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Bully Survey
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About Bully Survey
Scale Name
Bully Survey
Author Details
Susan M. Swearer, Paige T. Cary, Rhonda K. Turner, Jamie E. Givens, and William S. Pollack
Translation Availability
English
Background/Description
The Bully Survey, developed by Swearer and Cary (2003) and further refined by Swearer, Turner, Givens, and Pollack (2008), is a multi-part self-report measure designed to assess bullying experiences among youth aged 10–18 years. Published in the Journal of Applied School Psychology (2003) and School Psychology Review (2008), the survey evaluates four key areas: bullying victimization (experiences of being bullied), perpetration (engaging in bullying behaviors), witnessing (observing bullying), and attitudes toward bullying (e.g., perceptions of acceptability or harm). It covers physical (e.g., hitting, pushing), verbal (e.g., name-calling, teasing), and relational (e.g., exclusion, rumor-spreading) bullying, with a focus on school contexts.
Participants respond to items using a Likert scale (e.g., 1 = “Never” to 5 = “Very often” for frequency-based items) over a specified time frame, typically the past school term. The survey includes behaviorally specific questions (e.g., “How often have you been called names?”) and attitudinal items (e.g., “Is bullying a serious problem at your school?”). It was validated with middle and high school students in the U.S. (sample sizes vary, typically hundreds, mean age ≈ 13–15 years, ~50% female), showing that 60–70% reported witnessing bullying, 20–30% experienced victimization, and 10–20% admitted to perpetration. The survey correlates with psychosocial outcomes like depression (r ≈ 0.30–0.50), anxiety (r ≈ 0.25–0.45), and lower school connectedness (r ≈ -0.20–0.40). It is used in educational and school psychology to assess bullying dynamics, identify intervention targets, and evaluate school climate.
Administration, Scoring and Interpretation
- Obtain the survey from Swearer and Cary (2003) or Swearer et al. (2008) via authorized sources, ensuring ethical permissions.
- Explain to participants (aged 10–18) that the questionnaire assesses bullying experiences and attitudes, emphasizing anonymity and honest responses.
- Administer the multi-part survey in a classroom or controlled setting, using paper or digital formats, with instructions to rate frequency and attitudes over the past school term.
- Estimated completion time is 15–20 minutes, depending on the number of items used.
- Ensure a distraction-free environment; adapt for accessibility (e.g., oral administration) if needed
Reliability and Validity
The Bully Survey demonstrates robust psychometric properties (Swearer & Cary, 2003; Swearer et al., 2008). Internal consistency is acceptable to high: Cronbach’s alpha for Physical Bullying = 0.79 and Verbal Bullying = 0.85, with relational bullying and attitudinal subscales inferred as comparable (Cronbach’s alpha ≈ 0.75–0.85) based on similar measures. Test-retest reliability is not explicitly reported but estimated as moderate (r ≈ 0.65–0.80 over 4–6 weeks) from comparable self-report bullying scales.
Convergent validity is supported by correlations with the Adolescent Peer Relations Instrument (r ≈ 0.40–0.60; Parada, 2000) and measures of depression and anxiety (r ≈ 0.30–0.50). Predictive validity is evidenced by associations with peer rejection and school disengagement (r ≈ 0.20–0.45). Discriminant validity is shown by weak correlations with unrelated constructs like academic achievement (r < 0.20). The survey’s structure includes distinct sections for victimization, perpetration, witnessing, and attitudes, supported by factor analysis.
Pairing with measures like the School Relationships Questionnaire (Wolke et al., 2000) or the Multidimensional Peer-Victimization Scale (Mynard & Joseph, 2000) enhances comprehensive bullying assessment.
Available Versions
Multiple-Items
Reference
Swearer, S. M., & Cary, P. T. (2003). Perceptions and attitudes toward bullying in middle school youth: A developmental examination across the bully/victim continuum. Journal of Applied School Psychology, 19(2), 63-79.
Swearer, S. M., Turner, R. K., Givens, J. E., & Pollack, W. S. (2008). “You’re so gay!”: Do different forms of bullying matter for adolescent males?. School psychology review, 37(2), 160-173.
Important Link
Scale File:
Frequently Asked Questions
What does the Bully Survey measure?
It measures bullying victimization, perpetration, witnessing, and attitudes in school settings.
Who is the target population?
Youth aged 10–18 years in school settings.
How long does it take to administer?
Approximately 15–20 minutes.
Can it inform interventions?
Yes, it identifies bullying patterns and attitudes to guide school-based interventions.
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