Questionnaire Description

The Bullying Prevalence Questionnaire (BPQ-20) is a tool used to assess the prevalence of bullying in various populations, primarily in school settings. It consists of 20 questions that evaluate the frequency and severity of bullying incidents experienced by participants. The questions cover different forms of bullying, including verbal, physical, and social bullying.

Data Analysis and Usage

Data from the BPQ-20 is analyzed by recording participants’ responses to each question, aiming to assess the prevalence and severity of bullying. Data is often analyzed quantitatively to measure the frequency of bullying and to understand its relationship with other variables, such as psychological health or social relationships. Analysis may involve statistical techniques such as frequency analysis, correlation analysis, and group comparisons.

Objective

The main objective of the BPQ-20 is to provide a reliable estimate of the prevalence of bullying in various environments, with the goal of understanding the extent of the problem and developing intervention and prevention strategies. The scale allows for analysis of bullying from multiple perspectives, including frequency, intensity, and impact.

Calibration

Calibration of the BPQ-20 is typically done using a Likert scale or similar scales, where participants rate the frequency and severity of bullying incidents. Results are usually quantified and interpreted to understand the level of bullying and to compare with other groups or time periods.

Bibliography

Olweus, D. (1996). Bullying at school: What we know and what we can do. Blackwell Publishing.

Rigby, K. (2002). New perspectives on bullying. Jessica Kingsley Publishers.

Smith, P. K., & Sharp, S. (1994). School bullying: Insights and perspectives. Routledge.

Espelage, D. L., & Swearer, S. M. (2004). Bullying in American schools: A social-ecological perspective on prevention and intervention. Guilford Press.

Juvonen, J., & Graham, S. (2014). Bullying in schools: The role of peer relationships and social context. Annual Review of Psychology, 65, 159-185.