Assessment of Bullying/Victimization: Th e Problem of Comparability Across Studies and Across Methodologies

The study of bullying behavior and its consequences for young people depends on valid and reliable measurement of bullying victimization and perpetration. Whilst numerous self-report bullying-related measures have been developed, robust evidence of their psychometric properties is scant and several limitations inhibit their applicability. The Forms of Bullying Scale (FBS), with versions to measure bullying victimization (FBS-V) and perpetration (FBS-P), was developed based on existing instruments, for use with 12-15 year old adolescents to economically yet comprehensively measure both bullying perpetration and victimization. Measurement properties were estimated. Scale validity was tested using data from two independent studies of 3,496 Grade 8 and 783 Grade 8-10 students respectively.Construct validity of scores on the FBS was shown in confirmatory factor analysis. The factor structure was not invariant across gender. Strong associations between the FBS-V and FBS-P and separate single item bullying items demonstrated adequate concurrent validity.Correlations, in directions as expected with social-emotional outcomes (i.e., depression, anxiety, conduct problems and peer support), provided robust evidence of convergent and discriminant validity. Responses to the FBS items were found to be valid and concurrently reliable measures of self-reported frequency of bullying victimization and perpetration, as well as being useful to measure involvement in the different forms of bullying behaviors.

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The Forms of Bullying Scale (FBS): Validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence.

Shaw¹,

Dooley²,

Cross³

et al. 2013

Psychological Assessment

112

135

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Four decades of research on school bullying: An introduction.

Hymel¹,

Swearer²

2015

American Psychologist

503

279

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This article provides an introductory overview of findings from the past 40 years of research on bullying among school-aged children and youth. Research on definitional and assessment issues in studying bullying and victimization is reviewed, and data on prevalence rates, stability, and forms of bullying behavior are summarized, setting the stage for the 5 articles that comprise this American Psychologist special issue on bullying and victimization. These articles address bullying, victimization, psychological sequela and consequences, ethical, legal, and theoretical issues facing educators, researchers, and practitioners, and effective prevention and intervention efforts. The goal of this special issue is to provide psychologists with a comprehensive review that documents our current understanding of the complexity of bullying among school-aged youth and directions for future research and intervention efforts.

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Parents and teachers’ perspectives on school bullying among elementary school-aged Asian and Latino immigrant children.

Shea

Wang

Shi

et al. 2016

Asian American Journal of Psychology

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Concerted efforts have been made to understand school bullying in the last decade; however, few studies have focused on Asian and Latino students. Recent research has proposed a social-ecological framework to study the influence of broader contexts-such as familial, school, and acculturation-on children's bullying involvement (e.g., Hong & Espelage, 2012). The aim of this study was to qualitatively examine the perspectives of teachers and parents of elementary school-aged Asian and Latino immigrant children on school bullying. Five focus groups with a total of 23 participants (Asian parents ϭ 9; Latino/a parents ϭ 6; teachers ϭ 8) were conducted at an elementary school in Southern California. Data were analyzed using the grounded theory methodology (Corbin & Strauss, 2008). Four themes emerged from the data: (a) parents' and teachers' beliefs of what constitute school bullying and its contributing factors, (b) the pervasiveness and impact of school bullying, (c) parenting challenges in the acculturative context, and (d) parents and teachers' utilization of intervention strategies. Although the findings suggest that parents and teachers possess a rather nuanced understanding of bullying and its detrimental impact, they also underscore the challenges faced by low-income immigrant families and the teachers in fostering home-school collaboration. Commonalities and differences in the experiences between Asian and Latino groups are highlighted, and suggestions for working with teachers and immigrant parents to prevent school bullying are discussed. Drawing from the study themes, a theoretical model that highlights the interrelationships of the themes is proposed for future research investigation.

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Assessment of Bullying/Victimization: Th e Problem of Comparability Across Studies and Across Methodologies

Cited by 10 publications

References 1 publication

The Forms of Bullying Scale (FBS): Validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence.

The Forms of Bullying Scale (FBS): Validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence.

Four decades of research on school bullying: An introduction.

Parents and teachers’ perspectives on school bullying among elementary school-aged Asian and Latino immigrant children.

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