A degree of conflict is normal among early adolescents. However, excessive conflict can interfere with learning and may even lead to bullying or violence in school. Excessive conflict can stem from patterns of intolerance, parental modeling, sibling rivalry, and peer dynamics. This study will examine the association among age, gender, and familial conflict with frequency and type of peer conflict and resolution as well as beliefs regarding conflict resolution.
Data were obtained from approximately 900 children at eight health education centers in five states. Classes, grades 4-8, visiting centers during the study period, were eligible to participate. Trained center staff read each question and answer choice as they simultaneously appeared on a large screen. Willing students indicated their choices by pressing corresponding letters on handheld, electronic keypads. All respondents remained anonymous. Questions were developed by a project advisory team consisting of center staff, , a child psychologist, a pediatrician, university researchers, parents, and health educators. The survey was revised after pilot testing with two classes at a one center.
School-level data (i.e., school size, ethnic/racial proportion, free/reduced lunch participation) for public schools participating were obtained from the NCES. Based on past studies, total demographics for this study are expected to mirror national averages.
LEARNING OBJECTIVES
At the conclusion of this session, participants will be able to:
1. Identify the frequencies of the most common types of adolescent conflict. 2. Based on the results of this study, identify common adolescent beliefs regarding and reactions to conflict. 3. Identify implications of the results of the study for curriculum development/program planning in current strategies, at various levels, for addressing early adolescent conflict.