Book contents
- Frontmatter
- Contents
- List of figures
- List of tables
- Notes on contributors
- Preface
- 1 Working to prevent school bullying: key issues
- 2 The Olweus Bullying Prevention Programme: design and implementation issues and a new national initiative in Norway
- 3 Is the direct approach to reducing bullying always the best?
- 4 Implementation of the Olweus Bullying Prevention programme in the Southeastern United States
- 5 Prevention of bullying in German schools: an evaluation of an anti-bullying approach
- 6 England: the Sheffield project
- 7 Making a difference in bullying: evaluation of a systemic school-based programme in Canada
- 8 Interventions against bullying in Flemish Schools: programme development and evaluation
- 9 SAVE model: an anti-bullying intervention in Spain
- 10 Australia: the Friendly Schools project
- 11 The Expect Respect project: preventing bullying and sexual harassment in US elementary schools
- 12 A follow-up survey of anti-bullying interventions in the comprehensive schools of Kempele in 1990–98
- 13 Targeting the group as a whole: the Finnish anti-bullying intervention
- 14 Ireland: the Donegal Primary Schools' anti-bullying project
- 15 Bernese programme against victimisation in kindergarten and elementary school
- 16 Looking back and looking forward: implications for making interventions work effectively
- Author index
- Subject index
- References
6 - England: the Sheffield project
Published online by Cambridge University Press: 02 December 2009
- Frontmatter
- Contents
- List of figures
- List of tables
- Notes on contributors
- Preface
- 1 Working to prevent school bullying: key issues
- 2 The Olweus Bullying Prevention Programme: design and implementation issues and a new national initiative in Norway
- 3 Is the direct approach to reducing bullying always the best?
- 4 Implementation of the Olweus Bullying Prevention programme in the Southeastern United States
- 5 Prevention of bullying in German schools: an evaluation of an anti-bullying approach
- 6 England: the Sheffield project
- 7 Making a difference in bullying: evaluation of a systemic school-based programme in Canada
- 8 Interventions against bullying in Flemish Schools: programme development and evaluation
- 9 SAVE model: an anti-bullying intervention in Spain
- 10 Australia: the Friendly Schools project
- 11 The Expect Respect project: preventing bullying and sexual harassment in US elementary schools
- 12 A follow-up survey of anti-bullying interventions in the comprehensive schools of Kempele in 1990–98
- 13 Targeting the group as a whole: the Finnish anti-bullying intervention
- 14 Ireland: the Donegal Primary Schools' anti-bullying project
- 15 Bernese programme against victimisation in kindergarten and elementary school
- 16 Looking back and looking forward: implications for making interventions work effectively
- Author index
- Subject index
- References
Summary
Impetus for the intervention, early stages of planning, and funding
During 1989–90 school bullying started to become a topic of media attention and focused public concern in the UK. News was filtering through of the success of the Bergen evaluation in Norway. Several books on bullying appeared. The human rights issues involved in school bullying began to get a sympathetic hearing. The Gulbenkian Foundation (UK) started a 10-year period of making the topic of school bullying a priority area for funding and supported many important initiatives.
One project supported by Gulbenkian funds was the development of a ‘survey service’ for schools, at the University of Sheffield (Ahmad, Whitney, and Smith, 1991). This was based on a form of the Olweus questionnaire, modified for use in English schools. We piloted this questionnaire in several schools (Boulton and Underwood, 1992; Yates and Smith, 1989) and then carried out a survey of 24 schools in the Sheffield area, to give the first figures, based on a large-scale survey, of the extent of school bullying in English schools (Whitney and Smith, 1993).
At this time the Department for Education (DFE, as it then was: now, DfES or Department for Education and Skills) was not taking specific action on bullying. It had not been regarded as a major issue. The 1989 Elton Report on Discipline had raised it as one issue for schools to be concerned with, but the DFE had not acted specifically on this section of the report.
- Type
- Chapter
- Information
- Bullying in SchoolsHow Successful Can Interventions Be?, pp. 99 - 124Publisher: Cambridge University PressPrint publication year: 2004
References
- 17
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