1. Thrown something at someone to hurt them?
2. Been in a fight in which someone was hit?
3. Threatened to hurt a teacher?
4. Shoved or pushed another kid?
5. Threatened someone with a weapon (gun‚ knife‚ club‚ etc.)?
6. Hit or slapped another kid?
7. Threatened to hit or physically harm another kid?
8. Insulted someone’s family?
9. Teased someone to make them angry?
10. Put someone down to their face?
11. Gave mean looks to another student?
12. Picked on someone?
13. Didn’t let another student be in your group anymore because you were mad at them?
14. Told another kid you wouldn’t like them unless they did what you wanted them to do?
15. Tried to keep others from liking another kid by saying mean things about him/her?
16. Spread a false rumor about someone?
17. Left another kid out on purpose when it was time to do an activity?
18. Said things about another student to make
These items measure the frequency of physical aggression‚ non-physical aggression‚ and relationship aggression.
- physical aggression‚ non-physical aggression
Middle school students‚ grades6-8. 12-16.
Point values for each subscale are assigned as follows:
Never = 1
1-2 times = 2
3-5 times = 3
6-9 times = 4
10-19 times = 5
20 or more times = 6
Point values are summed for each subscale. High scores indicate higher levels of aggressive behavior.
Multisite Violence Prevention Project. Description of measures: cohort-wide student survey‚ 2004.Available from the Centers for Disease Control andPrevention‚ National Center for Injury Preventionand Control‚ Atlanta‚ GA.
Crick NR‚ Bigbee MA. Relational and overt forms of peer victimization: a multi-informant approach.Journal of Consulting and Clinical Psychology1998;66:337-347.
Farrell AD‚ Kung EM‚ White KS‚ Valois R. The structure of self-reported aggression‚ drug use‚ anddelinquent behaviors during early adolescence.Journal of Clinical Child Psychology 2000;29:282-292.
Orpinas P‚ Frankowski R. The aggression scale: a self-report measure of aggressive behavior foryoung adolescents. Journal of Early Adolescence2001;21(1):51-68.