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Arch Pediatr Adolesc Med. 2003;157:1135.

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Greif and colleagues raise an important issue regarding the assessment and measurement of bullying. While researchers generally agree on the definition of bullying from a conceptual standpoint, measurement of this construct is indeed difficult.¹ Bullying involves not only aggressive behavior, but an intention to harm, an imbalance of power, and repetition over time. Adequately capturing all of these elements, while at the same time incorporating the many ways in which this aggression may take form, is a formidable task. As such, most measures of bullying probably fall short in fully delineating one or more of these elements.

The measures of bullying we used were used concurrently by 30 countries to obtain prevalence measures in an international survey² that has based its definition of bullying on Olweus' work since 1984. The definition used in the 1997-1998 international Health Behaviour in School-aged Children survey was recommended by Olweus in 1996 . . . [Full Text of this Article]

Tonja R. Nansel, PhD
Division of Epidemiology, Statistics, and Prevention Research
National Institute of Child Health and Human Development
Department of Health and Human Services
Washington, DC

Mary D. Overpeck, DrPH
Washington

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Operationally Defining "Bullying"
Jennifer L. Greif, Michael J. Furlong, and Gale Morrison
Arch Pediatr Adolesc Med. 2003;157(11):1134-1135.
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