Poster #40 - The Definition and Measurement of Theoretical Concepts in Explaining School-Based Victimization

• In Event: Poster Session II

Abstract

School-based victimization is considered a global public health concern that has received increasing levels of attention from scholars and practitioners to explain who is most vulnerable to these experiences. However, there is limited information on the different theories that are applied to understand these events or how constructs of theoretical perspectives are collectively measured in this context. Thus, the purpose of this project was to conduct a systematic review of theoretically-informed school-based victimization literature from kindergarten through college. More than 290 school-based victimization studies with a theory component were reviewed for inclusion and systematically organized by framework as appropriate. Given its multidisciplinary reach, school-based victimization research captures a variety of theories including lifestyle-routine activities theory, the low self-control perspective, personality traits, and feminist frameworks, to name a few. This review is the first of its kind to organize the different theoretical perspectives used to explain school-based victimization in particular, including how concepts are defined and measured. Theoretical and policy implications are reviewed to inform future research on the support for various theoretical frameworks and measurement considerations within and across these perspectives.

Authors

• Amber Richey, University of Nebraska at Omaha

• Teresa C. Kulig, University of Nebraska at Omaha

• Leah C. Butler, University of Cincinnati

• Pamela Wilcox, Pennsylvania State University

• Bonnie S. Fisher, University of Cincinnati