Reducing Aggressive Playground Behaviour by Means of a School‐wide ‘Raffle’

Roderick, Catherine; Pitchford, Mick; Miller, Andy

doi:10.1080/0266736970130110

Cited by 16 publications

(10 citation statements)

References 10 publications

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“…Disciplining an aggressor may therefore be more effective if one also reduces or removes any reinforcement the aggressor receives from peers. One way of achieving this might be to make it clear to all children that supporting aggressive behaviour is as unacceptable as aggression itself and by rewarding peers who behave appropriately [see Roderick et al, 1997, for an example of rewarding appropriate playground behaviour]. However, further research would be needed to test the efficacy of such a strategy.…”

Section: Discussionmentioning

confidence: 99%

Victim and peer group responses to different forms of aggression among primary school children

Tapper

Boulton

2005

Aggr. Behav.

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Both behaviourist and social learning theory emphasise the importance of the consequences of a behaviour on its subsequent frequency of occurrence [e.g., Bandura, 1973[e.g., Bandura, , 1977Skinner, 1953]. Despite this, very little is known about the types of consequences children receive when they aggress towards other children. The present study employed a wireless microphone and hidden camera to record victim and peer responses to primary school children's physical, verbal, indirect, and relational forms of aggression. The results showed that the most frequent consequences of aggression were victim retaliation or withdrawal, and peer support. In addition, the results showed limited support for the suggestion that sex differences in the use of different types of aggression arise due to differential reinforcement from victims and/or peers. The implications of the results for the development of interventions aimed at reducing aggression are considered along with alternative explanations for sex differences in aggression. Aggr. Behav. 31:238-253, 2005. r

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Section: Discussionmentioning

confidence: 99%

Victim and peer group responses to different forms of aggression among primary school children

Tapper

Boulton

2005

Aggr. Behav.

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“…A strong research-based argument has been advanced in the literature for the provision of cooperative, age-appropriate activities for children on the playground. Research findings from a number of studies indicate that providing structured activities matched to the age and gender of the children and close monitoring of children as they engage in these activities resulted in an increase in prosocial behaviour among children and an increase in cooperative play (Bay-Hintz, Peterson, and Quilitch 1994;Leff, Costigan, and Power 2004;Leff et al 2003;Murphy, Hutchison, and Bailey 1983;Roderick, Pitchford, and Miller (1997). Murphy, Hutchinson, and Bailey (1983) found that dividing the playground into sections for different age groups and providing cooperative games for children resulted in a reduction in aggressive behaviour.…”

Section: Playground Supervision Issuesmentioning

confidence: 96%

“…Training playground supervisors would appear to be essential if intervention programmes are to be implemented successfully. Roderick, Pitchford, and Miller (1997) found that training playground supervisors to reinforce children's prosocial behaviour contributed to a reduction in aggressive behaviour. Leff, Costigan, and Power (2004) found that active adult supervision was associated with higher levels of interactions between children from different ethnic backgrounds.…”

Section: Playground Supervision Issuesmentioning

confidence: 98%

The school playground experience: opportunities and challenges for children and school staff

Mulryan-Kyne¹

2014

Educational Studies

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The school playground experience is an inevitable part of school life for primary school children. For most children, the experience is a positive and enjoyable one that contributes to their physical and social well-being and has been associated with enhanced attention and learning in the classroom. For some children, however, the playground can be a frightening and dangerous place in which aggressive behaviour and bullying can be experienced and/or witnessed. The recognition of this fact has, in some cases, led to the reduction or elimination of playground time. Many intervention programmes aimed at promoting positive in-school behaviour and preventing negative behaviours, including bullying, have been developed and used with positive results in schools. This paper provides a research-based commentary on some of the positive and negative features of playground life for children and some of the successful intervention programmes that have been developed and used. It is argued that facing the issues and problems presented by negative playground behaviour and dealing with them in a positive way, rather than avoiding them with policies that restrict the freedom of children to interact and engage with peers in the playground, is essential for the well-being of children and school staff. The paper calls for further research to inform school policy and action in this area.

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“…Roderick, Pitchford, and Miller 1997) for providing a consistent, easy to administer system that provides highly situated short-term impact. Such systems are also critiqued for the same reasons.…”

Section: Rewardsmentioning

confidence: 99%

Lessons learned: student voice at a school for pupils experiencing social, emotional and behavioural difficulties

Sellman

2009

Emotional and Behavioural Difficulties

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Student voice and pupil empowerment projects are common in many mainstream schools. However, such initiatives are more challenging to implement in provision for students experiencing (social), emotional and behavioural difficulties (SEBD). As a consequence, they are less frequently attempted. This article reports one such attempt at an SEBD special school, where a student research group was formed to evaluate the school's behaviour policy. The students' views remind professionals of the need for consistency, positive relationships and communication underpinning behaviour management strategies. The article also reflects on a number of issues to consider when implementing such projects in special education contexts.

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Reducing Aggressive Playground Behaviour by Means of a School‐wide ‘Raffle’

Cited by 16 publications

References 10 publications

Victim and peer group responses to different forms of aggression among primary school children

Victim and peer group responses to different forms of aggression among primary school children

The school playground experience: opportunities and challenges for children and school staff

Lessons learned: student voice at a school for pupils experiencing social, emotional and behavioural difficulties

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