Intelligibility and conflict resolution in the lifeworld

This paper examines the role of Habermas's concept of the lifeworld in processes of reaching mutual understanding. This concept is shown to be ultimately too amorphous to bear the theoretical weight Habermas places on it. He conceives the lifeworld both as diffuse and holistic, yet also as structured; as a set of taken-for-granted and counterfactual presuppositions, yet also as a kind of knowledge. In the end, he presupposes what the lifeworld is supposed to explain: mutual intelligibility of subjects in interaction. These conceptual tensions affect the explanatory power of the lifeworld and the usefulness of the theory of communicative action for conflict resolution. Where conflict resolution is aimed at mediating radical disagreements with minimal concord between parties, presuming consensus may not be possible or optimal. The present analysis argues for the need to develop other means of establishing a sufficient level of background consensus against which communicative action can take place.     

Unconscious conflict in the light of contemporary psychoanalytic findings

In considering unconscious conflict, the author looks at the influence of contemporary psychoanalytic findings on the formulation and treatment of various psychopathologies. Technical considerations related to furthering the understanding of unconscious conflict are addressed, with attention to the roles of drives and affects, and to the influence of deficit theories and other developments on current psychoanalytic thinking and practice. A brief clinical illustration is included.     

Revisiting rapprochement in the light of contemporary developmental theories

Margaret Mahler's thinking, revolutionary for its time, led to the observational study of mother-infant pairs, followed almost day by day as the preverbal infant developed into a toddler whose increasing cognitive capacities made new demands on the mother's presence and emotional availability. The rapprochement crisis, as formulated based on these observations, is reexamined in the light of contemporary theory, and the concept of co-construction is used to show how mother and toddler repair misunderstandings and inevitable conflicts. With the growth of new verbal capacities during rapprochement, the toddler moves from early, sensorimotor interactions to interactions governed by language, in the process gaining new understanding of his or her emotional life.     

Property rights and the resolution of social conflict

It has long been argued that ownership depends upon social groups' establishing and adhering to rights such as the right to use and to exclude others from using one's own property. The authors consider the application of such rights in the interactions of young peers and siblings, and the extent to which parents support their children in establishing and maintaining the entitlement of owners. They show that children, but not their parents, give priority to ownership in settling property disputes, and argue that diverging models of children's relationships account for these differing perspectives of children and parents.     

Contribution of parents' adult attachment and separation attitudes to parent‐adolescent conflict resolution

This study examined the contribution to parent‐adolescent conflict resolution of parental adult attachment styles and attitudes toward adolescent separation. Questionnaires were completed by 295 couples with early to late adolescent children. Structural equation models were used to test self and partner influences on conflict resolution for three attachment orientations: confidence (model A), anxiety (model B) and avoidance (model C). Model A showed self influences between parents' confidence orientation and negotiation and also via positive attitudes towards separation. Also, the fathers' use of negotiation was facilitated by the mothers' confidence orientation and vice versa, indicating partner influences as well. Model B showed self influences between parents' anxiety orientation and the use of dominance and withdrawal and also via negative attitudes towards separation. Model C showed self influences between parents' avoidance orientation and dominance and withdrawal, and a partner influence between fathers' avoidance and mothers' use of dominance. The results indicated that the parents' adult attachment system and the parenting system were related in the area of conflict resolution, and that self influences were stronger than partner influences.     

Some reflections on the use and meaning of conflict in contemporary psychoanalysis

The author reflects on the concept of conflict in contemporary psychoanalysis, and especially in European psychoanalysis. In the latter, this concept does not seem to have aroused significant interest. This does not necessarily mean that conflict has been rejected or replaced; rather, there has been a greater focus on preconflictual stages of development. Indeed, conflict is generally implicit in psychoanalytic work, and, like many other concepts, it has very different and at times divergent meanings, both in various psychoanalytic schools of thought and within the same school. The author presents a clinical example to illustrate some of the possible choices of the analyst at work concerning the use of the concept of conflict.     

Third parties, violence, and conflict resolution: the role of group size and collective action in the microregulation of violence

Although researchers know much about the causes of aggression, they know surprisingly little about how aggression leads to violence or how violence is controlled. To explore the microregulation of violence, we conducted a systematic behavioral analysis of footage from closed-circuit television surveillance of public spaces. Using 42 incidents involving 312 people, we compared aggressive incidents that ended in violence with those that did not. Behaviors of antagonists and third parties were coded as either escalating or conciliatory acts. Results showed that third parties were more likely to take conciliatory actions than to escalate violence and that this tendency increased as group size increased. This analysis revealed a pattern of third-party behaviors that prevent aggression from becoming violent and showed that conciliatory behaviors are more successful when carried out by multiple third parties than when carried out by one person. We conclude by emphasizing the importance of collective third-party dynamics in understanding conflict resolution.     

Implications of goal theories for the theories of reasoned action and planned behaviour

This paper argues that the predictive validity of the theories of reasoned action and planned behaviour could be enhanced by considering key ideas from goal theories. In particular, goal theories highlight the importance of: (a) construing action as a process of behavioural selection designed to achieve actors’ goals, (b) assessing the extent to which people have planned how to perform action sequences implied by their goals (c) investigating goal conflict in order to understand intention-behaviour discrepancies (d) examining contextual variations in goal salience to account for the dynamics of choice, (e) using intention stability to index the prioritization of goals, and (f) analyzing the content of the goals underlying attitudes and intentions. Suggestions are made about self-report measures and computations that would permit greater use of these ideas in future research.     

Implications of goal theories for the theories of reasoned action and planned behaviour

This paper argues that the predictive validity of the theories of reasoned action and planned behaviour could be enhanced by considering key ideas from goal theories. In particular, goal theories highlight the importance of: (a) construing action as a process of behavioural selection designed to achieve actors’ goals, (b) assessing the extent to which people have planned how to perform action sequences implied by their goals (c) investigating goal conflict in order to understand intention-behaviour discrepancies (d) examining contextual variations in goal salience to account for the dynamics of choice, (e) using intention stability to index the prioritization of goals, and (f) analyzing the content of the goals underlying attitudes and intentions. Suggestions are made about self-report measures and computations that would permit greater use of these ideas in future research.     

Women's self-estimates of competence and the resolution of the career/home conflict

Relationships among women's role factors, self-estimates of competence, and career commitment were investigated. Eighty female business students and 111 business alumnae completed the Attitudes Toward Women Scale, the Performance-Self-Esteem Scale (PSES), and questions regarding home and career choices. As predicted, PSES scores were related to extent of career commitment, and PSES scores mediated the relationship between career commitment and women's role factors. Among high PSES subjects, career commitment was positively related to nontraditional sex-role attitudes and negatively related to family involvement. Among low PSES subjects, the relationship between career commitment and women's role factors was weaker. Implications for women's career development are discussed.     

Two visual systems and two theories of perception: An attempt to reconcile the constructivist and ecological approaches

The two contrasting theoretical approaches to visual perception, the constructivist and the ecological, are briefly presented and illustrated through their analyses of space and size perception. Earlier calls for their reconciliation and unification are reviewed. Neurophysiological, neuropsychological, and psychophysical evidence for the existence of two quite distinct visual systems, the ventral and the dorsal, is presented. These two perceptual systems differ in their functions; the ventral system's central function is that of identification, while the dorsal system is mainly engaged in the visual control of motor behavior. The strong parallels between the ecological approach and the functioning of the dorsal system, and between the constructivist approach and the functioning of the ventral system are noted. It is also shown that the experimental paradigms used by the proponents of these two approaches match the functions of the respective visual systems. A dual-process approach to visual perception emerges from this analysis, with the ecological-dorsal process transpiring mainly without conscious awareness, while the constructivist-ventral process is normally conscious. Some implications of this dual-process approach to visual-perceptual phenomena are presented, with emphasis on space perception.     

An application of the variable perspective model in interpersonal conflict resolution

The perspective model of attitude judgment was used as a basis for making predictions concerning interpersonal confiict. Forty-four pairs of undergraduate males negotiated an annual wage increase in a simulated labor-management dispute. Subjects in pairs negotiated from either same or different perspectives. Psychological perspective was manipulated experimentally by the suggestion of either a narrow or broad range of typical wage increase settlements. As predicted, discrepant perspectives were either facilitative or debilitative to reaching agreement depending on the direction of the discrepancy. Increasing width of perspective by raising upper anchor did not significantly affect the amount of the settlement. The hypothesized dynamic aspects of the perspective model were confirmed in that holding amount of settlement constant, satisfaction with the settlement was a function of perspective.     

Aggression, conflict resolution, popularity, and attitude to school in Russian adolescents

The objective of the present study was to examine the effects of aggression and conflict-managing skills on popularity and attitude to school in Russian adolescents. Three types of aggression (physical, verbal, and indirect), constructive conflict resolution, third-party intervention, withdrawal, and victimization were examined using the Peer-Estimated Conflict Behavior (PECOBE) inventory [Bjorkquist and Osterman, 1998]. Also, all respondents rated peer and self-popularity with same-sex classmates and personal attitude to school. The sample consisted of 212 Russian adolescents (101 boys, 111 girls) aged between 11 and 15 years. The findings attest to significant sex differences in aggression and conflict resolution patterns. Boys scored higher on physical and verbal aggression, and girls on indirect aggression. Girls were socially more skillful than boys in the use of peaceful means of conflict resolution (they scored higher on constructive conflict resolution and third-party intervention). The attributional discrepancy index (ADI) scores were negative for all three types of aggression in both sexes. Verbal aggression is apparently more condemned in boys than in girls. ADI scores were positive for constructive conflict resolution and third-party intervention in both genders, being higher in boys. In girls, verbal aggression was positively correlated with popularity. In both sexes, popularity showed a positive correlation with constructive conflict resolution and third-party intervention, and a negative correlation with withdrawal and victimization. Boys who liked school were popular with same-sex peers and scored higher on constructive conflict resolution. Girls who liked school were less aggressive according to peer rating. They also rated higher on conflict resolution and third-party intervention. Physical aggression was related to age. The results are discussed in a cross-cultural perspective.     

Implicit theories of relationships: moderators of the link between conflict and commitment

In two studies, implicit theories of relationships were examined as moderators of the association between experienced conflict and commitment. Study 1 involved 128 individuals in heterosexual romantic relationships and employed an event-contingent diary procedure in which disagreements were recorded throughout a 10-day period. Study 2 was conducted in the laboratory and involved 75 heterosexual couples who discussed problems in their relationship, with commitment measured before and after discussion. Multilevel random coefficient models revealed that conflict was generally associated with lower commitment but less so with growth belief. Also, growth belief was most beneficial under negative relationship conditions, such as when one possessed a less favorable view of the partner to begin with and when the issue remained unresolved after discussion.     

Assessment of children's social problem-solving skills in hypothetical and actual conflict situations

This study compared the social problem-solving skills of 57 maladjusted and 57 well adjusted first and second graders in a series of hypothetical and actual provocations. All children were asked how they would react to four videotaped provocations involving same-age peers. They were also exposed to three provocations simulated by a peer-confederate; their verbal and nonverbal behaviors were videotaped. Multivariate analyses of variance indicated that, overall, maladjusted subjects displayed less assertiveness and more verbal and nonverbal aggressive responses to the actual provocations. Conversely, hypothetical situations yielded few between-group differences with respect to verbal strategies. The validity of hypothetical situations is questioned; the importance of actual situations for assessment and intervention purposes is stressed.This research was funded by the Conseil Québécois de Recherche Sociale. We thank the authorities and directors of the Outaouais-Hull and Aylmer School Boards as well as the first- and second-grade teachers and children for their collaboration. Josée Bouchard, Doreen McCaughry, Michel Diotte, Elizabeth Ruel, David Cuthill, and Alain Gendron also deserve our thanks for their participation in the collection or analysis of the data.