Tool Information
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Title |
The Flemish School-Based Anti-Bullying Programme
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Settings |
Education
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MHP Steps |
Implementation |
Preparation
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URL |
http://www.oecd-sbv.net/Templates/Article.aspx?id=378 |
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Publication Information |
Intervention was developed from the principles of the Scandinavian school-based anti-bullying programme by Dan Olweus and the information drawn from the DFE Sheffield anti-bullying project. Project period extended from 1993 to 2000. Publications about the project are available: 1)Stevens, V., De Bourdeaudhuij, I., & Van Oost, P. (2000). Bullying in Flemish schools: An evaluation of anti-bullying intervention in primary and secondary schools. British Journal of Educational Psychology, 70, 195-210. 2) Stevens, V., Van Oost, P. & De Bourdeaudhuij, I. (2000). The effects of an anti-bullying intervention programme on peers’ attitudes and behaviour. Journal of Adolescence, 23, 21-34. You can find more references to publications on their website.
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Country of Origin |
Belgium
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Languages |
English
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Tool Description |
The Flemish school-based anti-bullying programme focuses directly on bully/victim problems and attempts to reduce levels of peer aggression and victimisation by intensive use of the school environment among primary and secondary school students. The programme includes activities which address the school environment, the peer group and students directly involved in bully/victim incidents; parents, teachers and peers are actively involved. The programme aims to: (1) increase adult and student awareness of problems of peer aggression and victimisation, (2) enhance active involvement in solving bully/victim incidents.
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Application in the Field |
Applied internationally
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Tool mainly used in |
Belgium
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Stage of Development |
First experiences available/pilot phase
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Evaluation and Research |
Studies/Technical Data available
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Beneficiary Involvement in Design |
No information found
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Evaluation |
Yes
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Evaluation Description |
Primary school- Bullying: Significant differences between treatment with support versus control group and treatment without support versus control group; Being bullied: No significant differences between the groups; Effects on the peer group on tackling bully/victim problems: after two years of intervention peers within treatment classes had higher rates on supporting victims of bullying and seeking teacher’s help as compared to the control condition.
Secondary school- Bullying: Significant differences between treatment with support versus treatment without support group. No significant differences were found between the treatment and control groups; Being bullied: significant differences between treatment with support versus treatment without support group. No significant differences were found between the treatment and control groups; Effects on the peer group on tackling bully/victim problems: after one year of intervention peers within treatment classes had higher rates on reacting against bullies and seeking teacher’s help as compared to the control condition.
Positive interactions for both primary and secondary school: significant difference for treatment with support versus control group.
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Available Formats |
Paper Based
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Free |
Unknown
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Restrictions on Use |
No
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Tool Focus |
Individual and Organisation
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Tool Type |
Educational/Training
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Download(s) |
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