Exploring the intragroup conflict constructs and behaviors of African American public school children in an inner‐city conflict resolution education (CRE) program

Abstract

The Consortium on Negotiation and Conflict Resolution's (CNCR) Conflict Resolution in Schools Program (CRiSP) conducted a two‐year study of inner‐city African American public school children to discern any conflict constructs and behaviors that were apparent in the children's intragroup interactions. This article presents findings of the CNCR study, including three emergent themes—fears of victimization, identity conflict, and core values—that were consistently apparent in the children's demonstrations of intragroup conflict constructs and behaviors.

Conflict within the structure of peer mediation: An examination of controlled confrontations in an at‐risk school

“…In addition, through the process of selfdetermined problem solving, students gain a voice and begin to realize or accept choices that are open to them rather than receiving messages through a one-way flow of communication. As individuals gain empowerment through peer mediation, they can more efficiently learn to make self-determined choices and analyze critically alternatives to physical confrontations (Batton, 2004;Scott, 2003).…”