Anti-School Bullying Forum Theatre in Rural Boarding Middle School in China – Empirical Analysis Based on Programme Practice 防欺凌論壇劇場在中國農村寄宿中學的實踐——基於專案實踐的實證分析
Abstract
In 2021, the revised Law on the Protection of Minors defined bullying for the first time in legislation in China and clearly stipulated that schools must establish mechanisms to prevent bullying. However, how to establish a working system still needs to be further formulated. This study implemented a semester-long anti-bullying Forum Theatre in a Chinese rural boarding middle school and conducted qualitative and quantitative analyses. Based on the actual conditions, the project introduced the social-emotional learning (SEL) framework as a tool for teaching and assessment. Results showed that bullying had significant negative correlations with SEL. Forum Theatre improved students' SEL, and can be seen as a bridge between learning and doing of SEL. Anti-bullying Forum Theatre is effective and feasible in Chinese education context and needs to be supported by the psychological and personality development of students.
2021年，修訂後的《中華人民共和國未成年人保護法》首次在立法中對欺凌進行了定義，並明確規定學校必須建立防止欺凌的機制。但如何建立一個可行的工作體系仍需進一步探索。本研究在一所中國農村寄宿制中學開展為期一個學期的防校園欺凌論壇劇場，並進行定性和定量分析。項目基於實際情況，引入社會情感學習（social-emotional learning，簡稱 SEL）框架作為教學和評估的工具。結果顯示，欺凌與SEL之間存在顯著的負相關。論壇劇場改善了學生的SEL，可以看作是SEL學習與實踐的橋樑。防校園欺凌論壇劇場在中國教育環境中是有效和可行的，需要以學生的心理和人格發展為依託。
Keywords
Full Text:
PDFReferences
Burton, B., & O'Toole, J. (2009). Power in their hands: The outcomes of the acting against bullying research project. Applied Theatre Researcher/IDEA Journal, 10,1-15.
Chen, C., & Zhi, T. (2017). Influencing factors of school bullying and construction of a long-term prevention and control mechanism: Based on the analysis of the measurement data of youth school bullying behavior in 2015. Educational Development Research, 20, 31-41 (In Chinese). DOI:10.14121/j.cnki.1008-3855.2017.20.007
Dong, S. (2012). Research on rural boarding schools in China. Chinese Social Sciences Press. (In Chinese)
Goodwin, J., Bradley, S. K., Donohoe, P., Queen, K., O’Shea, M., & Horgan, A. (2019). Bullying in schools: An evaluation of the use of drama in bullying prevention. Journal of Creativity in Mental Health, 14(3), 329-342. DOI:10.1080/15401383.2019.1623147.
Gourd, K. M., & Gourd, T. Y. (2017). Enacting democracy: Using Forum Theatre to confront bullying. In L. Bell (Ed.), Social justice and the arts (pp. 116-132). Routledge.
Guang, Y., Feng, Z., Yang, G., Yang, Y., Wang, L., Dai, Q., Hu, C., Liu, K., Zhang, R., & Xia, F. (2017). Depressive symptoms and negative life events: What psycho-social factors protect or harm left-behind children in China? BMC Psychiatry, 17, 402. https://doi.org/10.1186/s12888-017-1554-1
Joronen, K., Häkämies, A., & Åstedt‐Kurki, P. (2011). Children’s experiences of a drama programme in social and emotional learning. Scandinavian Journal of Caring Sciences, 25(4), 671-678.
Lepp, M. (2011). Drama for conflict management DRACON international. In S. Schonmann (Ed.), Key concepts in theatre/drama education (pp. 99-104). Brill.
Lu, W., Song Y., & Liang, J. (2017). An empirical study on student bullying in boarding schools in rural China. Journal of Beijing Normal University (Social Sciences), 5, 5-17. (In Chinese)
Lyngstad, M. B., Baraldsnes, D., & Gjærum, R. G. (2021). Process drama in anti-bullying intervention: A study of adolescents’ attitudes and initiatives. Research in Drama Education: The Journal of Applied Theatre and Performance, 27(4), 524-538.
Mao, Y., Du, Y., Yi, K., & Wen, T. (2018). School improvement based on the cultivation of students' social emotional ability: Exploration and practice of the Ministry of Education-UNICEF "Social Emotional Learning" project. Primary and Secondary School Management, 11, 31-33. (In Chinese)
Mo, R., Yang H. Y., & Long T. (2020). Research on the dilemma and coping strategies of campus bullying governance. Juvenile Delinquency Prevention Research, 2, 89-96. (In Chinese)
National Academies of Sciences, Engineering, and Medicine. (2016). Preventing bullying through science, policy, and ractice. The National Academies Press. https://doi.org/10.17226/23482
Nickerson, A. B., Aloe, A. M., & Werth, J. M. (2015). The relation of empathy and defending in bullying: A meta-analytic investigation. School Psychology Review, 44(4), 372-390.
O'Toole, J., Burton, B., & Plunkett, A. (2004). Cooling conflict: A new approach to managing bullying and conflict in schools. Pearson Education Australia.
Olweus, D., & Limber, S. P. (2009). The Olweus bullying prevention program: Implementation and evaluation over two decades. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools (pp. 377-399). Routledge.
Petersen, K. S. (2012). Activities for building character and social-emotional learning grades 1–2. Free Spirit Publishing.
Ragozzino, K., & O’Brien, M. U. (2009). Social and emotional learning and bullying prevention. Collaborative for Social Emotional Learning (CASEL).
Restad, F. (2020). Is there a hole in the whole-school approach? A critical review of curriculum understanding in bullying research. Nordic Studies in Education, 40(4), 362-386.
Rigby, K., & Slee, P. T. (2008). Interventions to reduce bullying. International Journal of Adolescent Medicine and Health, 20(2),165-184.
Ross, G., & Nelson, R. (2014). Using theater and drama interventions to reduce bullying in school-aged children. Therapeutic Recreation Journal, 48(4), 334-336.
Smith, B. H., & Low, S. (2013). The role of social-emotional learning in bullying prevention efforts. Theory Into Practice, 52(4), 280-287.
Stevens, V., Van Oost, P., & De Bourdeaudhuij, I. (2001). Implementation process of the Flemish antibullying intervention and relation with program effectiveness. Journal of School Psychology, 39(4), 303-317.
Wolke, D., & Lereya, S. T. (2015). Long-term effects of bullying. Archives of Disease in Childhood, 100(9), 879-885.
Wu, F. W., Song, Y. Q., & Huang, X. T. (2016). School bullying: Making rural boarding students more “injured” – An empirical study based on 17,841 rural boarding school students. Primary and Secondary School Management, 8, 8-11 (In Chinese).
Wurf, G. (2012). High school anti-bullying interventions: An evaluation of curriculum approaches and the method of shared concern in four Hong Kong international schools. Australian Journal of Guidance and Counselling, 22(1),139-149.
Yan, H., Chen, J., & Huang, J. (2019). School bullying among left-behind children: The efficacy of art therapy on reducing bullying victimization. Frontier in Psychiatry, 10:40. DOI: 10.3389/fpsyt.2019.00040.
Yan, L., Zhu, Q., Tu, X., Zuo, X., Yu, C., Lou, C., & Lian, Q. (2018). Bullying victimization and child sexual abuse among left-behind and non-left-behind children in China. PeerJ, 6:e4865. https://doi.org/10.7717/peerj.4865
Yan, X., & Yao, J. (2017). Research on campus bullying governance mechanism of "tolerance but not connivance" – Legal Thinking on campus bullying in primary and secondary schools. Chinese Journal of Education, 1, 10-14. (In Chinese)
Zhang, E., & Chen, S. (2016). Psychological reflections on bullying in primary and secondary schools. Chinese Journal of Education, 11, 13-17. (In Chinese)
Zhang, H., Zhou, H., & Tao, T. (2019). Bullying behaviors and psychosocial adjustment among school-aged children in China. Journal of Interpersonal Violence, 34(11), 2363-2375.
Zhifeng. (2019, December 17). Are Chinese students the best in the world? The father of PISA: Overburdened and inefficient. Jie Mo Dui.
https://jiemodui.com/N/111970.html (In Chinese)
Zhu, G., Chen, N., & Xuan, H. (2019). An empirical study on peer relationship and campus bullying of rural boarding junior school students: A case study of 5 schools in Henan Province. Educational Research and Experiment, 2, 68-76. (In Chinese)
Zhu, Y., & Chan, K. L. (2015). Prevalence and correlates of school bullying victimization in Xi’an, China. Violence and Victims, 30(4), 714-732.
Refbacks
- There are currently no refbacks.