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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.
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.
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