A Comprehensive School-Based Conflict-Resolution Model

Woody, Debra J.

doi:10.1093/cs/23.2.115

Cited by 13 publications

(5 citation statements)

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“…Other interventions have involved a school-based focus on variables described in this section. With respect to school violence and victimization, key systemic interventions include counseling services following shootings and other traumatic events, conflict resolution practices, skills training groups for aggressive and victimized children, extracurricular activities to reduce racial tension, expulsion of violent students, increased school security, and outreach with communitybased youth and church groups as well as police and antigang units (Astor et al 2005;Mytton et al 2002;Woody 2001). School-wide programs to reduce bullying include clearly defined rules and consequences for verbal and physical aggression, increased monitoring of student intimidation, mediation programs, and social skills training groups (Greene 2005;Hernandez and Seem 2004;Smith et al 2003;Vreeman and Carroll 2007).…”

Section: Educational Approaches Toward Problematic Absenteeismmentioning

confidence: 99%

An Interdisciplinary Model of School Absenteeism in Youth to Inform Professional Practice and Public Policy

2008

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Problematic school absenteeism in youth has long been a complex and vexatious issue for psychologists, educators, and researchers from other disciplines. An examination of problematic school absenteeism from different perspectives over many decades has led to poor comparability across publications, policies, and assessment and intervention protocols. This article briefly reviews literature from psychology, social/criminal justice, and education to outline important factors that influence school absenteeism. An interdisciplinary model is then proposed with an emphasis on common terminology and definitions, comprehensiveness with respect to proximal and distal influences, fluidity and flexibility to account for rapid changes in this population, and user-friendliness to generate suggestions regarding assessment and intervention. Implications of the model are then drawn for professional practice and public policy, including recommendations for individual and systemic intervention at multiple levels of risk and severity.

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Section: Educational Approaches Toward Problematic Absenteeismmentioning

confidence: 99%

An Interdisciplinary Model of School Absenteeism in Youth to Inform Professional Practice and Public Policy

2008

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“…Interpersonal violence in schools continues to jeopardise the safety and quality of education in the schools today. Woody (2001) argues that school violence has received greater attention in society and in the professional literature in the past decade, primarily because of the recent occurrence of increased acts of violence in schools throughout the world. However, these acts of violence are often less extreme forms such as verbal threats, cursing, name calling, insults, racial slurs, pushing, grabbing, shoving, punching, kicking, and fighting which are commonplace in many schools, and which ultimately cause disruption of the educational process, fear and absenteeism among students, and staff burnout (Hart & Gunty, 1997).…”

Section: T He Purpose Of the Research Was To Examine The Effectivenesmentioning

confidence: 99%

Effects of Conflict Resolution and Peer Mediation Training in a Turkish High School

Türnüklü¹,

Kaçmaz

Sunbul

et al. 2010

Australian Journal of Guidance and Counselling

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T he purpose of the research was to examine the effectiveness of Conflict Resolution and Peer Mediation (CRPM) training on high school students' interpersonal conflicts. The CRPM training program was developed by the researchers as a 31-hour program that addressed four basic conflict resolution skills; understanding the nature of interpersonal conflicts, communication skills, anger management skills, and negotiation and peer mediation skills. The study was conducted in a high school located in Izmir, Turkey which served students from low SES families. During the two-year study, a total of 830 students received training, and following the training, 12 peer mediator students were elected from each classroom by their friends. These peer mediators handled their friends' conflicts during three semesters. Data were collected through the peer mediation forms filled by the mediator students following the mediation sessions. A total of 253 mediation sessions were held; 240 (94.9%) resulted in resolution and 13 (5.1%) in no-resolution. Results of the study indicated that CRPM training could prove to be effective in resolving high school students' conflicts. ■ KEYWORDS: conflict resolution and peer mediationPeer-mediation programs have become a widely accepted student-centred intervention to respond to increasing student violence in schools. One of the reasons for this acceptance is the perceived ineffectiveness of adult-imposed models in warranting the desired positive change in students' behaviour. Despite the widespread use of such peer-mediation models, especially in developed countries, limited data exist on the effectiveness of these programs in developing countries. In today's globalised world, more research to test the effectiveness of similar models in different cultures is needed. The present study involved testing the effectiveness of peer-mediation approach, based on western theory and practice, in a different setting in terms of pedagogical orientation, discipline concept, behaviour management, child-rearing practice and sociocultural dynamics. Interpersonal violence in schools continues to jeopardise the safety and quality of education in the schools today. Woody (2001) argues that school violence has received greater attention in society and in the professional literature in the past decade, primarily because of the recent occurrence of increased acts of violence in schools throughout the world. However, these acts of violence are often less extreme forms such as verbal

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“…Bu durum çeşitli araştırmalarla da desteklenmektedir; Lyon (1991, Aktaran: Kavalcı, 2001) tarafından yapılan araştırmadaki eğitici programın başarılı olması için grupların altı haftadan uzun olması hatta bir dönemin tümünü kapsaması gerektiğini belirtmektedir. Benzer şekilde farklı konulardaki birçok araştırma da baş etme becerilerinin yapıcı bir şekilde geliştirilebilmesi için tüm yıla dağıtılmış eğitim seanslarının yaygınlaşmasıyla mümkün olacağı ifade edilmiştir (Johnson ve Johnson, 2004;Woody, 2001;Scott, 2003;Akt. Güner, 2007).…”

Section: Sonuç Ve öNerilerunclassified

Kadın Eğitmenlerin Gözünden Çağdaş Drama Derneği ve Kadın Sorunu

Özen¹,

Metinnam²,

Keleşoğlu³

et al. 2016

Yaratıcı Drama Dergisi

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Bu araştırmanın amacı, stresle baş etme becerisi düşük olan üniversite öğrencilerine uygulanan Stresle Baş Etme Yaratıcı Drama Programı'nın (SBYDP) etkisinin incelenmesidir. Araştırma zayıf deneysel desenlerden, "tek grup öntest -sontest desen" deneme modeline göre geliştirilmiş yarı deneysel bir çalışmadır. Aksaray Üniversitesi Eğitim Fakültesi öğrencilerinden seçilen araştırma grubu stresle baş etme becerisi yetersiz-zayıf-düşük (stres düzeyi yüksek) öğrencilerden oluşmaktadır. Araştırma için gönüllü öğrenciler arasından bir grup seçilmiş ve bu gruba Stresle Başa Çıkma Tutumları Ölçeği (SBTÖ) uygulanmıştır. Araştırmada deney grubu için Stresle Baş Etme Yaratıcı Drama Programı (SBYDP), 9 hafta, haftada bir gün ve 90 dakika olarak uygulanmıştır. Çalışmanın sonucunda, Stresle Baş Etme Yaratıcı Drama Programının Stresle Başa Çıkma Tutumları Ölçeği'nin alt boyutlarından aktif planlama, kaçma-soyutlama 2 ve kabul bilişsel yeniden yapılanma puanlarında anlamlı farklılıklar oluşturarak etkili olduğu söylenebilir.

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A Comprehensive School-Based Conflict-Resolution Model

Cited by 13 publications

References 0 publications

An Interdisciplinary Model of School Absenteeism in Youth to Inform Professional Practice and Public Policy

An Interdisciplinary Model of School Absenteeism in Youth to Inform Professional Practice and Public Policy

Effects of Conflict Resolution and Peer Mediation Training in a Turkish High School

Kadın Eğitmenlerin Gözünden Çağdaş Drama Derneği ve Kadın Sorunu

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