Development and validation of a new measure of school-age bullying experiences for adults: the Bullying and Exclusion Experiences Scale (BEES)

被引:0
作者
Deighton, Russell M. [1 ]
Murphy, Anna [1 ]
机构
[1] Cairnmillar Inst, Melbourne, Vic, Australia
来源
DISCOVER PSYCHOLOGY | 2024年 / 4卷 / 01期
关键词
Bullying measure; Validation; Victim; Witness; Perpetrator; DIFFICULTIES QUESTIONNAIRE; DEPRESSION ANXIETY; VICTIMIZATION; CHILDHOOD; VICTIMS; BULLIES; VALIDITY; STRESS; PEERS; FORMS;
D O I
10.1007/s44202-024-00129-2
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
Few options are available for measuring the adult impact of childhood bullying. The Bullying Experiences and Exclusion Scale (BEES) is an 18-item retrospective self-report measure of school-age bullying experiences in three different roles (victim, witness, perpetrator). Its validity was examined in an online survey with 346 participants. Construct validity was examined using a polytomous Rasch model with accompanying principal components analysis and found to be supported. Convergent and discriminant validity were supported based on comparison measures focussing on past school experiences (social support, emotional problems, conduct problems, peer problems, prosocial behaviour), as well as current adult experience of stress, anxiety and depression. Concurrent validity was also supported based on associations with a global self-rating of experience in each bullying role. It was concluded that the BEES meets the need for an easily administered retrospective measure of school age bullying experiences which has relevance to ongoing psychological disturbance and past interpersonal factors.
引用
收藏
页数:12
相关论文
共 82 条
[1]   Interpersonal difficulties in obesity: A systematic review and meta-analysis to inform a rejection sensitivity-based model [J].
Albano, Gaia ;
Rowlands, Katie ;
Baciadonna, Luigi ;
Lo Coco, Gianluca ;
Cardi, Valentina .
NEUROSCIENCE AND BIOBEHAVIORAL REVIEWS, 2019, 107 :846-861
[2]  
Bond T.G., 2013, Applying the Rasch model: Fundamental measurement in the human sciences, DOI 10.4324/9781410614575
[3]   Associations between adults' recalled childhood bullying victimization, current social anxiety, coping, and self-blame: evidence for moderation and indirect effects [J].
Boulton, Michael J. .
ANXIETY STRESS AND COPING, 2013, 26 (03) :270-292
[4]   A Comparison of Self and Peer Reports in the Assessment of Middle School Bullying [J].
Branson, Christopher ;
Cornell, Dewey .
JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 2009, 25 (01) :5-27
[5]   Teachers Can Make a Difference in Bullying: Effects of Teacher Interventions on Students' Adoption of Bully, Victim, Bully-Victim or Defender Roles across Time [J].
Burger, Christoph ;
Strohmeier, Dagmar ;
Kollerova, Lenka .
JOURNAL OF YOUTH AND ADOLESCENCE, 2022, 51 (12) :2312-2327
[6]   Bullying and bystander behaviour and health outcomes among adolescents in Ireland [J].
Callaghan, Mary ;
Kelly, Colette ;
Molcho, Michal .
JOURNAL OF EPIDEMIOLOGY AND COMMUNITY HEALTH, 2019, 73 (05) :416-421
[7]  
Carlisle N., 2007, Traumatology, V13, P16, DOI DOI 10.1177/1534765607299911
[8]   EMOTIONAL-STRESS AND EYEWITNESS MEMORY - A CRITICAL-REVIEW [J].
CHRISTIANSON, SA .
PSYCHOLOGICAL BULLETIN, 1992, 112 (02) :284-309
[9]   Adult Psychiatric Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence [J].
Copeland, William E. ;
Wolke, Dieter ;
Angold, Adrian ;
Costello, E. Jane .
JAMA PSYCHIATRY, 2013, 70 (04) :419-426
[10]  
Cornell D.G., 2004, Journal of School Violence, V3, P63, DOI DOI 10.1300/J202V03N02_05