Introduction & Prevalence_Suggested PPT

8/7/2019 Introduction & Prevalence_Suggested PPT

http://slidepdf.com/reader/full/introduction-prevalencesuggested-ppt 1/18



` 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.



` 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



` 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



` 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.



` 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.



` Depression

` Low Self-esteem

` Health Problems

` Poor Grades` Suicidal thoughts

We will touch more on this later in the semester.



` 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.



` 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.



` 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.



` 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).



` 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).



` 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%



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. **



` 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.



` 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.



` 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



` 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.

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Introduction & Prevalence_Suggested PPT