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Cambridge University Press 978-0-521-82119-3 - Bullying in Schools: How Successful Can Interventions Be? Edited by Peter K. Smith, Debra Pepler, and Ken Rigby Index More information

Author index

Ahmad, Y.: 99 Campbell, D. T.: 7, 14, 17, 19 Alsaker, F. D.: 17, 20, 22, 30, 137, 257, Caplan, M. Z.: 144, 158 261, 266, 289, 290, 296, 298, 299, 302, Carlton, J.: 188, 189 303 Carney, J.: 254 Ananiadou, K.: 319 Casey, D. M.: 6 Arnot, M.: 41 Catalano, R.: 1, 27, 81, 142, 155, 289, 321 Arora, C. M. J.: 102, 149, 309 Cerezo Ramirez, F.: 167 Arora, T.: 102, 121 Charach, A.: 125, 127, 154, 155, 252 Asher, S. R.: 195 Chien, D. H.: 315 Atlas, R.: 125, 127, 135, 136 Cillessen, A. H. N.: 142, 159 Clark, N.: 148, 196 Bagshaw, D.: 309 Cochran-Smith, M.: 28 Baker, J. A.: 143 Codecasa, E.: 10 Ball, T.: 40 Coie, J. D.: 142, 143, 156, 159 Bandura, A.: 191 Coleman, C. C.: 195 Baranowski, T.: 148, 196 Compas, B. E.: 144 Bartholomew, L. K.: 141 Conduct Problems Prevention Research Bartini, M.: 320 Group (CPPRG): 293 Battistisch, V.: 293 Connolly, J.: 309 Becker, M. H.: 191 Costabile, A.: 252, 269, 310 Benelli, B.: 10 Cook, T. D.: 7, 14, 17, 19 Bergman, A. B.: 196 Cowen, E. L.: 144 Berts, M.: 289 Cowie, H.: 10, 103, 142, 143, 172, 199, Bierman, K. L.: 293 251, 255, 310, 315, 316 Biglan, A.: 25, 26 Craig, W. M.: 6, 127, 129, 135, 136, 137, Binney, V.: 142, 143 143, 154, 155, 251, 252, 309, 310, 314, Bj¨orkvist,K.: 247, 251, 289 315 Bjørnsen, G.: 277, 285 Crick, N. R.: 37 Black, D. R.: 148, 158 Cross, D.: 196 Blomﬁeld, D.: 40 Cutter, G.: 148, 196 Bohman, T.: 6 Bond, L. A.: 144 Dalin, P.: 46 Booth, C. L.: 196 Damoiseaux, V.: 141 Bosker, R. J.: 262 David, M.: 41 Boulton, M. J.: 1, 99, 142, 143, 149, 157, de Bourdeaudhuij, I.: 23, 148, 150, 151, 247, 289, 316 155, 251, 269, 309 Bowers, L.: 142, 143 Defensor del Pueblo: 167 Bru, E.: 51 Del Rey, R.: 167 Bryk, A. S.: 26, 159 Department of Education and Science. A: Burns, S.: 196 275, 276 Busch, L.: 81 DeRosier, M. E.: 159 Byrne, B.: 275 Dishion, T. J.: 24, 314

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© in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-82119-3 - Bullying in Schools: How Successful Can Interventions Be? Edited by Peter K. Smith, Debra Pepler, and Ken Rigby Index More information

326 Author index

Dodge, K. A.: 37, 142, 143, 148, 156, 159 Hawkins, D. L.: 129, 137 Duncan, R. D.: 69 Hay, D.: 158 Durkin, K.: 156 Hazler, R.: 143, 153, 254 Henderson, B.: 47 Ecob, R.: 39 Hill, P. W.: 198 Edmunson, E.: 196 Hillery, B.: 275 Elias, M. J.: 144, 158 Hinton-Nelson, M.: 144 Elliott, D.: 13 Holtappels, H. D.: 81 Elliott, M.: 104 Hoover, J. H.: 143, 153 Endresen, I. M.: 309, 310 Howat, P.: 196 Eslea, M.: 116, 199, 251, 252, 269, 283, Huttunen, A.: 251 284, 310 Hyndman, M.: 4 Evans, R.: 8 Ewbank, R.: 8 Idsøe, T.: 37

Feldman, H. A.: 209 Janz, N. K.: 191 Felner, R. D.: 144 Jessor, R.: 191 Felner, T. Y.: 144 Johnson, C. C.: 196 Fern´andez, I.: 167, 171, 172 Joseph, S.: 289 Ferstl, R.: 81 Jugert, G.: 96 Field, E. M.: 5 Junger-Tas, J.: 1, 27, 81, 142, 155, 289, Fink, C. M.: 158, 159 321 Fitz-Gibbon, C. T.: 44 Flay, B. R.: 198 Kallestad, J. H.: 25, 26, 30 Fonagy, P.: 8 Kaltiala-Heino, R.: 248 Fonzi, A.: 252, 269, 310 Kannas, L.: 247 Foster, P.: 102 Kaukiainen, A.: 247, 248, 251, 256, 257, Frank, E.: 148, 158 263 Fullan, M.: 28 Kazdin, A. E.: 142, 144, 158 King, E.: 289 Galloway, D.: 3, 39, 40, 41, 44, 47, 49, 51, Kirkham, C.: 69, 275, 277, 283 247, 316 Klicperova, M.: 143 Genta, M. L.: 252, 269, 310 Kochenderfer, B. J.: 195, 289, 308 Giannetti, E.: 252, 269, 310 Kok, G. J.: 141, 155 Gies, M. L.: 8 Koskela, K.: 198 Glynn, T.: 38 Koucka, T.: 143 Goldstein, H. I.: 26, 159 Kreuter, M. W.: 141 Gottfredson, D. C.: 158, 159 Gottfredson, G. D.: 24, 158, 159 Ladd, G. W.: 195, 289, 308 Gray, J.: 38 Lagerspetz, K. M. J.: 247, 248, 251, 289 Green, L. W.: 141 Lappalainen, M.: 251 Green, S.: 254 Laughlin, D.: 196 Greenberg, M. T.: 293 Laver, R.: 316 Gurrin, L.: 188, 189 Lawrence, D.: 188, 189 Lee, V. L.: 262 Hahn, E. J.: 198 Lera, M. J.: 167, 276 Hall, M.: 196 Lewis, C. M.: 6 Handal, G.: 46 Lewis, D.: 39 Hanewinkel, R.: 81 Liebrand, J.: 149 Hannan, P. J.: 189 Liinamo, A.: 247 Hargreaves, A.: 31 Limber, S. P.: 14, 21, 24, 28, 59, 60, 66, Hargreaves, D. J.: 42, 43, 49, 50 68, 77, 78, 212 Harwood, R. L.: 158 Lipsey, M. W.: 24 Haselager, G. J. T.: 142, 143 Little, J. W.: 31 Hawker, D. S. J.: 1 Ljungstr¨om,K.: 256

Author index 327

Loeber, R.: 158 133, 137, 141, 142, 143, 144, 146, 149, Lorion, R. P.: 144 153, 155, 156, 157, 158, 159, 188, 194, Lytle, S. L.: 28 195, 212, 238, 247, 248, 251, 254, 255, 257, 261, 266, 275, 276, 278, 283, 289, Madsen, K. C.: 7, 17, 283 290, 293, 308, 309, 310, 312, 321 Mahdavi, J.: 2, 4 O’Moore, A. M.: 275, 277, 283 Maines, G.: 4 O’Moore, M.: 69 Mandt, G.: 277, 285 Ortega, R.: 167, 168, 170, 171, 172, 173, Martin, R.: 40 276 Maughan, B.: 39, 41 Osterman,¨ K.: 247, 248, 251 McAlister, A.: 198 Ouston, J.: 39, 41 McCord, J.: 24, 314 Owens, L.: 310 McMaster, L.: 309 Menesini, E.: 9, 10, 252, 269, 310 Pallonen, U.: 209, 210 Merrell, C.: 47 Parcel, G. S.: 141, 196 Midthassel, U. V.: 51 Parry, G.: 148 Mihalic, S. F.: 66, 77, 78, 212 Paterson, L.: 159 Miller, D.: 254 Peat, J.: 196 Minton, S. J.: 275 Pedhazur, E.: 17 Modiano, R.: 9 Pellegrini, A. D.: 320 Monks, C.: 308 Pepler, D. J.: 6, 125, 127, 129, 135, 136, Moody, J. C.: 7, 17, 283 137, 143, 154, 155, 251, 252, 309, 310, Mooij, T.: 143, 254 314, 315 Mora J.: 168, 170, 173 Perry, C. L.: 196 Mora-Merchán,J. A.: 167, 168, 173 Petermann, R.: 96 Morita, Y.: 1, 27, 81, 142, 155, 289, 321 Petersen, L.: 6, 9 Mortimore, P.: 39, 41 Pikas, A.: 5, 9, 104, 172, 192, 235, 256 Mosley, J.: 316 Pohyhia, P.: 198 Mullen, P. D.: 155 Porter, A. C.: 17 Munthe, E.: 37, 49, 154, 156, 275, 276, Poulin, F.: 24, 314 277, 283, 285 Price, R. H.: 144 Murrary, D. M.: 189 Proctor, L. J.: 315 Muthén,B.: 70 Puska, P.: 198 Muthén,L. K.: 70 Myhill, D.: 41 Quevedo, G.: 167

Nader, P. R.: 196 Ramos-Mckay, J. R.: 144 Nagin, D. S.: 320 Rantanen, P.: 248 Naylor, P.: 199 Rapport 2000: 14 Neary, A.: 289 Raudenbush, S. W.: 17, 26, 159 Newton, C.: 314 Resnicow, K.: 148, 158 Nicolaides, S.: 3, 311 Rican, P.: 143 Niebel, G.: 81 Rigby, K.: 1, 3, 5, 6, 9, 69, 142, 143, 149, Notz, P.: 96 153, 187, 188, 194, 195, 252, 289, 309 Rimpelä,A.: 248 O’Connell, P.: 129, 251, 310 Rimpelä,M.: 248 O’Hara-Tompkins, N.: 196 Rivara, F. P.: 196 Officer, J.: 196 Rivers, I.: 39, 251, 269 Olafsson, R.: 316 Roberts, M. C.: 144 Oliver, R.: 143, 153 Roberts, W. L.: 143 Olweus, D.: 2, 3, 5, 7, 14, 15, 17, 19, 20, Robertson, T. R.: 6 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, Robinson, B.: 4 32, 37, 38, 39, 49, 50, 51, 55, 58, 59, Robinson, T. N.: 148, 158 60, 62, 65, 66, 69, 71, 74, 77, 78, 81, Rogers, E. M.: 159 83, 84, 85, 87, 99, 106, 125, 127, 129, Rogers, L. W.: 196

328 Author index

Roland, E.: 2, 3, 23, 37, 38, 39, 44, 47, Stoll, L.: 39 49, 51, 154, 156, 275, 276, 277, 283, Stone, E. J.: 196 285, 316 Suckling, A.: 317 Rolft, H-G.: 46 Sutton, J.: 37, 251 Rosenbluth, B.: 6 Swettenham, J.: 37, 308 Ross, D. M.: 5, 315 Symlie, M. A.: 26 Rowe, K. J.: 198 Rutter, M.: 39, 41 Taradash, A.: 309 Tattum, D. P.: 5 Sacco, F. C.: 8 Temple, C.: 317 Salmivalli, C.: 247, 248, 251, 252, 255, Teo, H.: 188, 189 256, 257, 262, 263, 269, 271, 310 Terry, R.: 142 Salonen, J.: 198 Thompson, D. A.: 49, 102, 118, 121, 256, Sammons, P.: 39 317 Sanchez, E.: 6 Thorsborn, M.: 4 Schaps, E.: 293 Tikkanen, T.: 247 Scheithauer, H.: 96 Tillmann, K. J.: 81 Scholte, R. H. J.: 143 Tisak, J.: 157 Schwartz, D.: 143, 156, 315 Tisak, M. S.: 157 Sciacca, J. P.: 148, 158 Tizard, J.: 41 Seyd, R.: 40 Tobler, N. S.: 148, 158 Sharp, S.: 5, 24, 37, 39, 49, 100, 103, 121, Toda, Y.: 3, 311 141, 146, 148, 150, 154, 155, 172, 174, Todt, E.: 81 251, 255, 256, 269, 275, 276, 283, 285, Tremblay, R. E.: 320 290, 293, 315, 317 Twemlow, S. W.: 8 Shephard, C.: 188, 189 Tymms, P.: 47 Shute, R.: 310 Tynjälä,J.: 247 Silburn, S. R.: 187, 188, 189 Sime, N.: 38 Uhl, A.: 159 Simpson, M. R.: 198 Underwood, K.: 99, 142, 143, 149, 157, Singer, M.: 8 247 Sivo, P. J.: 144, 158 Sjostrom, L.: 213 Vaaland, G. S.: 277 Skroban, S.: 158, 159 Valente, E.: 142, 148 Slee, P. T.: 1, 9, 27, 69, 81, 142, 143, 149, Välimaa, R.: 247 153, 155, 187, 188, 194, 195, 252, 289, Valkanover, S.: 289, 290, 296, 298, 299 310, 321 Van Aken, M. A. G.: 143 Smith, M.: 275, 277, 283 van den Borne, B.: 155 Smith, P. K.: 1, 3, 4, 5, 7, 17, 24, 27, 37, van der Molen, H. T.: 141 39, 49, 81, 99, 100, 115, 116, 141, 142, Van Lieshout, C. F. M.: 142, 143, 149 143, 146, 148, 150, 153, 154, 155, 172, van Ijzendoorn, H.: 149 174, 188, 199, 247, 251, 252, 256, 269, Van Oost, P.: 23, 142, 143, 144, 145, 147, 275, 276, 278, 283, 284, 285, 289, 290, 148, 150, 151, 153, 155, 159, 251, 269, 293, 308, 310, 311, 315, 316, 319, 321 309 Snijders, T. A. B.: 262 Vartaianen, E.: 198 Solberg, M.: 17, 29 Vieira, M.: 167 Solomon, D.: 293 Voeten, M.: 251, 256, 257, 262, 263, 269 Solomon, J.: 293 Spence, S. H.: 195 Wallace, H.: 172 Spiel, C.: 8 Wallace, P.: 316 Stein, N.: 212, 213 Watts, F. N.: 148 Stevens, V.: 23, 142, 143, 144, 145, 147, Watson, D.: 293 148, 150, 151, 153, 155, 159, 251, 269, Weiner, G.: 41 309 Weiss, J.: 196 Stevenson, M.: 196 Weissberg, R. P.: 144, 158

Author index 329

Wheeler, V. A.: 195 Wood, S.: 4 Wheldall, K.: 38 World Health Organization: 188, 192 Whitmore, K.: 41 Wright, V.: 142 Whitney, I.: 39, 99, 115, 143, 153, 247, 251, 256, 269, 278 Yates, C.: 99 Wilcox, B.: 40 Wilson, D.: 314 Ziegler, S.: 125, 127, 154, 155, 252 Windsor, R. A.: 148, 196 Zubrick, S. R.: 187, 188, 189

Subject index

ﬁg indicates a ﬁgure; t indicates a table

Anti-bullying strategies Bullying Inventory: 142, 149 acting: 103 Cuestionario sobre intimidacióny anti-bullying committee: 9 maltrato entre iguales: 173 assertiveness training: 103, 172, 315 Friendship Features Interview for bully courts: 4, 104 Young Children: 195 community conferences: 4 interpersonal relationships: 178 empathy training: 172 isolation: 60, 71 interpersonal strategies: 3 Life in School Checklist: 149 literature: 103 Loneliness and Social Dissatisfaction mediation: 4, 172, 310 Questionnaire: 195 No-Blame approach: 4–5, 192, 313, Olweus Bully/Victim Questionnaire: 6, 318 8, 29, 59, 60, 61, 70, 74, 125, 129, peer counselling: 104, 172, 310 130, 275, 278, 279 Pikas Shared Concern Method: 5, 9, Participant Role Questionnaire 172, 192, 256, 313, 318 (PRQ): 258 quality circle: 103, 172 Peer Relations Questionnaire (PRQ): role play: 255 9, 195 staff discussion groups: 28 perceptions of bystanders: 71 videos: 59, 63, 102–03 self-efficacy: 258, 297 whole-school approach: 2, 9, 84, Students’ Social Competence with 102–03, 127, 130, 146, 188, 256, Peers Pupil Questionnaire: 195 270, 275, 317 teacher ratings: 8, 189, 196, 259–60, Assessment instruments: 6 297–98 child interviews: 6, 258, 297, 298 Classroom Intervention Measures: 26, observational ratings: 6, 127, 129, 130, 27 133–34, 135, 136 programme evaluation: 87, 298 parent questionnaires: 189, 196 school context: 86 peer nominations/ratings: 6, 129, 257, 258–59, 298 Bergen Projects: see First Bergen Project student self-reports: 6, 10, 47, 60, 71, against Bullying and New Bergen 85, 106, 194–95, 217, 238, 256, Project against Bullying 257–58 Bernese programme against victimisation: adult responsiveness to bullying: 71, 290, 308, 311, 312, 316 181, 218 components: 291–93 antisocial behaviour: 60, 71 description of: 290 attitudes towards bullying: 71, 195, dissemination of programme: 218–19, 258 303–04 awareness of bullying: 180–81, 195, effectiveness of: 299fig, 301fig, 302fig, 218 299–303

330

Subject index 331

implementation challenges: 297, 304 Bullyproof: a teacher’s guide on teasing and procedure: 292fig, 293–97 bullying for use with fourth and fifth Bullies; see also bullying grade students: 213 characteristics of: 37, 142 long-term consequences for: 38 Classroom Intervention Measures: 26, 27 social cognitive deficits: 157 Cuestionario sobre intimidacióny maltrato Bullying; see also bullies entre iguales: 173 and dating violence: 211–12 and parents: 235, 317–18 Donegal Primary Schools Anti-Bullying and sanctions: 313–14 project: 276, 308 and sexual harassment: 211–12 components of: 277–78 and society: 235, 312–13, 317 dissemination of programme: 285–86 and teachers: 235 implementation challenges: 279 awareness of: 1, 37, 138–39, 144 effectiveness of: 280t, 281t, 279–84 in Australia: 187, 208 (see also procedure: 278 Friendly Schools project) in Canada: 125 (see also Olweus Evaluation Methodology, bullying Bullying Prevention programme, intervention: 3, 6–7, 319–21 Canadian Adaptation) cohort time-lagged design; see also in Finland: 235 (see also Finnish selection cohort design: 7 Intervention project) data collection: 6 in Germany: 81 (see also Olweus evaluation challenges: 16–20 Bullying Prevention programme, differential attrition: 191 German Adaptation) general time trends: 19 in Ireland: 275–76 (see also Donegal regression towards the mean: 19 Primary Schools Anti-Bullying repeated measurement effects: 19 project) selection bias: 18; and selection in Norway: 13–14 (see also First cohorts design: 18 Bergen project Against Bullying and selective attrition: 18, 190 New Bergen Project) limitations to quasi-experimental design: in Spain: 167 (see also Sevilla 16–17, 76, 84 Anti-Violencia Escolar) longitudinal design: 7, 257, in Switzerland: 289 (see also Bernese 261 Programme Against Victimisation) playground observations: 133–34 in United Kingdom: 99–100 (see also selection cohort design: 7, 14–21; see Sheffield project) also cohort time-lagged design in United States: 211 (see also Expect statistical considerations: 26, 159 Respect project and Olweus Expect Respect project: 211, 309, Bullying Prevention programme, 317 American Adaptation) Bullyproof: A Teacher’s Guide on Teasing classroom contributions to: 38, 39 and Bullying for Use with Fourth and definition of: 5, 83–84, 127, 143, 257 Fifth Grade Students: 213 developmental considerations: 7, 151, implementation challenges: 219–21 156–57, 188, 212–13, 237, 269, components of: 213–16 278, 289, 307–09 description of: 212 forms of: 5–6, 84, 257–58 development of: 212 holistic approach to: 38, 40, 45, 49, dissemination of programme: 230–32 51 Summer Teen Leadership indirect: 240 programme: 231 legislation: 27 effectiveness of: 222t, 221–27, 228–29 measuring change in: 6 goals of: 228 physical: 244 procedure: 216fig, 216–19 prevalence of: 125, 142, 241, 242fig, SafePlace: 211–12 245–46, 275 Bullying inventory: 142, 149 Farsta method: 256

332 Subject index

Finnish Intervention project: 251, Intervention programmes 311 Bernese Programme Against components Victimisation: 290, 308, 311, 312, teacher training: 254 316 dissemination of programme: 271 Blueprint: 13, 14 effectiveness of: 264fig, 265fig, 267fig, controversies: 318–19 268fig, 263–71 criteria for evidence-based: 13 procedure: 253–56, 259–60 Donegal Primary Schools Anti-Bullying First Bergen Project Against Bullying: 15, project: 276, 308 21, 191, 216, 251, 278, 311, 312, Expect Respect project: 211, 309, 317 319 Finnish Intervention project: 251, 311 description of: 16fig, 15–20 First Bergen Project Against Bullying: dissemination of programme: 33–34 15, 21, 191, 216, 251, 278, 311, effectiveness of: 22–23, 49 312, 319 Hawthorne effect: 23 Flemish Anti-Bullying programme: 309 Flemish Anti-Bullying programme: 309 Friendly Schools project: 187, 205 as compared to Norwegian programme: historical background: 1–2 154–56 Kempele Anti-Bullying Intervention: components 238–39, 308 video: 144, 146 Olweus Bullying Prevention programme: dissemination of programme: 1, 14, 20, 22, 33, 55 160–61 Oslo Project Against Bullying: 22 effectiveness of: 152t, 151–55 Pikas Shared Concern Method: 5, 9, implementation challenges: 158–59 172, 192, 256, 313, 318 principles of programme development: Sevilla Anti-Violencia Escolar (SAVE): 141–42 167–68, 310, 312, 315, 316 procedure: 144–45, 146–48 Sheffield project: 100, 141, 144, 174, recommendations for future 191, 216, 251, 256, 278, 283, 309, implementation: 160–61 310, 317, 319 Friendly Schools project: 187, 316 implementation challenges: 198–200 Kempele Anti-Bullying Intervention: 308 components of: 191–94 components of: 238–39 classroom learning activities: 193 effectiveness of: 240, 247 manuals: 192 limitations: 247–48 parental newsletter: 193 Non-Violent Campaign: 235 school staff committee: 192 teacher training: 193–94 Life in School Checklist: 149 description of: 188 Loneliness and Social Dissatisfaction dissemination of programme: 200, Questionnaire: 195 207–08 effectiveness of: 202t, 203t, 204t, 205t, Media attention: 99–100, 318 201–06 long-term effects of: 206–07 New Bergen Project Against Bullying Friendly Schools Friendly Families description of: 21–22 project; description of, 206; dissemination of programme: 33–34 procedure, 206–07 results from: 24 procedure: 196–97 No-Blame approach: 192, 256, 313, 318 Friendship Features Interview for Young description of: 4–5 Children: 195 Olweus Bullying Prevention programme: Gender differences: 240, 241, 245fig, 245, 1, 14, 20, 22, 33, 55 246, 309–10 adapted version: 8, 9 American adaptation: 58–59, 308, 312, Hawthorne effect: 23, 136 313, 317 Health Belief Model: 191 components of: 65–66

Subject index 333

dissemination of programme: 76–79 as bystanders: 157, 251, 316 effectiveness of: 72fig,73fig, 71–75 attitudes of: 309 implementation challenges: 66–70 Pikas Shared Concern Method: 5, 9, 172, recommendations for future 192, 256, 313, 318 implementation: 76–78 goal of: 173 Canadian adaptation: 312, 317 success of: 2, 37 components: 127–28 variations in: 3 effectiveness of: 131fig, 132fig, 133t, Problem Behaviour Theory: 191 130–36 dissemination of programme: 138–39 School implementation challenges: 129–30 climate: 238–39 long-term effects of: 136–37 class rules against bullying: 255 playground observations: 129, 133–34 components of classroom-based components of: 21, 63–64 initiatives: 43–44 school rules: 62 professional development: 43fig, 41–43, staff discussion groups: 28 51, 311–12 teacher manual: 28 description of: 46, 47–48 video: 59, 63 teachers’ influence on bullying: 26, 44, description of: 22t 127, 133t, 134fig, 135, 156, effectiveness of: 8 253–54, 281, 284, 311, 315–16 German adaptation: 309, 312, Sevilla Anti-Violencia Escolar (SAVE): 313 167–68, 310, 312, 315, implementation challenges: 88–89, 316 94 implementation challenges: 174, 175–77 components of: 84, 89 components of: 172–73 dissemination of programme: 96–97 convivencia (coexistence): 169–71, 310 effectiveness of: 90t,92fig,93fig, description of: 167–68, 169–70 89–95 dissemination of programme: 183–84 obstacles to dissemination: 96–97 effectiveness of: 178fig, 179fig, 180t, procedure: 87–88, 95–96 177–81, 182t recommendations for future procedure: 176t, 173–77 implementation: 94 Shared Concern Method: 9, 104 goals of: 57–58, 64, 71 description of: 5 Olweus Group Against Bullying: 33, effectiveness of: 9 33fig Sheffield project: 100, 141, 144, 174, 191, training: 33–34 216, 251, 256, 278, 283, 309, 310, variability in implementation: 27fig, 317, 319 31fig, 24–32 implementation challenges: 107 Olweus Bully/Victim Questionnaire: 6, 8, components of: 101–05 29, 59, 60, 61, 70, 74, 125, 129, acting: 103 130, 275, 278, 279 assertiveness training: 103 Olweus, Dan bully courts: 104 pioneering work: 1 literature: 103 Oslo Project Against Bullying peer counselling: 104 description of: 22 playground modifications: 104–05 results from: 24, 25fig quality circle: 103 video: 102–03 Parents, the role of: 143, 312 effectiveness of: 111–14 Participant Role Questionnaire (PRQ): dissemination of programme: 121–22 258 long-term effectiveness: 116–21 Peer Relations Questionnaire (PRQ): 9, procedure: 105–06 195 Social Cognitive Theory: 191 Peers, the influence of: 135–36, 137, 143, Students’ Social Competence with Peers 153–54, 156, 157–58, 252, 281–82, Pupil Questionnaire: 195 284, 310–11 Systemic Perspective: 310–13

334 Subject index

Tom Brown’s School Days:1 risk for: 1 suicide: 1 Victimisation see also victims teachers’ perceptions of: 30 definition of: 298 Victims forms of characteristics of: 142, 247 indirect: 299, 300 physical: 299, 300 Whole-school approach: 2, 9, 84, 102–03, property-related: 299 127, 130, 146, 188, 256, 270, 275, verbal: 299, 300 317 negative effects of: 1, 289 prevalence: 187, 189, 243fig, 244fig, Zero-tolerance: 51, 313, 241–44, 275 314