השפעת משחקי תפקידים סימולטיביים בקבוצה על העצמה פסיכולוגית בהקשר של התמודדות עם דילמות אתיות במקרי אלימות בבית הספר

This study sought to examine the effects of team-based simulative roleplay on the psychological empowerment (PE) of student teachers in the context of contending with ethical dilemmas in cases of school violence. Ninety student teachers in their third year of teacher training dealt with violent scenarios. One experimental group conducted simulative roleplay, and the second analyzed the same scenarios solely as case studies. The control group only completed a PE questionnaire at the same time points. The findings of the mixed methods study indicate that while the characteristics of the ethical dilemmas were similarly perceived in both groups, participation in simulations contributed to a significant increase in feelings of PE in the dimensions of self-confidence, sense of control, and sense of ability to make informed decisions about dealing with bullying, in comparison to a significant decline in these aspects in the case study group. The findings point to the advantages of learning through simulative roleplay as an operative, experiential, and empowering tool.