Assessing the role of drama on children’s understanding of bullying

References

• Andreou, E., Vlachou, A., & Didaskalou, E. (2005). The roles of self-efficacy, peer interventions and attitudes in bully-victim incidents. School Psychology, 26(5), 545–562. doi:10.1177/0143034305060789
   Google Scholar
• Arora, T. (2006). Defining bullying. School Psychology International, 17, 317-329.
   Google Scholar
• Baer, A., & Glasgow, J. (2008). Take the bullies to task: Using process drama to make a stand. The English Journal, 97, 79–86.
   Google Scholar
• Bauman, S., Toomey, R. B., & Walker, J. L. (2013). Associations among bullying, cyberbullying, and suicide in high school students. Journal of Adolescence, 36(2), 341–350. doi:10.1016/j.adolescence.2012.12.001
   PubMed Web of Science ®Google Scholar
• Beckman, L., Hagquist, C., & Hellström, L. (2013). Does the association with psychosomatic health problems differ between cyberbullying and traditional bullying? Emotional and Behavioural Difficulties, 17(3–4), 421–434. doi:10.1080/13632752.2012.704228
   Google Scholar
• Besag, V. (1989). Bullies and victims in schools. Milton Keynes: Open University Press.
   Google Scholar
• 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.
   Google Scholar
• Catterall, J. (2007). Enhancing peer conflict resolution skills through drama: An experimental study. Research in Drama Education: The Journal of Applied Theatre and Performance, 12, 163. doi:10.1080/13569780701321013
   Google Scholar
• Edmiston, B. (2000). Drama as ethical education. Research in drama education: The journal of applied theatre and performance, 5, 22–40. doi:10.1080/135697800114203
   Google Scholar
• Espelage, D., & Swearer, S. M. (2003). Research on school bullying and victimization: What we learned and where do we go from here? School Psychology Review, 32, 365–383.
   Web of Science ®Google Scholar
• Gilmartin, B. (1987). Peer group antecedents of severe love shyness in males. Journal of Personality, 55(3), 467–489.
   PubMed Web of Science ®Google Scholar
• Gini, G. (2008a). Associations among overt and relational victimization and adolescents’ satisfaction with friends: The moderating role of the need for affective relationships with friends. Journal of Youth and Adolescence, 37(7), 812–820. doi:10.1007/s10964-007-9236-9
   Web of Science ®Google Scholar
• Graves, K., Frabutt, J., & Vigliano, D. (2007). Teaching conflict resolution skills to middle and high school students through interactive drama and role play. Journal of School Violence, 6, 57–79. doi:10.1300/J202v06n04_04
   Google Scholar
• Hayashi, C. (1952). On the prediction of phenomena from qualitative data and the quantification of qualitative data from the mathematico-statistical point of view. Annals of the Institute of Statistical Mathematics, 3, 69–98. doi:10.1007/BF02949778
   Google Scholar
• Jeffrey, R. (2004). Bullying bystanders. Prevention Researcher, 1(3), 7–8.
   Google Scholar
• Joronen, K., Konu, A., Rankin, H. S., & Åstedt-Kurki, P. (2011). An evaluation of a drama program to enhance social relationships and anti-bullying at elementary school: A controlled study. Health Promotion International, 23(1), 5–13.
   Google Scholar
• Kärnä, A., Voeten, M., Little, T. D., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large-scale evaluation of the kiva antibullying program: Grades 4-6. Child Development, 82(1), 311–330. doi:10.1111/j.1467-8624.2010.01557.x
   PubMed Web of Science ®Google Scholar
• Kärnä, A., Voeten, M., Poskiparta, E., & Salmivalli, C. (2010). Vulnerable children in different classrooms: Classroom-level factors moderate the effect of individual risk on victimization. Merrill-Palmer Quarterly.
   Google Scholar
• Land, D. (2003). Teasing apart secondary students’ conceptualizations of peer teasing, bullying and sexual harassment. School Psychology International, 24, 147–165. doi:10.1177/0143034303024002002
   Web of Science ®Google Scholar
• Lee, S., Smith, P. K., & Monks, C. P. (2011). Perceptions of bullying-like phenomena in South Korea: A qualitative approach from a lifespan perspective. Journal of Aggression,Conflict and Peace Research, 3, 210–221. doi:10.1108/17596591111187738
   Google Scholar
• Mages, W. (2010). Creating a culture of collaboration: The conception, design, and evolution of a head start theatre-in-education program. Youth Theatre Journal, 24, 45–61. doi:10.1080/08929091003732989
   Google Scholar
• Malm, B., & Löfgren, H. (2007). Empowering students to handle conflicts through the use of drama. Journal of Peace Education, 4(1), 1–20. doi:10.1080/17400200601171164
   Google Scholar
• Mavroudis, N., Bournelli, P., & Huang, Y. X. (2016). The role of drama in education in counteracting bullying in schools. Cogent Education, 3(1), 1–12. doi:10.1080/2331186X.2016.1233843
   Google Scholar
• Ministry of Education and Culture. (2017). Πολύπλευρη στήριξη σχολικών μονάδων από τον Σεπτέμβριο μέσα από το πρόγραμμα ΔΡΑ.Σ.Ε. Retrieved from http://enimerosi.moec.gov.cy/archeia/1/ypp4137a
   Google Scholar
• Monks, C. P., & Smith, P. K. (2006). Definitions of bullying: Age differences in understanding of the term, and the role of experience. British Journal of Developmental Psychology, 24, 801–821. doi:10.1348/026151005X82352
   Web of Science ®Google Scholar
• Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrisey-Kane, E., & Davino., K. (2003). What works in prevention. American Psychologist, 58, 449. doi:10.1037/0003-066X.58.6-7.449
   PubMed Web of Science ®Google Scholar
• Nielsen, M., Tangen, T., Idsoe, T., Matthiesen, S. B., & Magerøy, N. (2015). Post-traumatic stress disorder as a consequence of bullying at work and at school. A literature review and meta-analysis. Aggression and Violent Behaviour, 21, 17–24. doi:10.1016/j.avb.2015.01.001
   Web of Science ®Google Scholar
• Notar, C. E., & Padgett, S. (2013). From victim to bully. National Social Science Journal, 40(1), 79–83.
   Google Scholar
• O’Toole, J., & Burton, B. (2005). Acting against conflict and bullying. The Brisbane DRACON project 1996–2004—Emergent findings and outcomes. Research in Drama Education, 10(3), 269–283. doi:10.1080/13569780500275873
   Google Scholar
• Olweus, D. (1991). Bully/victim problems among schoolchildren. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411–449). Hillsdale, NJ: Erlebaum.
   Google Scholar
• Olweus, D. (1999a). Norway. In P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.), The nature of school bullying: A cross-national perspective (pp. 28–48). London: Routledge.
   Google Scholar
• Olweus, D. (1999b). Sweden. In P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.), The nature of school bullying: A cross-national perspective (pp. 7–27). London: Routledge.
   Google Scholar
• Papadopoulos, S. (2005). Η δραματοποίηση στην εκπαίδευση: Πεδίο συνάντηση τέχνης και επιστήμης. In Στα πρακτικά διεπιστημονικού συνεδρίου: Επιστήμη και Τέχνη (Vol. Τόμος Γ, pp. 129–131). Αθήνα: Ένωση Ελλήνων Φυσικών.
   Google Scholar
• Salmivalli, C., & Poskiparta, E. (2012). Making bullying prevention a priority in Finnish schools: The KiVa antibullying program. New Directions for Youth Development, 133, 41–53. doi:10.1002/yd.20006
   Google Scholar
• Shiakou, M., Hatzimicheal, S., Klitou, C., & Yerolemou, G. (in press). Understanding bullying through the eyes of children. International Journal on School Climate and Violence Prevention, 4, 90–110.
   Google Scholar
• Smith, P. K. (2014). Understanding school bullying: Its nature and prevention strategies. Sage Publications.
   Google Scholar
• Smith, P. K., Cowie, H., Olafsson, R. F., Liefooghe, A. P. D., Almeida, A., Araki, H., del Barrio, C., Costabile, A., Dekleva., B., Houndoumadi. A., Kim, K., Olafsson, R. P., Ortega, R., Pain. J., Pateraki, L., Schafer, M., Singer, M., Smorti, A., Toda, Y., Tomasson, H., & Wenxin Z. (2002). Definitions of bullying: A comparison of terms used, and age and gender differences, in a fourteen-country international comparison. Child Development, 73, 1119–1133. doi:10.1111/1467-8624.00461
   PubMed Web of Science ®Google Scholar
• Tattum, D. P. (1989). Violence and aggression in schools. In D. P. Tattum & D. A. Lane (Eds.), Bullying in school (pp. 7–19). Stoke-on-Trent: Trentham Books.
   Google Scholar
• Teräsahjo, T., & Salmivalli, C. (2003). She is not actually bullied the discourse of harassment in student groups. Aggressive Behavior, 29, 134-154.
   Web of Science ®Google Scholar
• Vaillancourt, T., McDougall, P., Hymel, S., Krygsman, A., Miller, J., Stiver, K., & Davis, C. (2008). Bullying: Are researchers and children/youth talking about the same thing? International Journal of Behavioral Development, 32(6), 486–495. doi:10.1177/0165025408095553
   Web of Science ®Google Scholar
• Vannini, N., Enz, S., Sapouna, M., Wolke, D., Watson, S., Woods, S., … Schneider, W. (2011). FearNot!: A computer-based anti-bullying-programme designed to foster peer intervention. European Journal of Psychology of Education, 26(1), 21–44. doi:10.1007/s10212-010-0035-4
   Web of Science ®Google Scholar
• Whitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle secondary schools. Educational Research, 35, 3–26. doi:10.1080/0013188930350101
   Web of Science ®Google Scholar
• Younger, A. J., Schwartzman, A. E., & Ledingham, J. (1986). Age-related changes in children’s perceptions of social deviance: Changes in behavior or in perspective? Developmental Psychology, 22, 531–542. doi:10.1037/0012-1649.22.4.531
   Web of Science ®Google Scholar