Implementation process of the Flemish antibullying intervention and relation with program effectiveness

This article focusses on issues of program implementation that may be relat ed to the overall intervention outcomes of the antibullying intervention in Flemish primary and secondary schools. In particular, this study focusses on (a) identifying parts of the program that schools managed to implement a nd (b) investigates the relation between implementation conditions and prog ram effectiveness. A cross-survey research among teachers and students, was used to examine these research questions. No differences were found betwee n the total amount of implementation of the program in primary and secondar y schools. Lower levels of awareness raising and consultation, but higher s cores on setting up a multidisciplinary working group were found at the sec ondary school level. Along this line, positive significant correlations eme rged between effect size and awareness rasing and consultation processes co uld be considered to be responsible for the more positive program outcomes in primary schools. Alternative explanations are also discussed. (C) 2001 S ociety for the Study of School Phychology. Published by Elsevier Science Lt d.