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.

The Effects of Primary Division, Student‐mediated Conflict Resolution Programs on Playground Aggression

“…Teachers reported that participation benefited mediators. Mediators reported that they engaged in less conflict as a result of their participation in the program, a finding consistent with previous studies (Gentry & Benenson, 1993 ;Johnson, Johnson, Dudley, Ward, & Magnuson, 1995). Plans to join middle-school mediation teams the following year provide a measure of mediator satisfaction with the program.…”

A dialectical analysis of a social justice process: International collaboration in South Africa

“…Peer mediation and conflict education has proven valuable in developing integrative negotiation behavior (Dudley, Johnson, & Johnson, 1996) that may even extend to home and community settings (Gentry & Beneson, 1993). Yet, scholars have challenged the ability of these programs to effect social change if they are not linked with the community through existing infrastructures (Crary, 1992;Jones & Bodtker, in press;Jones & Brinkman, 1994).…”

Personal and Interpersonal Effects of a Life Skills Programme on Grade 7 Learners

“…In addition, studies similar to those conducted by Gentry and Benenson (1993), Schmitz (1994) and Sliedrecht (1995), which included feedback from parents and teachers on the behaviour of the participants, could be beneficial in providing further information on the effects of the programme.…”