Operationally Defining "Bullying"
Arch Pediatr Adolesc Med. 2003;157:1134-1135.
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We commend Nansel and colleagues1 for exploring the effect of bullying on youth. However, we contend that "bullying" is a very specific type of peer aggression that is not captured in the authors' definition of bullying provided to surveyed youth. Their description of bullying is attributed to Olweus,2 yet it does not sufficiently assess onffe of the fundamental components of his definition. Olweus emphasizes that acts of bullying are typically "carried out repeatedly and over time."2(p6) Although the definition provided by Nansel et al mentions that it can be considered bullying when a student is teased repeatedly, their definition does not describe bullying as a relationship with a reoccurring pattern of interactions. The concept that bullying is a relationship is one of the central characteristics that distinguish it from other types of peer aggression. By including in their definition that bullying can occur when students "say or do nasty or . . . [Full Text of this Article]
Jennifer L. Greif, BA
Center for School-Based Youth Development
University of California–Santa Barbara
Gevirtz Graduate School of Education
Counseling/Clinical/School Psychology Program
Santa Barbara, CA 93106–9490
(e-mail: jgreif@education.ucsb.edu)
Michael J. Furlong, PhD;
Gale Morrison, PhD
Santa Barbara
RELATED ARTICLE
Operationally Defining "Bullying"—Reply
Tonja R. Nansel and Mary D. Overpeck
Arch Pediatr Adolesc Med. 2003;157(11):1135.
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