The Impact of Conflict Resolution Training on Elementary School Children

Yıl 2008, Cilt: 7 Sayı: 3, 541 - 556, 26.06.2008

Asude Bilgin

Öz

The purpose of this study was to measure the impact of conflict resolution
training on elementary school children. It was hypothesized that a conflict resolution
program would increase the use of constructive conflict resolution strategies of students.
217 4
th
grade students were taken randomly and asked the most common conflicts they had
experienced. The most frequent responses were written as two scenarios. These were given
as a pre-test to the students and asked to resolve these conflicts. The responses were rated
by three psychologists in terms of conflict strategies theory and their reliability was tested
by Kendall’s Coefficient of concordance. The students who have the lowest scores were
chosen as the subjects. Experimental group (7 girls, 7 boys) received 10 hours of training
during a 30-minute- period twice a week. Control group (7 girls, 7 boys) received no
training. Training was realized as an unstructured, non-linear group study. Then the same
scenarios were given as a post-test. The correlation between pre and post-tests were tested
by Wilcoxon matched pair test and no significant differences were found. The results were
interpreted by the technique and duration of the application. More concentrated and longer
training periods was suggested for future research. It is very important to teach the students
to cope with conflicts with constructive strategies, because low academic achievement, low
self- esteem, stress and the worst, violence are the results of destructive conflict resolution.

Anahtar Kelimeler

Conflict, conflict resolution strategies, elementary school

Çatışma Çözme Eğitiminin İlköğretim Çocukları Üzerindeki Etkisi

Öz

Bu çalışmanın amacı ilköğretim çocuklarına uygulanan bir çatışma çözme eğitimi uygulamasıyla yapıcı çatışma çözme taktikler etmek ilişkiyi değerlendirmektir. Programın çocuklarının yapıcı çatışma çözümü dentikçe kullanılmaya sunulmuştur. Bu amaçla bir ilköğretim okulunda öğrenim gören rasgele ulaşılan 217 dördüncü sınıf öğrencisine çatışma tanımlandıktan sonra en sık karşılaştıkları çatışmaları yazmaları istenmiştir. En sık bildirilen çatışmalar iki senaryo haline getirilmiştir. Bunlar öğrencilere ön test olarak verilmiş ve bu çatışmaları çözmeleri istenmiştir. Tepkiler üç doktor psikolog tarafından Kendall'ın uyum katsayısı ile çatışma taktikleri düzeltmek ve güvenirliği ölçülmüştür. Çatışma çözme taktikleri点 en düşük puanlar alan öğrenciler denek olarak seçilmiştir. Deney grubu (7 kız, 7 erkek) 30 dakikalık sürelerle haftada iki kez girmek toplam 10 saatlik eğitim almışlar, kontrol grubu (7 kız, 7 erkek) ise hiç eğitim almamıştır. Eğitim yapılandırılmamıştır. Senaryolar bu kez son test ile verilmiş ve puanlar arasındaki fark Wilcoxon eşlemeli çiftli işaretli sıralı testi ile değerlendirilmiş, sadece bir fark bulunmamıştır.

Anahtar Kelimeler

Çatışma, çatışma çözme taktikleri, ilköğretim okulu

Kaynakça

• Argyris,P.(1994). Improving conflict resolution skills of primary students through curriculum adaptation and teacher interventions. M.A. Thesis, Saint Xavier University (ERIC Document Reproduction Service No. ED.374 377).
• Arrington, E.W. (1987). Managing children’s conflict: A challenge for the school counselor. The School Counselor, 3, 188-194.
• Avruch, K. (1998). Culture and conflict resolution..Washington: U.S. Institute of Peace Press, p.172.
• Boulter, A., Von Bergen, C W, Miller, M. J., Wells, D. (1995). Conflict resolution: An abbreviated review of current literature with suggestions for counselors. Education, Fallp. 1-6 http://findarticles.com/p/articles/mi_qa3673/is_199510/ai_n8715662/ pg_1
• Buchs, C., Butera, F., Mugny, G. ve Darnon, C. (2004). Conflict eleboration and cognitive outcomes. Theory Into Practise. Eriim tarihi 21.11.2007 http://findarticles.com/p/articles/mi_m0NQM/is_1_43/ai_114784810/pg_1
• Carruthers, W. L. Carruthers, B. J. B., Day-Vines, N. L., Bostick, D. & Watson, D.C. (1996). Conflict resolution as curriculum: A definition, description and process for integration in care curricula. The School Counselor, 43 (5), 345-373.
• Colsman, M. and Wulfert, E. (2002). Conflict resolution style as an indicator of adolescents'substance use and other problem behaviors. Addictive Behaviors, 27(4): 633-648
• Cornelius, H., & Faire, S. (1993). Everyone can win. “How to resolve conflict”. Australia: Simon Schuster.
• Crawford, D. and Bodine, R. Conflict Resolution Education: A guide to implementing programs in schools, youth –serving organizations, and community& juvenile justice settings . Darby: Diane Publishing, October, 1996. P. 2-4.
• Deutsch, M. (1992). The effect of training in cooperative learning and conflict resolution in an alternative high school. Columbia University, New York, International Center for Cooperation and Conflict Resolution, (ERIC Document Reproduction Service, No. ED 359 272).
• Deutsch, M. (1994). Constructive conflict resolution: Principles, training, and research. Journal of Social Issues, 50, 13-32.
• Edleson, J.L. (1981). Teaching children to resolve conflict: a group approach. Social Work, 26(6), 488-493.
• Glasser, W. (1998). Choice theory: A new psychology of personal freedom. NewYork: Harper Collins. P. 25-41.
• Johnson, D. W., & Johnson, R., (1995).Why violence prevention programs don’t work-and what does. Educational Leadership, 52 (5), 63-68.
• Johnson, D. W., & Johnson, R., (1995). Reducing School Violence Through Conflict Resolution. Alexandria.Virginia: Association for Supervision & Curriculum Development.
• Johnson, D. W., Johnson, R., Dudley,B., & Magnuson,D. (1995). Training of elementary school students to manage conflict. Journal of Social Psychology, 135 (6), 673-686.
• Johnson, D. W., Johnson, R .T. (1996, winter). Conflict resolution and peer mediation programs in elementary and secondary schools: Review of Educational Research, 66 (4), 459-506.
• Johnson, D. W., & Johnson, F. (1997). Joining together: Group theory and group skills (6 th . Ed.). Boston: Allyn and Bacon.
• Johnson, D. W., Johnson,R., Dudley, B., Mitchell, J.& Fredericson, J.(1997).The impact of conflict resolution training on middle school students. Journal of Social Psychology, 137 (1), 11-21.
• Jones, T.S., Bodtker, A. And Kmitta, D. (2000). Looking for Success: Evaluating Peer Mediation and Conflict Resolution Education Programs A workshop for the Ohio Commission for Dispute Resolution, 1999-2000. Retrieved from the World wide web on June !st. 2000: ttp://disputeresolution.ohio.gov/pdfs/lookingforsuccess.pdf
• Koch, M. & Miller,S. (1987). Resolving student conflicts with student mediators. Principal, 66, 59-62.
• Kreidler,W.J. (1984). Creative Conflict Resolution. Glenview: Scott, Foresman & Company.
• Lupton-Smith, H.S., Carruthers, W. L., Flythe, R., Goettee, E.,& Modest, K. H. (1996). Conflict resolution as peer mediation: Programs for elementary, middle, and high school students, The School Counselor, 43 (5), 374-391.
• Lyon,J.M.(1991).Conflict resolution in an inner-city middle school :An alternative approach The School Counselor, 39, 127-131.
• McClure, B. A ( 1990) The group mind :regressive and generative groups, Journal for Specialists in Group Work, 15 (3),1159-170.
• McClure, B.A., Miller, G. A. & Russo,T .J. (1992).Conflict within a children’s group : Suggestions for facilitating its expression and resolution strategies. The School Counselor, 39,268-272.
• Mitchell,J.M. (1997). The imaginitis learning system conflict resolution unit in an urban school district. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.March 24-28, (ERIC Document Reproduction Service, No. ED 406 508).
• Mitchell,J.M. (1997). The imaginitis Learning system: Conflict resolution unit in an urban school district. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, March, 24-28, 14 p.
• Opotow,S. (1991). Adolescent peer conflicts. Education and Urban Society, 23 (4), 416-441.
• Sadalla, G., Henriquez, M.,& Holmberg. (1987). Conflict resolution: An Elementary School Curriculum, San Francisco: The Community Board Program, (ERIC Document Reproduction Service).
• Sweeney, B. and Carruthers, W. L. (1996). Conflict resolution: History, philosophy, theory and educational applications. The School Counselor, 4315, 326-344.
• Travers,P.D. (1980). An historical view of school discipline (in the United States), Educational Horizons, 58(4), 184-187.
• Tuckman, Bruce W., & Jensen, Mary Ann C. (1977). 'Stages of small group development revisited', Group and Organizational Studies, 2, 419- 427.
• Yalom, I. (2000) 1999 Annual Karen Horney Lecture—Psychotherapy: Writing, Teaching and Practicing (conference report). The American Journal of Psychoanalysis, 60 (1), 93-94.