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Erratum: Vol. 48, No. 7, August 2003, Article Entitled Implementing Quality Management in Psychiatry. We have Noted an Error in Figure 2 (p 470). “Estimated Psychometric Properties,” Should Read “Established Psychometric Properties.”

Many of us see children and families with behavioural difficulties such as aggression, and we must often recommend ways to assist children who are either victims or perpetrators of bullying. As a clinician-scientist working in child psychiatry, and as a researcher with an interest in effective, evidencebased interventions, I want to emphasize 2 major points. First, it is crucial to recognize the importance of rigourous methodology in research on bullying. This is a recurrent theme in the 3 reviews. The prevalence of bullying and victimization in the community will vary, depending on how questions are specified and what time period is designated. Studies of the morbidity associated with bullying depend on how bullying is conceptualized (for example, as direct vs relational aggression) and the consequences examined. The research methodology employed (for example, prospective studies vs retrospective or cross-sectional studies) determines the understanding of causality. Clear definitions, consensus where possible, and rigorous study design will all contribute to increasing our understanding of bullying and victimization. Second, it is important to think about how to intervene to reduce the burden of suffering associated with bullying. Clearly, being a bully or a victim is common among children and adolescents. These individuals have associated impairments that may persist, and there are substantial costs associated with bullying and victimization in the multiple domains (that is, in the school system, the health care system, and the judicial system). Therefore, successful interventions have great potential. While a child who has been bullied and who presents with depressed mood or suicidal ideation may receive treatment in a mental health clinic, most antibullying interventions are appropriately aimed at a broader, non–clinic-based system. The success of interventions depends on the type, length, and comprehensiveness of the program; on the age and sex of participants; and on program support by researchers—again highlighting the need for sound and clear methodology. Moving to provide interventions in the broader community (for example, schoolor community-based treatments) and evaluating these programs using effectiveness trials (14,15) is an important direction for future research.