Graves Katherine A, Mirielli Lindsey G, Ousley Cannon, Rose Chad A
Department of Teacher Assessment and Preparation, University of Texas at Arlington, Arlington, TX 75050, USA.
Juniper Gardens, Kansas University, Kansas City, MO 66101, USA.
Int J Environ Res Public Health. 2024 Dec 29;22(1):29. doi: 10.3390/ijerph22010029.
The initial phase in any initiative aimed at preventing bullying involves evaluating the present prevalence to pinpoint students who might be more susceptible to involvement in the bullying dynamic. Assessment serves as a guide for shaping future decisions regarding intervention. The purpose of this study was to identify and evaluate current assessment tools to determine the extent to which the bullying dynamic is currently measured. The results indicated that assessment tools measured verbal bullying/victimization most frequently, followed by relational and physical. Also, items measured repetition and intent about 50% of the time, while they measured power imbalance less frequently (i.e., 25%). The importance of matching an appropriate assessment to a school's needs is emphasized. Implications for both researchers and practitioners are discussed.
任何旨在预防欺凌行为的举措的初始阶段都包括评估当前的发生率，以确定哪些学生可能更容易卷入欺凌行为中。评估为制定未来关于干预措施的决策提供指导。本研究的目的是识别和评估当前的评估工具，以确定目前对欺凌行为的衡量程度。结果表明，评估工具最常测量言语欺凌/受欺负情况，其次是关系欺凌和身体欺凌。此外，约50%的项目测量了重复性和意图，而测量权力不平衡的项目较少（即25%）。强调了使适当的评估与学校需求相匹配的重要性。并讨论了对研究人员和从业者的启示。
