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
10 - Australia: the Friendly Schools project
Published online by Cambridge University Press: 02 December 2009
- 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 Friendly Schools intervention study
In Australia, approximately 1 in 6 school students reports being bullied at least once a week, and 1 in 20 reports bullying others in the past 6 months (Rigby, 1997; Zubrick et al., 1997). Slee and Rigby (1993; Slee, 1995) found that while most of these episodes of bullying last for a day or two, 17% last for 6 months or more. Australian primary-school children of both genders report being bullied more often than secondary-school students, with more boys than girls bullying others and being bullied (Rigby and Slee, 1991; Rigby, 1997; Rigby and Slee, 1998).
Despite Australian schools' increasing need systematically to address bullying, prior to 1999 no system-level, evidence-based recommendations or state curriculum materials to help to reduce bullying were available. Many school staff reported that they were unsure of the effectiveness of the strategies they utilised, and often did not know what actions could be taken at a whole-school level to reduce, or prevent, the harm from student bullying.
In response to this situation, in 1999, the Curtin University, Western Australian Centre for Health Promotion Research, applied for and received funding extensively to review and synthesise international published empirical and theoretical evidence of successful school-based strategies to reduce the harm experienced by children from being bullied or bullying others. This systematic review provided a set of ‘successful’ practice principles and exemplar case studies to develop a whole-school approach to reduce bullying.
- Type
- Chapter
- Information
- Bullying in SchoolsHow Successful Can Interventions Be?, pp. 187 - 210Publisher: Cambridge University PressPrint publication year: 2004
References
- 25
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