Promoting Nonviolence in Early Adolescence

Responding in Peaceful and Positive Ways

  • Aleta Lynn Meyer
  • Albert D. Farrell
  • Wendy Bauers Northup
  • Eva M. Kung
  • Laura Plybon

Part of the Prevention in Practice Library book series (PPLI)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon
    Pages 1-20
  3. Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon
    Pages 21-37
  4. Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon
    Pages 39-45
  5. Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon
    Pages 47-68
  6. Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon
    Pages 69-81
  7. Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon
    Pages 83-90
  8. Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon
    Pages 91-96
  9. Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon
    Pages 97-115
  10. Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon
    Pages 117-118
  11. Back Matter
    Pages 119-128

About this book

Introduction

In preparation for role-play during a RIPP class, 6th grade students consider the following conflict situation: Sharon and Josie, who are good friends, tryout for the basketball team. Josie makes the team, but Sharon does not. The week after tryouts, Sharon tries to pick a fight with Josie, calling her a "cheater" and "some­ one the coach felt sorry for. " Josie is in a bind; she wants to remain friends with Sharon, but she is really angry with Sharon for treating her so badly. What can Josie do in this situation? What type of self-talk will help her work out this prob­ lem with Sharon and keep the friendship? During the role-play, Sharon calls Josie a cheater. Then, before Josie re­ sponds, two students representing her positive and negative sides take turns whis­ pering into her ear. Negative self-talk: "Boy, is she a loser! What if everyone believes her and thinks that I cheated to get on the team?!" Positive self-talk: "I know I worked hard to get on the team! Sharon must really be hurt that she didn't make it. I can talk to her later when she's cooled down, and maybe we can do something together after practice. " Josie listens to the two voices, and decides that the best approach is to ignore Sharon's comments for now and to call her later that day to see if they can do something together. This description of students dealing with everyday conflicts is quite real.

Keywords

Design Training Violence education health healthcare prevention

Authors and affiliations

  • Aleta Lynn Meyer
    • 1
  • Albert D. Farrell
    • 1
  • Wendy Bauers Northup
    • 2
  • Eva M. Kung
    • 1
  • Laura Plybon
    • 1
  1. 1.Virginia Commonwealth UniversityRichmondUSA
  2. 2.Henrico Area Mental Health and Retardation ServicesGlen AllenUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4615-4243-8
  • Copyright Information Kluwer Academic/Plenum Publishers, New York 2000
  • Publisher Name Springer, Boston, MA
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-306-46386-0
  • Online ISBN 978-1-4615-4243-8
  • Series Print ISSN 1567-8016
  • About this book