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
13 - Targeting the group as a whole: the Finnish anti-bullying intervention
Published online by Cambridge University Press: 02 December 2009
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
Summary
Impetus for the intervention study, early stages of planning, and funding
Why is there bullying in schools? How should we try to reduce it? Our answers to the former question have implications for our ideas about the latter. The Finnish intervention project was inspired by the increasing literature, as well as our own studies, stressing the group nature of bullying.
It has recently been pointed out, and also empirically shown, that peer bystanders play an important role in encouraging and maintaining bullying, and, therefore, they should also be targeted by intervention programmes (Cowie and Sharp, 1994; O'Connell, Pepler, and Craig, 1999; Olweus, 2001; Sutton and Smith, 1999; Stevens, Van Oost, and de Bourdeaudhuij, 2000). In our research group, the different participant roles the bystanders or students who are neither bullies nor victims take in the bullying process have been in the focus for several years (Salmivalli, 2001a; Salmivalli, Huttunen, and Lagerspetz, 1997; Salmivalli, Lagerspetz, Björkqvist, Österman, and Kaukiainen, 1996; Salmivalli, Lappalainen, and Lagerspetz, 1998; Salmivalli and Voeten, 2004). Our own studies, as well as the literature at large, point to the direction of trying to affect the bystanders' reactions to bullying, and also to study such changes in a systematic way.
- Type
- Chapter
- Information
- Bullying in SchoolsHow Successful Can Interventions Be?, pp. 251 - 274Publisher: Cambridge University PressPrint publication year: 2004
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