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Conflict resolution training within a school setting

Published online by Cambridge University Press:  29 October 2015

John Davidson  and
Michelle Versluys
John Davidson*
Affiliation:
University of Tasmania
Michelle Versluys
Affiliation:
University of Tasmania
*
School of Psychology, University of Tasmania, GPO Box 252-30, HOBART Tasmania 7001, Ph: 03 6226 2238, Fax: 03 6226 2883, E-mail: [email protected]
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Abstract

This study evaluated a training program in conflict resolution based on the Conflict Resolution Model (Littlefield, Love, Peck, & Wertheim, 1993). Forty-eight participants were recruited from a secondary school in Hobart and allocated to a trained or untrained condition. Trained participants received twelve hours of conflict resolution training over a 3-week period. During the assessment phase, participants were tested in one of three dyad types (trained-trained, trained-untrained, or untrained-untrained) and interacted to make a joint recommendation on an issue about which they held opposing views. The interactions were audiotaped and rated by two raters on four process measures and an outcome measure. Skills of porticipants were also assessed with a questionnaire. Significant increases were found for the trained participants on all measures. These results support the use of the Conflict Resolution Model for training programs.

Keywords

Conflict ResolutionTrainingAdolescentsSchool Setting
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 17 , Issue 2 , 2000 , pp. 117 - 134
Copyright
Copyright © Australian Psychological Society 2000

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