Development of a Multi-Gating School Bullying Victimization Assessment: Technical Report and Study Results

Autor/inn/en	Furlong, Michael J.; Felix, Erika D.; Sharkey, Jill D.; Tanigawa, Diane; Green, Jennifer G.; Gonzalez, Mabel; Gerula, Kelly; Michaca, Sarita
Titel	Development of a Multi-Gating School Bullying Victimization Assessment: Technical Report and Study Results
Quelle	(2007), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Test Construction; Bullying; Screening Tests; Incidence; Victims; Experience; Psychometrics; Student Behavior; Self Disclosure (Individuals); Educational Environment; Student Characteristics; Measures (Individuals); Junior High School Students; Elementary School Students; Grade 5; Grade 6; Grade 7; Grade 8; Aggression; Verbal Communication; Sexual Harassment; Crime; Time; Social Status; Gender Differences; Racial Differences; Power Structure; Test Validity; Test Reliability; California + Suchen Sie Ihr Suchwort? Testaufbau; Mobbing; Screening-Verfahren; Vorkommen; Victim; Opfer; Erfahrung; Psychometry; Psychometrie; Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Messdaten; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Sexuelle Belästigung; Crimes; Delict; Delicts; Delikt; Zeit; Sozialer Status; Geschlechterkonflikt; Rassenunterschied; Testvalidität; Testreliabilität; Kalifornien
Abstract	Although accurate assessment of bullying is essential to intervention planning and the evaluation of bullying prevention programs, assessment has been called the "Achilles' heel" of bullying research (Cornell, Sheras, & Cole, 2006). Problems have been cited about variations in definitions and time frames used, whether or not to provide an a priori definition of bullying to respondents (Espelage & Swearer, 2003; Solberg & Olweus, 2003), whether to use self-report, peer nominations, or teacher report methods (Cornell et al. 2006; Solberg & Olweus, 2003), and whether currently used measures are actually assessing the subset of peer victimization that is bullying (Greif & Furlong, in press). Cornell and colleagues (2006) concluded that bullying assessment has not been studied adequately, and this has resulted in a lack of reliable and valid measures of many aspects of bullying and associated constructs. In addition, many self-report measures are designed to assess prevalence in schools and communities, and not gathering information for intervention planning purposes with individual students who have been bullied and need assistance (Greif & Furlong, in press). Consequently, there is a need for assessment measures of bullying that provide screening for prevalence as well as a follow-up method to identify the specific experiences of chronic bully-victims. In this manual, we summarize the current methodological and psychometric issues that have led to the need for the development of our proposed multi-gating bullying assessment procedures. [This project was funded by Hamilton Fish Institute Field Initiated Studies Program: Office of Juvenile Justice and Delinquency Prevention via George Washington University.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01