BACKGROUND: Bullying occurs in all schools. Measuring bullying in schools is complicated because both definitions of bullying and methods for measuring bullying vary. This study compared a brief 12-item Gatehouse Bullying Scale (GBS) with items drawn from the Peer Relations Questionnaire (PRQ), a well-established bullying questionnaire to measure the concurrent validity of the GBS. METHODS: Year 8 secondary school students (14 years of age) in metropolitan and regional Victoria, Australia, completed questionnaires assessing being teased, being deliberately left out, had rumors spread about oneself, and/or being physically threatened or hurt. RESULTS: The prevalence of bullying using GBS and PRQ was 57% and 61%, respectively. Percent agreement between the 2 measures was high. Agreement adjusted for chance was moderate (kappa 0.5). The GBS had good to moderate test-retest reliability (rho 0.65). CONCLUSIONS: The GBS is a short, reliable tool measuring the occurrence of bullying in schools. As well as a global estimate of bullying, the GBS provides estimates of 2 covert and 2 overt types of bullying which can be useful for schools to better plan interventions dealing with school bullying.
BACKGROUND: Bullying occurs in all schools. Measuring bullying in schools is complicated because both definitions of bullying and methods for measuring bullying vary. This study compared a brief 12-item Gatehouse Bullying Scale (GBS) with items drawn from the Peer Relations Questionnaire (PRQ), a well-established bullying questionnaire to measure the concurrent validity of the GBS. METHODS: Year 8 secondary school students (14 years of age) in metropolitan and regional Victoria, Australia, completed questionnaires assessing being teased, being deliberately left out, had rumors spread about oneself, and/or being physically threatened or hurt. RESULTS: The prevalence of bullying using GBS and PRQ was 57% and 61%, respectively. Percent agreement between the 2 measures was high. Agreement adjusted for chance was moderate (kappa 0.5). The GBS had good to moderate test-retest reliability (rho 0.65). CONCLUSIONS: The GBS is a short, reliable tool measuring the occurrence of bullying in schools. As well as a global estimate of bullying, the GBS provides estimates of 2 covert and 2 overt types of bullying which can be useful for schools to better plan interventions dealing with school bullying.
Authors: Sheryl A Hemphill; Aneta Kotevski; Michelle Tollit; Rachel Smith; Todd I Herrenkohl; John W Toumbourou; Richard F Catalano Journal: J Adolesc Health Date: 2012-02-22 Impact factor: 5.012
Authors: Catherine Fantaguzzi; Elizabeth Allen; Alec Miners; Deborah Christie; Charles Opondo; Zia Sadique; Adam Fletcher; Richard Grieve; Chris Bonell; Russell M Viner; Rosa Legood Journal: Eur J Health Econ Date: 2017-06-15
Authors: Penelope Hawe; Lyndal Bond; Laura M Ghali; Rosemary Perry; Colleen M Davison; David M Casey; Helen Butler; Cynthia M Webster; Bert Scholz Journal: BMC Public Health Date: 2015-03-19 Impact factor: 3.295
Authors: Lisa K Mundy; Julian G Simmons; Nicholas B Allen; Russell M Viner; Jordana K Bayer; Timothy Olds; Jo Williams; Craig Olsson; Helena Romaniuk; Fiona Mensah; Susan M Sawyer; Louisa Degenhardt; Rosa Alati; Melissa Wake; Felice Jacka; George C Patton Journal: BMC Pediatr Date: 2013-10-08 Impact factor: 2.125