Egy Komplex Színházi Nevelési Előadás Hatása A Bullying Észlelésére

Abstract

Background and aims: In recent years, bullying has become an important focus of research in Hungary, but there is a lack of studies using art-based research tools. Our focus is on the impact assessment (quasi-experimental design) of Theatre in Education (TiE) interventions: what effects these interventions might have on thinking about bullying in the classroom and the behaviour of students regarding bullying?
Methods: The mixed methods impact assessment is based on participatory action research. During the quantitative study, a questionnaire was completed by students from the study (12 groups, 335/258 participants) and control groups (12 groups, 285/262 participants) before and after the intervention. We have compared results before and after the intervention aggregating data on the classroom level. In the qualitative part, we conducted semi-structured interviews with the headteacher before and after the session, examined the session itself in an open observation and conducted an evaluative semi-structured interview with the actor-teachers.
Results: The results of the two-way factorial ANOVA showed a significant decrease in bullying problem-perception in both groups. Comparing variables that contribute to bullying problem-perception (linear regression) in the pre- and post-measurement, we found that the focus from victimization shifted to bystanders. The qualitative component can deepen our understanding of the result, where we discuss the roles and responsibilities of teachers, attitudes towards the different actors, the complex context of the intervention, questions regarding the attribution of responsibility and attitudes towards the intervention.
Discussion: The research confirmed that bullying is embedded in the functioning of the community, with a defined system of roles, and that all actors have a responsibility to sustain or stop these events. The results strengthen the decisive role and responsibility of teachers in dealing with bullying as they provide a pattern for the students and the significant impact of TiE interventions on the community. The results can be used in planning such interventions.