Olweus Bully Victim Questionnaire survey data as part of mixed methodsresearch on the efficacy The Bullying Prevention Pack to prevent bullying

The main purpose of this research study was to explore teacher ability to use and examine the effects of a bullying prevention programme entitled the Bullying Prevention Pack (BPP). The BPP is designed to be an accessible teacher led intervention that puts the learner at the forefront of the discussion and activities with the aim of scaffolding a constructivist approach to knowledge creation on the subject of school bullying and the creation of preventative measures. Concordant with the aim of ascertaining teacher ability to use the BPP were a number of other related objectives as follows. • To ascertain how much assistance/coaching teachers would need to implement the BPP. This includes a review of the quality of the instructions of the BPP in terms of instructional clarity and ease of implementation. • To ascertain if the activities of the BBP are straightforward for learners to comprehend and enact. • To quantify via the Olweus Bully/Victim Questionnaire if the ongoing implementation of the BPP makes a difference to the levels of victimisation within the research school over a period of six (2nd survey) and eighteen months (3rd survey). • To evaluate if the BPP can engender learner knowledge creation and metacognition around the topic of bullying and empower learners to help prevent bullying in their school. • To investigate if levels of empathy can be raised with regards to those victimised by bullying behaviour. The profiles of the research and control schools were all boys, designated disadvantaged, availing of Delivering Equal Opportunity in Schools (DEIS) programmes and following the Stay Safe programme (as discussed in Chapter Two). Under the DEIS programme, the Home School Community Liaison Scheme (HSCL) supported by the Department of Education and Skills Social Inclusion Unit, provides its services to all DEIS Urban Band 1, Urban Band 2 and DEIS Post Primary schools (Department of Education and Skills, 2015). The HSCL was established in 1990 and since then has grown to provide services for 857 primary and secondary schools. One of the main objectives of the scheme is to maximise participation of children in the learning process, particularly those at risk of failure. The scheme focusses on encouraging parents and teachers to be pro-actively involved in children’s learning and to deal with issues that may prevent learning from happening such as involvement in bullying.

本研究的核心目标为探究教师使用《反欺凌手册》（Bullying Prevention Pack, BPP）的能力，以及该项目的实施效果。BPP是一款专为教师主导设计的易上手干预项目，以学习者为讨论与活动的核心，旨在搭建针对校园欺凌主题的建构主义知识生成路径，并制定相应预防措施。与“探明教师使用BPP的能力”这一核心目标相契合，本研究还设置了多项相关子目标，具体如下：• 探明教师在实施BPP过程中所需的辅助与指导程度，包括从教学清晰度与落地便捷性两个维度，评估BPP配套指南的质量；• 探明BPP所设置的活动是否便于学习者理解与执行；• 通过奥维欺侮/受害者问卷（Olweus Bully/Victim Questionnaire）量化分析：在为期6个月（第二次调研）与18个月（第三次调研）的周期内，持续实施BPP是否会对研究学校内的受欺凌程度产生显著影响；• 评估BPP是否能够引导学习者围绕欺凌主题生成知识并开展元认知活动，同时赋能学习者主动防范校园欺凌；• 探究针对欺凌行为受害者的共情水平是否能够得到有效提升。本研究的实验组与对照组学校均为男校，属于弱势背景校，参与了“学校平等机会交付”（Delivering Equal Opportunity in Schools, DEIS）项目，并同步开展《安全在校》（Stay Safe）项目（详见第二章）。在DEIS项目框架下，由教育与技能部社会包容单元支持的“家校社区联络计划”（Home School Community Liaison Scheme, HSCL），其服务覆盖所有DEIS城市1类、城市2类及DEIS中等教育阶段学校（教育与技能部，2015）。HSCL成立于1990年，目前已为857所中小学提供服务。该计划的核心目标之一是最大化儿童参与学习过程的机会，尤其是那些面临学业失败风险的儿童；计划重点鼓励家长与教师主动参与儿童的学习活动，并解决可能阻碍学习的相关问题——例如校园欺凌参与行为。