Part II. Bullying in Schools
Part II Bullying in Schools __________________________________________________________________________________________ Correspondence should be addressed to Dan Olweus, Research Center for Health Promotion, University of Bergen, Bergen, Norway. E-mail: firstname.lastname@example.org The Olweus Bullying Prevention Program: Effects of Classroom Components at Different Grade Levels Dan Olweus1 and Jan Helge Kallestad2 1Research Center for Health Promotion, University of Bergen, Norway 2Bergen University College and Research Center for Health Promotion, University of Bergen, Norway The main aims of the present study were to find out if there were cer- tain classroom components of the Olweus Bullying Prevention Pro- gram (OBPP) that were more effective than other such components in reducing bully/victim problems and if the use and effectiveness of such components varied or interacted with grade level. The empirical data for addressing these questions consisted of implementation data from 78 teachers and classroom-aggregated self-report data on reduc- tions in being bullied over a one-year period by 1695 Norwegian stu- dents in grades 5 (6) through 8 (9). Three classroom measures, class/school rules against bullying, class meetings and use of role play, combined into an additive index Effective Classroom Measures, were clearly more effective (in the context of the OBPP) than other measures and predicted 27 percent of the total variance corresponding to a dosage-response relationship of r = .52. However, Effective Classroom Measures interacted with grade level suggesting that the less positive results with older students were either a consequence of poorer implementation and/or of weaker effects of the effective class- room measures in these grades. Possible explanations of...
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