The Evaluation And Dissemination Of Olweus Bullying Prevention Program And Its Trial Implementation In China

School bullying is an aggressive behavior that intentionally causes harm to others.It is most common among teenagers.Bullying can have a long-term negative impact on the development of both the bully and the bullied.Active and effective school bullying intervention and prevention programs are important means to combat bullying.The whole-school Approach is often more holistic and long-acting and has been well received by academics and school administrators.OBPP(Olweus Bullying Prevention Program)is one of the comprehensive school bullying prevention and intervention programs with the earliest history,the most effective data and the widest range of implementation.Based on the Theory of Ecological Systems and assisted by the Theory of Group Socialization,the program deals with bullying from multiple levels including school,class,individual and community and has achieved positive results in the multiple international implementation.In response to China's bullying problems,this thesis combines OBPP which is based on the Theory of Ecological Systems and aiming at improving school atmosphere with Chinese traditional ideology of "mind rectification and self-cultivation".With the implantation of Positive Mental Health Education(PMHE),a local school bullying prevention and intervention model PBPP(OBPP and PMHE as PBPP)is created.By cultivating positive mental health from the inside and a harmonious and friendly school atmosphere from the outside,the school bullying situation may be intervened.The methodology of this thesis includes literature review,comparative research,questionnaire and interview.Through literature analysis,international implementation comparison,model verification and localization,in-depth research is conducted on OBPP,to provide reference for developing a school bullying prevention and intervention model in China.The first chapter evaluates the effectiveness of OBPP.Firstly,the characteristics and theoretical basis of OBPP are analyzed.OBPP was founded in Norway based on the Theory of Ecological Systems.It regards school as an ecosystem and bullying as a problem caused by the defects in the overall atmosphere of the school.It is acomprehensive,whole-school bullying prevention and intervention program.Starting from school,classroom,individual and community levels,the program aims to achieve effective prevention and intervention of school bullying through the cooperation of school administrators,teachers,parents,students and the community.The chapter further researches the effectiveness of OBPP by implementation.Comparative study is conducted on OBPP implementation experience and data in countries and regions with significant social and cultural differences.Through the validity study of OBPP in Canada,Britain,Belgium,South Africa and Hong Kong(China),OBPP has shown effectiveness.From the above,we can come to the conclusion that OBPP is an effective model and can flexibly adapt to different cultural backgrounds,tolerate other theories and combine local theories in measures.The verification of OBPP program provides an international perspective for the exploration of appropriate intervention programs for school bullying prevention in China,and pave the way for the localization of OBPP program.The second chapter presents the localization model of OBPP,which is named PBPP.Firstly,it demonstrates the compatibility between OBPP and local culture and theories from the perspective of theoretical suitability.In terms of theoretical isomorphism,OBPP operates from the perspective of comprehension.It improves the cognition and coping ability of all parties involved in school bullying,which is in line with Chinese traditional ideology of Mind rectification and Self-cultivation.Secondly,in orientation of subjects,OBPP and Positive Mental Health Education both focus on the prevention and intervention of middle school students' bullying.Thirdly,In terms of trend convergence,PBPP model meets laws and regulations regarding school bullying in China.Lastly,In terms of methodology,both the OBPP model and Positive Mental Health Education emphasize the extensive participation of students,parents,teachers and other relevant groups.Furthermore,this chapter explains the localization of OBPP namely,the PBPP model from four aspects of knowledge,emotion,intention and action.The characteristics of PBPP are expatiated from four perspectives,namely,reconstructing the campus atmosphere to create a harmonious ecology,convening all parties to participate in anti-bullying alliance,emphasizing the collaboration of home,schooland police and cultivating positive mentality.The implementation of PBPP was explained from school,classroom,individual and community level.Last but not least,the logistic mechanism of PBPP is elaborated in three aspects.The last chapter demonstrates the experimental study of PBPP.This experiment selected middle school students and high school students in Shandong,China.Questionnaires and interviews were conducted in analyzing the improvement of school bullying in targeted schools after the implementation of PBPP for one school year.The results suggested that the targeted schools showed significant improvement in bullying,which confirmed the effectiveness of PBPP in prevention and intervention of school bullying.PBPP not only concentrates on building harmonious school atmosphere,but also focuses on better of all parties.During implementation,PBPP achieved the goal of reducing school bullying rates and received positive comments.In a nutshell,PBPP has accomplished its purpose of bullying prevention and intervention.It is a school bullying prevention and intervention model worth promoting in China.