Assessing Bully/Victim Problems in Preschool Children: A Multimethod Approach

Abstract

Studies addressing the issue of bullying during the preschool period are still extremely rare. The main aim of the present research was to study the prevalence rates of bullying in preschool children using a multimethod approach. Participants were 167 preschool children (ages 4–6) and 8 classroom teachers. Measures were four forms of bullying: verbal, physical, and relational bullying and rumour spreading. Data were collected through peer nominations, self- and teacher reports, and natural observations. Results have shown that the frequencies of bullying episodes vary greatly according to the source of information. Moreover, agreement between informants was either nonsignificant or moderate. This is extremely important when conducting relevant empirical research with preschool populations. It is probable that inconsistent results obtained in previous research may be due to the selection of one or another source of information. It is of primary importance to design methodological tools that are both valid and reliable if prevention programs against victimisation are to be consistent and effective.