Assessing the Role of Drama on Children's Understanding of Bullying

Autor/inn/en	Shiakou, M.; Piki, L.
Titel	Assessing the Role of Drama on Children's Understanding of Bullying
Quelle	In: International Journal of School & Educational Psychology, 8 (2020) 1, S.11-20 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2018.1499574
Schlagwörter	Bullying; Drama; Teaching Methods; Elementary School Students; Program Development; Program Implementation; Program Evaluation; Program Effectiveness; Vignettes; Repetition; Intention; Power Structure; Intervention; Trust (Psychology); Diversity; Foreign Countries; Cyprus + Suchen Sie Ihr Suchwort? Mobbing; Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Programmplanung; Programme evaluation; Programmevaluation; Wiederholung; Ausland; Zypern
Abstract	This study describes the development, implementation, and evaluation of a dramatized scenario as a tool for educating primary schoolchildren (n = 150) on bullying. One of this study's main aims was to assess whether the scenario was successful at educating children on the critical characteristics of bullying endorsed by the majority of the researchers. Research findings revealed that, after viewing the scenario, the three main criteria communicated by researchers as being fundamental to the construct and definition of bullying--repetition (3.3%), intent (2.6%), and power imbalance (8.6%)--were mentioned very little. After viewing the dramatized scenario, all students were able to provide viable solutions to bullying either in the form of talking or reporting to a teacher, or by intervening as a bystander. Furthermore, after the implementation of the scenario, children's spontaneous responses fell into two category themes: being different (45%) and need to establish trust with a teacher or adult in school (35%). Given the promising results of this pilot test, suggestions for further adaptation and implementation of the current, first of its kind, Greek-speaking dramatized scenario, are discussed. This paper also calls for further considerations of the ability of younger children to understand bullying in ways that are consistent with the operationalization within the literature. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01