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Violent Intentions – Teen Conflict Survey
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About Violent Intentions – Teen Conflict Survey
Scale Name
Violent Intentions – Teen Conflict Survey
Author Details
Kris Bosworth and Dorothy L. Espelage
Translation Availability
English
Background/Description
The Violent Intentions scale, part of the Teen Conflict Survey, developed by Kris Bosworth and Dorothy L. Espelage in 1995, is a self-report questionnaire designed to measure intentions to use nonviolent strategies to control anger and conflict among middle school students in grades 6-8 (ages 11-14). The Teen Conflict Survey, an unpublished instrument from the Center for Adolescent Studies at Indiana University, was created to assess attitudes and behaviors related to conflict, violence, and social-emotional factors in urban school settings, as cited in Dahlberg et al. (2005). The Violent Intentions subscale specifically evaluates adolescents’ likelihood of adopting nonviolent approaches, such as talking out disagreements or channeling anger constructively, in anger-provoking situations. It aligns with social-cognitive theories, particularly Bandura’s (1978) concept of behavioral intentions as predictors of action, and is informed by violence prevention research emphasizing prosocial skills (Farrell et al., 1992).
The subscale comprises 8 items rated on a 4-point Likert scale (0 = “very unlikely” to 3 = “very likely”), assessing intentions to use nonviolent strategies (e.g., “Try to talk it out,” “Ignore the situation,” “Try to reduce my anger”). Item 2 (“Ignore the situation”) is reverse-scored, as it may reflect avoidance rather than active conflict resolution. Scores are summed, ranging from 8 to 32, with higher scores indicating stronger intentions to use nonviolent strategies. Validated in urban middle school samples, the scale is used to evaluate violence prevention programs, such as the SMART Talk intervention (Bosworth et al., 2000), and to study factors influencing bullying and aggression (Bosworth et al., 1999).
Psychologists, educators, and violence prevention researchers use the Violent Intentions scale to identify prosocial intentions, assess intervention effectiveness, and explore mediators of aggressive behavior in school settings. Its high internal consistency and focus on early adolescence make it a robust tool, though its unpublished status, English-only availability, and specific age range may limit accessibility.
Administration, Scoring and Interpretation
- Obtain a copy of the Violent Intentions scale from authorized sources, such as Dahlberg et al. (2005) Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths (p. 122) or contact the Center for Adolescent Studies, ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses how they plan to handle anger and conflict to support positive behaviors, emphasizing confidentiality and using age-appropriate language.
- Provide instructions, asking students to rate each of the 8 items based on how likely they are to use the described nonviolent strategies the next time they are angry, using the 4-point scale.
- Approximate time for completion is 3-5 minutes, depending on reading ability.
- 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 Violent Intentions scale demonstrates strong psychometric properties, as reported in Dahlberg et al. (2005). Internal consistency is high, with a Cronbach’s alpha of 0.84, indicating excellent item cohesion for a brief subscale, suitable for urban middle school populations. Test-retest reliability is not reported, but stability is inferred to be moderate based on similar intention-based scales (e.g., r ≈ 0.60-0.80 over weeks).
Convergent validity is supported by correlations with related constructs, such as self-efficacy for nonviolent conflict resolution (r ≈ 0.30-0.50) and lower beliefs supportive of violence (r ≈ -0.40), as shown in Bosworth et al. (2000). Discriminant validity is inferred from weaker correlations with unrelated constructs, such as academic performance (r < 0.30). Criterion validity is demonstrated by its sensitivity to intervention effects, with increased scores post-intervention in the SMART Talk program, and its association with reduced bullying behavior (Bosworth et al., 1999). Factor analyses are not detailed, but the subscale’s focus on nonviolent intentions supports construct validity, consistent with social-cognitive models. The high reliability makes it a reliable tool for research, though it should be paired with behavioral measures to confirm actual strategy use.
Available Versions
08-Items
Reference
Bosworth, K., & Espelage, D. (1995). Teen conflict survey. Bloomington, IN: Center for Adolescent Studies, Indiana University.
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.
Bosworth, K., Espelage, D., DuBay, T., Daytner, G., & Karageorge, K. (2000). Preliminary evaluation of a multimedia violence prevention program for adolescents. American Journal of Health Behavior, 24(4), 268-280.
Bosworth, K., Espelage, D. L., & Simon, T. R. (1999). Factors associated with bullying behavior in middle school students. The journal of early adolescence, 19(3), 341-362.
Important Link
Scale File:
Frequently Asked Questions
What does the Violent Intentions scale measure?
It measures intentions to use nonviolent strategies to manage anger and conflict.
Who can use the scale?
Psychologists, educators, and researchers studying conflict resolution in middle schoolers.
How long does the scale take to complete?
It takes about 3-5 minutes.
Is the scale specific to middle school students?
Yes, it targets grades 6-8 in urban settings.
Can the scale inform violence prevention programs?
Yes, it assesses prosocial intentions with high reliability, but should be used with other measures.
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