Conflict Resolution Training Program: Problem Solving Strategies for Hearing-Impaired Students with Behavior Problems

1981 ◽  
Vol 126 (6) ◽  
pp. 619-626
Author(s):  
Susan Zylstra Owner ◽  
Stephen Mark Ulissi
Keyword(s):  
Conflict Resolution ◽  
Problem Solving ◽  
Behavior Problems ◽  
Training Program ◽  
Hearing Impaired ◽  
Program Problem ◽  
Problem Solving Strategies ◽  
Conflict Resolution Training ◽  
Hearing Impaired Students

scholarly journals The effectiveness of group counseling based on problem-solving on aggression and social adjustment in hearing-impaired students

2019 ◽  
Author(s):  
Mahdiyeh Azizi ◽  
Mohsen Saeidmanesh ◽  
Fateme Kazemi ◽  
Vahide Radaie
Keyword(s):  
Problem Solving ◽  
Group Therapy ◽  
Social Adjustment ◽  
Group Counseling ◽  
Repeated Measures ◽  
Hearing Impaired ◽  
Control Group ◽  
Quasi Experimental ◽  
Yazd City ◽  
Hearing Impaired Students

Background and Aim: One of the common behavioral disorders of hearing-impaired child­ren is aggressive behavior, which can affect soc­ial adjustment in their adolescence. This study was designed to investigate the effectiveness of group counseling based on problem-solving on aggression and social adjustment of hearing-impaired students. Methods: This study is quasi-experimental with pretest posttest design and a control group. The study population was all adolescents with hear­ing impairment referred to Yazd Speech The­rapy Centers, Yazd City, Iran. A total of 30 stu­dents were selected from the referred hearing-impaired students with high aggression and low social adjustment. Then they were randomly assigned into control (n = 15) and experimental (n = 15) groups. The study instruments were the California social behavior and Buss and Perry aggression inventory. The group couns­eling based on problem-solving intervention consisted of 7 one-hour sessions, presented for the experimental group. We analyzed the obtai­ned data by repeated measures analysis of cova­riance. Results: Group therapy based on problem-solving can reduce aggression (p < 0.001) and increase social adjustment (p = 0.04). Conclusion: The professionals in this field are recommended to use group therapy based on problem-solving.

Social Problem Solving for Hearing Impaired Students

1979 ◽  
Vol 12 (1) ◽  
pp. 20-21
Author(s):  
Louise McGehee ◽  
R. A. Pendergrass
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Social Problem Solving ◽  
Hearing Impaired ◽  
Hearing Impaired Students

Training as Interactive Conflict Resolution: Characteristics and Challenges

1997 ◽  
Vol 2 (3) ◽  
pp. 331-351 ◽  
Author(s):  
Keyword(s):  
Conflict Resolution ◽  
Problem Solving ◽  
Ethical Issues ◽  
Divided Societies ◽  
Face To Face ◽  
Protracted Conflict ◽  
Internal Conflicts ◽  
The Face ◽  
Definition Of ◽  
Conflict Resolution Training

AbstractThe face of international conflict continues to shift toward a predominance of internal conflicts between or among contending communal groups within divided societies. New conceptual tools and expanded methods of conflict resolution are required to address this destructive phenomenon. The problem-solving workshop, which can serve useful prenegotiaton functions, is now joined with a variety of innovative interventions in dialogue, reconciliation and conflict resolution training. A broad definition of interactive conflict resolution goes beyond problem-solving workshops to include all forms of facilitated, face-to-face activities in communication, training, education or consultation that promote collaborative conflict analysis and peacebuilding among influential members of groups in protracted conflict. The history and rationale of training in conflict resolution is to be found largely in the development and expression of human relations training and more recently in the growth of training in negotiation and mediation skills. Conflict resolution training in divided societies can be seen as having a unique intergroup focus, and as embodying both generic and focused objectives, the former relating to enhanced capacities of participants to manage conflict effectively, and the latter involving increased understanding of the other group and the creation of mutual ideas for peacebuilding. Thus, training as interactive conflict resolution often involves generic activities to impart concepts and skills as well as focused experiences to induce intergroup understanding and cooperation. While directed toward laudable goals, this powerful form of training raises some important pragmatic and ethical issues that need to be managed carefully.

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