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Journal articles on the topic 'Drama in education. Bullying in schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Mavroudis, Nick, Pagona Bournelli, and Yvonne Xian-han Huang. "The role of drama in education in counteracting bullying in schools." Cogent Education 3, no. 1 (2016): 1233843. http://dx.doi.org/10.1080/2331186x.2016.1233843.

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2

Paracha, Samiullah, and Osamu Yoshie. "A Robust Interactive Narrative Framework for Edutainment." International Journal of Interactive Communication Systems and Technologies 2, no. 1 (2012): 18–35. http://dx.doi.org/10.4018/ijicst.2012010102.

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Over the last decade, interactive edutainment systems have not only moved into the mainstream, they have spread beyond the niche area of interest in the field of artificial intelligence. Edutainment, also known as educational entertainment or entertainment-education, denotes those software applications that are designed to educate, as well as provide fun. Presented is an interactive narrative framework that has been applied to develop the Shimpai Muyou!, an interactive drama in virtual reality. This edutainment application was created to help Japanese school-age children develop anti-bullying skills and practice coping strategies through empathic interactions with intelligent virtual agents. Narrative management was used to ensure that virtual situations led to the desired learning outcomes. A computer agent was employed as a story manager to select appropriate episodes and characters that would potentiate the occurrence of certain events favoring particular authored purposes. Although the situations were pre-designed, the characters autonomously decided their actions while performing their roles. Qualitative data obtained through several small group discussions with twenty 5th and 6th graders are presented.

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Goodwin, John, Stephen K. Bradley, Peadar Donohoe, Katie Queen, Maev O’Shea, and Aine Horgan. "Bullying in Schools: An Evaluation of the Use of Drama in Bullying Prevention." Journal of Creativity in Mental Health 14, no. 3 (2019): 329–42. http://dx.doi.org/10.1080/15401383.2019.1623147.

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4

De Wet, Nita Corene. "Bullying in South African schools." International Journal of Learning: Annual Review 12, no. 1 (2006): 294–303. http://dx.doi.org/10.18848/1447-9494/cgp/v12i01/46516.

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5

Gaine, Chris. "Dealing with Bullying in Schools." Journal of In-service Education 31, no. 3 (2005): 593–608. http://dx.doi.org/10.1080/13674580500200490.

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6

Riley, Dan, Deirdre J. Duncan, and John Edwards. "Staff bullying in Australian schools." Journal of Educational Administration 49, no. 1 (2011): 7–30. http://dx.doi.org/10.1108/09578231111102036.

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7

Gini, Gianluca. "Bullying in Italian Schools." School Psychology International 25, no. 1 (2004): 106–16. http://dx.doi.org/10.1177/0143034304028042.

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Pereira, Beatriz, Denisa MendonçA, Carlos Neto, Lucília Valente, and Peter K. Smith. "Bullying in Portuguese Schools." School Psychology International 25, no. 2 (2004): 241–54. http://dx.doi.org/10.1177/0143034304043690.

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9

Shaw, Thérèse, and Donna Cross. "The Clustering of Bullying and Cyberbullying Behaviour within Australian Schools." Australian Journal of Education 56, no. 2 (2012): 142–62. http://dx.doi.org/10.1177/000494411205600204.

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Bullying between students at school can seriously affect students' health and academic outcomes. To date, little is known regarding the extent to which bullying behaviour is clustered within certain schools rather than similarly prevalent across all schools. Additionally, studies of bullying behaviour in schools that do not account for clustering of such behaviour by students within the same school are likely to be underpowered and yield imprecise estimates. This article presents intraclass correlation (ICC) values for bullying victimisation and perpetration measures based on a large representative sample of 106 Australian schools. Results show that bullying is not confined to specific schools and school differences contribute little to explaining students' bullying behaviour. Despite this, seemingly negligible ICC values can substantially affect the sample sizes required to attain sufficiently powered studies, when large numbers of students are sampled per school. Sample size calculations are illustrated.

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Debipriamuda, Bashirudin, Dany M. Handarini, and M. Ramli. "Drama Segitiga Karpman untuk Meningkatkan Kesadaran Diri Siswa terhadap Perilaku Bullying." Psychocentrum Review 1, no. 1 (2019): 27–38. http://dx.doi.org/10.30998/pcr.116.

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Bullying is one of the events that repeatedly arises in schools and associated to varies between individuals. One of the sources of bullying is the poor self-awareness held by students. Self-awareness is one of the students skill must acquire. However, in reality there are still many students who have poor self-awareness. This study tries to investigate the effectiveness of the Karpman Drama Triangle to build up students self-awareness using Quasi Experiment Design. The research subjects consisted of 15 junior high school students who had poor self-awareness. The results of the study indicated that the Karpman Drama Triangle was useful in enhancing students self-awareness to reduce bullying behavior. It also informs us that the Karpman Drama Triangle can be an option to develop students self-awareness in reducing conflicts and bullying behavior that exists between students. The difference in the status of self-awareness between students before and after treatment is expressed is also illustrated. The Karpman Drama Triangle can be an alternative solution for handling and facilitating students who have poor social interaction and growing conflict situations towards peacefully.

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11

Duncan, Neil. "Sexual Bullying in Secondary Schools." Pastoral Care in Education 16, no. 2 (1998): 27–31. http://dx.doi.org/10.1111/1468-0122.00089.

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12

Hall, William J., and Mimi V. Chapman. "The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students." Educational Policy 32, no. 4 (2016): 507–39. http://dx.doi.org/10.1177/0895904816637689.

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Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators’ capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.

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13

Yerger, William, and Cliff Gehret. "Understanding and Dealing With Bullying in Schools." Educational Forum 75, no. 4 (2011): 315–26. http://dx.doi.org/10.1080/00131725.2011.602468.

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14

KNOX, JAMES. "Bullying in schools: Communicating with the victim." Support for Learning 7, no. 4 (1992): 159–62. http://dx.doi.org/10.1111/j.1467-9604.1992.tb00232.x.

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15

Collins, Katrina, Gerry McAleavy, and Gary Adamson. "Bullying in schools: a Northern Ireland study." Educational Research 46, no. 1 (2004): 55–72. http://dx.doi.org/10.1080/0013188042000178827.

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Bajaj, Monisha, Ameena Ghaffar-Kucher, and Karishma Desai. "Brown Bodies and Xenophobic Bullying in US Schools: Critical Analysis and Strategies for Action." Harvard Educational Review 86, no. 4 (2016): 481–505. http://dx.doi.org/10.17763/1943-5045-86.4.481.

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In this essay, Monisha Bajaj, Ameena Ghaffar-Kucher, and Karishma Desai present an evidence-based action project that seeks to interrupt and transform bullying behaviors directed at South Asian American youth in schools in the United States. In the context of this essay and project, they argue that larger macro-level forces which promote misinformation about youth who inhabit brown bodies have given rise to bullying and, in some cases, harassment and hate crimes in schools. Conventional literature on bullying offers inadequate frames for how the forces of Islamophobia—which affect all those perceived to be Muslim—and bullying come together to shape realities for South Asian American youth in schools. The authors advance new frameworks and strategies for understanding xenophobic and bias-based bullying and explore schools as sites of possibility to interrupt Islamophobia and misinformation about South Asian Americans.

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17

Parry, Gareth. "Bullying in Schools: Some Legal Issues." Management in Education 8, no. 4 (1994): 12–13. http://dx.doi.org/10.1177/089202069400800407.

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18

Restad, Frode. "Is There a Hole in the Whole-School Approach? A Critical Review of Curriculum Understanding in Bullying Research." Nordic Studies in Education 40, no. 4 (2020): 362–86. http://dx.doi.org/10.23865/nse.v40.2610.

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This article investigates curriculum understanding in bullying research and discusses how such an understanding can contribute to bullying prevention in schools. So far, no studies have systematically investigated an understanding of curriculum in research on bullying prevention. Building on a critical review of 29 studies, the article identifies curriculum as a broadly understood concept constricted in different categories of bullying research. Such compartmentalization, the article argues, may contribute to the underutilization of curriculum knowledge in bullying research and obstruct the development of new and innovative approaches to prevent bullying in schools. The study concludes that curriculum knowledge should be more explicitly addressed in bullying research, and that more collaboration is needed. Emphasizing a whole-school approach, without a broader understanding of curriculum, risks constraining the application of pedagogical knowledge in bullying prevention.

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Duncan, Neil. "Using disability models to rethink bullying in schools." Education, Citizenship and Social Justice 8, no. 3 (2013): 254–62. http://dx.doi.org/10.1177/1746197913486250.

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20

Ju, Yucui, Shuqiong Wang, and Wenxin Zhang. "Intervention research on school bullying in primary schools." Frontiers of Education in China 4, no. 1 (2009): 111–22. http://dx.doi.org/10.1007/s11516-009-0007-0.

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21

GILBERT, JEN, JESSICA FIELDS, LAURA MAMO, and NANCY LESKO. "Intimate Possibilities: The Beyond Bullying Project and Stories of LGBTQ Sexuality and Gender in US Schools." Harvard Educational Review 88, no. 2 (2018): 163–83. http://dx.doi.org/10.17763/1943-5045-88.2.163.

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In this article, Jen Gilbert, Jessica Fields, Laura Mamo, and Nancy Lesko explore the Beyond Bullying Project, a multimedia, storytelling project that invited students, teachers, and community members in three US high schools to enter a private booth and share stories of lesbian, gay, bisexual, trans, and queer (LGBTQ) sexuality and gender. While recent policy making and educational research have focused on links between LGBTQ sexuality and gender, bullying, and other risks to educational and social achievement, Beyond Bullying aimed to identify the ordinary stories of LGBTQ sexuality and gender that circulate in schools and that an interventionist framing may obscure. After offering an overview of the method in Beyond Bullying, this article connects narratives of LGBTQ desire, family, and school life to the intimate possibilities—who students and teachers are, who they want to be, and the social worlds they want to build—available to them in schools.

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22

Mitchell, Aby. "Young people's experiences of an anti-bullying Drama in Education workshop six months' post-participation." British Journal of Child Health 1, no. 2 (2020): 72–79. http://dx.doi.org/10.12968/chhe.2020.1.2.72.

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The purpose of this primary research study was to explore young people's experiences of an anti-bullying Drama in Education workshop, to understand the meanings young people have attributed to their experiences in relation to the workshop using an interpretative study design and to understand if the intervention has influenced participant's knowledge, skills, and behaviours in bullying situations. The research aims to fill the knowledge gap of the mechanisms in which arts and health promotion and health education interventions enhance social and cognitive skills in young people and the longitudinal impact of drama interventions and their relevance in enhancing long-term skills and knowledge.

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23

Steyn, Gertruida Maria, and Gunam Dolan Singh. "Managing bullying in South African secondary schools: a case study." International Journal of Educational Management 32, no. 6 (2018): 1029–40. http://dx.doi.org/10.1108/ijem-09-2017-0248.

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Purpose The high prevalence of bullying in South African schools in recent times is a cause for serious concern. Bullying is traumatic and has a painful, corrosive and damaging impact on children, families and society. Hence, curbing the problem before it spirals out of control in secondary schools requires immediate urgent attention from all stakeholders of the school. The purpose of this paper is to report on part of the investigation done for a doctoral thesis (Singh, 2016), which looked at the factors contributing to bullying perpetration in secondary schools and on the basis of the findings, recommend a model that may be used to curb bullying in secondary schools. A qualitative research design was used to investigate the problem through an interview process with participants from secondary schools, as well as a circuit manager from the Uthungulu district of KwaZulu-Natal. The findings confirmed that the problem of bullying emanated at the level of the family, the school and the community. The paper concludes with the provision of a model to manage and curb bullying in these secondary schools. Design/methodology/approach A qualitative research approach, in particular a case study design, was selected to give a clear understanding of participants’ views and experiences (Johnson and Christensen, 2011; Mason, 2013). The design involved a social constructivist paradigm, which was primarily concerned with meaning and understanding people’s “lived experiences” and “inner-worlds” in the context of the conditions and circumstances of their lives, which in this particular instance was bullying in secondary schools, occurring within a social context, which was the school (Johnson and Christensen, 2011). Purposeful sampling was used to identify five secondary schools in the Uthungulu district of KwaZulu-Natal where the problem of bullying was most prevalent principals at circuit and district-level meetings complained about the high incidence of bullying perpetration in their schools. Findings This paper highlights the findings in respect of the factors contributing to bullying perpetration in schools and presents a management model to curb bullying in secondary schools in KwaZulu-Natal. Factors contributing to bullying: the findings from the empirical investigation avowed that the three key factors contributing significantly to bullying behaviour are located at the level of the family, the school and the community. First, influence at family level: “60–70 per cent of our learners come from broken homes”. An overwhelming majority of participants in all five secondary schools attributed the escalation of bullying in schools directly to the influence at the family level. Broken homes, poor upbringing, the absence of positive role models and the influence of media violence on learners have had a negative impact on the culture of discipline, teaching and learning in the classroom and the general ethos of schools. Second, influence at school level: “the foremost problem here is peer pressure”. An overwhelming number of participants identified several factors at the school level that contributed to bullying in secondary schools. Learner 3 (School A) highlighted the problem of peer pressure and the need to belong to a group as a critical factor in advancing bullying in schools. Third, influence at community level: “they come from that violent environment”. Participants explained that the absence of after-school programmes and a lack of facilities, particularly in rural communities, misdirected youngsters into engaging in other destructive vices such as forming gangs and indulging in drugs and alcohol, to keep themselves occupied. Originality/value Various studies have been conducted in South Africa to understand the phenomenon of bullying and violence in South African schools. While the current body of research highlights the problem of bullying in schools and provides some guidelines on what measures may be adopted to address the problem, the suggested methods are not effective enough, resulting in the problem continuing unabated. This study therefore suggests a model to manage and curb bullying in secondary schools in South Africa.

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Rigby, Ken. "How do victims of bullying in Australian schools view their perpetrators – As individuals or as groups? Implications for educators." Australian Journal of Education 64, no. 1 (2020): 25–39. http://dx.doi.org/10.1177/0004944119894099.

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Bullying in schools, defined as a systematic abuse of power in interpersonal relations, may be undertaken individually and/or by groups. The extent to which schoolchildren report that they are bullied by their peers in each of these ways was examined in a survey of Australian schoolchildren (N = 1688) in Years 5–10 attending 36 coeducational primary or secondary schools. Being bullied by an individual student was reported by both males and females as occurring significantly more often than being bullied by groups. Applying multiple regression analysis, the reported frequency of individual and group bullying, after controlling for age and gender, independently predicted the severity of negative outcomes as assessed by measures of negative emotional impact, such as feeling unsafe from bullying, absenteeism due to bullying and reported negative impact on school work. Although group bullying was less commonly reported, its negative effects on student well-being were generally more severe. Implications are examined for student education about bullying and addressing individual and group-based bullying in appropriate ways.

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25

Torrance, Deirdre A. "Qualitative Studies into Bullying within Special Schools." British Journal of Special Education 27, no. 1 (2000): 16–21. http://dx.doi.org/10.1111/1467-8527.t01-1-00151.

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THOMPSON, DAVID, IRENE WHITNEY, and PETER K. SMITH. "Bullying of children with special needs in mainstream schools." Support for Learning 9, no. 3 (1994): 103–6. http://dx.doi.org/10.1111/j.1467-9604.1994.tb00168.x.

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27

Lai, Shu-Ling, Renmin Ye, and Kuo-Pao Chang. "Bullying in middle schools: An Asian-Pacific Regional study." Asia Pacific Education Review 9, no. 4 (2008): 503–15. http://dx.doi.org/10.1007/bf03025666.

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28

Khoury, Laura. "Bullying Prevention and Intervention: Realistic Strategies for Schools." Journal of LGBT Youth 11, no. 2 (2014): 176–81. http://dx.doi.org/10.1080/19361653.2013.878859.

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29

Yell, Mitchell L., Antonis Katsiyannis, Chad A. Rose, and David E. Houchins. "Bullying and Harassment of Students With Disabilities in Schools." Remedial and Special Education 37, no. 5 (2016): 274–84. http://dx.doi.org/10.1177/0741932515614967.

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Bullying is a common occurrence in U.S.’s schools and is currently at the forefront of national attention. Unfortunately, students with disabilities are frequently the targets of peer-on-peer bullying. The purpose of this article is to examine the legal ramifications when students with disabilities are bullied in school settings. We address court cases, state educational agency decisions, Office of Special Education Programs (OSEP) guidance, and Office of Civil Rights (OCR) rulings that have held that bullying may violate Section 504 of the Rehabilitation Act of 1973 and the Individuals With Disabilities Education Act. School personnel must address the bullying of students with disabilities in a quick and efficient manner. In fact, these decisions show that when bullying is not stopped, school district officials and personnel may be subjecting their school districts to legal risks. We end by proposing how school district officials can develop legally sound policies for identifying, investigating, and responding to incidences of bullying of students with disabilities.

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Varjas, Kris, Brian Dew, Megan Marshall, et al. "Bullying in Schools Towards Sexual Minority Youth." Journal of School Violence 7, no. 2 (2008): 59–86. http://dx.doi.org/10.1300/j202v07n02_05.

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31

Boyland, Lori G., Kimberley M. Kirkeby, and Margaret I. Boyland. "Policies and Practices Supporting LGBTQ Students in Indiana’s Middle Schools." NASSP Bulletin 102, no. 2 (2018): 111–40. http://dx.doi.org/10.1177/0192636518782427.

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Principals should lead for social justice, particularly in support of marginalized and vulnerable students like lesbian, gay, bisexual, transgender, and questioning (LGBTQ) adolescents. This quantitative survey-based study collected data from 116 middle grade principals in Indiana to examine the implementation of antibullying policies and best practices supporting LGBTQ students. Findings suggest that utilization of research-based policies and practices may provide protection and support to LGBTQ students from bullying and discrimination at school. Implications for practice include integration of findings with essential research on bullying and LGBTQ youth.

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32

Tománek, Pavol. "Cyber Bullying as a Current Problem in Contemporary Family Education." Lifelong Learning 2, no. 1 (2012): 30–43. http://dx.doi.org/10.11118/lifele2012020130.

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This study presents the commonest sources and occurrences of cyber bullying and points to modern methods of bullying. It deals with attacks featuring modern information technology among children, young people and siblings in families and schools. The study also reflects methods of cyber attacks. In conclusion, it suggests measures that may be taken against cyber bullying in the family and school environment, as well as technical proposals for the prevention of cyber bullying with the help of outside bodies.

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Jacobsen, Kristen E., and Sheri Bauman. "Bullying in Schools: School Counselors’ Responses to Three Types of Bullying Incidents." Professional School Counseling 11, no. 1 (2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100101.

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School counselors responded to an Internet survey containing vignettes describing physical, verbal, and relational bullying. Respondents rated relational bullying the least serious of the three types, they had the least empathy for victims of relational bullying, and they were least likely to intervene in relational bullying incidents. Counselors with anti-bullying training rated relational bullying as more serious and were more likely to intervene in relational bullying incidents than were those without training. Implications for counselor education are discussed.

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Rigby, Ken. "School perspectives on bullying and preventative strategies: An exploratory study." Australian Journal of Education 61, no. 1 (2017): 24–39. http://dx.doi.org/10.1177/0004944116685622.

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Despite the continual rise in research into school bullying worldwide, comparatively little has been reported on actions that have been taken by schools to counter the problem. This article reports on a small-scale, exploratory study that was designed to provide an account of strategies that were being undertaken in 25 Australian government schools catering for mainstream students. It examines the reported use of both proactive and reactive strategies, and their frequency and perceived effectiveness. It reveals a wide diversity of practices. Strengths and limitations of teacher-directed activities are described, comparisons are made with anti-bullying strategies employed outside Australia, and suggestions are made to enhance the effectiveness of anti-bullying practices.

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Pfeiffer, Jens P., and Martin Pinquart. "Bullying in German boarding schools: A pilot study." School Psychology International 35, no. 6 (2014): 580–91. http://dx.doi.org/10.1177/0143034314525513.

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Adolescents who attend boarding schools share more time with peers than do students from day schools which, in turn, could provide more opportunities for bullying. Furthermore, some students attend boarding schools because of former social problems. In order to analyse the role of these factors, we examined the bullying behaviour of 706 German adolescents at boarding and day schools in a cross-sectional design. Adolescents at boarding schools showed higher levels of bullying by comparison to adolescents in day schools. Elevated levels of overt bullying in boarding schools could be explained by selection effects. In addition, more time spent with peers was associated with elevated levels of relational victimization. Furthermore, being overtly bullied showed stronger negative associations with life-satisfaction in students from boarding school than in students living at home.

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Parker, Linda. "Using drama as a nutrition education tool in schools." Nutrition & Food Science 97, no. 1 (1997): 23–25. http://dx.doi.org/10.1108/00346659710157286.

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Gage, Nicholas A., Chad A. Rose, and Dennis A. Kramer. "When Prevention is Not Enough: Students’ Perception of Bullying and School-Wide Positive Behavior Interventions and Supports." Behavioral Disorders 45, no. 1 (2018): 29–40. http://dx.doi.org/10.1177/0198742918810761.

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Bullying continues to be a major concern in U.S. schools and is the focus of myriad prevention and intervention efforts. Researchers have recently cited school-wide positive behavior interventions and supports (SWPBIS) as a prevention framework for reducing school-based bullying. Therefore, we examined the effect of universal SWPBIS implemented with fidelity on students’ self-report of bullying victimization. We used school-level propensity score matching to compare 76,248 students’ self-report of bullying victimization in 118 schools that implemented SWPBIS with fidelity and 118 matched comparison schools. Random-effects regression models found no statistically significant difference between treatment groups on students’ self-report of bullying victimization. Recommendations and limitations are discussed.

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Shaath, Muna, Hiba Sleem, Yaman Sulayeh, Abdel-Ghani Saifi, Hiba Ishtayah, and Odeh Hamayel. "School Bullying from Multiple Perspectives: "A Qualitative Study"." Education in the Knowledge Society (EKS) 22 (September 27, 2021): e23953. http://dx.doi.org/10.14201/eks.23953.

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The study aim to identify the reality of school bullying from the perspective of the victims, bullies, educators, and workers in one of the private schools at Nablus city. The researchers employed the qualitative research method that was based on face-to-face interviews. Moreover, the age range of the selected sample was between 13-16 years old. The study's findings revealed the forms of bullying at the school, its causes, and the school policy to tackle it. Most of the results were characterized by having a problematic definition of "bullying." Moreover, the school was confused about dealing with bullying in all its forms, and there was a clear strategy to address the problem. The study recommend the necessity of school-based bullying prevention and treatment programs designed to reduce the bullying phenomenon at schools.

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Saibon, Jamalsafri, and Syamsol Azhar Zulkafli. "Hubungan konflik keluarga dengan perlakuan buli dalam kalangan murid sekolah yang mempunyai kecenderungan membuli (The relationship between family conflict and bullying among school students who have a tendency to bully)." Asia Pacific Journal of Educators and Education 36, no. 1 (2021): 41–57. http://dx.doi.org/10.21315/apjee2021.36.1.3.

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This study aimed to identify the relationship between family conflict and the level of bullying behaviour among male students in secondary school since bullying has become a very critical issue in schools. A survey was conducted in Malaysia that involved 480 male students, who were purposely selected through the Level Bullying Behaviour (TTLB) questionnaire instrument. The Family Conflict Frequency Questionnaire (KKK) was used to measure the level of student’s family conflict. KKK used the Likert scale which applied a scale of 1-5 to identify the level of family conflict for students. Descriptive statistics and inferential statistics i.e., Pearson correlation coefficient test is used to analyse the data that indicated ‘low moderate’ level of bullying behaviour among male students. The study also found that there was a significant relationship between family conflict variables with levels of bullying behaviour among the sample. One of the significant implications of this study is that family conflict factors should be given serious attention and considered in planning intervention programs to curb and prevent the bullying phenomena from escalating into other serious problems in schools. IT is suggested that this study should be expanded to other states in a nationwide study and should include both female and male students in order to understand and grasp the seriousness and extent of bullying problems among secondary school students.

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Ferráns, Silvia Diazgranados, Robert Selman, and Luba Falk Feigenberg. "Rules of the Culture and Personal Needs: Witnesses' Decision-Making Processes to Deal with Situations of Bullying in Middle School." Harvard Educational Review 82, no. 4 (2012): 445–70. http://dx.doi.org/10.17763/haer.82.4.4u5v1n8q67332v03.

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This article explores the decision-making processes by which early adolescents choose a strategy to upstand, bystand, or join the perpetrators when they witness situations of physical and relational bullying in their schools. Authors Silvia Diazgranados Ferráns, Robert L. Selman, and Luba Falk Feigenberg analyze data from twenty-three interviews conducted with eighth graders in four middle schools using a grounded theory approach and propose an emerging theoretical framework to guide future research on bullying. Their framework includes a multilevel model that identifies nested sources of influence on students' responses to bullying and a decision-making tree that hypothesizes different choice paths that student witnesses’ decision-making processes might follow in situations of bullying as predicted by the students’ positions along a set of “key social-relational indices.” Finally, the authors connect their findings with current debates in the field of moral decision making and discuss the implications for researchers, practitioners, and policy makers.

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Ferráns, Silvia Diazgranados, and Robert Selman. "How Students’ Perceptions of the School Climate Influence Their Choice to Upstand, Bystand, or Join Perpetrators of Bullying." Harvard Educational Review 84, no. 2 (2014): 162–87. http://dx.doi.org/10.17763/haer.84.2.h488313410l651mm.

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The authors of this article, Silvia Diazgranados Ferráns and Robert Selman, use an emergent framework to explore how the rules of the school culture at different perceived school climates affect early adolescents’ decisions to upstand, bystand, or join the perpetrators when they witness peer aggression and bullying. Through a grounded theory approach, they revisit interview data from twenty-three eighth graders in four middle schools, with the aim of building on previous research and refining their theoretical framework to guide future research on bullying. The authors identify four school-level indicators that are salient in students’ perceptions of their school climate—safety, order, care, and empowerment—and examine how these indicators combine to configure three types of perceived school climates—negligent, authoritarian, and cohesive. They explore how these perceived school climates influence adolescents’ choice of strategy when they witness bullying in school and document a set of student recommendations about what schools can do to prevent bullying.

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Eriksen, Ingunn Marie, and Lihong Huang. "Discrepancies in school staff’s awareness of bullying." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 1 (2019): 51–68. http://dx.doi.org/10.7577/njcie.3332.

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Bullying is a severe problem for school students in many education systems. We know that the role of principals and teachers is vital for detecting and following up on bullying, and for implementing appropriate measures. Staff awareness of bullying in schools is commonly reported to be far lower than students’ own reports, but this is rarely studied from a comparative perspective. This study assesses reported bullying from the perspectives of students, teachers and principals in schools in Denmark, Finland, Norway and Sweden. We examine the association between the school administration’s awareness of bullying among their pupils, student reports of bullying, and the information and measures put in place at schools in each country. We use comparative analyses of the International Civic and Citizen-ship Education Study (ICCS 2016) data from Denmark, Finland, Norway and Sweden (students, N = 18,962; teachers, N = 6,119; school principals, N = 630). The prevalence of students’ reports of bullying are similar across the four countries, but we find large discrepancies in the prevalence of bullying re-ported by students, teachers and principals. Whereas Norwegian schools are most active in employing measures to inform and raise awareness about bullying for staff, parents and students, Finnish teachers and principals were observed to be far more aware of their students’ bullying than their Nordic counter-parts.

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Shen, Liang. "Drama Etudes." TDR: The Drama Review 65, no. 2 (2021): 131–49. http://dx.doi.org/10.1017/s1054204321000125.

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Teaching theatre and drama in primary and secondary schools is a very difficult task worldwide. In China, there is a huge demand for drama teachers who also know practical theatre. Taking on this mission, the Shanghai Theatre Academy started a program of “drama etudes.” This pedagogical experiment stimulated debate about opposing concepts in theatre education: imitation vs. improvisation.

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Bauman, Sheri, and Adrienne Del Rio. "Knowledge and Beliefs about Bullying in Schools." School Psychology International 26, no. 4 (2005): 428–42. http://dx.doi.org/10.1177/0143034305059019.

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Sapouna, Maria. "Bullying in Greek Primary and Secondary Schools." School Psychology International 29, no. 2 (2008): 199–213. http://dx.doi.org/10.1177/0143034308090060.

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Pañares, Alice A., and Maria Gloriosa S. Cabangon. "Drama-in-schools in the Philippines." Research in Drama Education: The Journal of Applied Theatre and Performance 21, no. 1 (2016): 13–16. http://dx.doi.org/10.1080/13569783.2015.1127151.

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Beaumont, Natasha E. "Drama as inclusive literacy in high diversity schools." NJ 44, no. 2 (2020): 120–31. http://dx.doi.org/10.1080/14452294.2021.1897250.

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Purnaningtias, Fianolita, Nuril Aika, Moh Salman Al farisi, Ahmad Sucipto, and Zherin Mei Biana Putri. "ANALISIS PERAN PENDIDIKAN MORAL UNTUK MENGURANGI AKSI BULLY DI SEKOLAH DASAR." Autentik : Jurnal Pengembangan Pendidikan Dasar 4, no. 1 (2020): 42–49. http://dx.doi.org/10.36379/autentik.v4i1.51.

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This paper describes the analysis of the role of moral education to reduce bullying inelementary schools. The development of student moral education is very important to do toimprove student morale as national identity and character. The application of moral educationto students in primary schools is one of the fundamental and deep alternatives to reducesocial deviations such as bullying. Bullying is very dangerous for a child’s character. Besideshaving high intellectuals as the next generation of the nation, it is appropriate to have goodmorality to support the formation of a nation with a civilized and virtuous nation. Of course thisis inseparable from the role of education and educators. The form of deviations in the form ofbullying needs special attention, especially in primary schools, therefore teachers must beable to improve the moral education of students so that deviations such as bullying will notoccur and the nation’s goals can be achieved

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Lojo Novo, Amaia, Brett Shelton, and Katie Bubak Azevedo. "Education Professionals' Knowledge And Needs Regarding Bullying." EDU REVIEW Revista Internacional de Educación y Aprendizaje 8, no. 4 (2021): 265–73. http://dx.doi.org/10.37467/gka-revedu.v8.2665.

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The purpose of this study was to analyze teachers' and other education professionals' needs and knowledge when dealing with bullying situations. Data collection was carried out in two different sessions of a bullying prevention one-day symposium at a four-year state university. The participants were 53 educational professionals from several elementary and middle schools. Qualitative analysis of session artifacts revealed that participants had a basic understanding of bullying; however, they doubt its definition and how to identify when it occurs. Participants in the case study were interested in being change agents when it comes to addressing bullying problems. However, they lacked self-confidence and access to appropriate resources to overcome their fears and diminished self- efficacy for proper intervention.

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Pearce, Natasha, Donna Cross, Helen Monks, Stacey Waters, and Sarah Falconer. "Current Evidence of Best Practice in Whole-School Bullying Intervention and Its Potential to Inform Cyberbullying Interventions." Australian Journal of Guidance and Counselling 21, no. 1 (2011): 1–21. http://dx.doi.org/10.1375/ajgc.21.1.1.

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AbstractIn 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools' action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in 2010 to include current research that provides a greater understanding of all forms of bullying behaviour. This article describes a summary of the current empirical evidence used to update these guidelines particularly related to relatively new and emergent forms of bullying, such as cyberbullying. Meta-analyses and reviews that assessed the effectiveness of school-based bullying interventions were examined to inform the relevance of the previously validated guidelines and to identify potential intervention strategies to reduce cyberbullying. This review confirmed the importance of a systematic whole-school approach to effectively prevent and manage all forms of bullying behaviours in schools (including cyberbullying) and the need to strengthen capacity supports to enable schools to put evidence into informed practice.

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