Explores the relationship between couples' stable personality variables associated with interpersonal competencies and marital satisfaction with conflict resolution style as the mediating factor. Results indicate strong mediational effects across time. The relationship personality variables correspond closely with conflict resolution styles, which…

The purpose of this study was to determine the effects of conflict resolution and related social skill development on students' meta-cognitive competencies. The investigation was conducted throughout a 5-year period in elementary schools in the Philadelphia School District and in a neighboring urban school district. Sample subjects were fourth-and…

This work describes the results of the "Programa de Desarrollo Social y Afectivo" [Social and Affective Development Program] (Trianes & Munoz, 1994; Trianes, 1996), under way during four years at a public school in a disadvantaged area Malaga, earmarked for special educational resources. The intervention is meant to improve classroom…

Conflicts are essential for the development and socialization of preschool children and can benefit children even if they are not resolved. This study explored the events that precipitate disputes among preschool children and the strategies they use to resolve those disputes. Research was conducted at a nursery school with 24 children, ages 3-5…

The "management of crisis," as opposed to crisis management," requires prior planning. Boards of education that habitually practice courtesy and have some knowledge of group dynamics do not create controversy by their own actions and will have fewer controversial meetings to manage. Policymakers should know ahead of time what issues are likely to…

A detailed systems diagram elaborates the process of dealing with a single conflict episode between two parties or persons. Hypotheses are fully stated to lead the reader through the flow diagram. A concrete example illustrates its use. Detail is provided in an accounting scheme of virtually all possible variables to consider in analyzing a…

When second- through fifth-grade learning disabled (N=24) and nonhandicapped (N=24) boys were shown four hypothetical social situations and then interviewed about social interaction goals and strategies, the learning-disabled students were found to perform with less social competence and at lower developmental levels than nonhandicapped peers in…

This study examined the ability of 56 children with mental retardation and 58 children (grades 1-5) without mental retardation to perform two key social cognitive processes: social perception (the encoding and interpretation of social cues) and the generation of strategies for resolving social conflicts. These processes were assessed as children…

To assess the efficacy of an interpersonal skill training program, adult offenders were randomly assigned to either interpersonal effectiveness training or waiting-list control. Results indicated interpersonal effectiveness training group superiority on Interpersonal Behavior Role-Play Test training and generalization assessment items. Findings…

Offers a conceptual model based on two encompassing perspectives: (1) negotiating as a set of dilemmas that are derived from the "cooperation-fighting" polarity and (2) negotiating as a composition of four kinds of activities, each connected to a different intention. (Author)

The job of a college or university planned-giving officer is to seek gifts that the college will receive after the donor's death. It requires substantial interpersonal skills, legal and financial knowledge, and understanding of donor attitudes. While dealing with potential donors requires great tact, the gifts are often substantial. (MSE)

Compared conflict resolution patterns of mildly developmentally delayed preschoolers to those of older and younger typically developing children matched for age or developmental level. Analysis of naturally occurring conflicts showed that delayed children exhibit more negative and less adaptive interaction style, even compared to typically…

A New York camp program builds campers' social skills through use of "request power,""deny power," and conflict resolution. The steps of conflict resolution are position of strength, exchange of wants, proposals for win-win resolution, and acceptance or nonacceptance of proposal. Campers learn to identify what they want, listen…

Examines how school staff conceptualize their work with alternative school adolescents after undergoing at least 1 year of a whole school violence prevention program. Results highlight the importance of linking social learning and academics in violence prevention strategies and of sustaining collaborative efforts that connect conflict resolution…

Discusses hypotheses that connect assessments of competence to an actor's goal achievement and sensitivity to the partner's goal. Analyzes both actor and partner assessments of the actor sensitivity and conflict strategies. Concludes that sensitivity to the partner's goals was a strong predictor of competence assessments and that actor goal…