Defining the word bullying: Inconsistencies and lack of clarity among current definitions

Abstract

Bullying is a label or word often considered a subset of aggressive behavior distinguished from other forms of aggression because it occurs repeatedly and involves individuals of unequal power (Frey et al., 2005; Olweus, 1993a). Despite researchers’ efforts at establishing a uniform definition, others continue to attribute other meanings to the word bullying. While bullying is identified as one of the most prevalent forms of violence within schools (Swearer & Doll, 2001), inconsistencies in definitions make it difficult to determine the true extent of the problem. The purpose of the current article is to highlight relevant issues with current definitions of bullying. The authors briefly review the core elements (i.e., components) of bullying reported in the literature and synthesize the varying definitions of bullying offered by researchers, federal legislation, state legislation, school district policy, school staff members, students, and parents. In addition, the authors discuss factors that are thought to influence individuals’ definitions of bullying. Last, the impact that inconsistent and unclear definitions of bullying may have on assessment and interventions for bullying is considered and future directions are described.

Keywords:

• Assessment
• bullying
• definitions
• intervention
• school

Additional information

Notes on contributors

Lindsey C. Slattery

Lindsey C. Slattery is currently a PhD student at the University of South Florida in the Applied Behavior Analysis (ABA) doctoral program, where she also received her master’s in ABA. Lindsey also currently works as a Board-Certified Behavior Analyst with children and adolescents who demonstrate severe problem behavior. Her current research interests include functional assessment and individualized interventions for bullying-related aggression in schools, self-management interventions for academic- and nonacademic-related behaviors, evaluation of parent-/staff-implemented interventions, and systems-level change in juvenile justice settings.

Heather Peshak George

Heather George is currently a co-director for the FLPBIS Project and director of the Florida School Climate Transformation at the University South Florida (USF). She also co-directs USF's participation in the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), where she serves as a Research Partner with several universities and agencies across the country and as a PBIS Resource Agent to several states (Alabama, Florida, Georgia, Mississippi, Puerto Rico, and Texas). Heather also co-directs the Preparing Tiered System Behavior Analysts personnel preparation grant to build skills of current master’s students in ABA and prepare them to support schools and individuals using a Multi-Tiered System of Supports. She was elected to the international Association for Positive Behavioral Support (APBS) Board of Directors in 2009 and has been serving as President of APBS since 2014. Dr. George received her master’s degree in Clinical Psychology at Indiana State University, Terre Haute and her doctorate degree in Curriculum and Instruction with an emphasis in Special Education, School Psychology, and Reading at Louisiana State University, Baton Rouge. Her areas of interest include positive behavior support, schoolwide discipline, systems-level change, international applications of PBIS, implementation processes, and function-based behavior support planning.

Laura Kern

Laura Kern is currently a postdoctoral research scholar at the University of South Florida. She received her doctorate in Educational Psychology with a focus on Special Education at the University of Connecticut’s Neag School of Education as well as a Certificate in Evaluation and is interested in the intersection of policy with educational practice, the reduction of aggressive behaviors in schools, and the implementation of multi-tiered systems of support. She practiced law for over 10 years before studying special education, receiving her JD from Quinnipiac University. She also received her master of arts in special education from the University of Connecticut.