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Practitioner and School Recommendations

If practitioners and/or schools wish to assess the issue of bullying in a clinical or school setting, we have specific recommendations based on past research and our discussion of the definition of bullying. Using a survey (as opposed to individual interviews or focus groups) is the most expeditious manner in which to collect large amounts data and information on bullying related behaviors. It is vital to ensure that participants filling out the survey have a clear understanding of the definition of bullying. We therefore suggest providing participants with the definition of bullying we include in this chapter as well as providing some examples of bullying. Following the definition provided in this chapter we suggest stating: Bullying includes actions like physical violence (hitting, kicking, pushing), threatening, teasing, name-calling, ignoring, rumor spreading, sending hurtful e-mails and text messages, and leaving someone out on purpose.

We suggest then providing participants with a list of possible ways in which they might have been victimized and then a separate list of ways in which they might have bullied others. Items assessing each type of bullying (physical, verbal [including electronic bullying], relational, and property damage) should be included. Items should be rated on a Likert scale that includes response options of: Never, 1-2 times, 3-10 times, more than 10 times.

Victimization items should include:

1. Someone at school harmed me physically; for example by pushing, shoving or hitting me.
2. Someone at school told lies or spread rumors about me.
3. Someone at school made fun of or picked on me.
4. Someone at school called me mean names.
5. Someone at school excluded me or made me feel left out.
6. Someone at school stole my money or possessions or damaged something I own.
7. Someone at school sent me mean messages (text message or e-mail) or pictures on my cell phone or over the internet.
8. Someone spread rumors about me or sent a hurtful picture of me to other people over the internet or cell phone.

Bullying items should include:

1. I harmed someone at school physically by pushing, hitting, or kicking them.
2. I told lies or spread rumors about someone at school.
3. I made fun of or picked on someone at school.
4. I called someone at school mean names.
5. I excluded someone at school or made them feel left out.
6. I stole someone’s money or possessions or damaged something that belongs to someone else at school.
7. I sent someone mean messages (text message or e-mail) or pictures to their cell phone or over the internet.
8. I spread rumors about someone or sent a hurtful picture of them to other people over the internet or cell phone.

In addition to assessing the ways in which youth are bullied or bully others, it is also important to gather information on why youth perceive they were bullied or why they decided to bully others.

Reasons why youth perceived they were bullied:

1. I was bullied because of my race/ethnicity.
2. I was bullied because of my religion.
3. I was bullied because people think I’m gay/lesbian/bisexual/queer/questioning/ transgender or I am gay/lesbian/bisexual/queer/questioning/transgender.
4. I was bullied because I have a disability.
5. I was bullied because I am overweight.
6. I was bullied because of something else about my body or my physical appearance.
7. I was bullied because of the way I dress.
8. I was bullied because I do well in school.
9. I was bullied because I do not do well in school.

Following these suggested guidelines will provide a comprehensive picture of the bullying dynamic in a clinical or school setting. Ensuring that all participants fully understand the definition of bullying prior to filling out the survey is key. If possible, we suggest having an open dialogue with participants to discuss the nuances of the provided definition of bullying thus ensuring that all participants are on the same page when it comes to defining bullying.