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
14 - Ireland: the Donegal Primary Schools' anti-bullying 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
A nationwide study of bullying behaviour in Irish schools was undertaken in 1993–94. Covering 20,442 pupils (9,599 pupils aged 8–12 years, drawn from 320 primary schools, and 10,843 pupils aged 11–18 years, drawn from 211 second-level schools), the sample comprised 10% of the primary schools in each of the 26 counties, and 27% of all post-primary schools in the Republic of Ireland. It revealed that the problem of bullying was widespread throughout primary and post-primary schools in Ireland. Indeed, 31.3% of primary-school pupils and 15.6% of post-primary pupils reported having been victimised within the last term; 26.5% of primary-school pupils and 14.9% of post-primary pupils reported that they had bullied others within the last term (O'Moore, 2000; O'Moore, Kirkham, and Smith, 1997).
In light of these and similar findings in earlier, smaller scale Irish studies (Byrne, 1987; O'Moore and Hillery, 1989), the publication of the Guidelines on preventing and countering bullying in primary and post-primary schools (Department of Education, 1993), and research undertaken elsewhere in Europe, in particular Scandinavia (Olweus, 1978, 1993; Roland, 1989, 1993; Roland and Munthe, 1997) and the United Kingdom (Smith and Sharp, 1994), it was felt that Irish schools could benefit from a nationwide anti-bullying programme that incorporates the training of school management, teaching staff, parents, and pupils (O'Moore and Minton, 2001; O'Moore, Kirkham, and Smith, 1997).
- Type
- Chapter
- Information
- Bullying in SchoolsHow Successful Can Interventions Be?, pp. 275 - 288Publisher: Cambridge University PressPrint publication year: 2004
References
- 17
- Cited by