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
4 - Implementation of the Olweus Bullying Prevention programme in the Southeastern United States
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 study, early stages of planning, and funding
In 1994 the Institute for Families in Society at the University of South Carolina received a grant from the Office of Juvenile Justice and Delinquency Prevention (within the US Department of Justice) to undertake a 3-year project to conduct research related to violence among rural youth. A critical component of this grant was the implementation and evaluation of the Olweus Bullying Prevention Programme in rural schools in South Carolina. Faculty at the Institute for Families in Society were familiar with the success of the programme in Norwegian schools, from reading published summaries of the programme (Olweus, 1991; 1993) and from discussions with Professor Olweus. Recognising that no other violence-prevention programme to date had produced such impressive results, faculty were anxious to test the programme in an American setting.
Early planning and preparation for the implementation of the programme involved the hiring of staff, extensive consultation with Professor Olweus, and the selection and preparation of participating schools. With the receipt of the Justice Department grant, the Institute hired a project director and part-time faculty, staff, and graduate students to support the implementation of the project. The principal university project team consisted of the principal investigator (Melton), a three-quarter time project director (Limber), three part-time PhD-level faculty at the Institute and at the Medical University of South Carolina who were responsible for providing ongoing technical assistance to schools, a part-time consultant for the project's evaluation, and several graduate research assistants to collect, input, and collate data from participating schools.
- Type
- Chapter
- Information
- Bullying in SchoolsHow Successful Can Interventions Be?, pp. 55 - 80Publisher: Cambridge University PressPrint publication year: 2004
References
- 86
- Cited by