Skip to main content

School Violence Questionnaire

In my first blog post, I'd like to present you a Hungarian questionnaire related to school bullying/violence. Please be aware that it is not an official translation, I translated everything into English myself. :)

The test was first published by Figula et al. in 2008.

It is a questionnaire with a 4 choice scale —> There are 70 items (33 of victims, 20 of bystanders, 17 of bullies) they have to mark one by one with one of these:

                1. Almost never

                2. Sometimes

                3. Often

                4. Almost everyday

The questionnaire has 5 dimensions/scales:

                1. Victim

                2. Assist

                3. Help-seeker

                4. Bystander

                5. Bully

All these 5 scales (except the “assist” one) have SUBSCALES, which are the following ones:

School Bullying Questionnaire scales

Amount of items

1) Victim scale

33

        Cognitive factor (conscious perception and process of bullying)

15

        Affection (emotional effect of harassment)

12

        Physical/Body reaction (physical reaction for bullying)

3

        Social support

3

2) Assist

3

3) Help-seeker scale

8

        Peace-making intervention

3

        Help-seeking intervention

2

        Affection (internal tension because of the seen violence)

3

4) Bystander scale

9

        Keeping distance

6

        Fear

3

5) Bully subscale

17

        Physical aggression

4

        Verbal aggression

5

        Exclusion

5

        Positive advantages (advantages coming from the assault)

3


How should we administer the test?

It can be used while individual or group testing, in a silent room with good lightning in it. If the person has dyslexia, the test can be read to him or her out loud in a face-to-face private situation, and the answers should be written down by the conductor of the test-taking. There is a given answer sheet where everyone can regist their answers individually.

The amount of time needed for taking the whole test is 15-25 minutes.

Examples:

0- almost never; 1- sometimes; 2- often; 3- almost everyday

            I am afraid of one of my classmates.    0  1  2  3

            One of my classmates usually bullies me.   0  1  2  3

            If somebody hurts me, I want to cry.   0  1  2  3


Overall we can say that this questionnaire is a good and DETAILED way of measuring bullying at schools by asking the students about it!


IF YOU WANT TO HAVE A DEEPER LOOK OF IT OR JUST WOULD LIKE TO KNOW ABOUT THE RESOURCE: 

https://www.researchgate.net/publication/334307289_ISKOLAI_EROSZAK_KERDOIV_felhasznaloi_kezikonyv


Comments

Popular posts from this blog

New Definition of Bullying

 Hi everyone! The World Anti-Bullying Forum, together with UNESCO, created a Working group for establishing a new definition of school bullying. Its new definition keeps the idea that bullying requires unwanted repetitive aggressiveness and imbalance of power, and adds the idea that this power imbalance is supported by societal and institutional norms. The emphasis is now in the idea that bullying is not an affair among students but a social process. The new definition is this one: School bullying is a damaging social process that is characterized by an imbalance of power driven by social (societal) and institutional norms. It is often repeated and manifests as unwanted interpersonal behaviour among students or school personnel that causes physical, social, and emotional harm to the targeted individuals or groups, and the wider school community. You can find the document where it is explained  here . Fes

Salutogenic approach and a personal opinion

  As I briefly mentioned in my previous post, on the website called PDA Bullying , among various resources, there is a section dedicated to explain the Salutogenic approach . After doing some research, it becomes clear that this approach gets its name because its main goal is to promote health and well-being . The platform aims to address bullying from this perspective, adopting a strength-based approach that focuses on individuals' potential and the creation of a cooperative community working toward a shared goal . It slightly reminds me of the No Blame Approach we studied in class, as it also refers to a method based on compassion and a solution-focused outlook , rather than assigning blame. Their aim is not simply to act against bullying, but rather to overcome it , moving beyond a simplistic understanding of bullying as just a dynamic between two individuals. Instead, they view it as a broader social process . For this reason, the protocol designed and implemented by...

The Simpsons: Bull-E

  Bull-E - The Simpsons (Season 26, Episode 21) The Simpsons has reflected bullying as a complex issue through their episodes, whether through Bart’s pranks, Nelson’s struggles, or Springfield’s collective response, the show highlights the importance of addressing bullying thoughtfully and empathetically.  Many schools and communities have anti-bullying policies, but the debates arise about how to enforce them without oppressing free expression or over-penalizing minor infractions. The episode of The Simpsons reflects these concerns by showing the challenges of finding a balance. It highlights how good intentions, like preventing bullying (passing an Anti-Bullying law), can sometimes go way too far, leading to unintended consequences. Also, it brings up the difficulty of bullying’s definition, what feels like bullying to one person might seem harmless to another, that is Homer’s storyline, which reminds us that our words and actions, even if unintended, can impact on others d...