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
8 - Interventions against bullying in Flemish Schools: programme development and evaluation
Published online by Cambridge University Press: 02 December 2009
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
Summary
Impetus for the intervention, early stages of planning, and funding
The development and evaluation of the Flemish anti-bullying intervention programme was based on the results of a prevalence study among primary and secondary school students on the extent of bullying and victimisation at school, as well as on previous research on bully/victim problems. Especially, the work done by Olweus (1994) and the information drawn from the DFE Sheffield anti-bullying project (Smith and Sharp, 1994) were a trigger for programme development and further evaluation. Two successive projects were carried out. Funding was obtained from the Department of Social Affairs and from Ghent University, respectively. The first project developed an anti-bullying intervention programme adapted to the Flemish educational context. The second project aimed at implementing and evaluating the programme outcomes of the Flemish anti-bullying intervention. Following a description of these projects, we will give an overview of some critical issues related to the programme outcomes observed.
The first project: Programme development
The development of the Flemish anti-bullying intervention programme was founded on the principles of health education research (Green and Kreuter, 1991; Damoiseaux et al., 1993; Bartholomew et al., 1998) and included four successive steps for programme development. The first step consisted of a prevalence study to analyse the seriousness and characteristics of bully/victim problems in Flemish schools. The second step aimed at identifying the behavioural determinants of bully/victim problems.
- Type
- Chapter
- Information
- Bullying in SchoolsHow Successful Can Interventions Be?, pp. 141 - 166Publisher: Cambridge University PressPrint publication year: 2004
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