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Literature Review and Content Analysis of Bullying Assessments: Are We Measuring What We Intend to?

Author

Listed:
  • Katherine A. Graves

    (Department of Teacher Assessment and Preparation, University of Texas at Arlington, Arlington, TX 75050, USA)

  • Lindsey G. Mirielli

    (Juniper Gardens, Kansas University, Kansas City, MO 66101, USA)

  • Cannon Ousley

    (Department of Special Education, University of Missouri-Columbia, Columbia, MO 65201, USA)

  • Chad A. Rose

    (Department of Special Education, University of Missouri-Columbia, Columbia, MO 65201, USA)

Abstract

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.

Suggested Citation

  • Katherine A. Graves & Lindsey G. Mirielli & Cannon Ousley & Chad A. Rose, 2024. "Literature Review and Content Analysis of Bullying Assessments: Are We Measuring What We Intend to?," IJERPH, MDPI, vol. 22(1), pages 1-17, December.
    • Handle: RePEc:gam:jijerp:v:22:y:2024:i:1:p:29-:d:1555884
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