Acting to Manage Conflict and Bullying Through Evidence-Based Strategies

Acting to Manage Conflict and Bullying Through Evidence-Based Strategies

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

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 978-3-319-17881-3 DOI 10.1007/978-3-319-17882-0 ISBN 978-3-319-17882-0 (ebook) Library of Congress Control Number: 2015941733 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 (www.springer.com )

Contents 1 Introduction... 1 1.1 The Core Strategies... 2 1.1.1 Teaching About Conflict and Bullying... 2 1.1.2 The Use of Drama Techniques... 3 1.1.3 Enhanced Forum Theatre... 4 1.1.4 Peer Teaching... 4 1.2 The Research Projects in Sequence... 5 2 In the Beginning: The DRACON Project... 9 2.1 1994: DRACON Begins... 9 2.2 1996: DRACON International is Born... 10 2.3 Aims, Principles and Research Questions... 11 2.4 Specific Focus for Each DRACON Team... 13 2.5 DRACON in Adelaide... 13 2.6 DRACON in Malaysia... 15 2.7 DRACON in Sweden... 17 2.7.1 A Survey Study in Sweden... 18 2.7.2 The DRACON Program in Sweden... 19 2.8 Results and Conclusions... 20 2.9 DRACON in Brisbane... 21 2.10 Conclusion: DRACON International... 21 References... 21 3 The DRACON Project in Brisbane... 23 3.1 1996: The Pilot Project... 26 3.2 1997: Taking Shape... 28 3.3 1998: A Step Sideways... 30 References... 35 4 From DRACON to Cooling Conflict... 37 4.1 1999: Cooling Conflict at Clifton High School... 39 4.2 Implementing the Project at Clifton... 41 v

vi Contents 4.3 The Peer Teaching... 41 4.4 The Impact of the Project at Clifton... 43 4.5 2000 2002: Cooling Conflict in Sydney Schools... 46 4.6 2000: Action Research for Consolidation... 48 4.7 2001 2002 Enhanced Forum Theatre in Sydney... 50 References... 57 5 Negative Leaders in School: Extending Ideas from the DRACON Project... 59 5.1 Introduction... 59 5.2 Background... 59 5.3 The Research: DRACON Connections and Departures... 61 5.4 The Context... 62 5.5 Key Participants: Two Naughty Girls... 62 5.5.1 Ashley... 63 5.5.2 Kayleigh... 64 5.6 The Drama Class: Year 6 Pupils... 65 5.7 Teachers: Ellen, Linda and Anna... 66 5.7.1 Ellen... 67 5.8 The Structure of the Project... 67 5.8.1 Background Research and Decision Making... 67 5.8.2 Planning the Teaching Episodes... 68 5.8.3 The Teaching Episodes... 68 5.9 Methodology and Data Collection... 69 5.10 Methods... 69 5.10.1 Observation Notes... 69 5.10.2 Reflective Journals... 70 5.10.3 Interviews... 70 5.11 Findings and Analysis... 71 5.12 The First Two Lessons... 72 5.13 The Third Lesson... 72 5.14 The Fourth Lesson... 73 5.15 The Final Performance... 74 5.16 Outcomes... 74 5.17 Conclusions and Reflections: The Role of Drama... 75 References... 77 6 Acting Against Bullying in Schools... 79 6.1 Introduction... 79 6.2 Bullying in Schools... 80 6.3 Peer Teaching and Bullying: A Neglected Strategy... 82 6.4 The Acting Against Bullying (AAB) Project... 83 6.5 The Case Studies... 84 6.6 The Case Study Schools... 84 6.7 Results of the Research... 92 6.8 Limitations and Constraints... 94 6.9 Conclusions... 95 References... 96

Contents vii 7 Moving On from the Trauma of Childhood Abuse... 99 7.1 Introduction... 99 7.2 The Research Project: Moving On... 99 7.3 The Impact of Childhood Abuse in Institutions on the Adult Survivors... 101 7.4 The Use of Drama with Adult Survivors... 102 7.5 The Structure of the Moving On Project... 103 7.6 The Action Research... 104 7.6.1 Cycle One: The Pilot Phase... 105 7.6.2 Cycle Two: Improvised Drama as Empathy... 107 7.6.3 Cycle Three: Memoirs of the Forgotten Ones... 110 7.7 Conclusion... 115 References... 117 8 Drama for Learning in Professional Development Contexts: A Global Perspective... 119 8.1 Introduction... 119 8.2 Background to the Explorations... 119 8.3 A Workshop for Professional Development: Enhanced Forum Theatre... 120 8.4 Context 1... 122 8.4.1 Exploring Professional Conflict with Pre-service Teachers in the U.K.... 122 8.4.2 Key Theme: The Nature of Learning Through Drama... 122 8.4.3 Bridging the Gap Between Theory and Practice... 123 8.4.4 Fostering Courage and Self-Esteem... 124 8.4.5 Cognitive Engagement, Shifts in Perspective and Empathy... 125 8.4.6 Conclusions for Context 1... 126 8.5 Context 2... 126 8.5.1 International Collaboration in Nursing Education in Sweden... 126 8.5.2 The Drama Workshop... 127 8.5.3 Journaling as Data... 128 8.5.4 Results... 128 8.5.5 Conclusions for Context 2... 129 8.6 Context 3... 129 8.6.1 Employing Drama Teacher Professional Development in Kazakhstan... 129 8.6.2 Background... 130 8.6.3 A Multiple Role for Drama in Developing Pedagogic Change... 131 8.6.4 First Research Steps as Teachers Reflect on Learning... 133 8.6.5 Conclusion for Context 3... 134

viii Contents 8.7 Context 4... 135 8.7.1 Involving Patients and Their Caregivers in a Drama Program in Sweden... 135 8.7.2 The Study... 135 8.7.3 The Drama Program... 136 8.7.4 Interview with the Caregivers... 136 8.7.5 Interaction and Professional Growth... 137 8.7.6 Conclusion for Context 4... 139 8.8 Final Reflections on the Four Journeys... 139 References... 140 9 Conflict Competency in Nursing Education: An International Collaborative Project... 143 9.1 Introduction... 143 9.2 A Model for International Nursing Collaboration... 143 9.3 A Collaborative Preceptor Training Program... 145 9.3.1 Nursing Education in Jordan... 145 9.3.2 Preceptorship... 146 9.4 The Design of the Study... 147 9.4.1 The Location... 147 9.4.2 Participants... 147 9.4.3 The Preceptor Training Program... 147 9.4.4 Educational Drama... 148 9.4.5 Case Method... 149 9.4.6 Photolanguage... 150 9.4.7 Diaries for Reflection... 150 9.5 Interviews and Findings... 150 9.5.1 Effect on Personal Growth... 150 9.5.2 Effect on Professional Growth... 151 9.5.3 Effect on Students Learning Process... 151 9.5.4 Effect on Quality of Health Care... 152 9.6 Discussion... 152 References... 153 10 Acting Against Relational Aggression and Cyberbullying... 155 10.1 Introduction... 155 10.2 The Research Project: Uncovering and Managing Covert Bullying... 155 10.3 Covert Bullying: Relational Aggression and Cyber Bullying... 156 10.4 The Structure of the Acting Against Bullying Program in the School... 158 10.5 Participatory Action Research... 159 10.5.1 Cycle One: Identifying the Bullying... 160

Contents ix 10.5.2 Cycle Two: Revealing the Bullying... 162 10.5.3 Cycle Three: Peer Teaching About Covert Bullying... 166 10.6 Outcomes... 168 10.7 Wider Implications... 169 References... 170 11 Conflict and Bullying Management for Adolescent Refugees... 173 11.1 Introduction... 173 11.2 The Research Project: Arrivals... 173 11.3 The Refugee Experience... 175 11.4 Drama and Refugees... 176 11.5 The Arrivals Research... 177 11.6 The Case Study Process... 177 11.7 Data Collection and Analysis... 180 11.8 Findings... 185 11.9 Outcomes... 187 References... 189 12 Conclusion... 191 12.1 Core Pre-conditions... 192 12.2 The Nine Projects... 192 12.3 Outcomes... 194 12.4 Successes and Challenges... 194 12.5 Successes... 195 12.6 The Challenges... 196 12.7 The Challenge of Drama Pedagogy... 196 12.8 The Challenge of Peer Teaching in a Teacher Centred Learning Area... 197 12.9 The Research Continues... 198

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

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 2005. 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 2008 2012 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.