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Front Matter 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 Frontmatter More information Bullying in schools Bullying in schools: How successful can interventions be? is the first com- parative account of the major intervention projects against school bully- ing that have been carried out by educationalists and researchers since the 1980s, across Europe, North America, and Australasia. Bullying in schools has become an international focus for concern. It can adversely affect pupils and in extreme cases lead to suicide. Schools can take action to reduce bullying and several programmes are available but do they work? In fact, success rates have been very varied. This book sur- veys thirteen studies and eleven countries. Working on the principle that we can learn from both successes and failures, it examines the processes as well as the outcomes, and critically assesses the likely reasons for success or failure. With contributions from leading researchers in the field, Bullying in schools is an important addition to the current debate on tackling school bullying. peter k. smith is Professor of Psychology and Head of the Unit for School and Family Studies at Goldsmiths College, University of London. He is the editor of Violence in schools: The response in Europe (2003) and co-editor of several other books on bullying in schools, including The nature of school bullying: A cross-national perspective (1999). debra pepler is Professor of Psychology at York University, Toronto, Canada, and Senior Research Associate at the Hospital for Sick Chil- dren. She is co-editor of The development and treatment of childhood aggres- sion and the recent volume The development and treatment of girlhood aggression. ken rigby is Adjunct Associate Professor of Social Psychology at the School of Education, University of South Australia. He is the author of Bullying in schools and what to do about it (1997), Stop the bullying: A handbook for schools (2001), and New perspectives on bullying (2002). © 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 Frontmatter More information Bullying in schools: how successful can interventions be? Edited by Peter K. Smith, Debra Pepler, and Ken Rigby © 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 Frontmatter More information CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Dubai, Tokyo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521821193 © Cambridge University Press 2004 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2004 A catalogue record for this publication is available from the British Library Library of Congress Cataloguing in Publication data Bullying in schools : how successful can interventions be? / edited by Peter K. Smith, Debra Pepler, and Ken Rigby. p. cm. Includes bibliographical references (p. ) and index. ISBN 0 521 82119 3 – ISBN 0 521 52803 8 (pb.) 1. Bullying in schools–Prevention–Cross–cultural studies. I. Smith, Peter K. II. Pepler, D. J. (Debra J.) III. Rigby, Ken. LB3013.3.B815 2004 2004045190 ISBN 978-0-521-82119-3 Hardback ISBN 978-0-521-52803-0 Paperback Transferred to digital printing 2009 Cambridge University Press has no responsibility for the persistence or accuracy of email addresses referred to in this publication. Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work are correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. © 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 Frontmatter More information Contents List of figures page vii List of tables x Notes on contributors xiii Preface xvii 1 Working to prevent school bullying: key issues 1 ken rigby, peter k. smith, and debra pepler 2 The Olweus Bullying Prevention Programme: design and implementation issues and a new national initiative in Norway 13 dan olweus 3 Is the direct approach to reducing bullying always the best? 37 david galloway and erling roland 4 Implementation of the Olweus Bullying Prevention programme in the Southeastern United States 55 susan p. limber, maury nation, allison j. tracy, gary b. melton, and vicki flerx 5 Prevention of bullying in German schools: an evaluation of an anti-bullying approach 81 reiner hanewinkel 6 England: the Sheffield project 99 peter k. smith, sonia sharp, mike eslea, and david thompson 7 Making a difference in bullying: evaluation of a systemic school-based programme in Canada 125 debra j. pepler, wendy m. craig, paul o´connell, rona atlas, and alice charach v © 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 Frontmatter More information vi Contents 8 Interventions against bullying in Flemish Schools: programme development and evaluation 141 veerle stevens, paulette van oost, and ilse de bourdeaudhuij 9 SAVE model: an anti-bullying intervention in Spain 167 rosario ortega, rosario del rey, and joaquín a. mora-merchan´ 10 Australia: the Friendly Schools project 187 donna cross, margaret hall, greg hamilton, yolanda pintabona, and erin erceg 11 The Expect Respect project: preventing bullying and sexual harassment in US elementary schools 211 barri rosenbluth, daniel j. whitaker, ellen sanchez, and linda anne valle 12 A follow-up survey of anti-bullying interventions in the comprehensive schools of Kempele in 1990–98 235 maila koivisto 13 Targeting the group as a whole: the Finnish anti-bullying intervention 251 christina salmivalli, ari kaukiainen, marinus voeten, and mirva sinisammal 14 Ireland: the Donegal Primary Schools’ anti-bullying project 275 astrid mona o´moore and stephen james minton 15 Bernese programme against victimisation in kindergarten and elementary school 289 françoise d. alsaker 16 Looking back and looking forward: implications for making interventions work effectively 307 debra pepler, peter k. smith, and ken rigby Author index 325 Subject index 330 © 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 Frontmatter More information Figures 2.1 Selection cohorts design page 16 2.2 Oslo project: per cent victims 1999 and 2000 25 2.3 Oslo project: per cent bullies 1999 and 2000 25 2.4 Teacher-level factors predicting implementation of classroom intervention measures (within-school model) 27 2.5 School-level factors predicting implementation of (aggregated) classroom intervention measures (between-school model) 31 2.6 Training of instructors 33 3.1 Energy input and quality and quantity of output (adapted from Hargreaves, 2001) 43 4.1 Group-level means of students’ reports of bullying others, by years of participation in the intervention programme and gender 72 4.2 School-group means of students’ reports of being bullied, by years of participation in the intervention programme, and gender 72 4.3 School-group means of student social isolation, by years of participation in the intervention programme, and gender 73 4.4 School-group means of students reporting being bullied to a parent, by years of participation in the intervention programme, and gender 73 5.1 Changes in low-level direct victimisation, for individual schools, from pre-test to post-test 92 5.2 Changes in indirect victimisation, for individual schools, from pre-test to post-test 93 5.3 Changes in taking part in bullying of other students, for individual schools, from pre-test to post-test 93 7.1 Percentage of children reporting bullying others at least once in past 2 months 131 7.2 Percentage of children reporting being bullied at least once in past 2 months 132 vii © 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 Frontmatter More information viii List of figures 7.3 Percentage of students indicating that teachers almost always intervene to stop bullying 134 9.1 Percentages of pupils involved as victims, bullies, or bully/victims, at pre-test and post-test 178
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