Introduction & Prevalence_Suggested PPT
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` The link below provides a snapshot of the
information you will be learning as part of this
course.
` Please take notes, be prepared to ask, andanswer questions afterward the video.
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` What is a bully?` A person is bullied when he or she is exposed,
repeatedly and over time, to negative actions on the
part of one or more other persons, and he or she has
difficulty defending himself or herself."
This definition includes three important components:
x Bullying is aggressive behavior that involves unwanted, negative
actions.
x Bullying involves a pattern of behavior repeated over time.
x Bullying involves an imbalance of power or strength
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` Verbal bullying including derogatory comments, unwarranted or invalid criticism, or bad names
` Bullying through social exclusion, being treated differently thanthe rest of the group or isolated
` Physical bullying such as hitting, kicking, shoving, and spitting
` Bullying through lies, false rumors, or the target of practical jokes` Having money or other things taken or damaged by students
who bully` Being threatened or being forced to do things by students who
bully` Racial bullying
` Sexual bullying` Cyber bullying (via cell phone or Internet
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` Workplace bullying often involves an abuse or
misuse of power.
` Bullying includes behavior that intimidates,
degrades, offends, or humiliates a worker, often infront of others.
` Bullying behavior creates feelings of
defenselessness in the target and undermines an
individual¶s right to dignity at work.
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` Individuals who bully have strong needs for power
and (negative) dominance.
` Individuals who bully find satisfaction in causing
injury and suffering to other students.` Individuals who bully are often rewarded in some
way for their behavior with material or
psychological rewards.
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` Depression
` Low Self-esteem
` Health Problems
` Poor Grades` Suicidal thoughts
We will touch more on this later in the semester.
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` As mentioned in the video, research on classifying
students based on their involvement in bullying
has multiplied over the past 25 years.
` During this time, there has been a great amount of variability in the methods used to assess
involvement in bullying and the criteria used to
classify students based on their levels of
involvement which affects the reported rates of prevalence.
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` In terms of methodology, most researchers rely on
self-report or peer nominations. Some researchers have utilized teacher and parent reports.
` A literature review, from 1978 through 2009, indicates
there has not been a clear progression towards
consensus in terms of using one method of
measurement over others.
However, one measure that has gained popularity among
school personnel, if not researchers, has been the OlweusBully/Victim questionnaire, which is a self-report.
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` Researchers have also used several different types of criteria toclassify students into groups based on their involvement withbullying, regardless of which form of measurement was used toassess bullying. The following ways of classifying students are utilized in the research«
x Frequency of Behavior
x This category is further divided to include Weekly verses Monthly occurrence of behaviors.
x Standard Deviation Scores
x A Specified Cut-off Score
x This is usually 2.5 points above the mean.
x A set number of individual behaviors that occur.
x Such as 7 individual behaviors occuring regardless of the frequency.
` So without a ³gold star´ classification system utilized to classifyinvolvement types, prevalence rate vary sometimes dramatically.
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` One common approach is to classify students based on therelative severity of their scores on a bullying measurecompared to other students in the sample. For example, Cunningham (2007) classified students scoring one
standard deviation above the mean on self-report scales of bullying and victimization as being bullies and victimsrespectively.
Other studies have used establish cut-off scores of 2.5 pointsabove the mean to indicate classification (Andreou,2000,2001,2004; Austin & Joseph, 1996; Houbre, Tarquino,Thillier, & Hergott, 2006abc) or percentile scores
` These strategies have been criticized becauseprevalence rates can vary substantially, limiting thegeneralizability of classification criteria across differentsamples (Solberg & Olweus, 2003).
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` Other common approaches include measuring the
frequency (monthly, weekly, daily) that bully
behaviors occur.
Some studies also specify that to be identified with aninvolvement type at least two behaviors must occur within
a set time frame (e.g. weekly) (Hunt, Meyers, Jarrett, &
Neel, 2005).
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` As mentioned before the classification utilized greatly impacts the prevalencereported for each study.
` Overall after I reviewed 21 studies dated from 1994 to 2009 these are theoverall prevalence rates from taking the averages across studies using differentclassification criteria. Bully = 10 % (sd=3%)
x Reported as high as 20% and a low as 1%
Victim = 18% (sd = 5%)x Reported as high as 65% and a low as 11%
Bully-Victim = 9% (sd = 4%)x Reported as high as 18% and a low as 1%
Uninvolved = 65% (sd = 11%)x Reported as high as 86% and a low as 18%
` One of the most recent studies (2008) from Nation, Vieno, Perkins, & Santinello,found the following prevalence rates using a monthly classification system. Bully = 9% Victim = 7%
Bully-Victim = 4%
Uninvolved = 81%
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Bully Victim Bully-Victim Uninvolved
SD Cut-Off (1 study) 07.5% 11.5% 06% 75%
2.5 Mean Cut-Off (7
studies)
13% 25% 12% 50%
Seven+ Behaviors (1study)
12% 16% 13% 59%
Weekly (including 2+
behaviors occurring at
least weekly) (4
studies)
10% 19% 08% 66%
Monthly (8 studies) 07% 18% 04% 75%
** Please see handout for additional break down of prevalence rates
across studies. **
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` This assignment will be related to your
participation points.
` The purpose of the assignment is to talk with your
group to see what classification method yields thehighest prevalence rates.
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` Based on the graph provided in the previous slide
it is important to note that not one of classification
criteria shows any consistency among prevalence
rates compared to others.` As a result, depending on how researchers
classify the behaviors prevalence varies greatly.
` Thus, until only one method of classification is
utilized as a ³gold star´ it is likely that prevalencerates will continue to vary.
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` Ahmed, E., & Braithwaite, V. (2004). Bullying and victimization: Cause for concern for both families andschools. Social Psychology of Education, 7 , 35-54.
` Andreou, E. (2000). Bully/victim problems and their association with psychological constructs in 8- to 12-year-old Greek schoolchildren. Aggressive Behavior , 26 , 49-56.
` Andreou, E. (2001). Bully/victim problems and their association with coping behavior in conflictual peer interactions among school-age children. Educational Psychology , 21, 59-66.
` Austin S, Joseph S. (1996). Assessment of bully/victim problems in 8 to 11 year-olds. British Journal of Educational Psychology, 66 (4), 447±456.
`
Carlyle, K. E., & Steinman, K., J. (2007).D
emographic differences in the prevalence, co-occurrence,and correlates of adolescent bullying at school. Journal of School Health, 77 (9), 623-629.
` Cunningham, N. J. (2007). Level of bonding to school and perception of the school environment bybullies, victims, and bully victims. Journal of Early Adolescence, 27 , 457-478.
` Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social supportby students classified as victims, bullies, and bully/victims, in an urban middle school. School Psychology Review, 32 (3), 471-489.
` Haynie, D. L., Nansel, T., Eitel, P., Crump, A. D., Saylor, K., Yu, K., & Simons-Morton, B., (2001). Bullies,Victims, and Bully/Victims:Distinct groups of at-risk youth. Journal of Early Adolescence, 29(21), 29-49.
` Houbre, B., Tarquinio, C., & Thuillier, I. (2006abc). Bullying among students and it¶s consequences onhealth. European Journal of Psychology of Education, 21, 183-208.
` Hunt, M. H., Meyers, J., Jarrett, O., & Neel, J. (2005). Student survey of bullying behavior: Preliminary development and results from six elementary schools. Retrieved February 5, 2008, from Georgia StateUniversity Center for School Safety site: http://education.gsu.edu/schoolsafety/SSBB.pdf
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` Kristensen, S. M., & Smith, P. K. (2003). The use of coping strategies by Danish childrenclassed as bullies, victims, bully/victims, and not involved, in response to different(hypothetical) types of bullying. Scandinavian Journal of Psychology, 44, 479-488.
` Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton,B., & Scheidt, P.(2001). Bullying behaviors among US youth: Prevalence and association withpsychosocial adjustment. Journal of American Medical Association, 285 (16), 2094-2100.
` Nation, M., Vieno, A., Perkins, D. D., & Santinello, M. (2008). Bullying in school andadolescent sense of empowerment: An analysis of relationships with parents, friends, andteachers. Journal of Community & A pplies Scoial Psychology, 18 , 211-232.
` Peskin, M. F., Tortolero, S. R., & Markham, C. M. (2006). Bullying and victimization amongBlack and Hispanic adolescents. Adolescence, 163(41), 467-484.
` Rigby, K. (1994). Psychosocial functioning in families of Australian adolescentschoolchildren involved in bully/victim problems. Journal of Family Therapy , 16 , 173-187.
` Scheithauer, H., Hayer, T., Petermann, F., & Jugert, G. (2006). Physical, verbal, andrelational forms of bullying among German students: Age trends, gender differences, andcorrelates. Aggressive Behavior, 32 261-275.
` Solberg, M. E., Olweus, D., & Endresen, I. M. (2007). Bullies and victims at school: Arethey the same pupils? British Journal of Educational Psychology, 77 , 441-464.