Philosophy Social Aspects

Acting to Manage Conflict and Bullying Through by Bruce Burton, Margret Lepp, Morag Morrison, John O'Toole

By Bruce Burton, Margret Lepp, Morag Morrison, John O'Toole

This publication deals an entire and designated account of the evolution of an across the world profitable, evidence-based application that has been the results of virtually 20 years of motion examine into clash and bullying. It addresses some of the most severe difficulties encountered in faculties and paintings locations all over the world: that of bullying and inter-personal clash. The e-book provides a finished account of the examine, improvement and refinement of the DRACON venture and the performing opposed to Bullying and Cooling Conflicts courses. The potent concepts that emerged from the huge foreign study and perform use a mixture of theories of clash and bullying administration with drama options and peer instructing that have been specified of their program. The ebook analyses their evolution into a good application that has impacted definitely on bullying and clash in a few settings. within the united kingdom this system effectively addressed behavioural difficulties among women in faculties by utilizing peer educating in a drama atmosphere. In Sweden this system assists nursing scholars, nurses and different wellbeing and fitness pros to house clash within the place of work. In Australia it's been utilized in enormous quantities of colleges to minimize bullying and support newly arrived refugees to accommodate cultural clash and improve resilience and self- identification of their new nation. This quantity makes a tremendous and actual contribution to the overseas attempt to discover potent techniques and strategies to house interpersonal clash and bullying throughout more than a few contexts.

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Extra info for Acting to Manage Conflict and Bullying Through Evidence-Based Strategies

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In a follow-up study we were interested in studying the relationships between teacher competence, school attitudes and self-esteem as determining factors in conflict handling strategies. A number of indicators of teacher competence were summarised into seven sub-scales: discipline and structured learning, subject knowledge, teaching skills, social competence, positive attitudes to students, feedback and individualised teaching and fairness. Attitudes to schooling were measured using four indicators, as was self-esteem.

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.

Chapters 3, 5 and 6 relate in detail the three main stages of the formal association with DRACON: 1996–1998 (locally still named DRACON); 1999–2002 (when it became Cooling Conflicts); and 2003–2005 (Acting Against Bullying, which continued beyond the life of the formal DRACON International collaboration). 10 Conclusion: DRACON International In terms of DRACON International, many people from two disciplines and three countries have managed to work together on a complex research design for 10 years (1995–2005).

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