Facilitators and barriers to the implementation of motivational interviewing for bullying perpetration in school settings.

Bullying is a perplexing and persistent problem with negative consequences for all involved. Schools are assigned considerable responsibility for the management of bullying because of its prevalence amongst youth. Despite considerable efforts over decades to curtail bullying through the use of anti-bullying policies and other school-based interventions, the rates of young people who frequently bully has not decreased significantly. Motivational Interviewing (MI) is a relational and affirming conversational method that strengthens an individual's motivation and commitment to change, overcoming ambivalence toward the problem. The aim of the current study was to provide preliminary insight into the feasibility of incorporating MI into student service repertoires for addressing bullying. Ten staff participants from six secondary schools, who had roles in bullying intervention within their respective schools, were offered training in MI and invited to use and monitor this method in their practice as an intervention for students who perpetrate bullying. Results indicated a number factors which influenced the uptake of MI in schools. Facilitators enabling the use of MI included practitioner's professional background, administrative support, training and implementation of MI. Barriers to the use of MI included time pressure and administrative expectations, school roles and system limitations, and preconceptions and the stigma of bullying.

Backward mapping from outcomes: Using a realist evaluation lens to evaluate an international aid program.

In this paper, a backward mapping approach to realist evaluation is used to evaluate the efficacy of an international inclusive education short course program in transforming inclusive perspectives and practices of educators from Nepal who were considered leaders in inclusive education. The program, an Australia Awards South and West Asia (AASWA) short course, delivered by an Australian university, was designed to build on the existing capacity of the participants to lead the implementation of inclusive education reforms and system enhancements within the school system in Nepal. Data collected before, during and after the program provide insights into the ways in which participants responded to the program. Our findings indicate that a deep understanding of context is needed by program planners to identify how and why particular mechanisms are triggered that lead to transformative learning of the participants. We suggest that backward mapping as a methodology is a viable realist evaluation process to evaluate complex programs such as the short-term international aid program on IE. Our paper concludes with recommendations for developers of similar programs in the future.