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The School Bully: Assessing the Problem, Developing Interventions, and Future Research Directions

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Abstract

A growing concern exists among educators regarding the prevalence and impact of bullying behavior in the public schools. This behavior has serious repercussions for school climate and school safety in general. In addition, strong indicators suggest bullying behavior appears to be a precursor for community violence. Studies indicate that educators are not fully aware of the prevalence or the seriousness of bullying behavior in schools. A need exists to assess systematically the extent to which bullying behavior may be present in a given school. The critical features of several bullying assessment instruments were examined. In response to the growing concern regarding bullying, a large number of programs designed to address bullying are emerging. However, it is recommended that before selecting a program three criteria should be considered: the program (a) is supported by research; (b) is based on sound behavioral principles; and (c) emphasizes teaching prosocial behavior to replace bullying behavior.

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Authors and Affiliations

  1. Department of Special Education and Community Resources, University of Oregon, Eugene, Oregon

    Geoff Colvin (Research Associate) & Tary Tobin

  2. Department of Special Education and Community Resources, University of Oregon, Eugene, Oregon

    Kelli Beard (Doctoral Candidate) & Shanna Hagan

  3. Department of Special Education and Community Resources, University of Oregon, Eugene, Oregon

    Jeffrey Sprague (Associate Professor)

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  1. Geoff Colvin
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  2. Tary Tobin
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  4. Shanna Hagan
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  5. Jeffrey Sprague
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Colvin, G., Tobin, T., Beard, K. et al. The School Bully: Assessing the Problem, Developing Interventions, and Future Research Directions. Journal of Behavioral Education 8, 293–319 (1998). https://doi.org/10.1023/A:1022819213727

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