Bullying is one of the most pervasive challenges in schools across the world. This investigation is an evaluation of a school’s attempt to address the large number of incidents of bullying. Materials from the Bully Free Classroom (BFC) by Allan Beane (2009) served as the intervention curriculum for 21, fifth grade students and six teachers. A 14-week (with the exception of school breaks), six lesson intervention was implemented with three groups of students: two groups identified as perpetrators and one group of victims. Teachers received training on bullying knowledge and how to appropriately report bullying-related incidents. Pre and post measures of bullying knowledge, frequency ratings of bullying and prosocial behaviors observed, and discipline referrals for bullying served as the dependent measures for the student participants. Results support the use of the intervention as the mean number of discipline referrals for participants of bully status significantly decreased, student ratings for negative behaviors significantly decreased, student knowledge of bullying significantly increased, and teacher’s ratings of the frequency of bullying decreased while school climate ratings became more positive. Moderate to large effect sizes are interpreted to provide strong support for a recommendation for school-wide adoption of the program. The scope and nature of the intervention plan is discussed in relation to recommended features of bully prevention and intervention programs and recommendations are made for implementation of this intervention.

Forty volunteer patients from a Veteran's Administration Hospital served as subjects for this study. On the basis of Beck Depression Inventory scores, the subjects were divided into depressed (11 and above) and nondepressed (7 and below) groups. Subjects were assigned randomly to either public condition (experimenter present with the subject during experimental procedures) or a private condition (subject performed the procedures alone). Subjects in each condition were asked to perform three tasks which varied in the amount of interpersonal involvement each required ranging from low through medium to high. The low interpersonal involvement task consisted of an anagram-solving procedure. Both the medium and high interpersonal involvement tasks employed modification of the Means-Ends Problem-Solving Procedure (MEPDS) (a measure of interpersonal problem solving ability).

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The diploma thesis presents a differentiation and description of various forms of interpersonal interaction with emphasis on cooperation and cooperative behaviour from the perspective of sociology, social psychology and psychology of personality. As the research is focused on preschool children, the characteristic traits of this age are specified, specific methods and forms suitable for the development of cooperative behaviour are described as well as the role of the teacher in this process. Moreover, the aim of fostering cooperative behaviour is linked to the educa?tional purpose outlined in FEP PE and Learning: The Treasure Within (four pillars of education). Furthermore, variables related to individual dispositions in respect to cooperative behaviour are briefly analysed. In the research section of the thesis, activities aiming at fostering cooperative behavior in preschool children are presented and evaluated based on their testing in a pre-school: whether/how they really worked in respect to eliciting cooperative behaviour in children.