School-to-Home Transfer of Conflict Management Skills among School-Age Children

Abstract

This study determined the degree to and manner in which elementary students in a school-based peer-mediation program transferred conflict-management information and skills learned and practiced at school to the home setting for use in resolving sibling conflicts. Twenty-seven student “conflict managers” from grades four to six and at least one of their parents were interviewed before and after intervention. Data were collected on (1) demographic information; (2) perceptions of the frequency, intensity, and duration of sibling conflicts; (3) the necessity and kind of parent intervention; and (4) the level of positive conflict-management skills demonstrated by the children. Findings indicated that children perceived a significant decline in the frequency and intensity of conflicts with siblings. Parents perceived a similar decline in the frequency of such conflicts and in their need to intervene. Parents additionally perceived a significant improvement in their child's use of productive talk during conflicts.