Acting to Manage Conflict and Bullying Through Evidence-Based Strategies

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1 Acting to Manage Conflict and Bullying Through Evidence-Based Strategies

2

3 Bruce Burton Margret Lepp Morag Morrison John O Toole Acting to Manage Conflict and Bullying Through Evidence-Based Strategies

4 Bruce Burton Chair in Applied Theatre Griffith University Mt. Gravatt Campus Mt. Gravatt, QLD, Australia Morag Morrison Faculty of Education University of Cambridge Cambridge, UK Margret Lepp Institute of Health and Care Sciences University of Gothenburg Göteborg, Sweden John O Toole Formerly Chair of Arts Education The University of Melbourne South Brisbane, QLD, Australia ISBN DOI / ISBN (ebook) Library of Congress Control Number: Springer Cham Heidelberg New York Dordrecht London Springer International Publishing Switzerland 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media ( )

5 Contents 1 Introduction The Core Strategies Teaching About Conflict and Bullying The Use of Drama Techniques Enhanced Forum Theatre Peer Teaching The Research Projects in Sequence In the Beginning: The DRACON Project : DRACON Begins : DRACON International is Born Aims, Principles and Research Questions Specific Focus for Each DRACON Team DRACON in Adelaide DRACON in Malaysia DRACON in Sweden A Survey Study in Sweden The DRACON Program in Sweden Results and Conclusions DRACON in Brisbane Conclusion: DRACON International References The DRACON Project in Brisbane : The Pilot Project : Taking Shape : A Step Sideways References From DRACON to Cooling Conflict : Cooling Conflict at Clifton High School Implementing the Project at Clifton v

6 vi Contents 4.3 The Peer Teaching The Impact of the Project at Clifton : Cooling Conflict in Sydney Schools : Action Research for Consolidation Enhanced Forum Theatre in Sydney References Negative Leaders in School: Extending Ideas from the DRACON Project Introduction Background The Research: DRACON Connections and Departures The Context Key Participants: Two Naughty Girls Ashley Kayleigh The Drama Class: Year 6 Pupils Teachers: Ellen, Linda and Anna Ellen The Structure of the Project Background Research and Decision Making Planning the Teaching Episodes The Teaching Episodes Methodology and Data Collection Methods Observation Notes Reflective Journals Interviews Findings and Analysis The First Two Lessons The Third Lesson The Fourth Lesson The Final Performance Outcomes Conclusions and Reflections: The Role of Drama References Acting Against Bullying in Schools Introduction Bullying in Schools Peer Teaching and Bullying: A Neglected Strategy The Acting Against Bullying (AAB) Project The Case Studies The Case Study Schools Results of the Research Limitations and Constraints Conclusions References... 96

7 Contents vii 7 Moving On from the Trauma of Childhood Abuse Introduction The Research Project: Moving On The Impact of Childhood Abuse in Institutions on the Adult Survivors The Use of Drama with Adult Survivors The Structure of the Moving On Project The Action Research Cycle One: The Pilot Phase Cycle Two: Improvised Drama as Empathy Cycle Three: Memoirs of the Forgotten Ones Conclusion References Drama for Learning in Professional Development Contexts: A Global Perspective Introduction Background to the Explorations A Workshop for Professional Development: Enhanced Forum Theatre Context Exploring Professional Conflict with Pre-service Teachers in the U.K Key Theme: The Nature of Learning Through Drama Bridging the Gap Between Theory and Practice Fostering Courage and Self-Esteem Cognitive Engagement, Shifts in Perspective and Empathy Conclusions for Context Context International Collaboration in Nursing Education in Sweden The Drama Workshop Journaling as Data Results Conclusions for Context Context Employing Drama Teacher Professional Development in Kazakhstan Background A Multiple Role for Drama in Developing Pedagogic Change First Research Steps as Teachers Reflect on Learning Conclusion for Context

8 viii Contents 8.7 Context Involving Patients and Their Caregivers in a Drama Program in Sweden The Study The Drama Program Interview with the Caregivers Interaction and Professional Growth Conclusion for Context Final Reflections on the Four Journeys References Conflict Competency in Nursing Education: An International Collaborative Project Introduction A Model for International Nursing Collaboration A Collaborative Preceptor Training Program Nursing Education in Jordan Preceptorship The Design of the Study The Location Participants The Preceptor Training Program Educational Drama Case Method Photolanguage Diaries for Reflection Interviews and Findings Effect on Personal Growth Effect on Professional Growth Effect on Students Learning Process Effect on Quality of Health Care Discussion References Acting Against Relational Aggression and Cyberbullying Introduction The Research Project: Uncovering and Managing Covert Bullying Covert Bullying: Relational Aggression and Cyber Bullying The Structure of the Acting Against Bullying Program in the School Participatory Action Research Cycle One: Identifying the Bullying

9 Contents ix Cycle Two: Revealing the Bullying Cycle Three: Peer Teaching About Covert Bullying Outcomes Wider Implications References Conflict and Bullying Management for Adolescent Refugees Introduction The Research Project: Arrivals The Refugee Experience Drama and Refugees The Arrivals Research The Case Study Process Data Collection and Analysis Findings Outcomes References Conclusion Core Pre-conditions The Nine Projects Outcomes Successes and Challenges Successes The Challenges The Challenge of Drama Pedagogy The Challenge of Peer Teaching in a Teacher Centred Learning Area The Research Continues

10

11 Author Biography Bruce Burton, Ph.D. is Professor Emeritus at Griffith University, Australia, and has been an academic, teacher, playwright and theatre director. He was the first Chair in Applied Theatre in Australia. He has been the recipient of six Australian Research Council grants investigating the impact of theatre and drama education on conflict and bullying management, healing the consequences of childhood abuse in institutions and assisting refugee re-settlement. He is the author of ten books in the fields of drama education and applied theatre and has trained a generation of drama teachers in Australia. He has received four national university teaching awards including the national Award in 2007 for excellence in teaching in the Humanities and the Arts. Internationally, Bruce has been a Visiting Scholar at Cambridge University in the UK and a Visiting Professor at both University of Borås and the Institute of Health and Care Sciences, The Sahlgrenska Academy, University of Gothenburg, Sweden. Morag Morrison, Ph.D. is a lecturer in Arts Education in the Faculty of Education, University of Cambridge U.K. where she teaches and supervises on undergraduate, graduate and postgraduate courses in Drama, Creativity and Arts Education. Morag co-ordinates the MPhil in Arts, Creativity, Education within the faculty and is Director of Studies in Education at St John s College in Cambridge. Morag has been involved in on-going research in Pupil Voice, Conflict Management and Democratic Teaching and Learning through creative practice; and most recently in developing an understanding of the role Applied Theatre pedagogy can play across diverse educational contexts and international settings. Morag is involved in an on-going ERASMUS exchange with the University of Gothenberg, Sweden where she teaches in the Institute of Health and Care Sciences, The Sahlgrenska Academy, University of Gothenburg, Sweden, and she is currently also utilizing Drama pedagogy in International Teacher Development work through her involvement in a programme of national education reform in Kazakhstan. xi

12 xii Author Biography John O Toole was Foundation Chair of Arts Education at the University of Melbourne from 2005 to 2010, and before that Professor of Drama and Applied Theatre at Griffith University. A schoolteacher for 12 years, then actor-director in theatre in education, he has spent nearly 40 years as a teacher-educator and academic, teaching on every continent and at every age level. He has written and cowritten many standard research texts and student textbooks in drama and arts education, and was Lead Writer for the Arts and Drama in the Australian Curriculum. He was a founder-member of IDEA, and earlier of Drama Australia and Drama Queensland. He is also a playwright and director in applied theatre. In 2001 he was awarded the American Alliance for Theatre and Education Lifetime Research Award. In 2014 he was awarded the Order of Australia for services to drama education. Margret Lepp, RN RNT Ph.D. is Professor in Caring Sciences at the Institute of Health and Care Sciences, The Sahlgrenska Academy, at the University of Gothenburg, Sweden. For over 20 years she has used drama for professional development in her work as a researcher and consultant involving students, patients, academics, nurses and other health care professionals. She was a key researcher in the international DRACON (Drama and Conflict Management) project between 1994 and She was a Special Interest Group leader at four IDEA conferences and has published original articles, books, chapters of books and other reviewed publications. During the years she was Associate Editor of the Scandinavian Journal of Caring Sciences. She was a founder of the European Network Nursing Academies (ENNA) for European Academies cooperating in the context of Nursing Science. She is the current vice president of Sigma Theta Tau International (STTI), the Tau Omega Chapter, and the Chair of the STTI Education Advisory Council since 2014.

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