Children's reactions to cooperative group work: a strategy for enhancing peer relationships among bullies, victims and bystanders

Cowie, Helen; Berdondini, Lucia

doi:10.1016/s0959-4752(01)00006-8

Cited by 34 publications

(18 citation statements)

References 8 publications

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“…Children need to be supported in developing these skills (Gini et al 2008;Soutter and McKenzie 2000). Cooperative group work within the classroom, in which children learn to take others views into account, to deal with challenges and develop assertive problemsolving skills may be helpful in building children's resilience and coping skills (Cowie and Berdindini, 2001;Farrington and Ttofi 2009). León, Gozalo, and Polo (2012) found that the use of cooperative learning techniques in classrooms reduced the frequency of aggression, particularly social exclusion.…”

Section: Interventions To Prevent Bullying Behaviourmentioning

confidence: 99%

The school playground experience: opportunities and challenges for children and school staff

Mulryan-Kyne¹

2014

Educational Studies

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The school playground experience is an inevitable part of school life for primary school children. For most children, the experience is a positive and enjoyable one that contributes to their physical and social well-being and has been associated with enhanced attention and learning in the classroom. For some children, however, the playground can be a frightening and dangerous place in which aggressive behaviour and bullying can be experienced and/or witnessed. The recognition of this fact has, in some cases, led to the reduction or elimination of playground time. Many intervention programmes aimed at promoting positive in-school behaviour and preventing negative behaviours, including bullying, have been developed and used with positive results in schools. This paper provides a research-based commentary on some of the positive and negative features of playground life for children and some of the successful intervention programmes that have been developed and used. It is argued that facing the issues and problems presented by negative playground behaviour and dealing with them in a positive way, rather than avoiding them with policies that restrict the freedom of children to interact and engage with peers in the playground, is essential for the well-being of children and school staff. The paper calls for further research to inform school policy and action in this area.

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Section: Interventions To Prevent Bullying Behaviourmentioning

confidence: 99%

The school playground experience: opportunities and challenges for children and school staff

Mulryan-Kyne¹

2014

Educational Studies

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“…Research in American schools has revealed that these rules and meetings often do not take place as intended due to difficulty allotting time to regularly hold a class meeting (Limber et al, 2004). Another adult-led prevention activity that has been suggested to be used as part of anti-bullying efforts is cooperative group work, where students work together in small groups toward a common goal (Cowie & Berdondini, 2001;Ortega & Lera, 2000).…”

Section: Educational Approaches With Studentsmentioning

confidence: 99%

Anti‐bullying practices in American schools: Perspectives of school psychologists

Sherer

Nickerson

2010

Psychology in the Schools

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A random sample of 213 school psychologists working in a school setting completed a survey on their schools' current anti-bullying practices. Talking with bullies following bullying incidents, disciplinary consequences for bullies, and increasing adult supervision were the three most frequently used strategies. Peer juries/court, an anti-bullying committee, and peer counselors were least frequently used, according to respondents. School-wide positive behavior support, modifying space and schedule, and immediate responses to bullying incidents were perceived as most effective, whereas avoiding contact between bullies and victims, a zero-tolerance policy with bullies, and a written anti-bullying policy were least effective. Results and implications are discussed within the context of empirically supported practices. C

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“…Teachers further developed the classroom application of the relational approach by briefing (before activities) and debriefing (after activities) their classes (Cowie & Berdondini, 2001). Teachers initially integrated the relational approach into three lessons per week.…”

Section: The Relational Approach For the Development Of Group Workingmentioning

confidence: 99%

Improving the effects of group working in classrooms with young school-aged children: Facilitating attainment, interaction and classroom activity

Kutnick

Ota

Berdondini

2008

Learning and Instruction

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Children's reactions to cooperative group work: a strategy for enhancing peer relationships among bullies, victims and bystanders

Cited by 34 publications

References 8 publications

The school playground experience: opportunities and challenges for children and school staff

The school playground experience: opportunities and challenges for children and school staff

Anti‐bullying practices in American schools: Perspectives of school psychologists

Improving the effects of group working in classrooms with young school-aged children: Facilitating attainment, interaction and classroom activity

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