By Bruce Burton, Margret Lepp, Morag Morrison, John O'Toole
This booklet deals a whole and precise account of the evolution of an the world over profitable, evidence-based software that has been the results of virtually twenty years of motion examine into clash and bullying. It addresses some of the most critical difficulties encountered in colleges and paintings areas around the globe: that of bullying and inter-personal clash. The e-book offers a complete account of the study, improvement and refinement of the DRACON undertaking and the performing opposed to Bullying and Cooling Conflicts courses. The powerful recommendations that emerged from the vast foreign study and perform use a mixture of theories of clash and bullying administration with drama strategies and peer educating that have been distinct of their program. The e-book analyses their evolution into a good software that has impacted definitely on bullying and clash in a few settings. within the united kingdom this system effectively addressed behavioural difficulties among ladies in faculties by utilizing peer instructing in a drama atmosphere. In Sweden this system assists nursing scholars, nurses and different healthiness pros to accommodate clash within the office. In Australia it's been utilized in thousands of faculties to minimize bullying and help newly arrived refugees to accommodate cultural clash and boost resilience and self- id of their new kingdom. This quantity makes an important and actual contribution to the foreign attempt to discover powerful ideas and methods to accommodate interpersonal clash and bullying throughout a variety of contexts.
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Additional info for Acting to Manage Conflict and Bullying Through Evidence-Based Strategies
International collaboration: Building teams and managing conflicts. Conflict Resolution Quarterly, 24(4), 433–446. , & Lepp, M. (2003). Playing against violence – Cooling conflicts. In H. ), Special interest fields of drama, theatre and education. The IDEA dialogues (pp. 114–124). Jyväskylä/Bergen: University of Jyväskylä, Department of Teacher Education/ IDEA Publications. , & Daneback, K. (2002). Skolan– en arena för mobbning [The school – An arena for bullying]. Stockholm: Skolverket. Fjellström, C.
However, some practitioners in these fields are also aware of the possible hazards (eg Landy 1994, p. 134). For us as drama educators, we believe that drama cannot help in the resolution of real-life conflicts, at least in ‘normal’ situations, and might actively exacerbate them, because of the very nature of emotion in the art form, and how it works. This may seem odd, when it is a truism to state that conflict is usually at or near the centre of any drama. However, drama demands emotional identification or empathy – that participants step into another person’s shoes; conversely, drama also demands emotional distance, the capacity to reflect coolly and as it is an imagined world, without the fear of real consequences following the drama.
A stands for attitudes, the feelings and imaged the parties have to each other. B stands for behaviour, what the parties do to each other, their action. C stands for contradiction or the content of the conflict that the parties are arguing about. A model of conflict 20 3. 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.