However, behavioral skills training that incorporated active learning approaches, such as role playing, were found to result in children that were significantly more likely to demonstrate the proper safety skills in role playing and in situ assessments than children who did not receive this behavior skills training. Furthermore, in situ, role playing training was found to enhance the safety skill development of both the educational and behavior skills training groups (Gatheridge et al., 2004).
Another context where role playing has been effectively used in interventions with children is bullying prevention programs. Salmivalli (1999) suggested that bullying could be considered essentially a group phenomenon, where children who are members of a class take on various roles in bullying participation. Some of these roles may include assistants to the bully, reinforcers to the bully, or outside bystanders. Salmivalli (1999) described this phenomenon as a form of "peer group power (p.453)" where peer participant roles play a huge part in maintaining bully behavior. This researcher suggested that this same powerful peer influence must be used to cease bullying behavior as well, through interventions that target the whole, entire peer group using encouragement and training involving role-playing exercises. The aim is that this training would result in children naturally shifting their roles in their spontaneous informal interactions in order to put an end to bullying behavior (Salmivalli, 1999).
Role playing and drama therapy has also been shown to be effective in facilitating the development of social skills among very young children. Gronna, Serna, Kennedy, and Prater (1999) utilized puppet script training to teach preschool children with visual impairments the social skills of greeting, responding to conversations and the initiation of conversations....
Figure 1 portrays three of the scenes 20/20 presented March 15, 2010. Figure 1: Heather, Rachel, and Unnamed Girl in 20/20 Program (adapted from Stossel, 2010). Statement of the Problem For any individual, the death of a family member, friend, parent or sibling may often be overwhelming. For adolescents, the death of person close to them may prove much more traumatic as it can disrupt adolescent development. Diana Mahoney (2008), with the
Attachment theory is central to child development, and has been shown to be “biologically-based,” (Gross, Stern, Brett, et al, 2015, p. 2). Children can develop secure, insecure, or disorganized styles of attachment, based largely on parental responses to their emotional needs in times of stress or a perceived threat. Attachment theory shows that attachment is relational, in that attachment style is based on individual responses to stress but also on
Person-Centered Therapy Today A sign on the restaurant wall where I lunched today reads, "What you call psychotic behavior ... we call company policy." A joke, obviously, but it set me thinking about differences in the world today compared to the 1950s when Carl Rogers was developing person-centered therapy. Take a small thing like "multi-tasking," for example. In the 1950s a person who drove down an expressway at 70+ miles
Introduction Cognitive behavioral therapy (CBT) and family systems theory are two schools of counseling and psychotherapy that can be used to treat individuals and groups. Both have been well-researched and are strongly supported with evidence that shows their effectiveness. However, each one has more applicability in certain situations and with certain populations. Understanding the merits of each school within its proper context can help one to apply it in the most
Divorce on Children Children of divorce can be negatively impacted by the separation of parents and the concomitant stress associated with the parents' relationship. These negative effects can range from mild cases to extreme, and can differ according to gender and age (i.e., development level of the child). External factors also play a part in the degree of the effect of the divorce, such as socioeconomic conditions of the family,
Not all physical force can be characterized as violence, and not all violence is created equal. There are numerous controversies regarding definitions of violence and abuse and no clear consensus among researchers on how to characterize acts as one or the other. Presumably, there should be commonalities among different types of violence so that all can be characterized first as violence, and yet some violence is socially approved and so
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