Conflict Resolution in Education
Summer Yacco
Violence and Aggression in Schools
Students aged 12 to 18 surveyed in 2005 reported they were victims of bullying within the last 6 months (Dinkes et al., 2006) 8 percent of U.S. students were threatened or injured with a weapon in a year span (Leighfield &
Trube, 2005)
In 2005, fourteen percent of students in grades 9-12 reported fighting on school property (National Center for Education Statistics, 2007).
Discipline
Costly in terms of time and effort (Johnson & Johnson, 1995) Reactive, not proactive Punishment is negative Suspension is problematic (Breunlin et al., 2002)
Ineffective as a deterrent Specific groups targeted Isolating and damaging to students
Disciplinary action can be reduced with conflict resolution (Bickmore, 2002)
Counselor Role
School counselors are recognized by the ASCA National Model as having skills that make them:
Leaders Advocates Collaborators Agents of change
Conflict management methods include:
Guidance curriculum Responsive services Program Management
(ASCA, 2003)
Conflict Resolution Programs
Students empowered to handle their own conflicts. Skills Training Curriculum or Cadre
For Cadres: Student selection should be diverse and representative. (Cassinerio and Lane-Garon, 2006)
Peer Mediation Cadre trained in peer mediation Cooperative Environment School climate
(Johnson & Johnson, 1995; Smith & Daunic, 2002)
Theory
Dual Concerns Theory – provides an understanding of how people approach conflict
(Holt & DeVore, 2005).
Social Interdependence Theory - when group members have a common goal, the members are interrelated and motivated to advance towards the goal (Johnson, 2003).
Dual Concerns Theory
Two motivations:
Concern for one’s own outcome Concern for the other’s outcome Forcing Smoothing Withdrawing/Avoiding Compromising Problem Solving/Cooperative
Five Styles:
(Holt & DeVore, 2005)
Social Interdependence Theory
Positive goal interdependence (Cooperation): Outcome is Win-Win
Leads to helping behaviors and trust
Negative goal interdependence (Competition): Outcome is Win-Lose
Leads to intimidation, coercion, and deceit
(Johnson, 2003)
Concepts and Skills
Conflict can be constructive if a win-win solution is sought. Negotiation – students resolve disputes between themselves and another student Mediation – students act as third parties to help others solve conflicts Arbitration – adults intervene and administer a solution
(Johnson & Johnson, 1995; Smith & Daunic, 2002)
Training Methods
Discussions and cooperative group work Communication skills Conflict resolution concepts and steps
Scripts
Demonstrations Watching and participating in role plays Role plays allow students to take the perspectives of others
Skills are learned from modeling
Rewards for completion
Social status Formal recognition
Mediators model behaviors during mediation
Disputant learning
(Casserino and Lane-Garon, 2006; Harris, 2005)
Application
Goal is for students to apply knowledge, skills, and attitudes towards their own conflicts. Mediation offered as an alternative to continued conflict or disciplinary consequences (Bickmore, 2001) Mediators may monitor the playground in elementary schools (Lane & McWhirter, 1992) Continued support and training are offered to mediators
Adult Roles
Adult roles are supportive and adult intervention is deemphasized Faculty buy-in is needed to maintain programs
(Matloff & Smith, 1999)
Faculty is usually trained during planning Many teacher education programs do not include conflict resolution (Leighfield & Trube, 2005)
Quantitative Results
Student Attitudes About Conflict (SAAC) survey:
Inclination and understanding of nonviolent solutions to conflict increased Increased willingness to attend and participate in school
Ohio State Proficiency Exam:
Higher passing rates in reading and citizenship than the district average Suspension rates decreased 25 percent
Discipline rates
(Bickmore, 2002)
Qualitative Results
School climate was most improved in schools that fully implemented the program. 70 percent of students were interested in becoming peer mediators Faculty reported improvements in school climate, students’ communication and self-discipline skills, and student attitudes toward school.
(Bickmore, 2002)