Abstract
The next 3 years of Australian research (1999–2002) are described in detail in this chapter, focusing on researching conflict management across whole school populations. This phase of the research, named Cooling Conflict, implemented, evaluated and refined the combination of drama and peer teaching techniques developed in the DRACON research, producing increasingly positive results as the techniques were adapted and enhanced to give students and schools more appropriate tools for conflict management. The chapter describes two separate Cooling Conflict projects, the first in a single New South Wales country school, the second in a range of schools in Sydney, both primary and secondary. The chapter notes that a major outcome of these projects was the discovery that they could be life-changing for some of the students involved, and for the ethos of conflict in selected schools. There was also overwhelming evidence that students were learning something they believed was useful about conflict.
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Burton, B., Lepp, M., Morrison, M., O’Toole, J. (2015). From DRACON to Cooling Conflict. In: Acting to Manage Conflict and Bullying Through Evidence-Based Strategies. Springer, Cham. https://doi.org/10.1007/978-3-319-17882-0_4
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DOI: https://doi.org/10.1007/978-3-319-17882-0_4
Publisher Name: Springer, Cham
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