Analysis

The analysis of the BI-13 is based on the total score derived from the sum of the individual responses. Higher scores indicate a greater experience of bullying. The data can then be analyzed using statistical techniques, such as factor analysis, to examine the dimensions of bullying and determine the internal consistency of the tool. The results analysis can help identify the most common forms of bullying and the profiles of the victims.

Objective

The main objective of the Bully Index [BI-13] is to provide researchers, educators, and psychologists with a reliable and valid instrument for measuring bullying in the school environment. In this way, problems can be identified, and appropriate intervention and prevention programs can be implemented. The tool also aims to raise awareness within the school community about the extent of the problem and to contribute to the creation of a safer school environment.

Calibration

The calibration of the BI-13 is carried out using a broad sample of students from various schools and socio-economic backgrounds. The responses are assessed for their reliability and validity, and the total scores are categorized into different levels of bullying. Typically, the categories include “low,” “moderate,” and “high” levels of bullying, based on which professionals can make decisions regarding the necessary interventions.

Bibliography

The development and application of the Bully Index [BI-13] is based on extensive literature on school bullying. A key reference is the work of Olweus (1993), which established the foundations for studying the phenomenon of bullying. Additionally, the bibliography includes research by Smith & Sharp (1994) on the psychological effects of bullying, as well as contemporary studies focusing on the effectiveness of intervention programs, such as those by Salmivalli et al. (2011). These references contribute to the validity and ongoing improvement of the questionnaire.