Description

The Forms of Bullying Scale (FBS) is a psychological tool used to assess the various forms of bullying occurring in school and social environments. The scale is designed to capture the perceptions of students or other participants regarding the forms and frequencies of bullying they experience or observe. It includes questions covering physical, verbal, social, and cyberbullying.

Scope: The scale evaluates various forms of bullying such as physical violence, verbal attacks, social isolation, and cyberbullying.

Dimensions: It includes questions related to different forms of bullying and their frequency, providing a multidimensional understanding of bullying issues.

Data Analysis and Usage

Statistical Analysis: Calculation of means and distribution of scores for various forms of bullying. Analysis may include comparisons between groups or scales.

Data Interpretation: Drawing conclusions about the prevalence and frequency of bullying forms. Interpretation helps understand how different forms of bullying affect individuals or groups.

Objectives

The main objectives of the Forms of Bullying Scale (FBS) are:

Prevalence Assessment: To estimate the prevalence and frequency of various forms of bullying in a specific environment.

Behavior Understanding: To identify bullying patterns and contributing factors, so appropriate interventions can be proposed.

Intervention Design: To provide data that can be used to develop strategies and programs for the prevention and intervention of bullying.

Scoring

The scoring of the Forms of Bullying Scale (FBS) includes:

Scores: Each form of bullying is assessed based on participants’ responses, usually using a Likert scale for the intensity and frequency of incidents.

Statistical Processing: Data are analyzed to evaluate the reliability and validity of the scale, using normalized data for comparisons.

Normalized Data: Comparison of scores with normalized data to understand the frequency and severity of bullying.

Bibliography

Olweus, D. (1993). Bullying at School: What We Know and What We Can Do.

Rigby, K. (2002). New Perspectives on Bullying.

Hawker, D. S. J., & Boulton, M. J. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies.

Smith, P. K., & Sharp, S. (1994). School Bullying: Insights and Perspectives.

Sutton, J., Smith, P. K., & Swettenham, J. (1999). Bullying and “Theory of Mind”: A critique of the “social cognition” approach to bullying.