Abstract
Children presenting disruptive and antisocial behavior are more at risk of developping health and life complications. The “Good Behavior Game” (GBG) is an American classroom behaviour management program implemented by trained teachers. Its effectiveness in public health has been shown by several scientific studies. The program was recently adapted for France by the GRVS, Nice. During 2017-2018, four schools - 1,400 children- benefitted from the GBG program, conducted in the Toulon area by the CODES 83 under the supervision of the GRVS. During their bi-monthly visits to the 29 teachers in training, coaches collected data reports on the past games, and observed a live GBG session. They discussed then with the teacher to build the best classroom management strategy.
Does the GBG help pupils improve their peer relationships? What can the program realistically bring in terms of classroom wellbeing? Those questions are crucial to assess, children’s quick benefits, as well as the development of life skills as protective factors for healthy living.
Based on the coaches’ observations and feedbacks with the teachers, preliminary results tend to demonstrate that the GBG help pupils improve their peer relationships, notably by evoking cooperation and inclusive behaviors. Pupils present a more positive state-of-mind whether to give a personal opinion, to share speaking time, learn patience, to make collective decisions, to be aware of one’s need, to peacefully deal with disagreement, to explain instructions to one another, to ask for another point of view. More active and peaceful approaches to conflict resolution have been noticed. The program seems to enhance wellbeing at class including positive peer interactions and self-appreciation.
Regarding the experiment in the Toulon area, GBG has a strong potential to develop social and life skills of children. GBG seems to work towards better self-esteem, a key lever for peer-pressure resistance and for making healthy choices.
Key messages
The “Good Behavior Game” (GBG) creates a positive environment in the classroom, leading children towards positive peer interactions. GBG enhances protective factors against peer-pressure an important determinant of risky behavior.
Positive Peer Reporting in the Classroom: a Review of Intervention Procedures
