Detecting bullying in early elementary school with a computerized peer-nomination instrument

Area of Science:

• Child Psychology
• Educational Assessment
• Social Behavior Research

Background:

• Bullying is a significant issue in elementary schools.
• Accurate measurement of peer relations and bullying is crucial for early intervention.
• Existing methods may not be suitable for very young children.

Purpose of the Study:

• To introduce and evaluate the psychometric properties of the PEERS Measure.
• To assess the feasibility of using peer nominations for identifying bullying in Grades 1-2.
• To examine the relationship between peer-reported bullying and other social behaviors.

Main Methods:

• A computerized peer-nomination instrument, the PEERS Measure, was administered to 4,017 children in Grades 1-2.
• Psychometric characteristics, including intercorrelations, test-retest reliability, and convergent validity, were analyzed.
• Data were collected from children, teachers, and self-reports.

Main Results:

• The PEERS Measure demonstrated good psychometric properties, with strong intercorrelations between related constructs (e.g., bullying and peer rejection r = .51).
• Test-retest reliability was good (average intraclass correlation = .72).
• Peer-reported bullying correlated as expected with self- and teacher-reported aggressive behavior (r = .37 and r = .42, respectively).
• Boys showed higher involvement in bullying and peer rejection.
• Lower socioeconomic factors were associated with increased bullying and victimization.

Conclusions:

• The PEERS Measure is a reliable and feasible instrument for assessing peer relations and identifying bullying in early elementary school.
• Peer nomination is a viable method for early identification of bullying behaviors.
• Findings highlight the importance of considering socioeconomic factors in bullying research.