Social
Competencies
Conflict Resolution
Bibliography
Theories/Models
Bunker,
B. B., & Rubin, J. Z. (1995). Conflict, cooperation, & justice.
San Francisco, CA: Jossey-Bass Publishers.
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This cross-disciplinary
book offers writings by many authors known in the field of conflict
resolution. The essays are inspired by the work of Morton Deutsch, a
leading scholar in conflict management. Practical examples and
models are included on topics such as constructive conflict
management, dealing with intractable conflict, cooperative learning,
and conflict resolution training in the schools. The book concludes
with a commentary by Deutsch. |
Cahn,
D. D. (1994). Conflict in personal relationships. Hillsdale, NJ:
Lawrence Erlbaum Associates.
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This book is a collection
of essays on conflict management in different types of relationships
such as sibling, marital, and parent/child relationships. Different
approaches to the study of interpersonal conflict such as a
communication approach, a competence-based approach and a holistic
approach also are discussed. |
Collins,
W. A., & Laursen, B. (1992). Conflict and relationships during
adolescence. Shantz, C. U., & Hartup, W. W. (eds.), Conflict in
child and adolescent development, (pp. 216-241). Cambridge, MA:
Cambridge University Press.
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This chapter offers an
extensive review of literature on adolescents and conflict covering
topics such as incidence, intensity, issues, initiation, resolution
and outcomes. The focus of the chapter is the nature of conflict in
social relationships during adolescence and its influence on
individual development. |
Deutsch,
M. (1973). The resolution of conflict. New Haven, CT: Yale University
Press.
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This often-cited book is
an early contribution to the study of conflict resolution. It offers
a comprehensive view of conflict and resolution. Constructive vs.
destructive conflict are addressed, as well as cooperation and
competition. Strategies for making conflict productive (i.e.,
inducing cooperation), and factors influencing conflict resolution
are discussed. |
Deutsch,
M. (1993). Educating for a peaceful world. American Psychologist, 48,
510-517.
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This article describes a
comprehensive conflict resolution model for the schools which is
intended to increase the constructive resolution of conflicts. Four
key components of the model are described and discussed: cooperative
learning; conflict resolution training; constructive use of
controversy in teaching subject matters; and creation of dispute
resolution centers in schools. |
Laursen,
B., & Collins, W. A. (1994). Interpersonal conflict during
adolescence. Psychological Bulletin, 115, 197-209.
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This article proposes a
social relational model, in contrast to other existing models, based
on principles of interdependence and equity toward an understanding
of conflict behavior during adolescence. The incidence and
intensity, resolution, and outcome of conflict are discussed
considering different relationship types and across age groups, with
an emphasis on the influences of setting on conflict behaviors. No
differences in conflict behavior are evident as a function of age or
maturation, yet differences are found regarding relationship type
and conflict setting. |
Laursen,
B., Hartup, W. W., & Koplas, A. L. (1996). Towards understanding
peer conflict. Merrill-Palmer Quarterly, 42, 76-102.
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This article discusses
the nature and significance of peer conflict within a social
relational framework considering theories of social exchange and
emotional investment. The authors discuss differences in conflict
management styles as a function of relationship type, i.e. voluntary
vs. involuntary. The ways of handling conflict with close peers is
shown to be different from ways utilized in other relationships. |
Shantz,
C. U., & Hartup, W. W. (1992). Conflict in child and adolescent
development. New York: Cambridge University Press.
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This book focuses on the
role of conflict in the psychological and social development of
children and adolescents. The positive effects of conflict and the
management of conflict, such as the enhancement of the psychological
growth of individuals and the strengthening of relationships, are
the focus of this book. The book is divided into three sections:
conflict and the process of development; conflict and interpersonal
relationships; and conflict and developmental adaptations. |
Van
Slyck, M., Stern, M., & Zak-Place, J. (1996). Promoting optimal
adolescent development through conflict resolution education, training,
and practice: An innovative approach for counseling psychologists. The
Counseling Psychologist, 24, 433-461.
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The application of
conflict resolution modalities to adolescents is conceptualized
within an educational/developmental, preventive, and remedial
framework that provides the context for reviewing the positive
effects of conflict resolution on adolescents. A conflict resolution
approach is proposed, with special attention given to issues of
culture and diversity. |
Vuchinich,
S. (1990). The sequential organization of closing in verbal family
conflict. Grimshaw, A. D. (ed.). Conflict talk: Sociolinguistic
investigations of arguments in conversations, (pp. 118-138). New York,
NY: Cambridge University Press.
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In this chapter, the
sequential organization of verbal conflict closing is described.
Five recurrent termination formats and their frequency of use are
considered: submission; dominant third party intervention;
compromise; stand-off; and withdrawal. |
Strategies and Styles
Horowitz,
S. V., Boardman, S. K., & Redlener, I. (1994). Constructive conflict
management and coping in homeless children and adolescents. Journal of
Social Issues, 50, 85-98.
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An exploratory study of
conflict management and coping behavior of homeless adolescents is
explained. Methods and results are discussed, including findings
that show conflict management and coping patterns which are
different from research with other adolescent populations. Although
adolescents in general typically do not use constructive conflict
management skills, the homeless adolescents were more likely to
utilize third-party interventions, which is considered a
constructive strategy. |
Jensen-Campbell,
L. A., Graziano, W. G., & Hair, E. C. (1996). Personality and
relationships as moderators of interpersonal conflict in adolescence.
Merrill-Palmer Quarterly, 42, 148-164.
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This article examines
conflict resolution tactics across relationships with three ethnic
groups and how the tactics are related to individual differences in
the personality dimension of agreeableness. Negotiation was rated as
the best strategy for interpersonal conflict across all types of
relationships for all three ethnic groups and both sexes.
Low-agreeable adolescents were found to rate power assertion
strategies as more acceptable than did high-agreeable adolescents. |
Laursen,
B. (1993). The perceived impact of conflict on adolescent relationships.
Merrill-Palmer Quarterly, 39, 535-550.
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This article discusses a
study intended to determine adolescents' perceptions of the impact
(outcomes) of daily conflicts in various relationships. Outcomes
were found to vary according to relationship type. Conflicts with
friends and romantic partners held less negative affect, higher
continued social interaction, and improved relations after the
dispute, as opposed to other relationships. |
Maccoby,
E. E. (1996). Peer conflict and intrafamily conflict: Are there
conceptual bridges? Merrill-Palmer Quarterly, 42, 165-176.
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Conflict behavior within
different relationships (family, peer, dyads, groups) is discussed,
as well as the role of emotion in conflict and its resolution.
Gender differences in conflict resolution also are considered. |
Sternberg,
R. J., & Dobson, D. M. Resolving interpersonal conflicts: An
analysis of stylistic consistency. Journal of Personality and Social
Psychology, 52, 794-812.
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This article discusses
three experiments where styles of conflict resolution were examined
across different types of relationships. Strong consistencies in
styles of conflict resolution were reported within individuals
across various interpersonal conflicts. |
Mediation
Burrell,
N. A., & Cahn, D. D. (1994). Mediating peer conflicts in education
contexts: The maintenance of school relationships. Cahn, D. D. (ed.).
Conflict in personal relationships. Hillsdale, NJ: Lawrence Erlbaum
Associates.
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This chapter discusses
the history of school-based mediation, mediation models, and ideas
for initiating a school-based mediation program. Examples of several
mediation programs, including at the college level, are presented. |
Johnson,
D. W., & Johnson, R. T. (1994). Constructive conflict in schools.
Journal of Social Issues, 50, 117-137.
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Three steps are discussed
for helping students learn how to manage conflicts constructively:
establish a cooperative context, primarily through cooperative
learning; create intellectual conflicts through the use of
structured academic controversies; and establish a peer mediation
program, which teaches students to negotiate. A negotiation
procedure is presented. |
Negotiation
Dudley,
B. S., Johnson, D. W., & Johnson, R. T. (1996). Conflict resolution
training and middle school students' integrative negotiation behavior.
Journal of Applied Social Psychology, 26, 2038-2052.
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The study presented in
this article examined the impact of conflict resolution training on
students' use of distributive (i.e., seeking to win by maximizing
own benefits at the expense of the other) and integrative (i.e.,
seeking to solve the problem by reaching a mutually acceptable
agreement that maximizes mutual benefits) negotiating procedures. An
increase in the use of integrative negotiations were found as a
result of conflict resolution peer mediation training. |
Fisher,
R., & Ury, W. (1983). Getting to yes. Negotiating agreement without
giving in. New York, NY: Penguin Books.
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This book is a hands-on
type guide to the practice of negotiation. It describes a process of
negotiating agreement and includes many examples of how the
suggestions in the book can be put to work. |
Selman,
R. L., Beardslee, W., Schultz, L., Krupa, M., & Podorefsky, D.
(1986). Assessing adolescent interpersonal negotiation strategies:
toward the integration of structural and functional models.
Developmental Psychology, 22, 450-459.
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A structured
dilemma-discussion procedure was used to assess the interpersonal
negotiation strategies (INS) of 90 middle-class adolescents. Results
of this study indicate that interpersonal negotiation strategies
vary according to context; adolescent girls negotiate at a higher
level than adolescent boys; and IQ has a moderate relation with INS. |
Tjosvold,
D. (1993). Learning to manage conflict. Getting people to work together
productively. New York, NY: Lexington Books.
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Topics discussed in this
guide to helping people work together include: moving toward
cooperation; negotiating; mediating; arbitrating; problem solving;
decision making; and managing anger. |
Ury,
W. (1991). Getting past no. Negotiating your way from confrontation to
cooperation. New York, NY: Bantam Books.
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This book is a practical
guide to dealing with conflict involving difficult people. A
five-step approach for breaking through barriers to cooperation is
the basis of this book. |
Interventions/SkillsTraining Programs
Foster,
S. L., & Robin, A. L. (1989). Parent-adolescent conflict. Mash, E.
J., & Barkley, R. A. (eds). Treatment of childhood disorders, (pp.
493-528). New York, NY: Guilford Press.
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This chapter discusses a
skills training program for conflict resolution for adolescents and
their parents. The authors' comprehensive and often-cited approach
includes a problem-solving communication training focus. Both
assessment and intervention techniques are thoroughly discussed. |
Katz,
N. H., & Lawyer, J. W. (1993). Conflict resolution: Building
bridges. Thousand Oaks, CA: Corwin Press.
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This book is the first in
a three-part series on conflict resolution for school
administrators. It explores the nature of conflict and its principal
sources, and offers a conceptual model for managing conflict and
negotiating solutions. |
Katz,
N. H. & Lawyer, J. W. (1994). Resolving conflict successfully:
Needed knowledge and skills. Thousand Oaks, CA: Corwin Press.
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This book is the second
in a three-part series on conflict resolution for school
administrators. It presents the core skills necessary to managing
conflict and negotiating differences, such as communication,
rapport, and listening. |
Katz,
N. H. & Lawyer, J. W. (1994). Preventing and managing conflict in
schools. Thousand Oaks, CA: Corwin Press.
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This book is the third in
a three-part series on conflict resolution for school
administrators. It discusses the prevention and management of
conflict and emphasizes the important role of the facilitator in the
conflict resolution process. |
McFarland,
W. P., & Culp, W. H. (1992). Interpersonal skill training for
effective conflict resolution. The School Counselor, 39, 304-310.
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An interpersonal skills
and conflict resolution training program is described and evaluated.
The program has a goal of assisting students in developing an
effective conflict resolution style. |
Zhang,
Q. (1994). An intervention model of constructive conflict resolution and
cooperative learning. Journal of Social Issues, 50, 99-116.
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This article investigates
the effects of an intervention model of constructive conflict
resolution and cooperative learning implemented and tested at three
alternative high schools. One school received training in
constructive conflict resolution; one school received training in
cooperative learning; and one school received training in both.
Results showed that constructive conflict resolution was associated
with positive effects such as increased self-esteem, less depression
and anxiety, and enhanced locus of control through increased social
support and decreased victimization. |
Aggression/Violence
Hampton,
R. L., Jenkins, P., & Gullotta, T. P. (1996). Preventing Violence in
America. Thousand Oaks, CA: Sage Publications.
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This edited book is the
fourth volume in the Issues in Children's and Families' Lives
series. It contains essays by many scholars on the causes and
prevention of violence. The book addresses three main topic area:
history and theory on violence; population aspects of violence and
possible prevention factors; and programs attempting to reduce the
incidence of violence in our country. |
Kashani,
J. H., & Shepperd, J. A. (1990). Aggression in adolescents: The role
of social support and personality. Canadian Journal of Psychiatry, 35,
311-315.
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This article reports on a
study conducted to examine the degree to which social support and
personality predict the use of reasoning and aggression by
adolescents to resolve conflicts. Adolescents with more social
support (i.e., resources) were found to be less likely to report
using verbal or physical aggression to resolve conflicts.
Adolescents with a more forceful personality were found to be more
likely to report the use of aggression in resolving interpersonal
differences. |
Sommer,
B. (1988). Peer conflicts. Sandoval, J. (ed.). Crisis counseling,
intervention, and prevention in the schools, (pp. 167-186). Hillsdale,
NJ: Lawrence Erlbaum Associates.
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In this chapter the
author discusses the prevalence of violent peer conflict and offers
ideas for reducing and managing peer conflicts. Steps to reducing
peer conflict are outlined addressing four areas: administrative
level; classroom teachers, counseling staff, and school
psychologists; physical environment; and student involvement. A
discussion of aggression in adolescence is included. |
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