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
16 - Looking back and looking forward: implications for making interventions work effectively
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
This volume represents an unprecedented opportunity to reflect on interventions to address bullying problems at school. The contributors have been generous in their willingness to be part of this collective reflection. We benefit from their honesty in not only sharing the highlights of successful outcomes but also in providing rare glimpses of the challenges and disappointments in their well-crafted attempts to reduce problems of bullying among school children. From this vantage-point, we can look back on the efforts in many countries to address this universal problem, and look forward to sketch out intervention, evaluation, and policy strategies for a more-informed and effective collective effort to reduce bullying problems and support healthy relationships among children and youth.
With ongoing research efforts, the theoretical framework for understanding bullying is constantly being refined; however, developmental and systemic perspectives comprise its essential foundation. These perspectives relate to underlying causes of bullying which may involve individual risk characteristics of children, problems within the family, dynamics within the peer group, and problems within the classroom and larger school climate.
Developmental perspective
By considering bullying problems from a developmental perspective, we can recognise different developmental capacities, motivations, and vulnerabilities, as well as different peer-group dynamics of children at various stages. A developmental perspective also reveals that effective bullying interventions must be ongoing throughout children's school careers.
Developmental differences
There is great variability in the types of children who are involved in perpetrating bullying and being victimised.
- Type
- Chapter
- Information
- Bullying in SchoolsHow Successful Can Interventions Be?, pp. 307 - 324Publisher: Cambridge University PressPrint publication year: 2004
References
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