Date of Award
4-28-1995
Degree Type
Thesis
Degree Name
Master of Science
Department
Liberal Studies
First Advisor
Patricia R. Whitfield, Ph.D.
Second Advisor
Robert N. Sawyer, Ed.D.
Third Advisor
Rachel Mathews, Ed.D.
Abstract
Today many of the Nation's youth exhibit poor conflict resolution techniques. Some students with emotionally/behaviorally disorders have never been taught appropriate ways to handle day to day conflicts while other students have been exposed to elective classes on social skills and conflict management. The literature states that there are effective and comprehensive curriculums to handle the instruction of conflict resolution skills. Through a series of interviews with students who have and have not been exposed to conflict resolution curricula, this study explored the differences those curricula had on the students compared to another group of students who hadn't been exposed to conflict resolution curriculums. This study also examined whether the students themselves should have been involved in the construction of the curricula. The outcome of this study is inconclusive, showing only minor differences between the two groups of students in regards to conflict resolution and social skill mastery.
Recommended Citation
Forbes, John Scott, "Student Perceptions of Conflict Resolution Instruction" (1995). Theses & Honors Papers. 271.
https://digitalcommons.longwood.edu/etd/271
