How Rudel: Using Sociodrama in the Investigation of Bullying and Harassing Behavior and in Teaching Civility in Educational Communities

Authors

  • MARIO COSSA Author

DOI:

https://doi.org/10.12926/vh1nxr55

Keywords:

bullying and harassing behavior

Abstract

In this article, the author explores the use of sociodrama to help educational communities investigate and deal with bullying behaviors. The contents include using trained youth auxiliaries to support the sociodramatic process; exploring parameters of bullying and harassing behaviors and creating an operational definition of bullying; communicating the community's expectations for civil behavior and the consequences of uncivil behavior; investigating the interrelationship of various sectors within the community and how each contributes to the problem and the solution; training members of the community to respond appropriately and effectively to uncivil behavior; and providing practice for dealing with conflict in civil ways. The article is based on the author's work in educational settings in the United States and in Australia.

References

Cossa, M., Ember, S., Glass, L., & Hazelwood, J. (1996). ACTINGOUT: The workbook- a guide to the development and presentation of issue-oriented, audienceinteractive, improvisational theatre. Bristol, PA: Taylor & Francis.

Grossman, D., Neckerman, H.J., Koepsell. T. D., Liu, P. Y., Asher, K. IV., Frey, K., & Rivara, F. P. (1997). The effectiveness of a violence prevention curriculum among children in elementary school. Journal of the American Medical Association, 277, 1605-1611.

McMahon, S. D., & Washburn, J. J. (2003). Violence prevention: An evaluation of program effects with urban African American students. Journal of Primary Prevention, 24, 43-62.

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Published

2025-03-14

Issue

Vol. 58 No. 4 (2006): Group Psychotherapy, Psychodrama, and Sociometry

Section

Articles

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Copyright (c) 2025 Journal of Psychodrama, Sociometry, and Group Psychotherapy

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