Bystander Intervention in Bullying and Sexual Harassment (Nickerson et al., 2014)
- Populations: Adolescents, Young Adults
- Age ranges: 13-20
- Languages: English
- Countries: United States
Items
Subscales
- Notice,
- Emergency,
- Responsibility,
- Know,
- Act,
Items by Subscale
Notice
- Bullying is a problem at this school.
- I am aware that students at my school are sexually harassed.
- I have seen other students being bullied or harassed at my school this year.
Emergency
- It is evident to me that someone who is being bullied needs help.
- If someone makes sexually inappropriate comments, the student on the receiving end should realize it is just a joke.*
- I think bullying and sexual harassment are hurtful and damaging to others.
Responsibility
- I feel personally responsible to intervene and assist in resolving bullying or sexual harassment incidents.
- If I am not the one bullying or harassing others, it is still my responsibility to try to stop it.
- I believe that my actions can help to reduce bullying and sexual harassment
Know
- I have the skills to support a student who is being treated disrespectfully.
- I know what to say to get someone to stop bullying or harassing someone else.
- I can help get someone out of a situation where he or she is being bullied or harassed.
Act
- I would tell a group of my friends to stop using sexist language or behaviors if I see or hear them.
- I would say something to a student who is acting mean or disrespectful to a more vulnerable student.
- I would tell my friend to stop using put-downs when talking about the person he or she is going with.
- If I saw a student I did not know very well being harassed or bullied at school, I would help get him or her out of the situation.
Responses
Items used a 5-point Likert-type scale, 1 = “strongly disagree” - 5 = “strongly agree”
Scoring
Not Reported
Citations
Nickerson, A. B., Aloe, A. M., Livingston, J. A., & Feeley, T. H. (2014). Measurement of the bystander intervention model for bullying and sexual harassment. Journal of Adolescence (London, England.), 37(4), 391-400. https://doi.org/10.1016/j.adolescence.2014.03.003
Scoring breakdown
Measure development
- Significant design input from young people
- Cognitive interviews with young people
- Expert input
Validity
- Unknown: Face validity
- Unknown: Convergent validity
- Green: Construct validity
Reliability
- Green: Internal consistency
- Unknown: Test-retest
Ease of use
- Unknown: Readability
Definitions
Face validity: How well a measure appears to represent the construct it is supposed to be measuring.
Convergent validity: How well a measure correlates with other hypothetically-related measures.
Construct validity: The extent to which a measure reflects the construct it was designed to evaluate.
Internal consistency: The extent to which items in a scale capture aspects of the same construct.
Test-retest: The degree to which measurement scores are consistent over a short period of time (usually 2 weeks).
Readability: The ease with which a reader can understand the questionnaire items.
Key
- Green: Meets validation criteria
- Red: Does not meet validation criteria
- Unknown: Evidence not available
