By Bruce Burton, Margret Lepp, Morag Morrison, John O'Toole
This ebook deals a whole and distinct account of the evolution of an across the world profitable, evidence-based application that has been the results of virtually 20 years of motion study into clash and bullying. It addresses the most severe difficulties encountered in faculties and paintings locations all over the world: that of bullying and inter-personal clash. The booklet provides a complete account of the examine, improvement and refinement of the DRACON venture and the performing opposed to Bullying and Cooling Conflicts courses. The powerful recommendations that emerged from the vast overseas examine and perform use a mixture of theories of clash and bullying administration with drama thoughts and peer educating which were precise of their software. The publication analyses their evolution into a good application 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 faculties by utilizing peer educating in a drama surroundings. In Sweden this system assists nursing scholars, nurses and different future health execs to accommodate clash within the place of work. In Australia it's been utilized in 1000's of faculties to minimize bullying and support newly arrived refugees to accommodate cultural clash and advance resilience and self- id of their new nation. This quantity makes a big and genuine contribution to the foreign attempt to discover potent techniques and methods to accommodate interpersonal clash and bullying throughout various contexts.
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Additional resources for Acting to Manage Conflict and Bullying Through Evidence-Based Strategies
Herbert, M. (1998). Peer teaching – Model for active learning. College Teaching, 48(1), 26–30. , Fuchs, L. , & Hodge, J. (1995). Effects of explicit teaching and peer tutoring on the reading achievement of learning-disabled and low-performing students in regular classrooms. The Elementary School Journal, 95(5), 387–408. Svinicki, M. D. (1991). Practical implications of cognitive theories. New Directions for Teaching and Learning, 45, 30. Chapter 4 From DRACON to Cooling Conflict The next 3 years of Australian research (1999–2002) continued to develop from the basic foundations laid in the 1996–1998 Brisbane DRACON Project, focusing on researching conflict management in the classroom.
Can drama and peer teaching strategies assist in developing whole-school improvement in conflict management? The first two questions had received quite emphatic positive responses from our earlier work, and as our research plan for 1999 unfolded, we were hopeful of gaining some useful information about the third, as well as the new one. The literature on the use of drama for cultural conflict management and resolution in schools identifies a number of successful experiments, including Elyse Dodgson’s work in London schools (1982) and Anita Manley’s in Ohio (Manley and O’Neill 1997), both addressing black schooling in predominantly white communities; however, the literature also contains a number of cautionary tales, such as the less successful experiments described by Shifra Schonmann in Israel (1996) and Hamish Fyfe in Northern Ireland (1996).
The content was related to the eight stages starting with stage 1 on the first day and ending at stage 8 on the fifth day. Sessions 1–12 comprised the following activities: 1. getting to know one another, making verbal contracts and activities involving painting a conflict and exploring different parties in an ongoing conflict; 2. learning the ABC conflict model used as a starting point by all the DRACON teams, and involving concepts such as escalation and de-escalation and symmetric and asymmetric conflicts: The ABC-model provides basic conflict theory: escalation, de-escalation and conflict resolution.
Acting to Manage Conflict and Bullying Through Evidence-Based Strategies by Bruce Burton, Margret Lepp, Morag Morrison, John O'Toole