Evaluation of Safe Evaluation of Safe SchoolsSchools::AppApplications and lications and Interpretation of the Interpretation of the Reynolds Bully-Reynolds Bully-Victimization Scales for Victimization Scales for SchoolsSchools

William M. Reynolds, PhD.William M. Reynolds, PhD.

California Association of School Psychologists California Association of School Psychologists March 18, 2004March 18, 2004

Workshop OutlineWorkshop Outline

► How safe are schools?How safe are schools?► Bullying and victimization in schools.Bullying and victimization in schools.► Psychological distress caused by bullying.Psychological distress caused by bullying.► The The RBVSS: BVS, BVDSRBVSS: BVS, BVDS, and , and SVASSVAS..► Interpretation of RBVSS measures.Interpretation of RBVSS measures.► Individual and school-wide applications.Individual and school-wide applications.► Conducting needs assessments for safeConducting needs assessments for safe

schools.schools.► Evaluating safe school intervention programs.Evaluating safe school intervention programs.

How Safe are How Safe are Schools?Schools?

In a national sample of over 13,000 In a national sample of over 13,000 adolescents reported by the Centers for adolescents reported by the Centers for Disease Control and Prevention :Disease Control and Prevention :

33.233.2% of respondents reported being in % of respondents reported being in a physical fight one or more times in the a physical fight one or more times in the previous year, including previous year, including

4343% of boys and % of boys and 2424% of girls,% of girls, with with 11 out of out of 88 students in a physical students in a physical

fight on school property. fight on school property.

School ViolenceSchool Violence

In the 12 months preceding the CDC In the 12 months preceding the CDC survey, survey,

1 in 11 adolescents had been either 1 in 11 adolescents had been either threatened or injured with a weapon in threatened or injured with a weapon in school.school.

1 in 15 high school students had 1 in 15 high school students had missed one or more days of school in missed one or more days of school in the 30 days prior because of the 30 days prior because of fear fear for for their safety.their safety.

Attempts at Attempts at SolutionsSolutions Title 4 of the Improving America's Title 4 of the Improving America's

Schools Act of 1994 (P.L. 94-103, HR 6), Schools Act of 1994 (P.L. 94-103, HR 6), also known as the also known as the Safe and Drug-Free Safe and Drug-Free Schools and Communities Act of 1994Schools and Communities Act of 1994, , sought to meet the goal of violence free sought to meet the goal of violence free schools by the year 2000. schools by the year 2000. Unfortunately, the problem of violence Unfortunately, the problem of violence in schools, including that against in schools, including that against children, appears to be unabated.children, appears to be unabated.

Problems in the Problems in the Assessment of Bully Assessment of Bully VictimizationVictimization

The behaviors may be subtle and may take The behaviors may be subtle and may take place when school staff are not present.place when school staff are not present.

The phenomena occur periodically over time in The phenomena occur periodically over time in a way that may not be consistently observable a way that may not be consistently observable by staff.by staff.

The phenomena are defined in part by the The phenomena are defined in part by the psychological impact on the child which may psychological impact on the child which may not be observable by staff. not be observable by staff.

Effected youth may be afraid to report the Effected youth may be afraid to report the problem to staff.problem to staff.

Staff may also be intimidated by the behavior.Staff may also be intimidated by the behavior.

BullyingBullying

Bullying can range from mild Bullying can range from mild behaviors such as calling behaviors such as calling another student a relatively another student a relatively benign name on a regular basis benign name on a regular basis to bullying others by threat of to bullying others by threat of or with physical harm on a or with physical harm on a routine basis often when routine basis often when teachers or authority figuresteachers or authority figures are are not presentnot present..

BullyingBullying

Bullying refers to the use of Bullying refers to the use of physical, psychological, or physical, psychological, or direct verbal means either direct verbal means either individually or in a group, to individually or in a group, to cause physical or cause physical or psychological distress to psychological distress to others. others.

Bully VictimizationBully Victimization

Bully victimization is when Bully victimization is when physical, psychological, or physical, psychological, or verbal actions by other verbal actions by other student or students, either student or students, either directly or indirectly, cause directly or indirectly, cause physical or psychological physical or psychological distress to the recipient.distress to the recipient.

Who are Who are Bully-Bully-Victims?Victims?

Sometimes the targets of bullies are Sometimes the targets of bullies are bullies themselves, creating a bullies themselves, creating a youngster who is both a bully and a youngster who is both a bully and a victim of bullying. victim of bullying.

There may be tendency to focus on There may be tendency to focus on the bullying behavior and ignore or the bullying behavior and ignore or dismiss they fact that the child is dismiss they fact that the child is also victimizedalso victimized. .

The Reynolds The Reynolds Bully Bully Victimization Victimization Scales for SchoolsScales for Schools

The RBVSSThe RBVSS

Bully Victimization Scale (Bully Victimization Scale (BVSBVS)) Bully-Victimization Distress Bully-Victimization Distress

Scale (Scale (BVDSBVDS)) School Violence Anxiety Scale School Violence Anxiety Scale

((SVASSVAS))

Bully Victimization Bully Victimization Scale (BVS) Bully Scale (BVS) Bully ScaleScale

The The BVS Bully ScaleBVS Bully Scale measures a range of measures a range of bullying behaviors, including:bullying behaviors, including:

Overt peer aggression such as throwing Overt peer aggression such as throwing object at peers, hitting and fighting with object at peers, hitting and fighting with other students, being with a group that other students, being with a group that assaulted other students, & intimidating assaulted other students, & intimidating other students to do things. other students to do things.

Relational aggression and harassment Relational aggression and harassment including name calling, teasing, including name calling, teasing, ridicule, and verbal threat. ridicule, and verbal threat.

Bully Victimization Bully Victimization Scale (BVS) Scale (BVS) Victimization ScaleVictimization Scale The The BVS Victimization ScaleBVS Victimization Scale assesses assesses

overt peer aggression and relational overt peer aggression and relational aggression directed at the respondent.aggression directed at the respondent.

Domains of peer victimization assessed Domains of peer victimization assessed include being physically assaulted by include being physically assaulted by peers, forced to do things they did not peers, forced to do things they did not want to do, chased, spat on, threatened want to do, chased, spat on, threatened with harm, objects thrown at them, with harm, objects thrown at them, property destroyed, called names, property destroyed, called names, teased and intimidated.teased and intimidated.

Bully Victimization Bully Victimization ScaleScale

Bully-Victimization Bully-Victimization Distress Scale Distress Scale (BVDS)(BVDS)

The The BVDSBVDS assesses the child’s assesses the child’s psychological response to bully psychological response to bully victimization in terms of:victimization in terms of:

BVDS Internalizing Distress BVDS Internalizing Distress ScaleScale

BVDS Externalizing Distress BVDS Externalizing Distress ScaleScale

BVDS Total Distress ScaleBVDS Total Distress Scale

BVDS Internalizing BVDS Internalizing Distress ScaleDistress Scale

The The BVDS Internalizing Distress BVDS Internalizing Distress ScaleScale consists of 21 items that consists of 21 items that evaluate internalizing evaluate internalizing characteristics including feelings characteristics including feelings of dysphoria, anxiety, school of dysphoria, anxiety, school avoidance, fearfulness, avoidance, fearfulness, nightmares, social withdrawal, nightmares, social withdrawal, self-harm, and other symptoms of self-harm, and other symptoms of internalizing distress in children internalizing distress in children and adolescents. and adolescents.

BVDS Externalizing BVDS Externalizing Distress ScaleDistress Scale

The The BVDS Externalizing Distress BVDS Externalizing Distress ScaleScale consists of 14 items that consists of 14 items that evaluate anger, interpersonal evaluate anger, interpersonal aggression, destruction of others’ aggression, destruction of others’ property, wishes to harm others due property, wishes to harm others due to anger, plans of retribution in the to anger, plans of retribution in the form of aggression directed at form of aggression directed at others, loss of temper, and breaking others, loss of temper, and breaking the rules at home or school. the rules at home or school.

Bully-Victimization Bully-Victimization Distress ScaleDistress Scale

School Violence School Violence Anxiety Scale (SVAS)Anxiety Scale (SVAS)

The The SVASSVAS is designed to evaluate is designed to evaluate student anxiety related to the student anxiety related to the school as an unsafe or threatening school as an unsafe or threatening environmentenvironment as reflected by as reflected by participating in or observing bully participating in or observing bully victimization, observing or fearing victimization, observing or fearing weapons in school, witnessing a weapons in school, witnessing a school shooting or other school shooting or other threatening event.threatening event.

School Violence School Violence Anxiety ScaleAnxiety Scale

National National StandardizationStandardization

Norms based on 2,000 children Norms based on 2,000 children and and adolescents in grades 3 adolescents in grades 3 through 12through 12

Stratified by Grade, Gender, Stratified by Grade, Gender, Ethnicity, Geographic Region, Ethnicity, Geographic Region, and and Parental Education Level Parental Education Level

Consistent with Year 2000 CensusConsistent with Year 2000 Census

Spanish Spanish LanguageLanguage VersionsVersions

Developed by back translationsDeveloped by back translations Field-tested with Spanish language Field-tested with Spanish language

samplesample Strong reliabilityStrong reliability Empirical evidence of equivalence Empirical evidence of equivalence

with the English language with the English language versionversion

ReliabilityReliability

Scales are internally consistent, Scales are internally consistent, alpha coefficients range from alpha coefficients range from .87 - .87 - .96 across grade and across .96 across grade and across gender gender for all scales.for all scales.

Scale scores are consistent over Scale scores are consistent over time, test-retest reliabilities range time, test-retest reliabilities range from .76 - .88 across grade and from .76 - .88 across grade and across gender for all scales.across gender for all scales.

ValidityValidity

All measures show evidence of All measures show evidence of construct validity in several construct validity in several studies, studies, including comparisons including comparisons with teacher with teacher reports, measures of reports, measures of psychological adjustment, and psychological adjustment, and school disciplinary actions.school disciplinary actions.

Additional validity is provided by Additional validity is provided by factor analyses and evidence of factor analyses and evidence of content validity.content validity.

Bullying by Grade Bullying by Grade LevelLevel

GRADE

12.00

11.00

10.00

9.00

8.00

7.00

6.00

5.00

4.00

3.00

BV

S B

ully S

cale

56

54

52

50

48

46

Gender

Male

Female

Victimization by Victimization by Grade LevelGrade Level

GRADE

12.00

11.00

10.00

9.00

8.00

7.00

6.00

5.00

4.00

3.00

BV

S V

icti

miz

ati

on S

cale

60

58

56

54

52

50

48

46

44

42

Gender

Male

Female

BVDS Externalizing BVDS Externalizing Distress Scale by Distress Scale by GradeGrade

GRADE

12.00

11.00

10.00

9.00

8.00

7.00

6.00

5.00

4.00

3.00

BV

DS E

xte

rnalizi

ng D

istr

ess

Scale

56

54

52

50

48

46

44

42

Gender

Male

Female

BVDS Internalizing BVDS Internalizing Distress Scale by Distress Scale by GradeGrade

GRADE

12.00

11.00

10.00

9.00

8.00

7.00

6.00

5.00

4.00

3.00

BV

DS

In

tern

aliz

ing

Dis

tress

Scale

58

56

54

52

50

48

46

44

Gender

Male

Female

SVAS by Grade LevelSVAS by Grade Level

GRADE

12.00

11.00

10.00

9.00

8.00

7.00

6.00

5.00

School V

iole

nce A

nxie

ty S

cale

56

54

52

50

48

46

SEX

Male

Female

Interpretation of Interpretation of RBVSS MeasuresRBVSS Measures

Individual student interpretation of Individual student interpretation of RBVSSRBVSS measures is based on measures is based on standard scores; clinical score standard scores; clinical score ranges of normal, clinically ranges of normal, clinically significant, moderately severe and significant, moderately severe and severe; examination of the severe; examination of the RBVSS RBVSS profile; and item level analyses.profile; and item level analyses.

Case Report: Case Report: DustinDustin

Dustin was 11 years old and in grade 5 at a Dustin was 11 years old and in grade 5 at a small public school. He was average height for small public school. He was average height for his age, but very thin. Dustin had a diagnosis of his age, but very thin. Dustin had a diagnosis of Attention Deficit/Hyperactivity Disorder (ADHD) Attention Deficit/Hyperactivity Disorder (ADHD) and received speech and language services. He and received speech and language services. He had an unusual communication style, rarely had an unusual communication style, rarely made eye-contact, and spoke in a relatively flat made eye-contact, and spoke in a relatively flat tone. Observations of Dustin at recess tone. Observations of Dustin at recess suggested that he was interested in socializing suggested that he was interested in socializing with his peers, although it appeared that other with his peers, although it appeared that other students often thought of him as strangestudents often thought of him as strange. .

Dustin’s Raw Scale Scores, Dustin’s Raw Scale Scores, TT Scores and Cumulative Scores and Cumulative PercentagePercentage

Overview of Overview of Dustin’s RBVSS Dustin’s RBVSS ScoresScores

Dustin reported a high degree of bully-Dustin reported a high degree of bully-victimization.victimization.

Dustin reported a high degree of Dustin reported a high degree of internalizing distress about internalizing distress about victimization.victimization.

Dustin also reports a high degree of Dustin also reports a high degree of generalized school violence anxiety.generalized school violence anxiety.

We would want to know next if his We would want to know next if his response level is in the range of clinical response level is in the range of clinical significance.significance.

Dustin’s Profile Dustin’s Profile ChartChart

Item Level Analysis of Item Level Analysis of Bully Victimization Bully Victimization reported by Dustinreported by Dustin

Dustin indicated five or more incidents Dustin indicated five or more incidents in the past month of other students in the past month of other students saying or doing things to him to make saying or doing things to him to make him feel bad, and of being chased by him feel bad, and of being chased by peers.peers.

Twelve items were endorsed as Twelve items were endorsed as occurring “Three or Four Times” in the occurring “Three or Four Times” in the past month. These included being hit past month. These included being hit or kicked, threatened by peers, having or kicked, threatened by peers, having something thrown at him and being something thrown at him and being attacked by other kids.attacked by other kids.

Item Analysis of Item Analysis of Dustin’s Dustin’s Internalizing DistressInternalizing Distress

Dustin endorsed one item related to Dustin endorsed one item related to generalized distress due to bullying as generalized distress due to bullying as being experienced “Almost all of the being experienced “Almost all of the Time.”Time.”

Dustin rated 10 of the 21 items on the Dustin rated 10 of the 21 items on the Internalizing Distress ScaleInternalizing Distress Scale as as occurring “A lot of the Time” in the occurring “A lot of the Time” in the past past month.month.

A number of items so endorsed related A number of items so endorsed related to depression, including items to depression, including items reflecting reflecting crying behavior, dysphoric crying behavior, dysphoric mood, and mood, and feelings of self-harm. feelings of self-harm.

Item Level Analysis of Item Level Analysis of Dustin’s Reported Dustin’s Reported School Violence School Violence AnxietyAnxiety

Dustin endorsed five items as Dustin endorsed five items as occurring “A lot of the Time” over occurring “A lot of the Time” over

the past month.the past month. Most of these items related to Most of these items related to

worries that others would make worries that others would make fun of him, call him names, or say fun of him, call him names, or say

mean things about him.mean things about him.

Use of the RBVSS Use of the RBVSS for School for School Screening, Needs Screening, Needs Assessment, and Assessment, and Safe Schools Safe Schools Program EvaluationProgram Evaluation

Two Gate Screening Two Gate Screening ProgramProgram

Initial Stage: School- Initial Stage: School- or Grade-Wide or Grade-Wide ScreeningScreening

The initial stage of the screening The initial stage of the screening procedure is the administration of procedure is the administration of the the RBVSSRBVSS to all students in a to all students in a school or grade on the same day school or grade on the same day and time. This can be done by and time. This can be done by teachers using instructions in the teachers using instructions in the RBVSSRBVSS Manual. Manual.

Second Gate Second Gate ScreeningScreening

Students scoring above the cut Students scoring above the cut scores may be identified for follow-scores may be identified for follow-up interviews and possible referral up interviews and possible referral or intervention.or intervention.

Those identified in the sub-clinical Those identified in the sub-clinical but elevated range may be retested but elevated range may be retested at a later point and/or seen for at a later point and/or seen for consultation.consultation.

School-Based School-Based Screening Allows Screening Allows for Identification for Identification and Documenting and Documenting the Problem.the Problem.

Conducting a Needs Conducting a Needs Assessment for Safe Assessment for Safe SchoolsSchools

The The RBVSSRBVSS provides a provides a comprehensive set of measures comprehensive set of measures for the evaluation of a school’s for the evaluation of a school’s current bully victimization current bully victimization status, allowing for comparisons status, allowing for comparisons with a nationally representative with a nationally representative sample to determine the need sample to determine the need for active interventions.for active interventions.

Monitoring Change Monitoring Change with the RBVSSwith the RBVSS

After administering After administering RBVSSRBVSS on a school- on a school-wide basis schools can monitor change wide basis schools can monitor change in students’ bully victimization behavior, in students’ bully victimization behavior, psychological response and perception psychological response and perception of threat on a regular basis.of threat on a regular basis.

This establishes a “baseline” or This establishes a “baseline” or “benchmark”“benchmark”

Schools will be prepared to assess the Schools will be prepared to assess the impact of unexpected critical incidents impact of unexpected critical incidents that may occur and identify areas of that may occur and identify areas of need.need.

Assessment of Assessment of Effectiveness of Effectiveness of Violence Prevention Violence Prevention InterventionsInterventions

Schools that plan a violence prevention Schools that plan a violence prevention program may administer the program may administer the RBVSS RBVSS scales before and after the intervention scales before and after the intervention to monitor the effectiveness of the to monitor the effectiveness of the intervention. intervention.

This type of evaluation should use a This type of evaluation should use a control group that does not receive the control group that does not receive the intervention for comparison.intervention for comparison.

Assessment of impact should be long Assessment of impact should be long term.term.

The RBVSS is Available The RBVSS is Available From:From:

The Psychological Corporation / The Psychological Corporation / Harcourt Assessment, Inc. Harcourt Assessment, Inc.

1-800-211-83781-800-211-8378 http://http://

marketplace.psychcorp.com/marketplace.psychcorp.com/PsychCorp.com/Cultures/en-US/PsychCorp.com/Cultures/en-US/Catalog/CatalogHome.htmCatalog/CatalogHome.htm

William M. Reynolds, William M. Reynolds, Ph.D.Ph.D. Professor and ChairProfessor and Chair

Department of PsychologyDepartment of Psychology Humboldt State UniversityHumboldt State University Arcata, CA 95521Arcata, CA 95521 Tel: 707 826-3162Tel: 707 826-3162 Fax: 707 826-4993Fax: 707 826-4993 Email: Email: wr9@humboldt.eduwr9@humboldt.edu Web page: Web page: http://http://

www.humboldt.eduwww.humboldt.edu/ ~psych// ~psych/fs/reynolds/reynolds.htmfs/reynolds/reynolds.htm