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Illinois Bully Scale
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About Scale Name
Scale Name
Illinois Bully Scale
Author Details
Dr. Dorothy Espelage and her colleagues
Translation Availability
Spanish, Korean, and Mandarin, among other languages.
Background/Description
The Illinois Bully Scale (IBS) is a self-report measure developed to assess bullying and victimization behaviors among children and adolescents. The scale was developed by Dr. Dorothy Espelage and her colleagues at the University of Illinois at Urbana-Champaign, in response to a need for a reliable and valid tool to measure bullying behavior.
The IBS consists of 15 items that assess four types of bullying behavior: physical, verbal, relational, and cyberbullying. Respondents are asked to indicate how often they have engaged in each behavior over the past month, using a 5-point Likert scale ranging from “never” to “almost every day.”
The scale has been shown to have good reliability and validity, and has been used in numerous studies to examine the prevalence and correlates of bullying behavior among youth. It has also been translated into multiple languages for use in cross-cultural research.
Overall, the Illinois Bully Scale provides a useful tool for assessing bullying behavior and identifying individuals who may be at risk for perpetrating or experiencing bullying. It can be used in research and clinical settings to inform prevention and intervention efforts aimed at reducing bullying and promoting healthy social relationships among youth.
Administration, Scoring and Interpretation
The administration of the Illinois Bully Scale (IBS) involves asking respondents to complete a self-report questionnaire that consists of 15 items assessing four types of bullying behavior: physical, verbal, relational, and cyberbullying. Respondents are asked to indicate how often they have engaged in each behavior over the past month, using a 5-point Likert scale ranging from “never” to “almost every day.”
Scoring the IBS involves assigning a numerical value to each response, with higher scores indicating greater frequency of bullying behavior. The scores can be summed to create a total bullying score, or scores can be calculated for each of the four types of bullying behavior separately.
Interpreting the results of the IBS involves comparing an individual’s scores to established norms or cutoff scores. High scores on the IBS indicate a greater frequency of bullying behavior and may be cause for concern, particularly if the individual also experiences negative psychosocial outcomes such as depression, anxiety, or social isolation.
It is important to note that the IBS is just one tool for assessing bullying behavior and should be used in conjunction with other measures and clinical judgement when making decisions about prevention and intervention efforts. It is also important to consider the context and cultural factors when interpreting the results of the IBS.
Reliability and Validity
The Illinois Bully Scale (IBS) has been shown to have good reliability and validity.
Reliability refers to the consistency of results obtained with a measure over time and across different raters or testing conditions. The IBS has demonstrated good internal consistency, with high levels of agreement between items measuring the same construct. Test-retest reliability has also been found to be high, indicating that the IBS produces consistent results over time.
Validity refers to the extent to which a measure assesses what it is intended to measure. The IBS has demonstrated good construct validity, as evidenced by its ability to distinguish between different types of bullying behavior and to predict related outcomes such as depression and anxiety.
Convergent validity has also been demonstrated through correlations with other measures of bullying behavior and victimization experiences. Discriminant validity has been established through comparisons with measures of non-bullying behaviors and experiences.
Available Versions
- 18-Items
- 15-Items
- 22-Items
Reference
Espelage, D. L., & Holt, M. K. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2, 123-142.
Important Link
Scale File:
Frequently Asked Questions
What age group is the IBS appropriate for?
The IBS is appropriate for use with children and adolescents in middle and high school, typically ranging in age from 11 to 18 years old.
Can the IBS be used with adults?
The IBS is designed specifically to assess bullying behavior among youth and is not appropriate for use with adults.
Can the IBS be used to assess cyberbullying?
Yes, the IBS includes items that specifically assess cyberbullying behaviors, such as spreading rumors or making threats online.
Can the IBS be used in different languages?
Yes, translations of the IBS are available in several languages, including Spanish, Korean, Mandarin, and others, to facilitate cross-cultural research.
Can the IBS be used to assess bullying in different settings?
Yes, the IBS can be used to assess bullying behavior in a variety of settings, including schools, sports teams, and other social groups.
How long does it take to administer the IBS?
The self-report version of the IBS typically takes about 10-15 minutes to complete, while the teacher-report version may take longer depending on the number of students being assessed.
Is the IBS reliable and valid?
Yes, the IBS has demonstrated good reliability and validity, making it a useful tool for assessing bullying behavior and informing prevention and intervention efforts.
What are some potential applications of the IBS?
The IBS can be used to assess the prevalence and nature of bullying behavior in different settings, to identify students who may be at risk for bullying or victimization, and to evaluate the effectiveness of prevention and intervention programs.
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