como uma área privilegiada na literatura sobre violência escolar. Mais recentemente, neste âmbito, tem sido largamente

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“…To measure the frequency of bullying and victimization, the Iranian validated version (21) of Olweus bullying questionnaire (OBQ) (5,11,(22)(23)(24)(25)(26) was employed, which was reported reliable and valid. The obtained reliability and validity for 9 items of perpetrator bullying with Cronbach's Alpha was 0.81, and the exploratory factor analysis (EFA) with Varimax rotation revealed 4 factors solution explaining 73% of the total variance (forms of perpetrator bullying): verbal (3 items), relational (2 items), physical (2 items), and other forms (2 items), also the obtained reliability and validity for 10 items of victimization bullying with Cronbach's alpha was 0.80, and the EFA with Varimax rotation revealed 4 factors solution explaining 64% of the total variance.…”

Section: Methodsmentioning

confidence: 99%

Epidemiological Pattern of Bullying among School Children in Mazandaran Province-Iran

Soori¹,

Rezapour²,

Khodakarim³

2014

J Child Adolesc Behav

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Background: School bullying, the most common type of school violence, comprises a spectrum of aggressive behaviors that involve both perpetrators and victims. Objectives: The current study aimed to investigate the extent and nature of school bullying among middle school students in the North of Iran. Patients and Methods: A cross-sectional study was conducted on a sample of 834 Iranian middle school students. Participants completed a self-report anonymous questionnaire measuring bullying and victimization (Iranian-Olweus bullying questionnaire). Descriptive statistics and the Pearson's chi-squared test and multinomial logistic regressions with area, gender and grade variables were applied. Results: Prevalence rates of bullying behaviors based on the cut-off point at 2 or 3 times a month were 5.4% for only bully, 22.1% for only victim and 11% for both bully-victim. The prevalence of each form of victimization were 24.7% verbal, 15% relational, 10.3% physical and for each form of bullies 11% verbal, 5.3% relational, 6.4% physical. Boys were more involved in all forms of bullying behaviors. The students from rural areas were more involved in bullying .The most common places of victimization were the playground or athletic fields. The majority of victims were bullied by their classmates. Conclusions: Different forms of bullying have a distinct nature and the epidemiological pattern indicates that bullying exists in the Iranian schools. Thus, the effective bullying prevention and appropriate intervention programs are recommended.

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Assessment of Bullying: A Review of Methods and Instruments

Cited by 112 publications

References 53 publications

Bullying and Victimization, Depressive Mood, and Non-Suicidal Self-Injury in Adolescents: The Moderating Role of Parental Support

Bullying and Victimization, Depressive Mood, and Non-Suicidal Self-Injury in Adolescents: The Moderating Role of Parental Support

Violência escolar: Metodologias de identificação dos alunos agressores e/ou vítimas

Epidemiological Pattern of Bullying among School Children in Mazandaran Province-Iran

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