Role-plays and ensuing discussions fostered bullying vocabulary, knowledge, metacognition and empathy that the authors credit for the reduction¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers in both strands reported that discussions following the role-plays were a positive strategy for talking about feelings and fostering empathy. → Peadar Donohoe and Carmel O’Sullivan 2015 q2 i? Senior-strand teachers reported that acting out roles was significant for empathy generation and creating knowledge about bullying. → Peadar Donohoe and Carmel O’Sullivan 2015 (2)

Evidence¶

Peadar Donohoe and Carmel O’Sullivan 2015¶

Peadar Donohoe and Carmel O’Sullivan. (2015). The Bullying Prevention Pack: Fostering Vocabulary and Knowledge on the Topic of Bullying and Prevention using Role-Play and Discussion to Reduce Primary School Bullying. Scenario, Volume 2015 · Issue 1. https://doi.org/10.33178/scenario.9.1.6

q2 · i? · causal · r1

Qualitative analysis of weekly written teacher feedback and interviews in year two, analysed by emergent themes across junior and senior strands. Teachers reported the post-role-play discussions fostered empathy; this is reported perception, not a measured effect.

"Overall, the teachers in both strands reported that the discussions, following the role-plays, were a positive strategy for talking about feelings and fostering empathy ."

Peadar Donohoe and Carmel O’Sullivan 2015 (2)¶

Peadar Donohoe and Carmel O’Sullivan. (2015). The Bullying Prevention Pack: Fostering Vocabulary and Knowledge on the Topic of Bullying and Prevention using Role-Play and Discussion to Reduce Primary School Bullying. Scenario, Volume 2015 · Issue 1. https://doi.org/10.33178/scenario.9.1.6

q2 · i? · causal · r1

Teacher-feedback theme from the senior strand (second to sixth class) in the year-two qualitative data. One teacher stated "Getting to act it out and empathise with their character that was very important for their understanding of bullying".

"In the senior strand teachers reported that the activity of doing the role-plays was significant for empathy generation and creating knowledge about bullying."

Discussion¶

Related Claims¶

• The authors hypothesize that violent role-playing games appear to engage individuals in ethical reasoning that may foster empathy, tolerance, and understanding rather than inuring them to violence — related
• Building Empathy Improves Intergroup Attitudes — a broader claim this one bears on
• Players of RPGs engage in ethical decision making as part of their game play, and games under the right conditions have the potential to foster critical ethical reasoning — related
• SEL programs improve social emotional skills — a broader claim this one bears on
• DLGs contribute to a non-violent, supportive climate of coexistence, including reduced bullying and dialogues oriented to non-violent relationships — related