Conflict Resolution Skills Research Articles

Rethinking Aggressive behavior in Adolescents: an exploration of the relationship between social Intelligence and empathy

This literature review rethinks aggressive behavior in adolescents and focuses on its analysis through the lens of social intelligence and empathy. Aggressive behavior is essential in adolescence because this period is a critical stage for developing emotional cognition and social skills. This article attempts to explain and analyze how social intelligence and empathy influence aggressive behavior in adolescents. Social intelligence is a crucial factor influencing an individual’s performance in social situations. Empathy is the ability to understand and care about the feelings of others, and empathy is associated with more positive conflict resolution skills. Studies have found a positive correlation between high social intelligence and lower aggressive behavior. Highly empathetic adolescents were more likely to use positive conflict resolution methods, thus reducing the likelihood of aggressive behavior. Finally, the essay makes recommendations for future research, including further exploration of the influence of other factors on aggressive behavior. These studies contribute to a deeper understanding of the complexity of adolescent aggressive behavior and provide a theoretical basis for research interventions.

Fostering collaborative practice through interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students

ABSTRACT Literature regarding simulation for learning interprofessional collaborative practice (IPCP) indicates a need to include a range of health professions and to focus on students’ development of team communication and conflict resolution skills in day-to-day healthcare delivery. This study evaluated the impact of interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students on interprofessional collaboration competencies, specifically collaborative communication and conflict resolution during day-to-day interactions, and their intention for IPCP during placement. A series of simulations featuring the potential for interprofessional conflict and involving explicit coaching on communication and conflict resolution were conducted. A single cohort pre-test post-test design included the Students’ Perceptions of Interprofessional Clinical Education Revised (SPICE-R), the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), and an open response survey question on future intended practice. A total of 237 students participated in the simulation experience. Overall scores and scores on all IPCP competencies in the ICASS (n = 193) and SPICE-R (n = 226) improved for all professions post-simulation. The mean score of the ICCAS increased for 98% of the respondents and similarly the mean score of the SPICE-R increased for 71% of the respondents. Open-ended responses indicated students’ intentions to pursue self-leadership in IPCP. Students who participated in an interprofessional simulation reported perceived improvements in IPCP competencies and were encouraged to initiate IPCP when on placement in the practice setting.

Zoti's Social Toolkit: Developing and piloting novel animated tasks to assess emotional understanding and conflict resolution skills in childhood.

Current methods used to investigate emotional inference and conflict resolution knowledge are limited in their suitability for use with children with language disorders due to a reliance on language processing. This is problematic, as nearly 8% of the population are estimated to have developmental language disorder (DLD). In this paper, we present 'Zoti's Social Toolkit', a set of animated scenarios that can be used to assess emotion inferencing and conflict resolution knowledge. All animated scenarios contain interpersonal situations centred around a gender-neutral alien named Zoti. Four studies investigated the face and construct validity of the stimuli. The final stimulus set can be used with children, who may or may not have language difficulties and is openly available for use in research.

Exploring conflict resolution skills and the imperative for educational programs in fostering peaceful coexistence of mankind

Exploring conflict resolution skills and the imperative for educational programs in fostering peaceful coexistence of mankind

Culturally-adapted resilience-building curriculum for medical students: a comprehensive approach at Showa University School of Medicine, Japan

The growing prevalence of psychological morbidity, depersonalization, and low personal accomplishment among medical students underscores the need for resilience-enhancing programs tailored to their specific needs. Incorporating cultural perspectives and societal context into these interventions is crucial to ensure their effectiveness and relevance. In response, Showa University School of Medicine in Japan has pioneered a culturally-adapted, resilience-based curriculum for medical students from their first through sixth years since 2020.
 This presentation will outline the comprehensive framework of the resilience-focused curriculum, including course objectives, content, learning resources, timetables, and pedagogical approaches. Key components of the curriculum encompass self-assessment and reflection, stress management strategies, effective communication and conflict resolution skills, and fostering a growth mindset. Additionally, interdisciplinary collaborations with psychology and social work departments provide individual supports and resources for students.
 Emphasizing the distinct challenges faced by medical students, such as academic stressors, relationships with senior clinical educators, patient and family interactions, and managing errors and burnout, the presentation will highlight the classes on the curriculum, support systems and mentorship programs in promoting mental well-being and resilience.
 The experiences and outcomes of the 2020-2022 cohorts will be shared, offering valuable insights into the effectiveness of the resilience-building curriculum in the Japanese context. Lessons learned from the implementation process, including challenges faced and strategies employed, will provide practical examples for other medical schools seeking to develop similar programs.

Exploring the Influence of Romantic Relationship Communication on Adolescents’ Self-Efficacy to Ask for Sexual Consent

ABSTRACT Adolescence represents a crucial period for sexual and romantic relationship development, and acquisition of skills and confidence essential for effective sexual consent communication. However, various barriers may interfere with adolescents’ belief in their ability (i.e., their self-efficacy) to negotiate consent in practice. This study aimed to investigate the state of adolescents’ self-efficacy to ask for consent and explore the influence of romantic relationship communication (a construct comprised of three characteristics: relationship assertiveness skills, positive conflict resolution, and communication awkwardness). Participants were 411 adolescents who had current or past relationships (61% girls, 77% Latine, 79% heterosexual). Participants generally reported above-average levels of self-efficacy to ask for consent (M = 4.14 out of 7, SD = 1.24), with LGBQ+ adolescents exhibiting statistically significantly higher levels of self-efficacy compared to heterosexual adolescents (M = 4.51 vs. 4.09, t = -2.66, p = .008). Self-efficacy to ask for consent was positively individually related to positive conflict resolution and relationship assertiveness skills, and negatively related to communication awkwardness (all ps < .001). In a path model, romantic relationship communication displayed a statistically significant association with adolescents’ self-efficacy to ask for consent, with high positive conflict resolution, low communication awkwardness, and high relationship assertiveness skills being associated with higher self-efficacy to ask for consent. Findings suggest improving adolescents’ romantic communication skills may enhance their self-efficacy to ask for consent, and contribute to increased rates of sexual consent communication. Intervention strategies should target multiple levels of influence to promote positive consent cognitions, behaviors, and cultural norms.

The TEI Program for Peer Tutoring and the Prevention of Bullying: Its Influence on Social Skills and Empathy among Secondary School Students

Bullying is a phenomenon that afflicts millions of students around the world, severely harming their emotional and psychological well-being. In response to this challenge, the TEI program (Tutoría Entre Iguales or Peer Tutoring) has been developed as a bullying prevention strategy, aiding students in acquiring social skills and emotional strategies for conflict resolution. The purpose of this research is to examine social skills and empathy among different actors involved in bullying (non-involved, victim, bully, and bully-victim) among secondary school students and to evaluate the impact of the TEI program on the development of relational competencies. A comparative, ex post facto study was conducted in three schools where the TEI program has been implemented (TEI schools) and three where it has not (non-TEI schools). A total of 738 secondary school students (ESO) participated in the study, using a standardized questionnaire to evaluate their perception of bullying. The results of this study demonstrate higher levels of assertiveness and empathy in the non-involved and victim groups. However, lower levels of conflict resolution skills were found in the bully-victim group. In TEI schools, a higher percentage of students not involved in bullying and a lower percentage of bully-victims were observed. Additionally, students in TEI schools scored higher in assertiveness, conflict resolution skills, social skills, and empathy. These findings highlight the importance of developing students’ relational competencies and implementing strategies for bullying prevention to create a safe, healthy, and positive learning environment in schools.

ANAZLYZING IMPACT OF EXTRACURRICULAR ACTIVITIES ON STUDENTS SOCIAL SKILLS DEVELOPMENT

In this study, we investigated the impact of extracurricular activities (ECAs) on students' social skills by conducting a "surgery" of 5 different students' daily routines. We observed and recorded their participation in ECAs, including sports, music, and clubs, during the 2023 academic year. Our research material comprised 5 case studies, each representing a unique student profile. We analyzed significant parameters such as time management, social interactions, and conflict resolution skills. Our findings showed that Student-I demonstrated maximum time management skills, while Student-II exhibited exceptional social interaction skills. Student-III showed significant improvements in conflict resolution skills, while Student-IV and Student-V demonstrated excellent teamwork skills. Our results suggest that ECAs have a profound impact on students' social skills, and we recommend that educators and policymakers promote ECAs in school curricula.

Perceived competences, attitudes, and training needs in conflict management among a cohort of Italian physiotherapists: A cross-sectional survey study.

Conflict management is rarely explored among physiotherapists though they often work in teams. Hence, this study explored attitudes, perceived competencies, beliefs, training experiences, and needs in conflict management among Italian physiotherapists. We conducted a cross-sectional online survey study between June and September 2023 among Italian physiotherapists. The survey instrument comprised four sections. Section 1: Socio-Demographic and Professional Data: Explored participant profiles and conflict frequency. Section 2: Attitudes and Competences: assess conflict-related behaviours and management styles (Likert Scale). Section 3: Training Experiences and Needs: Evaluated training importance and conflict-related issues with other professionals (Likert Scale). Section 4: Beliefs About Factors: Participants rated (0-10) factors influencing conflict management and its impact on care and well-being. Descriptive analyses were performed, presenting continuous data as mean (SD) and categorical data as frequencies/percentages. Likert scale responses were dichotomised (agreement/disagreement), and consensus was defined as ≥70% agreement. Median, quartiles, and box-and-whisker plots depicted responses were used for 0-to-10 scales. Physiotherapists (n = 203; mean age: 39±10.40) generally leaned towards a constructive communication style, characterised by compromise and collaboration, viewing conflict management as an opportunity to grow. There was a disparity between their exhibited behaviours and self-assessment of appropriateness in conflict resolution. Only 27.6% considered their conflict resolution skills as satisfactory. However, 85.7% acknowledged the significance of being trained in conflict management. Challenges were evident in conflicts within interprofessional relationships and communication with superiors. Both personal and organisational factors were identified as influencing conflict management, with participants recognising the detrimental impact of conflicts on their well-being and patient care. This study highlighted educational gaps in conflict management among Italian physiotherapists, showing areas of improvement in their training. Our results suggested that physiotherapists might need additional training in conflict management to enhance workplace well-being and the quality of care provided.

СУЧАСНІ ТЕНДЕНЦІЇ ПІДГОТОВКИ ФАХІВЦІВ СПЕЦІАЛЬНОСТІ «ГОТЕЛЬНО-РЕСТОРАННА СПРАВА» ЯК ЧИННИК ПІДВИЩЕННЯ КОНКУРЕНТОСПРОМОЖНОСТІ ГАЛУЗІ

The article is dedicated to exploring contemporary trends in the training of specialists in the field of Hotel and Restaurant Management as a factor in enhancing the industry's competitiveness. The growth of international tourism and the development of global communication technologies open up new opportunities for hotels and restaurants, but at the same time, pose new challenges. Therefore, the tourism and hospitality sector demands new skills and knowledge from professionals in hotel and restaurant management. The implementation of innovative technologies is the future for the development of any business and requires professionals to possess not only technical skills but also flexibility and adaptability. Modern guests expect more than just comfortable accommodation or tasty food. They want to receive services from staff who can create a unique experience for them, taking into account their individual needs and desires. Professionals in hotel and restaurant management must be adequately trained to work with clients of different types, including empathy, communication, and conflict resolution skills. The ongoing military actions in Ukraine significantly impact the current trends in the training of specialists in Hotel and Restaurant Management. Firstly, there's a change or decrease in tourist flows to the country and certain regions. This significantly affects the demand for hotel and restaurant services, which in turn will require adaptation from domestic hotel and restaurant businesses and demand knowledge in crisis management from professionals in hotel and restaurant management. Despite everything, the hospitality sector remains attractive for investment because it is the industry that most actively responds to changes in society, the economy, the social sphere, and to some extent reflects the prosperity of the population. Overall, understanding and considering contemporary trends in the training of professionals will remain an important element in achieving success in this field, as well as enabling increased competitiveness, economic efficiency, and contributing to the recovery of the industry in the future.

The Urgency of Pre-Marital Education for the Community in the Context of Suppressing Household Divorce Rates in West Java, DKI Jakarta and Banten

This study aims to examine the urgency of premarital education as a preventive effort in reducing divorce rates in West Java, DKI Jakarta, and Banten. The research method used is the literature review method, which involves an in-depth analysis of various relevant literature sources. The results showed that premarital education has a crucial role in preparing prospective couples to face the challenges of married life. Through a deep understanding of values, effective communication, and conflict resolution skills, couples can build a solid foundation for a sustainable marriage relationship. This study also identified various supporting and inhibiting factors for the implementation of premarital education in the region. These findings provide valuable insights for the development of premarital education programs that are more effective and can be widely adopted in the community. The implications of this research can help the government, educational institutions, and related parties to design policies that support improving the quality of marriage relationships and reducing divorce rates in society.

Sosyal Bilgiler Dersinde Dönüşümsel Öğrenme Kuramının Öğrencilerin Çatışma Çözme Becerisine Etkisi

In this study, it was aimed to examine the impact of transformative learning theory on students' conflict resolution skill in social studies course. Embedded design, one of the mixed research methods, was used in the study. The participant group was formed by multi-stage mixed sampling method. The participant group included a social studies teacher and 51 students in the 5th grade. Conflict resolution skill scale, two semi-structured interview forms and unstructured observation were used to collect the data. Independent sample t-test and covariance analysis were used to analyse the statistical data, while content analysis was used to analyse the qualitative data. At the end of the study, it was found that transformative learning theory increased students' conflict resolution skills. The results also revealed that social studies courses conducted with transformative learning theory were seen by the participants as processes that confuse students' minds, surprise them, make them doubt, lead them to questioning and multidimensional thinking. It was also found that the participants thought that the courses provided students with various knowledge and values, encouraged them to research, analyse and synthesize, and act in a controlled manner. Depending on the results obtained, recommendations for education planners and researchers were developed.

WE CAN WORK IT OUT: NURSING HOME SOCIAL WORK AND CONFLICT MEDIATION

Abstract Drawing from a nationally representative survey of social service directors (N=922), this presentation will provide an overview of nursing home staffing trends and describe the ways in which social service staff routinely interact with residents, families, and staff. Social workers are involved in many aspects of care, including the admissions process, planning and providing care, care transitions, and general supportive services. As members of the interdisciplinary team, social workers advocate for resident rights, and support decision-making and care planning in times of family crisis and high conflict situations. Summary statistics will be presented to identify the directors’ frustrations with the role – including their perceptions of major barriers to care, and draw attention to the changes that would improve job satisfaction (e.g., higher salary/wage, 51%; lower staff turnover among direct care staff, 47%; and more time to focus on the social and emotional concerns of residents, 45%). The presentation will conclude with an overview of directors’ interest in training topics that may help to mediate conflicts among residents, families, and staff. Specifically, we will share how prepared directors feel to train other staff in conflict-resolution skills (e.g., working with the resident/family and team to balance resident self-determination with the nursing home’s responsibility to minimize risk), and the use of an ethical framework to guide action.

A Tutor’s Role in the System of Pedagogical Support of Students

The article examines the role and importance of tutors’ work in the system of pedagogical support of students. The introduction of the article clarifies such concepts as “guidance” and “support” in terms of providing support to those students who have special educational needs and those who do not. It is said about pedagogical support in the system of psychological and pedagogical support of inclusive education. The article also explains what is required of tutors to do and what part they play in the system of pedagogical support. The purpose of the article is to determine a tutor’s role in the system of pedagogical support, as well as to assess how students perceive the tutor’s work in terms of interpersonal interaction; based on the research results, the article strives to give tutors recommendations to facilitate their work in the system of pedagogical support of students. Methods. The methodological basis of the study was the works of O.S. Gazman and his followers concerning pedagogical support. The way how students perceive a tutor’s work in the system of pedagogical support was assessed with the help of the questionnaire. 190 people (first– and second – year students) took part in the survey. We assume that the interviewed students have an insufficiently developed level of independence, and, consequently, students will choose ped- agogical support, rather than pedagogical support, as a curator’s activity. Based on the research results, tutors are given recommendations on how to organize necessary events for students. With the help of the proposed activities, in our opinion, it is possible to increase the effectiveness of the curator’s activities. The activities are aimed at developing and supporting students of the following skills: communication skills, self-regulation skills, skills to find the necessary informa- tion, conflict resolution skills, terrain and indoor orientation skills, as well as professional skills corresponding to the student’s specialty. Based on the results of the study, we conclude that in their activities, the curator is recommended to use a strategy of support, not guidance, for the development of students’ independence. This study is aimed at studying the effectiveness of the system of pedagogical support of students, as well as at making a tutor’s work efficient.

Developing Conflict Resolution Skills Through Scouting Activities at Elementary Schools

The ability to overcome and solve conflicts is a skill that everyone should have. This skill must be taught to students at every level of education in a systematic and structured manner. This study aimed to analyze the urgency of developing a scout activity-based conflict resolution model in elementary schools. This study used a descriptive qualitative approach. The data were collected through interviews conducted with teachers and students, as well as observations on scout activities in elementary schools and used a literature study to describe the application of the conflict resolution model based on several experts and supporting reference studies. The respondents were from 10 elementary schools in the Tangerang area that were selected by using a purposive random sampling technique with 10 Teachers and 30 students. The data were analyzed to determine the urgency of developing a scouting activity-based conflict resolution model in elementary schools. This study used a qualitative descriptive method and used a literature study. The results of the study showed that (1) Scouting activities have great potential to train conflict resolution skills, especially for students in elementary schools, (2) Scouting activities have not been optimized as a means of developing conflict resolution skills, (3) Developing conflict resolution skills also as a means in developing communication skills, self-confidence, adaptation, critical thinking, negotiation, and democracy. The results of this study are expected to provide alternative models of character education and increase students' capacities in overcoming and solving conflicts through scouting activities.

Harmony in Citizenship Education in Building Peaceful Schools for Students' Social Welfare

This article discusses the importance of citizenship education in building a peaceful and harmonious school environment for the social welfare of elementary school students amidst the challenges of global diversity and complexity. The article describes the concept of Citizenship Education in elementary schools, and its role in shaping student character, democratic values, and active participation in society. The research method uses a literature approach by exploring and analyzing the concept of harmony in Citizenship Education in the context of peaceful schools. The results and discussion found that Citizenship Education plays an important role in forming attitudes of tolerance, mutual respect, and awareness of the rights and obligations of students in elementary schools, so it needs to be ensured that it is integrated with character education in the school curriculum as an effort to overcome challenges such as religious intolerance and fundamentalism, and lack of awareness, towards the values ​​of Pancasila and the 1945 Constitution by teaching the values ​​of peace, conflict resolution skills, and respect for human rights. Schools also play an important role in creating a peaceful environment and supporting the welfare of socially active communities through environmentally based school programs, namely adiwiyata, health assistance such as brushing teeth properly and correctly, and helping to improve student welfare by providing group therapy therapeutic (TKT) in elementary school students before facing problems and obstacles to socializing in society. It is hoped that peace education in elementary schools can play a role in forming students who are harmonious, peaceful, and prosperous.

Improving Soft Skills Through an Interdisciplinary Approach in a Realistic Context Between Education and CS Students in an HCI Course

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> Prior studies on pedagogical methodologies to acquire soft skills have shown that developing collaborative tasks produces positive impact in students’ abilities. In this article, a pedagogical approach based on interdisciplinary practice and realistic problems is proposed to improve students’ teamwork skills. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> Traditionally, soft skill acquisition has received scarce attention in high education curricula. Consequently, students finish their studies without having developed important competencies, such as communication, conflict resolution and teamwork skills. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Intended Outcomes:</i> Students who follow a realistic interdisciplinary approach improve both their soft and hard skills compared to students who follow a traditional collaborative pedagogical methodology. Through the approach proposed, students progress in completing tasks, participating in the team, collaborating in the organization, accepting agreements and taking into account the others’ points of view. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Application Design:</i> The experience involved students from two different disciplines, prospective computer science engineers and preservice teachers. They worked together to design an educational application that required prospective engineers to apply Human–Computer Interaction fundamentals. A quasi-experimental study was performed using either knowledge tests or self-assessment pre-post-tests, both subsequently analyzed using quantitative methods. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> 1) the prospective CS engineers who followed the interdisciplinary realistic practice approach achieved better learning outcomes than those who did not; 2) the educational context affects teamwork skill development; and 3) students improved their ability to work and participate in the team after the experience.

Conflict-competent leadership

Conflict management is one of the most stressful and frustrating aspects of a school leader’s job. An inability to overcome conflicting viewpoints, ever more palpable in today’s polarized climate, stymies innumerable school reform efforts. Yet, the subject is rarely examined in graduate-level leadership preparation programs or in-service professional development. Robert Feirsen and Seth Weitzman explain that conflict in schools is normal and discuss why knowing how to manage conflict can strengthen leaders and build capacity for school improvement. They offer specific strategies to build conflict resolution skills and embed collaborative problem solving in school culture.

Influence of Principals’ Conflict Resolution Skills on Teachers’ Commitment in Public Secondary Schools in Ogun State

This study investigated the Influence of principals’ conflict resolution skills on teachers’ job commitment in public secondary schools in Ogun State. A descriptive research design was employed. The population for the study consisted of 3,109 teachers. A sample of six hundred and forty-five (645) respondents was selected. Three (03) instruments were used for data collection, namely: demographic data form, organizational commitment scale (r = .91), and Rahim organizational conflict inventory – II (r = .96). Findings showed that there was a significant influence of principals’ conflict resolution skills on teachers’ job commitment (R = .253; R2 = .064; Adj. R2= 063; F (1,636) = 43.508; P&lt; .05). Also, principals’ gender significantly moderated the influence of principals’ conflict resolution skills on teachers’ job commitment. Male principals have a significant moderating influence of principals’ conflict resolution skills on teachers’ job commitment (R =.376; R2 =.141; R2(adj) =.139; F (1,406) =66.563; P&lt;.05). Also, female principals do not have a significant moderating influence of principals’ conflict resolution skills on teachers’ job commitment (R =.048; R2 =.002; R2(adj) =-.002; F (1,230) =.525; P&gt;.05). Based on these findings, it was recommended that regular seminars should be organized to educate principals on conflict resolution strategies. Also, the Ministry of Education should organize extensive in-service development programs and/or encourage the principals to go for short courses in educational management with specific emphasis on leadership skills and styles and conflict management in schools irrespective of their gender.

Compromising, Avoiding, or Bullying? A Mixed Method Approach to Understanding Conflict Resolution and Bullying Among Undergraduate Roommates

While living with roommates in residence presents a unique set of challenges for emerging adults who are just beginning to navigate a world of adult responsibilities and are adjusting to living with an often-unfamiliar companion, conflicts become inevitable. Common sources of conflict, such as disputes over cleaning duties or noise levels, combine with still-developing conflict resolution skills to create an escalating environment of hostility that can develop into bullying if not properly addressed. However, what remains relatively understudied is how emerging adults navigate conflict management and how conflict resolution styles mitigate such household conflicts. Employing a multi-methods approach, this study utilized quantitative (i.e., questionnaires) and qualitative (i.e., short answer questions) methods to investigate the relative influence of conflict management styles and social support on roommate victimization and bullying among 804 undergraduate students aged 18–21 years old (79% female; M = 19). Multiple hierarchal linear regressions and thematic analyses were employed to analyze the data. The findings revealed that roommate compromise predicted an increase in roommate victimization and bullying, and an inverse relationship between resolving conflict with self-interest, where increased self-interest predicted lower roommate victimization and bullying. Social support was significantly inversely related to roommate bullying and victimization, such that increased social support tended to mitigate bullying and victimization. Taken in unison, these findings convey while students may believe they are compromising, whether they are requires further investigation. This work highlights the need to teach students how to manage conflict in healthy ways while verifying the continued importance of social support.