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Adolescent conflict resolution in co...

Borbely, Christina J.

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Adolescent conflict resolution in context: Social skills that matter between 6th and 7th grade.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Adolescent conflict resolution in context: Social skills that matter between 6th and 7th grade./
作者:	Borbely, Christina J.
面頁冊數:	160 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-04, Section: B, page: 2123.
Contained By:	Dissertation Abstracts International65-04B.
標題:	Psychology, Developmental. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3128924

Adolescent conflict resolution in context: Social skills that matter between 6th and 7th grade.
Borbely, Christina J.

Adolescent conflict resolution in context: Social skills that matter between 6th and 7th grade. - 160 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: B, page: 2123.

Thesis (Ph.D.)--Columbia University, 2004.

Teenagers engage in an expanding variety of interpersonal contacts with increasing independence from the familial context. One aspect of this developing social realm is confronting conflict. Conflict resolution strategy reflects adolescents' social skill capacity and the extent to which they can integrate skills in a typical but trying situation. The current study investigates the contribution of observed and self-reported social skills to conflict resolution ability in three contexts. Longitudinal associations between social ability (communication, assertiveness, anxiety, and aggression) and conflict resolution strategy in role-play interactions involving a parent, peer, and teacher are examined. The associations between conflict resolution ability and general indicators of social competence, including confidence in social interactions, school engagement, and rule-abiding behavior, are also examined.Subjects--Topical Terms:

1017557
Psychology, Developmental.

Adolescent conflict resolution in context: Social skills that matter between 6th and 7th grade.
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245 1 0 $a Adolescent conflict resolution in context: Social skills that matter between 6th and 7th grade.
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500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: B, page: 2123.
500 $a Adviser: Jeanne Brooks-Gunn.
502 $a Thesis (Ph.D.)--Columbia University, 2004.
520 $a Teenagers engage in an expanding variety of interpersonal contacts with increasing independence from the familial context. One aspect of this developing social realm is confronting conflict. Conflict resolution strategy reflects adolescents' social skill capacity and the extent to which they can integrate skills in a typical but trying situation. The current study investigates the contribution of observed and self-reported social skills to conflict resolution ability in three contexts. Longitudinal associations between social ability (communication, assertiveness, anxiety, and aggression) and conflict resolution strategy in role-play interactions involving a parent, peer, and teacher are examined. The associations between conflict resolution ability and general indicators of social competence, including confidence in social interactions, school engagement, and rule-abiding behavior, are also examined.
520 $a The current investigation examines the process of conflict resolution mastery of 177 adolescents during their 6th and 7th grade years. Of these New York City public and parochial school students, 57.1% were Black, 29.4% Latino, and 9.6% White; gender was equally distributed. Overall, Social ability and conflict resolution ability changed little between 6th and 7th grade. Seventh graders showed better skills with peers than with adults. Findings suggest that social skills associated with conflict resolution are context-specific. With a parent, 6th grade communication skill was associated with later use of compromise or negotiation (expbeta = 2.82). Less-skilled communication at 6th grade increased the likelihood that adolescents offered reasons to resolve conflict with a parent at 7th grade (expbeta = .36). Negotiating with a peer at 7th grade was more likely among adolescents who were assertive 6th graders (expbeta = 1.65). Though adolescents consistently demonstrating solution-based resolution with parents and peers were better communicators than their agemates (e.g. 6th grade parent communication, M = 3.37 versus 2.91), overall they show less ability over time (e.g. parent communication M = 3.37, then 3.08). The association of solution-seeking strategy with a teacher and school engagement was the only connection between adolescent conflict resolution and global indicators of social competence. Implications for skills-based prevention curricula are discussed.
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