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.

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.