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Victimization – Problem Behavior Frequency Scale
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About Victimization – Problem Behavior Frequency Scale
Scale Name
Victimization – Problem Behavior Frequency Scale
Author Details
Multisite Violence Prevention Project (MVPP) (2004), adapted from Crick & Bigbee (1998), Orpinas & Frankowski (2001), and Sullivan, Esposito, & Farrell (2003)
Translation Availability
English
Background/Description
The Victimization – Problem Behavior Frequency Scale, developed by the Multisite Violence Prevention Project (MVPP) in 2004 and adapted from Crick & Bigbee (1998), Orpinas & Frankowski (2001), and Sullivan, Esposito, & Farrell (2003), is a self-report questionnaire designed to measure the frequency of relational and overt victimization experienced by middle school students in grades 6-8 (ages 11-14) in the past month. Published in American Journal of Preventive Medicine (MVPP, 2004) and cited in Dahlberg et al. (2005), the scale assesses victimization within the context of problem behavior theory (Jessor & Jessor, 1977), focusing on two dimensions: overt victimization (e.g., physical aggression, threats) and relational victimization (e.g., social exclusion, rumor-spreading). The MVPP used this scale to evaluate violence prevention interventions across urban school sites.
The scale comprises 10 items (5 per subscale) rated on a 6-point frequency scale (1 = “never” to 6 = “20 or more times” in the past 30 days). Examples include “How many times in the past month were you hit or pushed by another student?” (overt) and “How many times in the past month did someone spread rumors about you?” (relational). Subscale scores are summed (range: 5-30 each), with higher scores indicating greater victimization frequency. Validated in diverse urban middle school samples, it is used to monitor victimization prevalence, evaluate intervention outcomes, and identify at-risk students.
Psychologists, educators, and public health researchers use the scale to assess victimization experiences, inform school-based anti-bullying programs, and study correlates of peer aggression. Its high internal consistency and dual-subscale structure are strengths, though its English-only availability and self-report nature may limit broader use and accuracy.
Administration, Scoring and Interpretation
- Obtain a copy of the scale from primary sources, such as MVPP (2004) in American Journal of Preventive Medicine (Vol. 26, pp. 7-14) or Dahlberg et al. (2005) Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths (p. 122, available at http://www.cdc.gov/violenceprevention/pdf/YV_Compendium.pdf), ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses experiences of being mistreated to promote safer school environments, emphasizing anonymity and using age-appropriate, non-judgmental language.
- Provide instructions, asking students to rate the frequency of overt and relational victimization experiences in the past 30 days, using the 6-point scale.
- Approximate time for completion is 3-5 minutes, given its 10-item format.
- Administer in a classroom or research setting, using paper or digital formats, ensuring a private environment to promote honest responses. Oral administration may be used for students with reading difficulties.
Reliability and Validity
The Victimization – Problem Behavior Frequency Scale demonstrates strong psychometric properties, as reported in MVPP (2004) and Dahlberg et al. (2005). Internal consistency is high for both subscales, with Cronbach’s alpha of 0.84 for overt victimization and 0.84 for relational victimization, indicating good item cohesion. Test-retest reliability is not reported, but stability is inferred to be moderate based on similar victimization measures (r ≈ 0.60-0.80 over weeks).
Convergent validity is supported by correlations with related constructs, such as peer aggression (r ≈ 0.30-0.50) and emotional distress (r ≈ 0.20-0.40), consistent with problem behavior theory. Discriminant validity is inferred from weaker correlations with unrelated constructs, like academic performance (r < 0.30). Criterion validity is demonstrated by its ability to detect changes in victimization post-intervention and predict psychosocial outcomes in MVPP studies. Factor analyses confirm a two-factor structure (overt and relational victimization), supporting construct validity. The high reliability makes it robust, though self-report biases suggest pairing with multi-informant data (e.g., teacher or peer reports).
Available Versions
12-Items
Reference
Project, M. V. P. (2004). The multisite violence prevention project: background and overview. American Journal of Preventive Medicine, 26(1), 3-11.
Crick, N. R., & Bigbee, M. A. (1998). Relational and overt forms of peer victimization: a multiinformant approach. Journal of consulting and clinical psychology, 66(2), 337.
Dahlberg, L. L., Toal, S. B., Swahn, M. H., & Behrens, C. B. (2005). Measuring violence-related attitudes, behaviors, and influences among youths: A compendium of assessment tools. Centers for disease control and prevention.
Important Link
Scale File:
Frequently Asked Questions
What does the Victimization – Problem Behavior Frequency Scale measure?
It measures the frequency of relational and overt victimization in the past month.
Who can use the scale?
Psychologists, educators, and researchers studying middle school students.
How long does the scale take to complete?
It takes about 3-5 minutes.
Is the scale specific to certain groups?
It targets grades 6-8 in urban settings.
Can the scale inform interventions?
Yes, it supports anti-bullying programs with high reliability (α = 0.84).
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