Volume 38, Issue 3 (2009)
Measuring and Changing a 'Culture of Bullying'
Catherine P. Bradshaw, Tracy Evian Waasdorp
The literature indicates that an essential element of effective prevention and early intervention is the measurement of bullying through surveys. Although the scientific community continues to struggle with the most accurate and efficient method for assessing the prevalence of bullying (Furlong, Sharkey, Felix, Tanigawa, & Greif-Green, in press), the article by Bandyopadhyay, Cornell, and Konald (2009) highlights a critical but often overlooked aspect of assessment—the broader culture and climate of bullying. Through two large-scale studies, the authors provide evidence that the School Climate Bullying Survey has adequate psychometric properties and is thus a potentially useful measure of the bullying climate within a school. The studies by Bandyopadhyay et al. also raise a number of important issues for researchers, school psychologists, and prevention scientists concerned about the issue of bullying and its effect on the school context. In this commentary, we build on the work by Bandyopadhyay et al. and identify some areas for further research related to the “culture of bullying” (Unnever & Cornell, 2003). We also consider some implications of this work for researchers and practitioners aiming to prevent bullying and promote a positive school climate for all students.
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