Adolescents’ Conflict Resolution Styles Toward Mothers: The Role of Parenting and Personality

In the present research, we examined associations between contextual and individual factors and adolescents’ conflict resolution with mothers. In Study 1, we explored links between maternal responsiveness and psychological control and adolescent conflict resolution styles (positive problem solving, conflict engagement, withdrawal, and compliance) with two informants. In Study 2, we examined the unique contribution of adolescents’ personality above and beyond perceived parenting in the prediction of conflict resolution styles. Results of both studies indicated that responsiveness was related positively to problem solving and negatively to withdrawal. Psychological control was positively associated with destructive resolution styles. Study 2 indicated that extraversion predicted more problem solving and conflict engagement, and less withdrawal. Agreeableness predicted more problem solving and less conflict engagement. Finally, certain personality traits moderated associations between parenting and conflict resolution, indicating that some adolescents are more sensitive to these parenting dimensions than others.     

Empathy and conflict resolution in friendship relations among adolescents

The present study addressed empathy's role in conflict resolution within the context of adolescent same-sex friendship relations. Self-report questionnaires were used to assess dispositional affective empathy and conflict resolution styles (problem solving, conflict engagement, withdrawal and compliance). The data of 307 adolescents (149 boys, 158 girls) were included in a multigroup path analysis with sex as a moderator variable. In agreement with the hypothesis that higher levels of dispositional empathy are associated with more successful conflict management, dispositional affective empathy was found to be positively linked to problem solving and negatively linked to conflict engagement among adolescent boys and girls. Dispositional affective empathy was not related to the two more passive strategies (withdrawal and compliance). Sex differences were demonstrated in empathic tendencies, with girls being more empathic than boys. Sex differences were also established in conflict resolution strategies, with girls using problem solving, withdrawal and compliance more frequently than boys. Both sexes scored equally low on conflict engagement, however, and were found to prefer problem solving to all other conflict resolution strategies. Findings are discussed in terms of previous research on empathy and conflict resolution.     

Skin color as post-colonial hierarchy: a global strategy for conflict resolution

The post-colonial hierarchy is a critical dynamic of global coexistence. Power is associated with those sovereignties characterized by light-skinned populations. Those characterized by dark skin are denigrated and assumed less qualified to negotiate global issues as equals. Although political objectives are expected to stimulate conflict, skin color is directly correlated with the present world order. Moreover, most post-colonial sovereignties are heterogeneous in one way or another and yet do not engage in destructive conflict. From a global perspective, conflict resolution will require post-colonial sovereignties--particularly those of relative light skin--to forfeit their self-serving denigration of others. Strategies for conflict resolution should ignore skin color and incorporate measures designed to improve problem solving, moral reasoning, and the general etiquette skills of those engaged in any negotiation process.     

Perceived responsibility for disease onset affects HIV/AIDS Education

Abstract

Ninety-nine participants were assigned to one of three experimental conditions in which they viewed an AIDS education videotape that systematically manipulated whether or not the educator would be perceived as responsible for HIV infection. Participants were administered pre and post-video affect measures, and an HlV/AIDS knowledge test after watching the video. Participants who viewed the speaker who acquired HIV through a blood transfusion (perceived not responsible) and those who viewed the speaker who did not reveal mode of acquisition (control) performed significantly better on the knowledge test compared to those who viewed the speaker who acquired HIV through unprotected sexual inttrcourse (perceived responsible). In addition. male participants in the perceived responsible condition reported a significant increase in sensation-sceking after viewing the video. Finally, females experienced a significantly greater increase in anxiety as a result of seeing the video than did males. Implications of these tindings for the design and implmentation of AIDS education programs were discussed.     

Effects of conflict resolution training integrated into a high school social studies curriculum

The authors examined the effectiveness of conflict resolution and peer mediation training among California high school students. The authors randomly assigned 2 of 4 classes to receive 5 weeks of conflict resolution and peer mediation training integrated into the required social studies curriculum. The remaining 2 classes studied the same social studies curriculum for an identical amount of time (105 min every other day) without conflict resolution and peer mediation training. The authors investigated 2 issues. The 1st was the effectiveness of the conflict resolution and peer mediation training. The trained students, compared with the untrained students, learned the integrative negotiation and peer mediation procedures better, applied the procedures more completely, chose an integrative over a distributive approach to negotiation, and developed more positive attitudes toward conflict. The 2nd issue was the impact of the training program on academic achievement. Integrating conflict resolution and peer mediation training into an academic course promoted higher achievement, greater long-term retention of the academic learning, and greater transfer of academic learning in social studies to language arts.     

An observational study of humor use while resolving conflict in dating couples

This research focused on whether affiliative and aggressive humor use was associated with relationship satisfaction and with greater perceived closeness, problem resolution, and emotional distress following a conflict discussion task. Ninety‐eight dating couples from a large Texas University participated in this research. Both partners independently completed questionnaires about their relationship perceptions, participated in a videotaped conflict resolution task, and then answered some additional questions. The results revealed that individuals whose partners used more affiliative and less aggressive humor during the discussion were more satisfied with their relationship and reported an increase in perceived closeness and better problem resolution following the discussion. These results highlight the importance of both positive and negative forms of humor in the regulation of close relationships.     

Some applications of problem-solving versus decision-making to management

Two contrasting views of decision theory and of problem solving are presented. One view is that the decision-maker is a problem solver with available alternatives from which to choose. The other view is that decision-making processes and those in problem solving differ in kind. In the latter view, decision making is the selection of an alternative; problem solving, the invention of an alternative different in meaningful ways from any previously existing. The distinctions between the two points of view are elaborated mainly in the context of conflict resolution. Illustrations are presented of applications of problem solving to potential conflict between a lecturer and an already hostile group; to conflict between departments in an organization; to confict between individuals and to internal incapacitating conflict of an individual. Additional illustrations are given of management problems not involving conflict. These offer choices between alternatives as well as the opportunity to resolve the choice through problem solving. The latter yielded solutions different from and superior to either existing alternative.     

The effects of fine motor movement and tactile stimulation on the math problem solving of students with attention problems

This study evaluated the effectiveness of fine motor physical activity with tactile stimulation during two conditions of math problem solving, visual and auditory. Eight 4th and 5th grade students with attention problems participated. Using an alternating treatments design, students solved as many math story problems as they could, presented on worksheets or verbally during two conditions, with and without tactile stimulation during 20 min. Motor behavior, recorded from videotape, and number of correctly completed word problems were measured. Results suggest that fine motor manipulation of a tactile stimulation object reduced excessive motor movement and increased task completion of students with attention problems.     

Personality Types and Development of Adolescents' Conflict with Friends

This study examined the development of adolescents' conflict frequency and conflict resolution with their best friends, and tested whether adolescents with different personality types differed in these developmental changes from early to middle adolescence. Dutch adolescents (N = 922, 468 boys; M_age = 12.4 years at first wave) annually filled in questionnaires for five consecutive years. Growth modelling revealed that, whereas adolescents' conflict frequency and hostile conflict resolution did not change, positive problem solving, withdrawal, and compliance during conflict with best friends increased from age 12 to 16 years. Adolescents with different personality types differed in the mean levels of conflict frequency and conflict resolution strategies. That is, resilients had less conflict with friends than undercontrollers and overcontrollers. During conflict, resilients used the least hostile conflict resolution and compliance, and employed the most positive problem solving. Undercontrollers adopted the least positive problem solving, and overcontrollers complied and withdrew the most. Using a person‐centred approach, three developmental conflict resolution types were identified based on different constellations of the four conflict resolution strategies over time. Adolescents with different personality types had different distributions on the conflict resolution types. Copyright © 2013 John Wiley & Sons, Ltd.     

Effects of Conflict Resolution Training Integrated Into a High School Social Studies Curriculum

Abstract

The authors examined the effectiveness of conflict resolution and peer mediation training among California high school students. The authors randomly assigned 2 of 4 classes to receive 5 weeks of conflict resolution and peer mediation training integrated into the required social studies curriculum. The remaining 2 classes studied the same social studies curriculum for an identical amount of time (105 min every other day) without conflict resolution and peer mediation training. The authors investigated 2 issues. The 1st was the effectiveness of the conflict resolution and peer mediation training. The trained students, compared with the untrained students, learned the integrative negotiation and peer mediation procedures better, applied the procedures more completely, chose an integrative over a distributive approach to negotiation, and developed more positive attitudes toward conflict. The 2nd issue was the impact of the training program on academic achievement. Integrating conflict resolution and peer mediation training into an academic course promoted higher achievement, greater long-term retention of the academic learning, and greater transfer of academic learning in social studies to language arts.     

Interpersonal Problem-Solving Skills Training in the Treatment of Self-Poisoning Patients

The present study evaluated the effectiveness of interpersonal problem-solving skills training (IPSST) for the treatment of self-poisoning patients. Thirty-nine self-poisoning patients were assigned randomly either to IPSST or to a control treatment condition (a brief problem-oriented approach). Both conditions were equally effective in reducing the number of presenting problems and in reducing hopelessness levels. However, the IPSST condition was significantly more effective than the control condition as determined by other outcome measures (measures of interpersonal cognitive problem solving, self-rated personal problem-solving ability, perceived ability to cope with ongoing problems, and self-perception). Follow-up studies showed maintenance of IPSST treatment gains at 6 months and a greater reduction of repetition of self-poisoning in the IPSST group at 1 year posttreatment.     

The role of sound intensity and stop-consonant voicing on McGurk fusions and combinations

The present paper argues that generalisation is conservative. Our goal was to experimentally study the links between knowledge generalisation and the storage of contextual elements. The knowledge domain, very simple chess configurations, allowed subjects, novices in chess, to acquire micro-expertise based on the analysis of a single source problem. In the first experimental phase, subjects had to analyse a source problem. We induced two modes of source-problem encoding: In the first group, subjects were given explanations focused on the sequence of elementary solving steps; in the other group they were given the general principle relevant to the category of problems in question. Subjects had then to solve different tests (solving isomorphic problems, recall tests, similarity tests) designed to answer two questions: The first question was to test whether the experimental manipulation in the two groups had in fact generated knowledge that varied in abstractness; the second question was to determine whether generalisation is accompanied by storage of surface features of the source problem. Results show that the knowledge generalisation is conservative. Subjects who generalise their knowledge have a better memory retention of context-dependent elements than the other subjects.     

Sibling Conflict Resolution Skills: Assessment and Training

Sibling conflict can rise to the level of a clinical problem. In Phase 1 a lengthy behavioral role-play analog sampling child reactions to normal sibling conflicts was successfully shortened. In Phase 2 normal children who lacked sibling conflict resolution skills were randomly assigned to a Training or Measurement Only condition. Training consisted of five clinic sessions focusing on verbal reasoning, assertiveness, and acceptance skills. Trained children outperformed Measurement Only children on the shortened role-play test. Parents of trained children, but not untrained children, perceived improved social competence in the home. The project provides an empirical foundation for future research with aggressive siblings.     

Better late than early: The influence of timing on apology effectiveness

Two studies examined whether the timing of an apology influences its effectiveness. We hypothesized that victims who received apologies later in a conflict would feel more satisfied with the resolution of the conflict, primarily because they would have more opportunity for self-expression and would feel better understood. Undergraduates provided retrospective interpersonal conflict narratives (Study 1) and responded to a hypothetical scenario (Study 2) in which they were wronged. The results showed that later apologies were more effective than earlier ones, and that this effect was mediated by feeling heard and understood. The ramifications for creating a “ripeness” or readiness for conflict resolution are discussed.     

A Preliminary Report on the Effects of Videotape Preparations for Coronary Artery Bypass Surgery on Anxiety and Self-Efficacy: A Simulation and Validation With College Students

An experiment was conducted that used a role-playing methodology with college students to explore the relative effectiveness of three preparatory videotapes for reducing the anxiety and increasing the self-efficacy beliefs of individuals faced with the imminent prospect of undergoing coronary artery bypass surgery (CABS). All three tapes were designed to provide comparable, accurate sensory and procedural information. In one of the tapes, a nurse provides all information. In the other tapes, actual CABS patients describe their experiences in one of two manners. In the mastery tape, the hospital recovery period is portrayed essentially as a steady upward progression with little mention of problems. In comparison, the coping tape portrays the hospital recovery period as having more ups and downs, and the patients mention some concerns and problems with which they are coping. Subjects, via imagery induction, were asked to imagine how they would feel if they were hospitalized and scheduled for surgery the next morning. Results indicated that subjects randomly assigned to view any of the experimental tapes reported less anxiety and increased self-efficacy for performing the recommended recovery behaviors relative to no-tape controls. In addition, subjects in the mastery-tape condition indicated significantly less anxiety than those in either the coping-tape or the nurse-tape conditions, who in turn did not differ from each other. The possibility that the videotape effects on anxiety were mediated by self-efficacy beliefs was also examined.     

Who's Got the Power? Gender Differences in Partners’ Perceptions of Influence During Marital Problem-Solving Discussions

Previous research on marital communication indicates that women have more influence in marital problem solving because they raise the issues and shape the discussion. Other studies suggest that men have the power in marital problem solving. This study re-examines power and influence from the partners’ point of view. Twenty-seven couples — 18 with a first child under 2, and 9 undecided about having children — were videotaped while working on a self-selected problem concerning their division of family labor. Data sources included: (a) transcribed audiotaped accounts given by each partner while viewing a videotape of their problem-solving discussion; (b) self-report questionnaires; and (c) ratings by a research team of the concordance between spouses’ accounts. Husbands and wives were perceived as having a primary influence on different aspects of the discussion. Women tended to raise the issues and draw men out in the early phase of the discussion, while men controlled the content and emotional depth of the later discussion phases, and largely determined the outcome. The women's accounts emphasized that their influence in the early phase was often illusory: their behavior was shaped primarily by the effort to choose strategies that would avoid upsetting their husbands. In terms of overall satisfaction with marriage, wives had greater tolerance than their husbands for conflict in the area of division of domestic labor, but less tolerance for their husbands’ domination of the discussion process. Women's marital satisfaction was higher when there was concordance between spouses in their accounts of their problem-solving discussion. This research highlights the importance of eliciting spouses’ own perceptions and definitions in understanding the impact of gender-linked power differences in marital communication.     

Effects of meaning training on overcoming functional fixedness

Functional fixedness (FF) consists in focusing on some function of an object while overlooking another necessary for problem solving. Assuming that FF occurs when too few meanings are assigned to the major problem aspects, it was hypothesized that widening the scope of meaning would reduce FF, particularly in subjects providing more responses. The task was completing two electrical circuits. Meaning training consisted in requesting the subjects to provide responses to questions reflecting 11 meaning variables concerning three referents of the task. The subjects were 64 high school girls about 15 years old, only half of whom got meaning training. The results showed that meaning training reduced FF: the experimental subjects solved the target task faster, especially if they assigned more direct or indirect function responses to the target referents. Discussion centered on the effects of specific and nonspecific meaning training on different phases of problem solving. This study is based partly on the data presented by the first author in partial fulfillment of the requirements for a master’s degree at the Department of Psychology, Tel Aviv University.     

Interpersonal problem solving: An intervention program for preschool children

The purpose of the present study was to evaluate the effectiveness of an intervention program designed to train preschool children in interpersonal problem solving skills. Forty preschool age children were randomly assigned to an experimental or control group. Experimental subjects were trained in interpersonal problem solving skills for ten weeks, four days per week, for a total of 10–13 hours. Problem-solving skills were assessed at pretest, posttest, and three months after training was completed. Seventy-eight percent of the children who participated in pretest and posttest were tested at follow-up. Results indicated that the experimental group, compared to the control group, showed a significant increase in both cognitive—verbal and behavioral interpersonal problem-solving skills from pretest to posttest and that these changes were maintained at follow-up testing. Discussion focuses on suggestions for future research and implications for applied settings.     

Effect of visuomotor rehearsal with videotaped modeling on racquetball performance of beginning players

This investigation was designed to assess the effect of visuomotor behavior rehearsal (VMBR) with videotaped modeling on racquetball performance of beginning players. 24 male students in beginning racquetball class were randomly assigned to either VMBR with videotape modeling or relaxation and imagery (no modeling) condition for a 2-wk. training period. All subjects were pre- and posttested on forehand and backhand racquetball skill tests. Analysis indicated an effect for forehand shooting, with those given visuomotor behavior rehearsal with videotaped model exhibiting better performance than the relaxation and imagery group, but no effect for backhand shooting.