By Bruce Burton, Margret Lepp, Morag Morrison, John O'Toole
This booklet bargains an entire and unique account of the evolution of an across the world winning, evidence-based software that has been the results of virtually twenty years of motion examine into clash and bullying. It addresses probably the most severe difficulties encountered in faculties and paintings areas around the globe: that of bullying and inter-personal clash. The e-book offers a complete account of the learn, improvement and refinement of the DRACON undertaking and the performing opposed to Bullying and Cooling Conflicts courses. The potent thoughts that emerged from the vast overseas learn and perform use a mixture of theories of clash and bullying administration with drama innovations and peer educating that have been distinctive of their program. The booklet analyses their evolution into an efficient software that has impacted absolutely on bullying and clash in a few settings. within the united kingdom this system effectively addressed behavioural difficulties among women in colleges by utilizing peer instructing in a drama surroundings. In Sweden this system assists nursing scholars, nurses and different wellbeing and fitness execs to house clash within the place of work. In Australia it's been utilized in 1000's of colleges to minimize bullying and help newly arrived refugees to accommodate cultural clash and improve resilience and self- identification of their new kingdom. This quantity makes an incredible and actual contribution to the foreign attempt to discover potent recommendations and methods to house interpersonal clash and bullying throughout a number of contexts.
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Additional resources for Acting to Manage Conflict and Bullying Through Evidence-Based Strategies
4. 5. 6. 7. 8. 9. 10. 11. 12. 8 2 In the Beginning: The DRACON Project escalation with three steps from C, A to B is presented. De-escalation is the reverse process, from B, A to C; continuing the ABC-model and other theory (detailed further in Löfgren and Malm 2007, Chap. 2), and role-plays in pairs related to basic strategies for handling conflicts applying the ABC-model. These examples of typical conflicts were extracted from situations given by the students; exploration of the research model of conflict styles and personal involvement using the analogies of: lion, turtle, camel, fox and owl; ‘third party body sculptures’ of people in conflict situations: in this exercise, every person gets a number 1, 2 or 3 in the changeable sculpture.
A second-order factor analysis showed these three components very clearly: confronting, avoidance and fronting. Under confronting behaviour we found, besides the general factor of aggression, the same three specific types: physical aggression, psychological aggression, and displaced aggression. Under the general avoidance factor three specific types of behaviour could also be identified. The first was defined by the words wait, ignore and withdrawal and consisted of six identifying items. The second specific can be understood by the words hide or mask.
It was so personal with the audience – how we had to get them in groups. It was (a) little intimidating to have to get so close to them and to have to deal directly with the audience. (Mary) Despite their misgivings, the final production was deemed a success and they did appreciate the journey in hindsight: Like, that actually turned out really well. I didn’t know that it would turn out that good… I wasn’t very keen on doing that. 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.