Canadian Psychology Copyright 2007 by the Canadian Psychological Association

2007, Vol. 48, No. 2, 86-93 DOI: 10.1037/cp2007010

Understanding Bullying: From Research to Practice

WENDY M.CRAIG through systemic power (e.g., racial or cultural

Queen's University groups, sexual minorities, economic disadvantage, dis-
ability). Power can also be acquired by knowing anoth-
DEBRAJ. PEPLER er's vulnerability (e.g., obesity, learning problem, sexu-
LaMarsh Centre for Research on Violence and al orientation, family background) and using that
Conflict Resolution, York University and knowledge to cause distress. The second key element
The Hospital for Sick Children is that bullying is repeated over time. With each
repeated bullying incident, the power relations
become consolidated: The child who is bullying
increases in power and the child who is being victim-
Abstract ized loses power. Through our research, we under-
The high proportions of Canadian students who report stand bullying as a destructive relationship problem:
huUying or heing bullied confirm that this represents an Children who bully are learning to use power and
important social prohlem. This paper describes the devel- aggression to control and distress others; children who
opment of a new network (PREVNet- Promoting are victimized become increasingly powerless and
Relationships and Eliminating Violence) to address hully- unable to defend themselves from this peer abuse.
ing in Canada, through the Networks of Centres of In this paper, we present some empirical principles
Excellence-New Initiatives funding. PREVNet's mandate is that have guided our efforts in designing a national
to identify university, government, and community part- strategy (PREVNet-Promoting Relationships and
ners, develop relationships, and create a viable and effec- Eliminating Violence) to address bullying in Canada,
tive working network for social innovation. The PREVNet through the Networks of Centres of Excellence-New
strategy is aimed at providing understanding, assessment Initiatives funding. PREVNet's mandate is to identify
tools, intervention and prevention strategies, and policy university, government, and community partners,
and advocacy about bullying problems and healthy rela- develop relationships, and create a viable and effective
tionships to all adults who interact with children and youth working network for social innovation. PREVNet's
where they live, work, and play. vision is to stop the use of power and aggression in
bullying and to promote safe and healthy relationships
for children and youth. In this paper, we discuss the
strategy and its proposed impacts. At this point,
Bullying is a form of abuse at the hands of peers PREVNet includes 36 researchers from universities
that can take different forms at different ages. Btillying across Canada, and 38 national non-governmental
is defined as repeated aggression in which there is a organizations (NGOs) that work with children and
power differential (Juvonen & Craham, 2001; Olweus, youth. We contend that knowledge about bullying
1991; Pepler & Craig, 2000). Two elements of bullying problems and strategies to promote healthy relation-
are key to understanding its complexity. First, bullying ships are required in every place where Canadian chil-
is a form of aggressive behaviotir imposed from a posi- dren and youth live, work, and play.
tion of power: Children who bully always have more Before PREVNet, the channels that researchers tised
power than the children they victimize. Their power for knowledge dissemination were inadequate for such
can derive from a physical advantage such as size and a broad and deep reach. The many and diverse bully-
strength, but also through a social advantage such as a ing prevention activities implemented at local, provin-
dominant social role (e.g., teacher compared to a stu- cial, and national levels operated in isolation withotit
dent), higher social status in a peer group (e.g., popu- an evidence-based national platform for coordination
lar versus rejected student), strength in numbers (e.g., and implementation. As a national network, PREVNet
g r o u p of children bullying a solitary child), or is now bringing together researchers and national
organizations to enhance awareness, build research
capacity, assess bullying problems, and promote evi-
Canadian Psychology/Psychologie canadienne, 2007, 48:2, 86-93 dence-based programs and effective policies across
 Understanding Bullying: From Research to Practice 87

Canada. PREVNet is mobilizing knowledge through its The Key Empirical Messages of PREVNet
four strategy pillars: Education and Training, PREVNet researchers and organizations are working
Assessment and Evaluation, Prevention and to stop the use of power and aggression in relation-
Intervention, and Policy and Advocacy. PREVNet's ships and to promote safe and healthy relationships
mandate is to generate social-cultural change in for Canadian children and youth. PREVNet activities
Canada regarding power and aggression in relation- are guided by three key scientific messages.
ships by providing NGOs and governments with the
capacity to adapt and disseminate scientific knowledge 1. Bullying is Wrong and Hurtful
and technology to build awareness, change attitudes, Being safe in relationships is a fundamental human
assess the extent of bullying and victimization prob- right. Every child and youth has the right to be safe
lems, implement evidenced-based strategies, and and free from involvement in bullying. Bullying affects
develop policies that support these activities. Through children and youth who are bullied, those who bully
these partnerships, the outcomes of improved under- others, and those who know it is going on. The WHO
standing and practice will enhance social capital, pro- prevalence data indicate that a substantial proportion
mote mental and physical health, promote healthy of Canadian children and youth are involved in bully-
relationships and school engagement, and prevent ing, either as those doing the bullying or as those
crime. being victimized. There is reason to be concerned for
Bullying is a significant social problem in Canada. children who perpetrate bullying and harassment.
On the recent World Health Organization (WHO) They are at risk for long-term problems with antisocial
Health Behaviours in School-aged Children (HBSC) behaviour and substance use (Earrington, 1993;
survey, Canada ranked a dismal 26th and 27th out of Olweus, 1991). Victimized children are at risk for anx-
35 countries on measures of bullying and victimiza- iety, depression, and somatic complaints (Olweus,
tion, respectively (Craig & Harel, 2004). This result 1993; Rigby, 2003). To prevent these negative long-
indicates that the prevalence of bullying in Canada is term outcomes, we need to support children's healthy
greater than in the majority of countries, as countries development and protect their welfare. This require-
with a ranking in the single digits have the lowest ment is identified in the United Nations Convention
prevalence rate of bullying and victimization. Across on the Rights of the Child (United Nations, 1989).
all categories of bullying or victimization, Canada con- The UN Convention on the Rights of the Child
sistently ranked at or below the middle of the interna- (UNCRC) speaks to the rights of children who are at
tional group. Our position on the international stage the receiving end of bullying and harassment. Article
has slipped relative to other countries. On the 1993- 19 of the Convention states:
1994 survey, Canada's ranking on the prevalence of
bullying and victimization was relatively better than in Parties shall take all appropriate legislative, administrative,
the 2001-2002 survey (King, Wold, Tudor-Smith, & social and educational measures to protect the child from
Harel, 1996); however, the prevalence of bullying and all forms of physical or mental violence, injury or abuse,
victimization among Canadian students has remained neglect or negligent treatment, maltreatment or exploita-
relatively stable. The drop in Canada's relative rank- tion, including sexual abuse, while in the care of
ing, in spite of stable rates, suggests that other coun- parent(s), legal guardian(s) or any other person who has
tries have been preventing bullying problems more the care of the child.
effectively than Canada. Many of the countries that
rank higher than Canada have had national cam- Definitions of child abuse have been limited to
paigns to address bullying problems. The high pro- abuse perpetrated by an adult. There is a need to
portions of Canadian students who report bullying or expand this definition to include the torment that
being bullied confirm that this represents an impor- some children experience at the hands of their peers
tant social problem. Although there are many activi- (Juvonen & Craham, 2001). The negative effects of
ties at local, provincial, and national levels to prevent peer harassment (Juvonen & Craham, 2001) under-
and reduce the risks of bullying and victimization, line the importance of protecting children from "all
they tend to use diverse assessments and interven- forms of physical or mental violence, injury or abuse"
tions, often without any evidence of effectiveness. perpetrated by peers. This societal responsibility falls
Indeed, some interventions actually make the prob- to parents, teachers, and other adults in positions of
lem worse, and most are not rigorotisly evaluated and responsibility for children and youth.
operate in isolation due to a lack of an evidence-based The UNCRC also addresses the essential role of soci-
national platform for coordination and implementa- ety to educate children to ensure they develop positive
tion. attitudes and behaviours and avoid using their power
88 Craig and Pepler

to bully or harass others. This societal function is the tend to withdraw from peer interactions. They are at
responsibility of all those who are in contact with chil- risk of becoming socially anxious and increasingly hes-
dren and youth. PREVNet provides an unprecedented itant to engage in social activities, even refusing to
opportunity to consolidate knowledge derived from attend school, in order to protect themselves from
university research to enhance the capacity of NGOs bullying (Kaltiala-Heino, Rimpela, Rantanen, &
and governments to provide support for: Rimpela, 2000; Rigby, 2003). The second process aris-
es within the peer group. Victimized children tend to
The preparation of the child for responsihle life in a free have few friends. Once peers become aware that a
society, in the spirit of understanding, peace, tolerance, child is being victimized, they hesitate to intervene for
equality of the sexes, and friendship among all peoples, fear of being victimized, themselves. They distance
ethnic, national and religious groups and persons of themselves from the victimized child and may even
indigenous origin. (United Nations, 1989) join in the bullying to become more accepted by those
in power. If children are victimized over a prolonged
Canadian children are not as safe from victimiza- period of time, they lack the normative social interac-
tion, and are more likely to engage in bullying, com- tions that are critical to their healthy development
pared to children in many other countries in the and emerging relationship capacity. The effects of
these abusive experiences can last a lifetime and
world, according to the WHO HBSC data. PREVNet is
impair many social capacities essential for healthy
Canada's platform for the exchange of scientific
social engagement.
knowledge and technology for assessment and inter-
vention to reduce bullying problems.. Understanding bullying as a destructive relationship
problem provides important direction for interven-
2. Bullying is a Relationship Problem tions. Bullying is a relationship problem that requires
Bullying is a destructive relationship problem. relationship solutions. Children and youth need help
Lessons of power and aggression learned in childhood to understand that bullying is wrong, develop respect
bullying can lead to sexual harassment (McMaster, and empathy for others, and learn how to get along
Connolly, Pepler, & Craig, 2002), dating aggression with and support others. Effective bullying prevention
(Pepler, Craig, Biais, & Rahey 2005), and may later and intervention activities for children and youth
extend to workplace harassment, as well as marital, enable them to develop the skills essential for healthy
child, and elder abuse. Victimized children may also relationships. Promoting the development of healthy
carry the hurt and fear from bullying forward into relationships for children and youth will, in turn,
adult relationships. Perhaps the highest costs arise reduce the significant societal costs associated with bul-
from the destructive relationship dynamics in bullying lying. These social costs of bullying extend beyond the
because relationships are the foundation for healthy individual and also impact on society as a whole.
development and well-being throughout the lifespan. Health problems due to bullying cause increased use
Farrington (1993) identified an intergenerational of the health care system; low school attainment raises
link: Parents who bullied in childhood were likely to educational costs, criminality associated with bullying
have children who bullied their peers. Although a sub- increases costs for the police, the justice and correc-
stantial number of children and youth are occasional- tions systems (Pepler, Jiang, Craig, & Connolly, in
ly involved in bullying and victimization, our longitu- press; Rigby, 2003). These costs are preventable and
dinal research shows that a small group of children avoidable by reducing and mitigating the effects of the
and youth frequently bully others or are bullied by negative use of power and aggression in children's
their peers (Craig et al., unpublished manuscript; relationships. The patterns of using power and aggres-
Pepler et al., 2005). These are the children who expe- sion through bullying, established in childhood, can
rience a wide range of problems and are in need of have long-term impacts through adolescence and into
focused support to enable them to move on from adulthood. It is essential to identify children at risk for
these abusive interactions, either as the perpetrator or bullying and/or victimization and to provide support
the victimized child (Pepler & Craig, 2000). for their development and relationships. Canadian
There are also high personal and social costs for health promotion and prevention strategies need to
children who are repeatedly victimized. As previously address bullying problems as early as possible in all
mentioned, as a result of being abused at the hands of contexts where children live, work, and play.
their peers, these children experience significant
mental health problems. They also become increas- 3. Promoting Relationships and Eliminating Violence are
ingly isolated within the peer group, a process that Everybody's Responsibility
unfolds in two ways. Eirst, children who are victimized Promoting relationships is everybody's responsibili-
 Understanding Bullying: From Research to Practice 89

ty because bullying occurs in all contexts where indi- Research clearly indicates the central role of adults
viduals come together to work and play. As the prima- in preventing and intervening in bullying. For exam-
ry institution and a major socialization force in chil- ple, principals' commitment to allocate titue and
dren's lives, schools play a leadership role in address- resources to bullying-related activities were associated
ing bullying problems. In efforts to reduce bullying, with improvements in bullying problems (Olweus,
however, schools need the supportive attitudes and 2004). Similarly, teachers were the key agents of
responses of all systems in which children live: at change with regard to adoption and implementation
home, in sports, in recreation centres, and in the of the Olweus Bullying Prevention Program in school
neighbourhood. By providing consistency across sys- (Olweus, 2004). Teachers who participated in a bully-
tems in the messages, responses, and supports to ing prevention program felt more confident about
address bullying prohlems, we can promote healthy handling bullying problems, had more supportive atti-
relationships for all children and youth in Canada. A tudes about victims, and felt more positively about
systemic perspective highlights the need for changes working with parents regarding bullying problems
in awareness and behaviour strategies not only for (Alsaker, 2004), Finally, talks v^th the parents of chil-
those children who are directly involved, but also for dren who bully have been an essential element of the
their peers, their teachers, their parents, and beyond Norwegian programs (Olweus, 1993), as well as other
in the broader community. Since the first national interventions.
efforts in Norway (Olweus, 1991, 1993, 2004), inter-
Although bullying problems occur most frequently
ventions for bullying problems have focused broadly
at school, bullying is not just a school problem.
on systemic change.
Bullying can unfold in any context where children
The systemic perspective focuses on the social and youth come together. To enhance the potential
dynamics surrounding bullying. Research has high- for change, connections with the community must be
lighted the central role of peers in bullying: They established to extend awareness and understanding of
serve both to reinforce and perpetuate bullying prob- bullying problems, as well as to promote consistent
lems and to defend victimized students (Hawkins, responses to bullying problems throughout the broad-
Pepler, & Craig, 2001; O'Connell, Pepler, & Craig, er community. Community partners and resources can
1999). Therefore, interventions must occur within the also be drawn in to support schools in meeting the
classroom and be broad in scope to promote positive needs of its most vulnerable students. The importance
interactions and social experiences of all children. of community involvement echoes Roberts and
Interventions to counter the peer processes that exac- Hinton-Nelson's (1996) contention that model pro-
erbate bullying focus on supporting positive interac- grams should include collaboration with a variety of spe-
tions, discouraging bullying, promoting empathy for cialized services, which reduce barriers to access for chil-
victimized children, and encouraging children to dren and adolescents at risk. The potential for influ-
intervene in bullying. These efforts to promote posi- ence in the school-community connection is bi-direc-
tive interactions must extend to areas outside of the tional. As recommended by Roberts and Hinton-
classroom. The systemic perspective not only high- Nelson, the community agencies that serve children
lights the need to reshape the behaviours and atti- and their families can offer essential support to
tudes of peers, but also sheds light on the need for schools in their efforts to reduce the problems of bul-
change among adults, such as teachers and parents, lying and victimization. In addition, the schools that
who are essential in supporting children involved in connect with the community can raise awareness and
bullying and/or victimization. promote consistency in responses to bullying in the
A systemic perspective on bullying also highlights broader neighbourhood.
the role of all adults. Adults are responsible for creat-
ing positive environments that promote children's Moving Forward: Connecting Research to Practice
capacity and competencies for healthy relationships. Over the past decade, there has been increased
Adults are also responsible for minimizing contexts national and international concern for bullying and
for negative peer interactions. By observing the inter- other forms of aggression and violence among youth,
personal dynamics in children's lives, adults can con- PREVNet was initiated in response to the pressing
struct children's social experiences in ways that pro- demand from NGOs, and provincial ministries of edu-
tect and support their developing relationship capaci- cation for consultation in their efforts to address bully-
ty and minimize the likelihood of bullying and harass- ing problems. Through partnerships, PREVNet is link-
ment. All adults are models for children and must ing researchers with NGOs and governments to dis-
lead by example and refrain from using their power seminate understanding, assessment tools, and effec-
aggressively. tive practices related to bullying to every community
90 Craig and Pepler

in Canada. A basic premise of PREVNet's national strat- "train the trainer" approach is frequently used in
egy to reduce bullying is that Canada needs a national adult education and corporate business practice to
awareness and consistent scientifically based reduce costs and to engage multiple levels of staff in
approach. At present, there is a groundswell of the program. The "train the trainer" model often
Canadian activities at local, provincial, and national results in increased participation, understanding and
levels to prevent and reduce risks of bullying and vic- appreciation of the program c o m p o n e n t s . T h e
timization. These activities indicate strong commit- PREVNet partnership model provides a consistency of
ments to address bullying; however, they often lack an philosophy and method of dealing with the issues
empirical foundation; they tend to use diverse assess- associated with bullying and victimization, across mul-
ment tools; they are not rigorously evaluated, and they tiple services and groups that connect with children
operate in isolation without a platform for coordina- where they live, work, and play. One the PREVNet part-
tion and intellectual exchange. PREVNet is a unique ners, the Cirl Guides of Canada, is the largest organi-
national strategy to address bullying as a community zation for girls and women in Canada with 135,000
problem. members spread over every province and connected
to Cirl Guides in 144 countries around the world.
PREVNet involves the collaboration of two groups
PREVNet's partnership with the Canadian Association
with research and applied expertise related to bully-
of Principals ensures that we have the potential to
ing: Researchers and NGOs. PREVNei's partnership
infiuence every school across the country. We recog-
model, linking researchers and NGOs, is unique in its
nize that the PREVNet partnership model can provide
philosophy, structure, and strategies to address bully-
more scientifically grounded, more effective, and
ing problems. The partnership model is more com-
more pervasive supports than is possible if an organi-
munity-based and comprehensive than national bully-
zation or a school district were to hire a consultant to
ing prevention initiatives in other countries. Our com-
help develop a bullying strategy. Given that PREVNet
munity-researcher partnership model grew out of
has partnered with 38 NGOs, the potential impact and
Canadians' concerns for bullying and their commit-
knowledge translation is significant and unique in the
ment to address bullying problems effectively.
world. PREVNet relies on partnerships at the national
Although there was no established Canadian mecha-
level to collaboratively tailor the four-pillar frame-
nism for knowledge exchange between researchers
work to fit the specific requirements of the diverse
focused on bullying and practitioners concerned for
g r o u p of stakeholders. T h r o u g h a constiltative
the well-being of children in their care, there was a
process, the information is tailored to meet the specif-
growing opportunity and demand to connect and
ic needs of the NGOs and governments, which in turn
share understanding and experiences.
disseminate the educational, assessment, intervention,
In developing the partnership model, we recog- and policy knowledge and technology to their diverse
nized that knowledge about bullying problems and provincial and municipal stakeholders. The partners
healthy relationships was required in every place will be responsible for disseminating the materials
where Canadian children live, work, and play. We also within their organizations and to their stakeholders.
recognized that the normal channels that researchers The research network will support the implementa-
use for knowledge dissemination would be inadequate tion of the tools and technology through regular con-
for such a broad and deep reach. At that time, a num- sultations. Knowledge and technology transfer and
ber of NGOs and government groups were grappling exchange for PREVNet is based upon four pillars of
with the problems of bullying and were calling upon Education and Training, Assessment, Prevention and
bullying researchers for their knowledge and advice. Intervention, and Policy and Advocacy. The four strat-
Eor example, the authors, who are the Scientific Co- egy pillars of PREVNet are described below.
Directors for PREVNet, were frequently called upon to
consult to local, provincial, and national initiatives
related to bullying. Their experiences in providing Education and Training Strategy Pillar
intermittent and disintegrated consultations to Knowledge transfer and exchange for education
numerous NGOs provided the impetus for designing and training are aimed at providing a common under-
this national strategy of partnerships to address bully- standing of what bullying is and how significant its
ing problems. PREVNet provides u n p r e c e d e n t e d long-term impacts can be. Example issues addressed
opportunities for the exchange of expertise between in education and training include: What is bullying?
researchers and NGOs and for collaboration on trans- How do bullying and victimization develop? Who is at
lating research for education, assessment, interven- risk for being involved in bullying? What are the con-
tion, and policy to their stakeholders and beyond. sequences of involvement in bullying? Who infitiences
PREVNet applies a "train the trainer" approach. The bullying? How do other children participate? What
 Understanding Bullying: Erom Research to Practice 91

are parents' roles? What are the roles of other adults? We anticipate that many advances will arise from
What is the role of organizations? What is the role of the new capacity for NGOs and governments to readily
communities? What works to prevent bullying? What assess the prevalence of bullying and victimization
can children involved in bullying do? How can peers problems within their jurisdictions. Without a connec-
help? How can parents help? How can other adults tion to university researchers, most NGO and govern-
help? How can communities help? ment programs lack the capacity to determine the
Although there is a concern for bullying problems, extent of bullying problems among their children and
the myths about bullying, such as "it's just kids being youth. The web-based assessment tools, designed to be
kids," "they'll grow out of it," and "it toughens kids easily administered, will provide rapid data analysis
up," are still pervasive. Through the NGO and govern- and report generation, with suggestions, based on the
ment partners' dissemination channels, we will build a analysis, for intervention strategies to meet the needs
common scientifically based awareness, understanding, of each participating group. We expect that the
language, and approach to bullying problems. With a opportunity to assess the problems and the supportive
common understanding, those people working with suggestions on the report will encourage many organi-
children and youth will be able to provide consistent zations to take advantage of these tools. With a broad-
messages and responses to bullying problems. The based and ongoing process of data collecdon on bully-
understanding about bullying will point to the impor- ing problems in Canada, there will be a new capacity
tant role of adults in preventing bullying. Expectations to examine the problems of bullying and victimiza-
about the positive use of power, respectful interactions, tion. We will be able to make comparisons in similar
and the right to be safe and included will be under- contexts (e.g.. Girl Guide troops) across many regions
stood to apply equally to all children, youth, and (e.g., provinces and territories). We will be able to
adults. There will be support for healthy relationships make comparisons across different contexts (e.g., ele-
between children and between adults and children in mentary, junior high, and high schools) within or
all contexts where children live, work, and play. across many regions. Within a given region, if there
PREVNet provides an opportunity for coordination and are adequate data, we will be able to compare across
collaboration in developing consistent, evidence-based contexts (e.g., school, community centre) within a
educational resources. The resources developed in given region (e.g., municipality). With the opportuni-
partnership with PREVNet will be available to other ty to collate data from many different respondents
organizations, as well as to parents, teachers, and oth- (e.g., parents, teachers, children), from children of
ers concerned about bullying. In this way, other NGOs different ages, and from different contexts (e.g.,
and governments interested in developing resources school, sports team), we anticipate that we will be able
will be able to benefit from the collective work and will to identify the organizational characteristics and sys-
be able to tailor their own resources at a fraction of the tems that keep children safe. The database will help to
cost of developing unique resources. identify contexts and regions where children are vul-
nerable to bullying problems. With these data, the
Assessment Pillar , allocation of resources can be rationalized and mobi-
Assessment technology transfer will be aimed at lized to ensure the safety and healthy relationships of
providing a formalized and standardized web-based all children and youth. Canada's bullying database will
method of assessing the prevalence and nature of bul- be the most standardized, comprehensive, and largest
lying problems in different settings. PREVNet assess- in the world. The assessment tool will provide the
ment tools have a dual function. Eirst, they will pro- capacity to organizations that is currently missing, to
vide an initial understanding of the problems of bully- evaluate the efficacy of their bullying prevention and
ing within an organizational context. Secondly, the relationship promotion activities.
assessment tools measure how effectively these prob-
lems are being addressed within an organization. An Prevention and Intervention Pillar
assessment can determine: How often bullying hap- The technology' transfer for intervention is aimed
pens? Who is involved? What they are doing? When at helping Canadians develop scientifically validated
bullying occurs? Where bullying occurs? How do and effective strategies to intervene and reduce bully-
other children participate? How do children handle ing problems. It focuses on strategies that are appro-
bullying problems? How do other children handle priate for addressing bullying problems as they
bullying problems? How do adults handle bullying change with age. The strategies are designed for those
problems? How does an organization handle bullying? who work with children, adults, peers, schools, and
Are interventions effectively addressing these indices communities. The intervention technology transfer
of bullying problems? materials will be designed to address: selecting an
92 Craig and Pepler

intervention program, developing and implementing policies to address bullying developed within partner
an intervention program, evaluating, and maintaining NGOs and governments. There will also be tools for
the intervention, together with guidelines and train- NGOs to review and evaluate the effectiveness of the
ing for specific intervention strategies. bullying prevention policies. With consistent policies
PREVNet partnerships will facilitate dissemination of to address bullying problems in many aspects of chil-
evidence-based best practices efficiently and extensive- dren's lives, we expect slow and steady social-cultural
ly throughout Canada. With effective interventions change supported by shifts in strtictural and day-to-day
consistently applied across a broad array of contexts, interactions with and among Canadian children and
we expect a significant reduction in bullying and vic- youth. By working together with the extensive partner-
timization and the promotion of healthy relationships ships developed within PREVNet, there will be a united
for children and youth. With the capacity to assess bul- Canadian voice to advocate for policies and programs
lying problems through PREVNet's standardized assess- to ensure safety and promote healthy relationships for
ment tools, NGOs and governments will have the all Canadian children and youth.
capacity to evaluate the effectiveness of their bullying
interventions within a particular context or across Please address all correspondence to Wendy Craig,
many levels of their organizational systems. There will Psychology Department, Queen's University, 62 Arch
be a new collaborative and coordinated capacity for Street, Kingston, Ontario K7L 3N6 (Phone: 613-533-6014;
large-scale evaluations of current and emerging best E-mail: [email protected]).
practice interventions to address bullying in Canada
and internationally. The data on program effective-
ness collected through the web-based assessment tool
of PREVNet will guide new collaborative efforts to Resume
implement evidence-based programs by NGOs and La grande proportion d'etudiants canadiens qui rappor-
governments. With the dissemination of assessment tent etre temoins d'actes d'intimidation ou d'agression ou
and intervention tools, PREVNet will have the capacity qui rapportent etre victimes de ces actes confirment que
to develop the most comprehensive bullying program ce type d'actes represente un prohleme social important.
evaluation database in the world. Dans cet article nous decrivons un nouveau reseau
(PREVNet- Promoting Relationships and Eliminating
Violence) finance par les nouvelles initiatives des Reseaux
Policy and Advocacy Strategy Pillar des Centres d'Excellence. Le mandat de PREVNet est
The aim of knowledge transfer for policy and advo- d'identifier des partenaires au sein du milieu universitaire,
cacy is to specifically define bullying and establish du gouvemement et des communautes, de developper des
steps that will be taken when bullying occurs. Bullying relations entre ces partenaires et de creer un reseau
problems require a systemic response that includes operationnel efficace pour les changements sociaux. Le
the individual perpetrating the aggression and the vic- but de PREVNet est d'operer un changement socioculturel
timized youth, as well as peers, adults, and the com- au Canada a partir de notre comprehension scientifique
munity. This scientific knowledge transfer will focus actuelle de I'impact negatif de l'utilisation de la force et
on the content of the policy. Critical content includes: de l'agression dans nos relations, de fournir des outils
clear definition of bullying; stated contextual parame- pour revaluation des actes d'intimidation, de faire la pro-
ters of the policy; clear statement of concern and com- motion de strategies visant la prevention et rintervention,
mitment to resolve problems of bullying; clear proce- et de proposer des politiques visant l'eliminadon des pro-
dures and processes to resolve concerns of bullying; blemes d'intimidation et le developpement de relations
specified support for the children who have been vic- saines aupres des adtiltes qui interagissent avec des enfants
timized; and specified formative consequences and et de jeunes canadiens que ce soit ii la maison, au travail
support for the children who have been perpetrating ou dans les milieux de jeux.
the bullying.
The Policy Pillar will provide guidelines for advoca-
cy and policies within the partner organizations and References
within broader government departments. By working Alsaker, F. D. (2004). Bernese programme against victim-
with numerous NGOs, as well as collaborating with the ization in kindergarten and elementary school. In P. K.
National Children's Alliance (NGA), with 64 organiza- Smith, D. Pepler, & K. Rigby (Eds.), Bullying in schools:
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