The role of drama in education in counteracting bullying in schools

Nick Mavroudis,Pagona Bournelli,Yvonne Xian-han Huang

doi:10.1080/2331186x.2016.1233843

Nick Mavroudis, Pagona Bournelli + Show 1 more

Open Access

https://doi.org/10.1080/2331186x.2016.1233843

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Abstract

AbstractBullying is a form of violent behavior that has a markedly negative effect on many aspects of the daily lives of thousands of children. Through a literature review, the present study investigates the term and the nature of bullying, as well as its effect on those involved, and the conditions that prevail in Greek schools. Moreover it contains information about the role of drama in education as a means of counteracting bullying in schools, and the way various experiential drama activities can equip primary school children with the social and emotional skills in order to successfully combat the phenomenon.

Highlights

Drama in education provides a unique and irreplaceable educational experience involving both feelings and emotions in a way that results in a more effective form of education (Best, 1996)
The present study investigates the term and the nature of bullying, as well as its effect on those involved, and the conditions that prevail in Greek schools
This study concerns itself with the issue of bullying in primary schools and contains information about the role of drama in education as a means of counteracting the phenomenon

Summary

Introduction

Drama in education provides a unique and irreplaceable educational experience involving both feelings and emotions in a way that results in a more effective form of education (Best, 1996). Research has ascertained the effectiveness of educational drama in improving pupils’ interpersonal relations (Joronen, Konu, Rankin, & Åstedt-Kurki, 2011), in the reduction of aggression (Graves, Frabutt, & Vigliano, 2007), in the cultivation of cooperation and in improving the general climate in the classroom (Catterall, 2007; Mages, 2010), as well as in the development of self-confidence and general awareness of participants (Belliveau, 2007; Rousseau & Moneta, 2008; Santomenna, 2010). It can be argued that dramatic education provides a secure way of confirming identity and of enabling pupils to confront difficult social problems such as bullying. Today bullying has become a serious personal, social and academic problem, which affects a large number of pupils (Laeheem, Kuning, McNeil, & Besag, 2009) and causes widespread concern owing

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