Do not call names Do not judge people Need to act good so people will be my friends Will include others If someone is lonely, I can be their friend Inclusion Personal Reflection Spiritual I will pray for the bully and for the people being bullied Behaviors I will meditate The second category that emerged, had a copious amount of responses Preventative Behaviors, that were divided into two sub-categories: bullying reduction and inclusion. Although inclusion can also be seen as a proactive behavior, in this context, the children were indicating that through including others and reaching out, one could possibly prevent a bullying situation from occurring. For bullying reduction, many students elaborated on behaviors of what would constitute bullying others, such as not call and to spread “do names” “not rumors”. Some children, however, learned of other behaviors, which emerged into a third category, Spiritual Behaviors. These internal behaviors and skills were reflected in the responses, such as children’s will pray for the bully and for the people being “I bullied.” The children also responded to what they liked about what they learned, either through their Peace Pal mentor and/or the book they read together. This is represented further below in Table 4 as In addition, children were also asked to explain what they learned that was Affective Learning. valuable for their community, society, and world. Reponses that specifically used the words and/or throughout all of their responses were coded, and were utilized in “liked” “enjoyed” developing the three categories that emerged: Peace Pal Mentor Support, Peace Conceptions, and Behaviors. Many children enjoyed spending time with their Peace Pal Mentor, and this was indicated through three separate sub-categories: advice, reading, and writing. For example, many children enjoyed reading a book together, and other children appreciated the positive feedback they received from the poem that they wrote. Table 4. Affective Learning (Children) Category Sub-category Examples Advice Peace Pal Mentor Solving a problem by yourself or with an help Support adult’s Positive feedback on poem Reading a book Reading Writing a poem Writing Building Peace Peace Conceptions We could think of a day as peaceful Learning to be peaceful
Inclusion Do not call names Do not judge people Need to act good so people will be my friends Will include others If someone is lonely, I can be their friend Spiritual Behaviors Personal Reflection I will pray for the bully and for the people being bullied I will meditate The second category that emerged, Preventative Behaviors, had a copious amount of responses that were divided into two sub-categories: bullying reduction and inclusion. Although inclusion can also be seen as a proactive behavior, in this context, the children were indicating that through including others and reaching out, one could possibly prevent a bullying situation from occurring. For bullying reduction, many students elaborated on behaviors of what would constitute bullying others, such as “do not call names” and “not to spread rumors”. Some children, however, learned of other behaviors, which emerged into a third category, Spiritual Behaviors. These internal behaviors and skills were reflected in the children’s responses, such as “I will pray for the bully and for the people being bullied.” The children also responded to what they liked about what they learned, either through their Peace Pal mentor and/or the book they read together. This is represented further below in Table 4 as Affective Learning. In addition, children were also asked to explain what they learned that was valuable for their community, society, and world. Reponses that specifically used the words “liked” and/or “enjoyed” throughout all of their responses were coded, and were utilized in developing the three categories that emerged: Peace Pal Mentor Support, Peace Conceptions, and Behaviors. Many children enjoyed spending time with their Peace Pal Mentor, and this was indicated through three separate sub-categories: advice, reading, and writing. For example, many children enjoyed reading a book together, and other children appreciated the positive feedback they received from the poem that they wrote. Table 4. Affective Learning (Children) Category Sub-category Examples Peace Pal Mentor Support Advice Reading Writing Solving a problem by yourself or with an adult’s help Positive feedback on poem Reading a book Writing a poem Peace Conceptions Building Peace We could think of a day as peaceful Learning to be peaceful
PSJ-Vol-10-Issue-2-July-20171.docx