Primary School Students’ Conflict Resolution Strategies in Turkey

Previous research has pointed to the need to address the study of violence in teen couples. However, research has not delved into the study of the variables related to the different types of violence employed by boys and girls. The purpose of this study was to test whether gender, jealousy, and dependency predict specific strategies for conflict resolution (psychological aggression and mild physical aggression). Another objective of the study was to test gender differences in the conflict resolution strategies used by Spanish teen couples and to test the association between these variables and jealousy and emotional dependency. A sample of 296 adolescent high school students between 14 and 19 years of age of both genders from the south of Spain participated in this study. Hierarchical regression models were used to estimate the relationship between psychological aggression and mild physical aggression, and jealousy, and dependency. Results showed that jealousy correlated with psychological aggression and mild physical aggression in girls but not in boys. Psychological aggression and mild physical aggression were associated with dependency in boys. Girls scored higher in psychological aggression and jealousy than did boys. Finally, the interaction between jealousy and dependency predicted psychological aggression only in girls. These results highlight the need to address the role of the interaction between dependence and jealousy in the types of violence employed in teen dating. However, it is necessary to delve into the gender differences and similarities to develop appropriate prevention programs.

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The effects of conflict resolution and peer mediation training on primary school students' level of aggression

Education 3-13 ◽

10.1080/03004270902760668 ◽

2010 ◽

Vol 38 (1) ◽

pp. 13-22

Author(s):

Abbas Turnuklu ◽

Tarkan Kacmaz ◽

Selma Gurler ◽

Burcak Sevkin ◽

Fulya Turk ◽

...

Keyword(s):

Conflict Resolution ◽

Primary School ◽

Peer Mediation ◽

Primary School Students ◽

School Students ◽

Mediation Training

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Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools

Frontiers in Psychology ◽

10.3389/fpsyg.2021.659348 ◽

2021 ◽

Vol 12 ◽

Author(s):

María B. Santamaría-Villar ◽

Raquel Gilar-Corbi ◽

Teresa Pozo-Rico ◽

Juan L. Castejón

Keyword(s):

Conflict Resolution ◽

Social Skills ◽

Primary School ◽

Repeated Measures ◽

Third Grade ◽

Control Group ◽

Primary School Students ◽

School Students ◽

Emotional Competencies ◽

Emotional Skills

Teaching socio-emotional skills among primary school students is the key to creating a climate of cooperation in classrooms and reducing disruptive or aggressive behaviors among students. The primary goal of this research is to present an educational proposal for imparting socio-emotional competencies among primary school students. We attempt to impart socio-emotional competencies based on: (1) fostering self-knowledge, self-esteem, and respect for others among students; (2) developing behaviors that allow them to perceive and express feelings and self-regulating emotions; and (3) developing assertive communication skills aimed at improving conflict resolution. This program has been designed in such a way that it is implemented throughout the academic year by organizing bi-monthly sessions of 45 min each, held until the completion of 15 sessions. The sample consists of 100 students in the third grade, with the control and experimental groups having an equal number of students (50 each). The instruments used for this research are: (a) BarOn Emotional Quotient Inventory (Youth Version [BarOn EQ-i:YV]): used for measuring emotional and social functioning; (b) the Matson Evaluation of Social Skills with Youngsters (MESSY): used for assessing social skills; and (c) Questionnaire for the Assessment of School Violence in Preschool and Primary School Questionnaire. To check the effectiveness of the educational intervention, a quasi-experimental design, along with pretest-posttest control group design, is used in accordance with the general linear model. Its effectiveness is also checked using repeated measures analysis of variance. The results show that the program is useful in preventing violent behaviors in the educational field and promoting the development of socio-emotional skills among third grade students. Finally, the applicability of the program to other educational contexts is discussed to enhance students' personal development and decrease the levels of violence found in primary school.

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