Bridging the gap between theory and practice : are anti-bullying programs effective and what role does implementation fidelity play in real-life settings?

Details

Supervisors

Galand, Benoît

Faculty

Faculté de psychologie, logopédie, sexologie et des sciences de la famille

Degree label

Master [120] en sciences psychologiques

Abstract

Abstract: Introduction: Over the last years there has been a considerable growth in community concern about bullying in schools. Numerous schools developed and implemented anti-bullying programs. However, there are mixed results concerning the effectiveness of these programs. Moreover, there is not enough evidence which evaluates the competence of teachers to increase high-quality implementation. Nonetheless, since teachers are often the implementers of anti-bullying programs, assessing the factors, which have an influence on implementation fidelity is crucial. The current study, therefore, analyses the effectiveness of two bullying prevention programs implemented in different primary schools in Belgium: the anti-bullying programs designed by “Université de Paix asbl.” and “CLPS-Bw”. Furthermore, the study assesses the influence of teachers’ implementation fidelity on the program’s effectiveness and it explores the main facilitators and challenges the implementers encounter in order to carry out the programs. Method: The intervention effects were examined with the help of self-reported questionnaires assessing bullying, victimisation, and other related concepts in a mixed quasi-experimental design with a control group. The final sample for analysis consisted of a total of 673 5th and 6th grade pupils. Implementation fidelity was evaluated with the help of self-reported questionnaires for the teachers. Results: Ancovas were used to explore the main research questions of this study. The results indicate that the program of “Graine de médiateurs” increases significantly the well-being in school. Moreover, implementation fidelity seems to have an impact on the outcome. Finally, the implementers named the perceived effectiveness of the program, the adherence to the program, and positive student responsiveness as principal facilitators. Furthermore, the lack of support and the apparent ineffectiveness of the program were named as main challenges encountered during the implementation of the two programs presented in the study. Conclusions: Researchers, program designers, and implementers should collaborate to have a better understanding of the needs of the teachers in order to assure high fidelity implementation. Furthermore, recommendations are made for developing a consistent methodology for measuring and analysing fidelity of implementation.