8 - Interventions against bullying in Flemish Schools: programme development and evaluation  pp. 141-166

Interventions against bullying in Flemish Schools: programme development and evaluation

By Veerle Stevens, Paulette Van Oost and Ilse De Bourdeaudhuij

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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.

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