Wednesday, March 8
10:15-10:45 AM
CST
Capitol South

Using Virtual Roleplay Modules to Develop Teacher Candidates’ Competence in Communicating About Bullying

Full Paper ID: 50308
  1. aaa
    Deborah Schussler
    Penn State University
  2. Jennifer Frank
    Penn State University
  3. Michelle Wright
    Penn State University
  4. TK Lee
    Penn State University
  5. Julia Mahfouz
    Pennsylvania State University

Abstract: Teachers can play a critical role in stopping bullying-related violence. However, many teachers report they are reluctant to become involved in peer conflicts for fear of “making the situation worse.” Live roleplay, which is typically used to teach these skills, is inefficient, frequently ineffective. Virtual roleplay can simulate intelligent, authentic conversations, but it may be most effective when presented in developmentally sequenced modules. The purpose of this project is to help teacher candidates to respond effectively to classroom bullying by providing them with opportunities to interact with virtual roleplay (VRP) modules that incorporate pre-conversation prompts and post-conversation reflections to teach a set of vital, targeted communication skills. Results showed that candidates found the VRP mostly user-friendly and that their efficacy around handling bullying increased and their likelihood of intervening in relational bullying also increased.

Presider: Henry Gillow-Wiles, Southern Oregon University

Topic

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