By Bruce Burton, Margret Lepp, Morag Morrison, John O'Toole
This booklet bargains a whole and unique account of the evolution of an the world over profitable, evidence-based application that has been the results of nearly twenty years of motion learn into clash and bullying. It addresses the most critical difficulties encountered in colleges and paintings locations around the globe: that of bullying and inter-personal clash. The e-book provides a entire account of the study, improvement and refinement of the DRACON venture and the appearing opposed to Bullying and Cooling Conflicts courses. The potent innovations that emerged from the large foreign study and perform use a mix of theories of clash and bullying administration with drama ideas and peer educating which were precise of their software. The e-book analyses their evolution into an efficient software that has impacted certainly on bullying and clash in a couple of settings. within the united kingdom this system effectively addressed behavioural difficulties among ladies in colleges by utilizing peer educating in a drama atmosphere. In Sweden this system assists nursing scholars, nurses and different wellbeing and fitness execs to accommodate clash within the office. In Australia it's been utilized in thousands of faculties to lessen bullying and help newly arrived refugees to accommodate cultural clash and increase resilience and self- id of their new state. This quantity makes a big and actual contribution to the foreign attempt to discover powerful recommendations and strategies to house interpersonal clash and bullying throughout various contexts.
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Extra resources for Acting to Manage Conflict and Bullying Through Evidence-Based Strategies
Also valuable here and in the following 2 years was the involvement of Griffith PhD student Anna Plunkett, who co-planned and taught some of the earlier sessions in the project, and gathered data throughout, including conducting pre- and post-project student interviews. Anna’s work has informed many of the insights in this discussion. As One Door Closes focused on the specific conflicts that adolescents experience as they reach the end of school and begin to make the transition away from the influence of parents and seek to find their identity in the wider world.
I was more keen on doing, like, just like a realistic play. (Tina) Students only really learnt the potential power of the form from the experience of actually performing the scenes and interacting with their audience. The realisation that the form could have a strong impact on their audience was only identified later because during preparation the challenge of rehearsing interactive elements, and their inability to control or anticipate the outcome of those, overshadowed for them the more positive and concrete aspects of the dramatic form: When we actually did the performance, when I saw the responses of people, I saw that they actually meant what they were saying; they actually tried to help.
The program thus showed itself to be applicable to both teenagers and adults. The second phase was about efforts to implement the program in schools. The DRACON classroom program consisted of the following eight stages; (1) Building a positive working environment, (2) Learning the languages of drama and conflict, (3) Constructing and performing conflict role-plays, (4) Interventions in role-plays (video-recorded), (5) Self-confrontation and analysis of video-recordings, (6) Role-playing peer-mediation, (7) Peer teaching (inspired by the Brisbane team), and (8) Evaluation.