Conflict Resolution Training Research Articles

Comparing Business School Faculty Classification for Perceptions of Student Cheating

Faculty continue to address academic dishonesty in their classes. In this follow-up to an earlier study on general perceived faculty student cheating, using a sample of business school faculty, we compared three levels of faculty classification: full-time non-tenure track (NTT, n = 86), full-time tenured/tenure-track (TT, n = 66), and part-time adjuncts (A, n = 71). Results showed that NTTs perceived higher levels for three different types of student cheating, i.e., paper-based, forbidden teamwork, and hiring someone to take an exam. In addition, NTTs were more likely to report a student for cheating. NTTs reported a higher course load and average class size, and average class size was positively related to all five types of cheating measured. Given the predicted increase in NTTs across all disciplines, making sure that all faculty, (but especially NTTs), have the resources needed to deter student cheating is important. All faculty have an obligation to hold students accountable for their behavior. Individual integrity is paramount; and it is what employers expect. Regardless of the chosen field or discipline, an employer’s expectations, in terms of character, is to hire individuals who possess a level of honesty that is above reproach. Addressing cheating is an obligation that all faculty need to address purposefully. Providing resources to help faculty address cheating is critical. Resources might include conflict resolution training to provide instructors with the necessary guidance so that they can better handle these difficult situations. This is important not only for the student while in school, but also for a university/college’s reputation.

"Hot Seat" Simulation Model for Conflict Resolution: A Pilot Study.

Unresolved conflicts in health care threaten both clinician morale and quality of patient care. We piloted a training model that targeted clinicians' conflict resolution skills. Sixty clinicians from local hospitals were randomized into an intervention group (n = 30), completing a 3-hour conflict resolution training session, and a control group (n = 30) without training. The training included facilitated practice with actors, coaching, and feedback. Evaluation of 60 participants' conflict resolution skills was done in videotaped simulations with actors portraying interprofessional colleagues. Global ratings and checklist items developed for assessing clinicians' performance mirrored steps in the conflict communication model. The intervention group's performance exceeded the control group on global scores, 7.2 of 10 (SD = 1.6) versus 5.6 (SD = 1.5), p < .05, and checklist scores, 9.3 of 11 (SD = 2.9) versus 7.9 (SD = 1.5), p < .05. Two checklist items showed statistically significant differences: (1) subjects opened the dialogue on a neutral ground before jumping into conflict discussions (intervention: 97% and control: 73%, p < .05) and (2) subjects elicited the colleague's story before sharing their own story (intervention: 70% and control: 27%, p < .05). The pilot results suggest that a health care-specific approach to conflict resolution can be effectively taught through facilitated practice, coaching, and feedback.

The role of peer victimization in the physical activity and screen time of adolescents: a cross-sectional study

BackgroundNegative peer experiences may lead adolescents with overweight and obesity to be less active and engage in more sitting-related behaviors. Our study is among the first to empirically test these associations and hypothesized that 1) peer victimization would mediate the negative association between body weight status and moderate-to-vigorous physical activity (MVPA), and 2) peer victimization would mediate the positive association between body weight status and screen time. Differences by gender were also explored.MethodsParticipants were a part of the Year 1 data (2012–2013) from the COMPASS study, a prospective cohort study of high school students in Ontario and Alberta, Canada. The final sample consisted of 18,147 students in grades 9 to 12 from 43 Ontario secondary schools. The predictor variable was weight status (non-overweight vs. overweight/obese), the mediator was peer victimization, and the outcome variables were screen time and MVPA. Multilevel path analysis was conducted, controlling for clustering within schools and covariates. A few differences were observed between males and females; therefore, the results are stratified by gender.ResultsFor both males and females peer victimization partially mediated the association between weight status and screen time. Specifically, females with overweight/obesity reported 34 more minutes/day of screen time than did females who were not overweight and 2 of these minutes could be attributed to experiencing peer victimization. Similarly, males who were overweight/obese reported 13 more minutes/day of screen time than the males who were not overweight and 1 of these minutes could be attributed to experiencing more victimization. Males and females who were overweight/obese also reported less MVPA compared to those who were not overweight; however, peer victimization did not mediate these associations in the hypothesized direction.ConclusionsWe found that higher rates of peer victimization experienced by adolescents with overweight and obesity partially explained why they engaged in more screen time than adolescents who were not overweight. However, the effects were small and may be of limited practical significance. Because this is one of the first studies to investigate these associations, more research is needed before bully prevention or conflict resolution training are explored as intervention strategies.

Education in Conflict Resolution Using ICT

Education in today's society has meant that new challenges arise, including training on coexistence and a culture of peace in technological media. This article presents the results of a study that aimed to identify how information and communications technology (ICT) can support training in conflict resolution in Colombian public education. To address the use of technology for training in conflict resolution in this experience, the authors took into account the following categories of analysis: peaceful strategies or techniques for conflict resolution; methods and models for conflict resolution; and best practices with ICT. The research results helped identify the relevance of the use of technological tools for education in conflict resolution at an early age and the importance of providing training for teachers in these cross-sectional areas of school contexts.

Memory and language improvements following cognitive control training.

Cognitive control refers to adjusting thoughts and actions when confronted with conflict during information processing. We tested whether this ability is causally linked to performance on certain language and memory tasks by using cognitive control training to systematically modulate people's ability to resolve information-conflict across domains. Different groups of subjects trained on 1 of 3 minimally different versions of an n-back task: n-back-with-lures (High-Conflict), n-back-without-lures (Low-Conflict), or 3-back-without-lures (3-Back). Subjects completed a battery of recognition memory and language processing tasks that comprised both high- and low-conflict conditions before and after training. We compared the transfer profiles of (a) the High- versus Low-Conflict groups to test how conflict resolution training contributes to transfer effects, and (b) the 3-Back versus Low-Conflict groups to test for differences not involving cognitive control. High-Conflict training-but not Low-Conflict training-produced discernable benefits on several untrained transfer tasks, but only under selective conditions requiring cognitive control. This suggests that the conflict-focused intervention influenced functioning on ostensibly different outcome measures across memory and language domains. 3-Back training resulted in occasional improvements on the outcome measures, but these were not selective for conditions involving conflict resolution. We conclude that domain-general cognitive control mechanisms are plastic, at least temporarily, and may play a causal role in linguistic and nonlinguistic performance. (PsycINFO Database Record

Indigenous health systems governance

Purpose Almost 20 years after the Royal Commission on Aboriginal Peoples, indigenous peoples living in Canada continue to pursue their legitimate aspirations for greater control over factors affecting their lives. The purpose of this paper is to summarize two major policies (the Royal Commission on Aboriginal Peoples and the Truth and Reconciliation Commission (TRC)) that aimed to create equity for indigenous peoples’. Design/methodology/approach Commentary and rapid communication to inform and clarify evolving high-priority policy and governance issues related to indigenous peoples’ of Canada. Findings A need exists to create a platform for implementing the TRC actions to protect and promote education, language and culture, justice, youth programming, and professional training and development. Research limitations/implications Innovative intervention research needs to develop solutions to multi-generational disparities in health and well-being for indigenous peoples of Canada and globally. Practical implications Failure to implement longstanding changes to improve indigenous health and well-being will result if a growing burden of premature morbidity and mortality among indigenous population of Peoples’ of Canada, the fastest growing population group with the most challenging health status in Canada. Social implications Indigenous peoples continue to experience profound health vulnerability leading to high health risks, growing health disparities and unequal access to health care services. Originality/value Connecting policy over two decades, for implementation to proceed, sharing of knowledge is essential to formulate innovative approaches, to engage research and build capacity to implement policy actions related to closing educational gaps, to developing culturally appropriate curricula acknowledging and protecting Aboriginal languages, as well as skills-based training in intercultural competency, conflict resolution and respect for human dignity and human rights equality in settings of anti-racism and free of all forms of prejudice and discrimination.

Conflict Resolution Training Outline

The purpose of this paper will be to attempt to develop a conflict management training plan that is appropriate to multicultural environments while offering some expected outcomes e. g., the relevance and contents for the training segments, various training participants activities incorporated into the training segment, and how this paper’s author will hopefully be able to evaluate this application for mastery while inducing supported material thru-out this documents offering. Lastly, an attribute to offer will be for this paper’s author to share some assumptions he uses in making decisions in reflection to this paper’s training platform from both a multi-cultural and a training perspective. The following training plan outline for the participation group will be initially performed in reflective support of Deutsch, Coleman, and Martin (2006) while following the template, other supporting authors will be incorporated to address the above additional needs of this assignments rubrics.

Understanding healthcare professionals’ self-efficacy to resolve interprofessional conflict

ABSTRACTConflict within interprofessional healthcare teams, when not effectively resolved, has been linked to detrimental consequences; however, effective conflict resolution has been shown to enhance team performance, increase patient safety, and improve patient outcomes. Alarmingly, knowledge of healthcare professionals’ ability to resolve conflict has been limited, largely due to the challenges that arise when researchers attempt to observe a conflict occurring in real time. Research literature has identified three central components that seem to influence healthcare professional’s perceived ability to resolve conflict: communication competence, problem-solving ability, and conflict resolution education and training. The purpose of this study was to investigate the impact of communication competence, problem-solving ability, and conflict resolution education and training on healthcare professionals’ perceived ability to resolve conflicts. This study employed a cross-sectional survey design. Multiple regression analyses demonstrated that two of the three central components—conflict resolution education and training and communication competence—were found to be statistically significant predictors of healthcare professionals’ perceived ability to resolve conflict. Implications include a call to action for clinicians and academicians to recognize the importance of communication competence and conflict resolution education and training as a vital area in interprofessional pre- and post-licensure education and collaborative practice.

Strifes of the frontier: an assessment of Acacia mearnsii related park-community conflicts in the Golden Gate Highlands National Park, South Africa

This study coins the “reality-worldview” framework to examine park-community conflicts arising from the expediency to protect the environmental integrity of a South African national park from bio-invasion. The study used remote sensing data to investigate the state of vegetation cover along the northern fringes of the park and an adjacent communal grazing area to determine differences in plant based resource endowments between the two areas. The study also involved the discriminant analysis of survey responses from park officials and local communities regarding perceptions about the environmental impacts of Acacia mearnsii invasion, as well as how the species spreads and how the species can be controlled. The objective of the study was to assess park-community conflicts arising from initiatives to limit community access to park resources on the justification of the need to prevent the invasion of the park by A. mearnsii. The study concludes that even though uncontrolled movement of people and livestock creates the obvious danger of invasion of the park by the species, the extent to which the species is viewed as an environmental threat depends on the “worldviews” of the stakeholders, the bridging of which can only be achieved through negotiation, environmental awareness and education campaigns and provision of training in conflict resolution to the belligerents.

Teachers’ Attitudes towards Behaviour Patterns in Social Conflicts in Primorsko-Goranska County in Croatia

The aim of the empirical research is to determine primary school teachers’ attitudes towards behaviour patterns in social conflict. A primary school teacher is the role model for his/her pupils, so in the context of the theory of hidden curriculum, the purpose of the study is determining a better understanding of teacher’s needs for further conflict resolution training. AScale of Attitudes toward social conflicts was applied to a stratified sample of 155 teachers in the Primorje-Gorski Kotar County, Croatia, measuring three patterns of behaviour: avoidance/adaptation, cooperation, and winning. According to the results, the teachers most frequently have positive attitudes toward a pattern of cooperation, and most seldom towarda pattern of winning. Winning is negatively correlated with cooperation, and positively correlated with avoidance/adaptation. The authors recommended systematic social skills training necessary for managing conflict for a specific group of teachers. The authors believe these findings could raise interest and awareness for further studies in the field of conflict studiesin education.

Efektifitas Model Pelatihan Outbound Resolusi Konflik dalam Meningkatkan Kemampuan Resolusi Konflik Interpersonal pada Diri Remaja

This study aimed to test the effectiveness of the model outbound conflict resolution training to improve interpersonal conflict resolution skills in adolescent self . The population was 198 adolescents aged 16-18 years who waitinglist follow the activities of outbound training in TSOT Group Prigen, purposive sampling is done by taking a low score scale resolution of the conflict as much as 30 teenagers who will be divided into two groups: the control group and the experiment group. Calculations made from gainscore value obtained from the pretest and posttest control group and experimental groups with nonparametric statistical Wilcoxon Signed Rank test . Based on the calculation obtained by the Sig . ( 2 tailed) is 0.001 &lt; 0.05 , the obtained results of Ho refused and H1 accepted that there is effectiveness of outbound training model of conflict resolution in improving interpersonal conflict resolution skills in adolescent self.

Performance-based Conflict Resolution Training for Children

This article explores the development of The SALT Programme: Creative Solutions to Conflict, which is a National School programme linked to the SPHE curriculum. The first pilot project was undertaken in 2005 in Donabate Portrane Educate Together. The research from this pilot programme formed the basis for my Master’s Thesis, which looked at whether this type of education was effective in changing the views and behaviours of children in resolving conflict. The outcomes were seen as positive and so the programme was published. Since then, the programme has been implemented widely in schools with teachers showing considerable interest in being trained in the SALT Process. This has precipitated the development of a full teacher training programme for teachers, delivered through Drumcondra Education Centre and further adult education training, including a HETAC Level 7 mediation training. Introduction

Dynamics of Young Children's Socially Adaptive Resolutions of Peer Conflict

AbstractHow do young children negotiate conflicts with peers that result in mutually beneficial resolution and peaceful interaction after conflict? A few studies suggest that when children use conciliatory strategies in conflict, socially adaptive outcomes are more likely to be achieved. The present study explores the relative associations of types of children's conciliatory conflict resolution strategies (i.e., prosocial, compliance‐oriented, solution‐oriented, and verbal clarification/apology) with conflict outcomes to contribute to knowledge of the discrete behaviors that might have salience for conflict resolution training. Socially adaptive conflict outcomes were expected to strongly relate to children's resolution strategies of a prosocial nature as well as to teacher or peer interventions encouraging prosocial behavior or empathy. Sampled conflicts (N = 521) were collected through field observations of 107 ethnically/racially and socioeconomically diverse four‐ to seven‐year‐old children. Logistic regression analyses with bootstrap‐based inference suggested that children's prosocial behaviors in conflict were most strongly tied to mutually beneficial resolution and peaceful postconflict interaction, when controlling for relevant covariates. Other conciliatory strategies varied in their association with socially adaptive outcomes. The hypothesis regarding third‐party interventions encouraging prosociability or empathy could not be examined due to infrequent occurrence. Insights for future research on children's socially adaptive conflict negotiations are discussed.

Conflict management style, supportive work environments and the experience of work stress in emergency nurses.

To examine the conflict management style that emergency department (ED) nurses use to resolve conflict and to determine whether their style of managing conflict and a supportive work environment affects their experience of work stress. Conflict is a common stressor that is encountered as nurses strive to achieve patient satisfaction goals while delivering quality care. How a nurse perceives support may impact work stress levels and how they deal with conflict. A correlational design examined the relationship between supportive work environment, and conflict management style and work stress in a sample of 222 ED nurses using the expanded nurse work stress scale; the survey of perceived organisational support; and the Rahim organisational conflict inventory-II. Twenty seven percent of nurses reported elevated levels of work stress. A supportive work environment and avoidant conflict management style were significant predictors of work stress. Findings suggest that ED nurses' perception of a supportive work environment and their approach to resolving conflict may be related to their experience of work stress. Providing opportunities for ED nurses in skills training in constructive conflict resolution may help to reduce work stress and to improve the quality of patient care.

Practicing Conflict Resolution and Cultural Responsiveness within Interdisciplinary Contexts: A Study of Community Service Practitioners

Workplace conflict is a significant issue for community service professionals. As more professions work toward developing interdisciplinary teams and culturally responsive practices, the potential for the escalation of conflict may increase as different professional value systems and conflict management strategies converge. However, although they are often expected to respond proficiently to conflicts, many community service professionals may not have had sufficient training in policies, practices, and structures that can provide alternative and transformative approaches to conflict management in diverse contexts. This article presents results of an exploratory study with interdisciplinary community service students who took part in a conflict resolution course at a diverse university in a metropolitan city in southern Ontario, Canada. The findings show that most of these community service–related professionals dealt with conflict on a daily basis, much of which was escalated by cultural conflict, lack of professional resources and development, and limited training in transformative peacebuilding practices. Most participants found that cultural diversity and gender influenced how they responded to conflicts in their various settings. The findings have important implications for how issues of culture and diversity are addressed and included in conflict resolution training programs.

The Effect of Conflict Resolution Training on the Conflict Resolution Skills of Nursing Students

The Effect of Conflict Resolution Training on the Conflict Resolution Skills of Nursing Students

Redes de centros para una convivencia positiva

Se describe el trabajo colaborativo que consigue fraguar un proyecto, gestado con esfuerzo e ilusión para organizar y celebrar el I y II Encuentro de Centros para una Convivencia Positiva. Dichos encuentros tienen como visión consolidar una red de apoyo y colaboración entre el profesorado, el alumnado y las familias de los 23 centros educativos participantes. Creamos un espacio para el intercambio de buenas prácticas de convivencia, así como para la formación conjunta en la gestión pacífica de los conflictos en los centros escolares y en la familia (especialmente en mediación escolar), la educación emocional y el fomento de la competencia social y ciudadana. http://dx.doi.org/10.15304/ie.24.2126

The effects of conflict resolution education on conflict resolution skills, social competence, and aggression in Turkish elementary school students

The purpose of the study was to implement ‘we can resolve our conflicts’ training program to elementary school students and to assess the effectiveness of this school-based conflict resolution training program, designed to enhance students’ conflict resolution skills and social competence and consequently decrease aggression. Three hundred and ninety-four elementary school students participated in the study. The training group consisted of 327 students and the control group consisted of 67 students. A pretest–posttest control group design was used. The training students received the conflict resolution training two times a week in 40 min sessions over a 10-week period. The conflict resolution training program included empathy, anger management, social problem solving, and cooperative conflict resolution skills. Before and after the training, both training and control groups were assessed in terms of their conflict resolution skills, social competence, and reactive and proactive aggression levels. Results indicated that the conflict resolution training increased students’ constructive conflict resolution skills and social competence and consequently decreased reactive and proactive aggression levels.

Storians: Building on Indigenous Knowledge to Enhance Ni‐Vanuatu Mediative Capacity

AbstractThis article examines the elicitive style of conflict resolution training implemented in Vanuatu through the Kastom Governance Partnership, an international collaboration between Australian and Ni‐Vanuatu institutions. The workshops sought to elicit and articulate a framework of managing conflict that built on kastom mediation, introduced Western conflict resolution frameworks and skills, and provided critical reflection on both. The aim of the workshops was to build the mediative capacity of Ni‐Vanuatu chiefs in dealing with conflicts impacted by introduced change. The training outcomes indicate both strengths and challenges of elicitive‐style workshops designed to elide the hegemony of Western conflict resolution training.

Effects of Cooperative Learning and Conflict Resolution Training Integrated into Curriculum on Academic Achievement, Social Problem Solving Skill

The aim of this study is to analyze the effects of practices in cooperative learning and conflict resolution training integrated into Turkish and Social Studies Curriculum of 5th grade primary school students on their academic achievement, and social problem solving skills. This study was included 133 primary school students at 5th grade. There were 3 experimental and 2 control groups in the study. In the first experimental group, 19 hours conflict resolution training was given and then integrated Turkish and Social Studies curriculum were applied by using cooperative learning method. In the second experimental group, Turkish and Social Studies Curriculum was implemented by using cooperative learning method without making any integration. In the third experimental group was given 19 hours conflict resolution training, integrated Turkish and Social Studies Curriculum were applied by using traditional teaching method. In the control groups 2005 Turkish and Social Studies Curriculum were implemented. “Turkish Achievement Test” , “Social Studies Achievement Test”, and “Social Problem Solving Skills Scenarios” were used as data instruments. Findings showed that using integrated curriculum with cooperative learning method was significantly more effective on academic achievement and social problem solving skills. Beside, applying integrated program by using traditional method had significant difference on social problem solving skills except academic achievement.