Relationship between Assertive Communication and Cyber-​​bullying in Adolescents

<p>The mandatory use of online facilities during the Covid-19 period has a great opportunity to increase the problem of cyber bullying at all levels of education. The concept of assertiveness cannot be separated from cyber bullying and it is known that communicating assertively can prevent cyber bullying even though it is difficult to implement. The complexity of the psychological problems of victims of cyber bullying requires comprehensive management. This analytical descriptive study with a cross sectional approach aims to analyze the relationship between assertive communication and cyber bullying by involving 151 student participants and high school students in Palembang. The data was collected using an assertive scale and a cyber-bullying scale, which was distributed online using a Google form. From Kendall's tau-b statistical test, it is known that there is a relationship between assertive communication and cyber bullying (p=0.026). It is recommended that the education sector implement self-awareness, empathy, assertive communication and conflict resolution training to prevent the increasing number of cyber bullying's victim. The academic and managerial sectors are expected to facilitate promotion through educational media about using online facilities intelligently by respecting human dignity.</p>

Assessment of Conflict Resolution Training at University

The growth of conflicts in a changing world makes conflict resolution competence an important component of entrepreneurial competencies. Higher education should empower students to effectively prevent and resolve conflicts. The problem of assessing the educational process in the field of conflict resolution training and the result of this training is discussed in this article. The authors cite the results of an empirical study, the purpose of which was to determine the needs of students of the State University (Chelyabinsk, Russia) with regards to conflict management preparation. The survey relied on an analysis of the self-assessment of students´ own skills and commitment to the principles of tolerance, an assessment of the educational process, and the need to increase their own conflict management competence. 152 students of the State University took part in the survey, of which 63 were male and 89 female. The Likert scale was used. The results of the study showed that students assess the level of their own conflict resolution competence as high, as do they the educational process at the university. The limitations of the study are discussed at the end of the article.

Self-assessment of conflict resolution competencies by undergraduate students pursuing an education degree

Introduction. The article addresses the issue of developing prospective teachers’ competence in conflict resolution. Despite the fact that the ability to resolve conflicts in the field of education is considered as one of the key competencies, too little attention has been paid to studying the problem of self-evaluating conflict management competencies by students pursuing their undergraduate degrees in Education. Therefore, the purpose of this study is to investigate how students evaluate their conflict resolution skills gained within the framework of initial teacher education course. Materials and Methods. By adopting a systematic approach, the study uses such theoretical methods as systemic analysis and synthesis, comparison, and generalization. In order to collect empirical data, an online survey was conducted. The study involved 287 undergraduate students (63 male and 224 female) doing their initial teacher education degree at a pedagogical university located in Chelyabinsk (Russia). Results. Having examined students' assessment of the need, composition, effectiveness and satisfaction with training in the field of conflict resolution, the authors found that lack of systematic conflict resolution training can lead to the imbalance between students’ theoretical awareness of conflict resolution strategies and practical skills of applying them in work-related situations. The authors conclude that future educators need targeted conflict resolution training, as they consider themselves insufficiently prepared to apply conflict resolution skills at workplace. Conclusions. The study suggests that self-evaluation of professional training in the field of conflict resolution by student teachers has the following attributes: 1) indirect involvement in teaching activities; 2) insufficient subject position of students regarding the fulfillment of their own needs for conflict resolution competencies.

A Taster Of An Award-Winning Conflict Resolution Training Program For Pediatric Health Professionals

In 2013, the Medical Mediation Foundation and the Evelina London Children’s Hospital initiated a project to explore the nature and impact of conflict across paediatrics. Interestingly, staff were initially reluctant to name disagreements as ‘conflict’, but widespread canvassing of experience yielded a working definition of conflict which has ‘the breakdown of trust and communication breakdown’ and "impact on the ability of staff to provide optimal care to the child" at its core. The project, based on published research with families and health professionals, provides training to staff in recognising and managing conflict and an independent mediation service available to families, patients and staff to help resolve conflict if it escalates. The Evelina Resolution Project has become a nationally recognised, award-winning training programme. Interactive, multi-disciplinary sessions (usually half days, 12-20 staff) are co-trained, combining the expertise of a senior consultant paediatrician and an experienced accredited mediator. Six month follow up of a cohort of 313 staff found that more than half had experienced a conflict with a parent or patient since doing the training and of these, 95% reported that the training had helped them to recognise the warning signs and 91% said it had helped de-escalate the conflict. Feedback from more than 1600 Evelina staff trained to date, provides consistently high ‘quality’ ratings (95% rated the training as excellent/very good), ‘relevance’ ratings (99% - very relevant/relevant) This workshop will offer a condensed version of the training and an opportunity for participants to practise and discuss the skills taught.

EEG-Based Analysis of Air Traffic Conflict: Investigating Controllers’ Situation Awareness, Stress Level and Brain Activity during Conflict Resolution

The effects of air traffic conflict geometry have been well investigated in prior studies, particularly in the context of the pilot, though little in the context of the air traffic control officer (ATCO). No study to date has investigated the effects of conflict geometry on human factors variables of ATCOs through objective and physiological approaches. This study examines the effects of conflict geometries on ATCO situation awareness, stress level and brain activity during conflict resolution. Fifteen participants were instructed to resolve six different conflict geometries: crossing level, crossing non-level, converging level, converging non-level, overtaking level, and overtaking non-level. The results indicate that converging and crossing conflicts led to lower situation awareness (SA), higher stress level, and higher theta activation at the temporal and parietal lobes. Level conflict led to lower SA. The findings offer two implications, providing insights for the formal guidelines in ATC conflict resolution training and provision of inputs for the conflict resolution aid development.

GERAKAN KOMUNITAS PEREMPUAN “SRIKANDI LINTAS IMAN” YOGYAKARTA DALAM TELAAH PENDIDIKAN ISLAM MULTIKULTURAL

This study aims to determine the activities of women's community "Srikandi Lintas Iman" Yogyakarta in muticultural Islamic education study, to know the implications of multicultural Islamic education in the women's community in managing religious diversity in Yogyakarta, and to find out the supporting factors in the movement process in women's community "Srikandi Lintas Iman”. This type of research is field research with a phenomenological approach. Data sources obtained through structured interviews, passive participant observation and documentation. Then, data analysis uses data analysis according to Cresswell. The results obtained that the women's community movement "Srikandi Lintas Iman" focused on several activities, namely cross-faith discussions, interfaith pilgrimages, and conflict resolution training. The implication is that their members are able to apply the values ​​of multicultural Islamic education, namely inclusive, tolerance, pluralism, justice, and peace. To understand the supporting factors of this women's community, they are solid in carrying out their vision and mission together, leader continues to be active in directing, members come from various backgrounds, and the family system between members is still maintained.