Conflict Resolution Training Program
OVERVIEW
The Conflict Resolution Training Program is a curriculum for kindergarten students to help them understand conflict and use strategies to maximize mutual gain. Using a four week school-based intervention, students are taught about conflict and the steps to resolve conflicts using a negotiation procedure. In this evaluation, students in the experimental group were significantly more likely to use negotiation to help resolve conflict during free play, use negotiation steps, and use constructive strategies.
DESCRIPTION OF PROGRAM
Target population: Kindergarten students
The Conflict Resolution Training Program teaches kindergarten students conflict resolution strategies during their school day. The curriculum lasts four weeks with one 30-minute lesson per day for a total of nine hours. Children are taught about what is and is not conflict and a negotiation procedure to resolve conflicts. The steps in the negotiation procedure are: 1) recognizing a conflict and expressing a desire to resolve it, 2) stating what you want and the reasons behind it, 3) expressing your feelings, 4), communicating an understanding of the other person's wants, 5) offering three or more solutions that maximize mutual gain, and 6) reaching an agreement and shaking hands. The six steps of negotiation are illustrated and presented for the students. As a way to help the students learn the negotiation procedure, they recite the steps, sequence cards with the steps on them, color the icons of the steps, watch a teacher demonstration, and practice the steps themselves using books to role play. Other activities include teaching sharing, caring, helping, listening, working together, taking turns, and being fair. The two teachers leading the lessons rotate between groups.
EVALUATION(S) OF PROGRAM
Stevahn, L., Johnson, D. W., Johnson, R. T., Oberle, K., & Wahl, L. (2000). Effects of conflict resolution training integrated into a kindergarten curriculum. Child Development, 71(3), 772-784.
Evaluated population: 80 kindergarteners from four classes in one public school in Edina, Minnesota. All of the children were from middle-class backgrounds.
Approach: Children were randomly assigned to experimental (N=39) and control (N=41) conditions across classes. Students in the experimental group proceeded as described in the Description of Program section. The control group students were taught the same friendship concepts for the same number of sessions and hours, but there were no conflict resolution procedures included.
Students were measured on their knowledge and understanding of the concept of conflict, knowledge of the negotiation procedure, retention of the negotiation procedure, willingness and ability to apply the negotiation procedure, use of the negotiation procedure, application of the negotiation procedure to resolve real conflicts, willingness and ability to help others by using the negotiation procedure, and understanding of friendship concepts.
Results: At post-test, children in the experimental group were able to describe significantly more negotiation steps than control group children. This outcome held through the 10-week follow-up. The experimental group also used significantly more constructive strategies in resolving conflict than the control group. Measured through observation and assessment, experimental group children used significantly more negotiation steps than control group children during conflict. Experimental group children were significantly more willing to help others resolve conflict and recalled significantly more friendship concepts than control group children.
SOURCES FOR MORE INFORMATION
Laurie Stevahn
University of Minnesota
Cooperative Learning Center
60 Peik Hall
159 Pillsbury Drive
Minneapolis, MN 55455
References:
Stevahn, L., Johnson, D. W., Johnson, R. T., Oberle, K., & Wahl, L. (2000). Effects of conflict resolution training integrated into a kindergarten curriculum. Child Development, 71(3), 772-784.
Program categorized in this guide according to the following:
Evaluated participant ages: 5
Program age ranges in the guide: Early Childhood
Program components: School-based
Measured outcomes: Social and Emotional Health
KEYWORDS: Early Childhood (0-5), School-based, Children (3-11), Early Childhood, Suburban, Conflict Resolution Skills.
Program information last updated on 8/17/09.
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© Child Trends 2004 |
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