Wanted: Teachers and Parents to Evaluate Anti-bullying Programs (continued)

1. Verify that the program is being implemented as planned: To address this objective, a checklist can be prepared that includes all of the activities comprising the anti-bullying program. Staff involved in implementing the program can be asked to indicate if and how often each activity is completed. This checklist should be filled out several times throughout the year (e.g., once a month or once a semester). By aggregating this information, a good picture of how a program is being implemented will emerge. Schools wishing to investigate aspects of program implementation in more depth can also organize debriefing meetings with staff and students to probe the successes and challenges of their specific anti-bully program.
2. To determine if the program is achieving its intended results: To address the second objective, the evaluation committee must first decide what outcomes are expected from the program. Examples of possible results include: increases in anti-bullying attitudes, increases in positive student behavior, reductions in bullying and victimization, and improvement in school climate. It is important that the selected outcomes be feasible and realistic given scope and content of the program and the time allotted for implementation. The next step is to identify and find questionnaires that measure these outcomes. There are many such questionnaires in circulation, and often they can be procured easily for free (e.g., via the web) or for a modest fee from the publisher. The questionnaires should be administered on the following schedule:

a. Just before the program begins (pre-test)

b. Immediately after the program ends (post-test)

c. Several months (and up to a year) after the post-test (follow-up)

Finally, the committee reviews the evaluation data and makes recommendations for improving program implementation and outcomes.

Educators and parents can play a critical role in making anti-bullying programs more effective and ultimately reducing bullying among children. Initiating local evaluation projects to understand and improve programs is an effective way to reach the goal of making schools safe havens for learning and healthy development.

References

1. Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school anti-bullying programs: A synthesis of evaluation research. School Psychology Review, 33, 548-561.
2. Vreeman, R. C., & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatric and Adolescent Medicine, 161, 78-88.
3. Dane, A., & Schneider, B. H. (1998). Integrity in primary prevention programs: Are implementation effects out of control? Clinical Psychology Review, 18, 23-45.
4. Smith, J. D. (2007). School Climate and Bonding: Pathways to Resolving Bullying. Queens Education Letter, Fall/Winter 2007, 10-11. Accessed online at http://educ.queensu.ca/alumni/letter/issues/QueensEducationLetter_FallWinter07.pdf on January 17, 2008.

Resources

1. Olweus Bullying Prevention Program: www.clemson.edu/olweus/index.html
2. Measure of school climate: See Table 1 in Gallay, L., & Pong, S. (2004). School climate and students' intervention strategies. Accessed online at http://www.pop.psu.edu/socresp/quebec1.pdf on January 17, 2008.
3. Measures for bullying: Ontario ministry of Education (2007). Safe schools: Preventing bullying. Accessed online at http://www.edu.gov.on.ca/eng/safeschools/bullying.html on January 17, 2008.

Biographical statement

J. David Smith, PhD, is an Associate Professor of Educational Counselling at the Faculty of Education, University of Ottawa. His research examines the effectiveness of school-based anti-bullying programs, and in particular how school climate affects the outcomes of these programs. He can be reached by email at: David.Smith@uOttawa.ca.