Development of the multidimensional peer-victimization scale

Helen Mynard · Stephen Joseph

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Bullying, Victimization, and Aggression Workplace Violence and Bullying Death Anxiety and Social Exclusion

Abstract

Although researchers have traditionally distinguished between direct (e.g., name-calling, hitting) and indirect (e.g., ignoring, scapegoating) types of peer-victimization, there remains disagreement concerning how best to categorize types of peer-victimization. The aim of the present study was to delineate, using Principal Components Analysis, types of peer-victimization and to develop a multidimensional psychometric self-report scale. Respondents were 812 children aged 11 to 16 years and attending a secondary school in England. Once it was established that respondents were familiar with a definition of bullying, they rated how often they had experienced 45 different victimizing acts. Four main factors were identified—physical victimization, verbal victimization, social manipulation, and attacks on property—and subscales constructed that possessed satisfactory internal consistency and convergent validity with self-reports of being bullied. Aggr. Behav. 26:169–178, 2000. © 2000 Wiley-Liss, Inc.

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References

1994Bullying at school: what we know and what we can do 1995Relational Aggression, Gender, and Social-Psychological Adjustment 2013The Development and Treatment of Childhood Aggression 1990Multidimensional assessment of coping: A critical evaluation.1992Do girls manipulate and boys fight? developmental trends in regard to direct and indirect aggression 1993A survey of the nature and extent of bullying in junior/middle and secondary schools 1991Bully/victim problems among schoolchildren : Basic facts and effects of a school-based intervention program 1994Bullying at School - What We Know and What We Can Do

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2007Subtypes, Severity, and Structural Stability of Peer Victimization: What Does Latent Class Analysis Say?2008Bullying: Are researchers and children/youth talking about the same thing?2002Peer Victimization, Global Self-Worth, and Anxiety in Middle School Children 2014Integrating Traditional Bullying and Cyberbullying: Challenges of Definition and Measurement in Adolescents – a Review 2007Twins' Early Development Study (TEDS): A Multivariate, Longitudinal Genetic Investigation of Language, Cognition and Behavior Problems from Childhood Through Adolescence

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