skip navigation

PUBLICATIONS

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 217912 Find in a Library
Title: Assessment of School Bullying: Using Theory to Inform Practice
Journal: Journal of School Violence  Volume:5  Issue:3  Dated:2006  Pages:33-50
Author(s): Jennifer L. Greif; Michael J. Furlong
Date Published: 2006
Page Count: 18
Publisher: http://www.haworthpressinc.com/ 
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: This paper presents key theoretical issues in the effective assessment of bullying, specifically focusing on how self-report assessments measure victimization, and considers important issues in developing and selecting assessments.
Abstract: Despite major advances in understanding the impact of bullying, its impact on children, and interventions, assessment practices do not appear to adequately measure all of the complex interactions involved with bullying victimization. Bullying assessment can be enhanced by systematically including all core bullying behaviors, more thoroughly examining sources of power differential between bullies and victims, and giving more attention to the dynamic nature of the bullying process. The quality of understanding of youth experiences with bullying and peer victimization hinges on the ability to effectively assess these constructs. Over the years, various assessments have been proposed to measure bullying. Bullying is a specific type of peer victimization and, as such, requires special attention to measurement. This paper examines the conceptual basis for and methods used to assess school bullying, including the core bullying behavior elements of repetition, intentionality, and power differential and instruments needed to foster comparability across studies and improve the precision of intervention capacity. Table, notes, and references
Main Term(s): Bullying
Index Term(s): Acting out behavior; Adolescent victims; Child victims; Crime in schools; Effectiveness; Evaluation measures; Problem behavior; Testing and measurement; Victimization
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=239599

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.