Bystander Intervention,Bullying, and Victimization: A Multilevel Analysis of New Zealand High Schools

This study examines the association between schools and student bullying behaviors and victimization among a nationally representative sample (N = 9,107) of New Zealand high school students. In particular, the study sought to explore the role of characteristics of schools and school culture with respect to bystander behavior, while controlling for individual student factors related to victimization and bullying behaviors. Results indicated that a total of 6% of students report being bullied weekly or more often and 5% of students reported bullying other students at least weekly. Results of multilevel analyses suggested that schools characterized by students taking action to stop bullying were associated with less victimization and less reported bullying among students. In contrast, in schools where students reported teachers take action to stop bullying, there was no decline in victimization or bullying. Overall, these findings support whole-school approaches that aid students to take action to stop bullying.     

Modernising local government: The impact of new political arrangements on chief officers for leisure and recreation in Wales

Abstract

This paper is concerned with the effects of new forms of executive government on local authority chief officers for leisure and recreation in Wales. Based on a new institutionalist approach to research (Lowndes, 2002 Lowndes, V. 2002. “Institutionalism”. In Theories and Methods in Political Science, 2nd edition, Edited by: Marsh, D. and Stoker, G. Basingstoke: Palgrave.  [Google Scholar]), survey and interview data were gathered during 2004–05. There are four principal findings: (i) effects of changes to the officer structure; (ii) changing emphasis between the centre and services; (iii) changing roles for chief officers; and (iv) impact and changes as a result of the new arrangements. Political modernisation of local government and the narratives of elite actors are highlighted and theoretical implications are advanced in conceptual models.