The Assessment of School Bullying: Using Theory to Inform Practice

Autor/inn/en	Greif, Jennifer L.; Furlong, Michael J.
Titel	The Assessment of School Bullying: Using Theory to Inform Practice
Quelle	In: Journal of School Violence, 5 (2006) 3, S.33-50 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
Schlagwörter	Educational Environment; Bullying; School Safety; Violence; Peer Relationship; Victims of Crime; Antisocial Behavior; Measures (Individuals); Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mobbing; Gewalt; Peer-Beziehungen; Victim; Victims; Crime; Opfer; Verbrechen; Messdaten
Abstract	This article 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 to improve the precision of intervention capacity. Common bully self-report procedures (Olweus Bully/Victim Questionnaire, Olweus, 2004; Reynolds Bully Victimization Scale, Reynolds, 2003; The Bully Surveys, Swearer, 2001) are examined for the thoroughness with which they assess these core elements that distinguish bullying from other forms of peer victimization. It is concluded that bullying assessment can be enhanced by systematically including all core bully behaviors, more thoroughly examining sources of power differential between bullies and victims, and giving more attention to the dynamic nature of the bullying process. (Contains 1 table and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10