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991.
Ken Tyler 《Pastoral Care in Education》1998,16(1):26-32
This paper compares the No Blame approach to bullying with the ecosystemic approach to changing problem behaviour. It suggests that there are several similarities between the two approaches: they are both applicable in particular kinds of situation; their success depends to a great extent on the people using the technique, in particular the degree to which they can bring the quality of genuineness to the situation; they are not directly concerned with punishment, truth or control; and they challenge the assumptions teachers make about children's problem behaviour. A key point is the need for teachers to recognize that bullying is a natural event (in so far that it is a regular one) and the need to suspend their own feelings of anger and repugnance. As the writer points out, 'a process which fails to engage the bully and makes no attempt to enhance feelings of concern and understanding is unlikely to bring about any fundamental change in behaviour'. Though written at a fairly theoretical level, what the writer says has direct relevance to practice in schools. 相似文献
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Natalie A. Johnson De Zhang Melinda Gallagher 《Technology, Pedagogy and Education》2013,22(3):355-359
The following book is reviewed. 相似文献
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Ken Jones 《Journal of Philosophy of Education》2000,35(1):131-140
My aim in this paper is to make the case for encouraging friendship in sport. First, I argue that sport is especially conducive to friendship. Second, I argue that since friendship is life-enhancing then to participate in sport and not to have made friends is to have failed to take a life-enhancing opportunity. Third, I argue that there are sporting benefits to be had from sporting friendships. Finally, I say something about the role of friendship in sport achieving its broad political aim of helping 'to build a better and more peaceful world'. 相似文献
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