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Volume 4 Number 3 March 2018

School Mediation Programmes and Incidents of In-School Violence and Bullying


Authors: Konstantinos Karakiozis ; Evangelos C. Papakitsos
Pages: 44-50
Abstract
School mediation (or peer mediation) is an effective practice for dealing with cases of in-school violence and bullying. According to the results of this retrospective research, conducted in High-Schools of the Municipality of Fyli (Athens metropolitan area, Greece), school mediation programmes contribute to: activating students wishing to help their classmates, taking responsibility and developing social/communication skills of the students involved. At the same time, it is important to point out the substantial gender differentiation in attitudes both towards incidents of in-school violence and bullying, but also to school mediation programmes. Finally, the positive response of students, who participate voluntarily beyond ordinary school hours in these programmes, is a demand for a school that responds to students’ needs.


A Qualitative Inquiry in to the Impact of an Arts-Based, Self-Portrait Assignment on Third Year Child and Youth Care Students


Authors: Gerard Bellefeuille ; Luciann Crazyboy ; Jereecah Dela Cruz ; Amanda Gladue ; Hailey Walper
Pages: 36-43
Abstract
A growing body of research shows that arts-based teaching and learning has the power to energize and promote student engagement by increasing opportunities for students to articulate their learning in many different ways. It is particularly effective for students who tend to struggle with the fast-paced and highly structured nature of mainstream education, which favours primarily cognitive and verbal forms of teaching and assessment. This study contributes to the scholarship of teaching and learning (SoTL) by reporting on the learning experiences of third-year child and youth care (CYC) students involved in an arts-based self-portrait assignment.