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Students ages 13 to 17 were selected to participate in the study based on the determination that they were at-risk for increased disciplinary involvement, poor academic performance, delinquency, visible signs of abuse and/or neglect, promiscuity, teenage pregnancy, substance abuse, involvement within the juvenile justice system, and so forth. It was hypothesized that a group counseling intervention with at-risk youth that attended to helping students to resolve both internal and external conflicts would result in the following: That (a) self-concept would increase, (b) anxiety would decrease, (c) depression would decrease, (d) disruptive behaviors would decrease, and (e) anger would decrease from pre- to post-intervention. Regarding the second research question, it was hypothesized that students would report that they felt heard, valued, and respected as result of being in the group. Following the group intervention, students' self-concept scores improved significantly. Furthermore, the students reflected positive experiences that surfaced from their participation in the group. These findings are congruent with the increasing amount of research supporting the impact of group counseling with at-risk youth.", "thesisType": "", "university": "George Mason University", "place": "United States -- Virginia", "date": "2011", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ProQuest Legacy", "callNumber": "", "rights": "", "extra": "Ph.D.", "tags": [ { "tag": "Educational psychology", "type": 1 }, { "tag": "School counseling", "type": 1 } ], "collections": [ "W55F9THP" ], "relations": {}, "dateAdded": "2011-12-06T18:19:11Z", "dateModified": "2011-12-06T18:19:11Z" } }, { "key": "7MZ7ZPJ5", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/7MZ7ZPJ5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/7MZ7ZPJ5", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/57266/items/NWI4PNFD", "type": "application/json" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } } }, "data": { "key": "7MZ7ZPJ5", "version": 1, "parentItem": "NWI4PNFD", "itemType": "attachment", "linkMode": "linked_url", "title": "Document View - 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ProQuest", "accessDate": "2011-12-06T18:12:30Z", "url": "http://proquest.umi.com.mutex.gmu.edu/pqdweb?SQ=The+critical+mass+of+social+change%3A+Northern+Ireland+integrated+education&DBId=21734&date=ALL&onDate=&beforeDate=&afterDate=&fromDate=&toDate=&TITLE=&author=&SCH=&subject=&FT=0&LA=any&MTYPE=all&sortby=REVERSE_CHRON&RQT=305&querySyntax=PQ&searchInterface=1&moreOptState=CLOSED&TS=1323195107&h_pubtitle=&h_pmid=&clientId=31810&JSEnabled=1", "note": "", "contentType": "text/html", "charset": "windows-1252", "tags": [], "relations": {}, "dateAdded": "2011-12-06T18:12:30Z", "dateModified": "2011-12-06T18:12:30Z" } }, { "key": "BE2NIMSC", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/BE2NIMSC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/BE2NIMSC", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/57266/items/WCAE97ZK", "type": "application/json" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } } }, "data": { "key": "BE2NIMSC", "version": 1, "parentItem": "WCAE97ZK", "itemType": "attachment", "linkMode": "linked_url", "title": "Results - ProQuest", "accessDate": "2011-12-06T18:10:24Z", "url": "http://proquest.umi.com.mutex.gmu.edu/pqdweb?SQ=A+qualitative+study+of+preschool+children%27s+peer+conflicts&DBId=21734&date=ALL&onDate=&beforeDate=&afterDate=&fromDate=&toDate=&TITLE=&author=&SCH=&subject=&FT=0&LA=any&MTYPE=all&sortby=REVERSE_CHRON&RQT=305&querySyntax=PQ&searchInterface=1&moreOptState=CLOSED&TS=1323194973&h_pubtitle=&h_pmid=&clientId=31810&JSEnabled=1", "note": "", "contentType": "text/html", "charset": "windows-1252", "tags": [], "relations": {}, "dateAdded": "2011-12-06T18:10:24Z", "dateModified": "2011-12-06T18:10:24Z" } }, { "key": "ZS8F7VTK", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/ZS8F7VTK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/ZS8F7VTK", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/57266/items/DSMZ34BZ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } } }, "data": { "key": "ZS8F7VTK", "version": 1, "parentItem": "DSMZ34BZ", "itemType": "attachment", "linkMode": "linked_url", "title": "Results - ProQuest", "accessDate": "2011-12-06T18:08:45Z", "url": "http://proquest.umi.com.mutex.gmu.edu/pqdweb?SQ=Identifying+theories+of+change+in+the+design+and+implementation+of+three+UNICEF+peace+education+programs&DBId=21734&date=ALL&onDate=&beforeDate=&afterDate=&fromDate=&toDate=&TITLE=&author=&SCH=&subject=&FT=0&LA=any&MTYPE=all&sortby=REVERSE_CHRON&RQT=305&querySyntax=PQ&searchInterface=1&moreOptState=CLOSED&TS=1323194872&h_pubtitle=&h_pmid=&clientId=31810&JSEnabled=1", "note": "", "contentType": "text/html", "charset": "windows-1252", "tags": [], "relations": {}, "dateAdded": "2011-12-06T18:08:45Z", "dateModified": "2011-12-06T18:08:45Z" } }, { "key": "ADWDJNKC", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/ADWDJNKC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/ADWDJNKC", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/57266/items/KD23T8TA", "type": "application/json" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } } }, "data": { "key": "ADWDJNKC", "version": 1, "parentItem": "KD23T8TA", "itemType": "attachment", "linkMode": "linked_url", "title": "Results - 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ProQuest", "accessDate": "2011-12-06T18:04:52Z", "url": "http://proquest.umi.com.mutex.gmu.edu/pqdweb?SQ=Children%27s+conflict+management%3A+Preferences+and+perceived+control+beliefs&DBId=G647&date=ALL&onDate=&beforeDate=&afterDate=&fromDate=&toDate=&TITLE=&author=&SCH=&subject=&FT=0&LA=any&MTYPE=all&sortby=REVERSE_CHRON&RQT=305&querySyntax=PQ&searchInterface=1&moreOptState=CLOSED&TS=1323194663&h_pubtitle=&h_pmid=&clientId=31810&JSEnabled=1", "note": "", "contentType": "text/html", "charset": "windows-1252", "tags": [], "relations": {}, "dateAdded": "2011-12-06T18:04:52Z", "dateModified": "2011-12-06T18:04:52Z" } }, { "key": "WT344K3M", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/WT344K3M", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/WT344K3M", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/57266/items/CK9KQ7N4", "type": "application/json" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } } }, "data": { "key": "WT344K3M", "version": 1, "parentItem": "CK9KQ7N4", "itemType": "attachment", "linkMode": "linked_url", "title": "Document View - ProQuest", "accessDate": "2011-12-06T18:03:41Z", "url": "http://proquest.umi.com.mutex.gmu.edu/pqdweb?index=4&did=727770031&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1323194568&clientId=31810", "note": "", "contentType": "text/html", "charset": "windows-1252", "tags": [], "relations": {}, "dateAdded": "2011-12-06T18:03:41Z", "dateModified": "2011-12-06T18:03:41Z" } }, { "key": "WTFZ4ITD", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/WTFZ4ITD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/WTFZ4ITD", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/57266/items/3JWFMJ83", "type": "application/json" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } } }, "data": { "key": "WTFZ4ITD", "version": 1, "parentItem": "3JWFMJ83", "itemType": "attachment", "linkMode": "linked_url", "title": "Document View - ProQuest", "accessDate": "2011-12-06T17:58:31Z", "url": "http://proquest.umi.com.mutex.gmu.edu/pqdweb?index=0&did=730851821&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1323194222&clientId=31810", "note": "", "contentType": "text/html", "charset": "windows-1252", "tags": [], "relations": {}, "dateAdded": "2011-12-06T17:58:31Z", "dateModified": "2011-12-06T17:58:31Z" } }, { "key": "MEU4J968", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/MEU4J968", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/MEU4J968", "type": "text/html" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } }, "creatorSummary": "Banks", "parsedDate": "2004", "numChildren": 0 }, "data": { "key": "MEU4J968", "version": 1, "itemType": "thesis", "title": "Finding their voice: Observation of the Surrogate Victim Offender Dialogue project. Does the program provide a path for survivors of domestic violence to progress through developmental learning stages?", "creators": [ { "creatorType": "author", "firstName": "Carrie Outhier", "lastName": "Banks" } ], "abstractNote": "In too many cases, offenders and victims of domestic violence return to unhealthy destructive relationships. The Surrogate Victim Offender Dialogue was developed to provide a setting in which offenders and victims of domestic violence engage in a dialogue. One victim and one offender of domestic violence, who have no previous relationship with each other , were paired for a voluntary dialogue session with trained victim offender co-facilitation team as well as their counselors. The purpose of this study is to determine if the surrogate program provides an opportunity for a domestic violence victim to gain a voice. Interviews with five survivors who participated in the program provide a plethora of information about stages of learning and movement that can occur during an intervention process. A survivor and an offender are in a safe and secure setting where a shift in thinking and perceptions about themselves and their abilities to handle situations can occur. They may talk candidly about their experiences, question each other, digest the results and draw their own conclusions about their future. The information acquired will be useful to those designing and implementing victim-offender programs as well as to conflict resolution practitioners involved in domestic violence cases. When reviewing statements made by the participants, one can conclude that it is vital to incorporate the ways that women gain their voice with intervention programs for those who are at risk for violence. Providing a way for a survivor of violence to move beyond her current level to a place where she is able to rely not only on friends, books and counselors, but on her own intuition, knowledge and creations is a crucial step in building her self-esteem and self-image. This shift can empower a survivor to leave and remain out of a domestic violence situation. These answers may prove critical in the treatment and education of victims, possibly directing them to a path of independence and freedom.", "thesisType": "", "university": "George Mason University", "place": "United States -- Virginia", "date": "2004", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Finding their voice", "language": "", "libraryCatalog": "ProQuest Legacy", "callNumber": "", "rights": "", "extra": "Ph.D.", "tags": [ { "tag": "Communication", "type": 1 }, { "tag": "Families & family life", "type": 1 }, { "tag": "Personal relationships", "type": 1 }, { "tag": "Sociology", "type": 1 }, { "tag": "Womens studies", "type": 1 } ], "collections": [ "W55F9THP" ], "relations": {}, "dateAdded": "2011-12-06T17:52:00Z", "dateModified": "2011-12-06T17:52:00Z" } }, { "key": "KD23T8TA", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/KD23T8TA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/KD23T8TA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } }, "creatorSummary": "Harris", "parsedDate": "2003", "numChildren": 1 }, "data": { "key": "KD23T8TA", "version": 1, "itemType": "thesis", "title": "Unlocking the learning potential in peer mediation: An evaluation of peer mediator modeling and disputant learning", "creators": [ { "creatorType": "author", "firstName": "Robert D.", "lastName": "Harris" } ], "abstractNote": "Conflict resolution education and peer mediation programs have become increasingly popular in schools across the United States and around the world. Highly trained peer mediators are being called upon to help keep their schools safe and violence free. Existing evaluation research on peer mediation programs verify that they are both successful in resolving conflicts between students and in teaching peer mediators conflict resolution knowledge, attitudes, and skills. Yet, little is known about the impact of these programs on disputants. In particular, no studies directly investigate whether or not disputants--students who are being mediated--learn anything during mediation that can help them resolve future conflict without the need for third party intervention. This study took place in the context of an ongoing program evaluation of conflict resolution and peer mediation programs in Fairfax County Public Schools (Fairfax, VA). Its purpose was to evaluate the degree of (1) peer mediator modeling and (2) disputant learning in an effort to improve current practice and make judgments about program effectiveness. The study was designed to be exploratory because no prior research had been conducted on peer mediator modeling and only a handful of studies mentioned disputant learning. A multi-source, multi-method design was created to allow for triangulation of data. Data was collected from peer mediators, disputants, peer mediation program staff, and peer mediation observers in three high schools using a pretest/posttest instrument, evaluation and assessment forms, interviews, observations, and administrative records. The results of the study demonstrated that peer mediators effectively modeled and disputants effectively learned conflict resolution knowledge, attitudes, and skills that contributed to a significant improvement in conflict behaviors and a significant reduction in disputant discipline problems following mediation. These findings expand the notion of who benefits most from peer mediation programs by showing that not only do peer mediators gain valuable life skills, but disputants can as well. Schools can now view their peer mediation program as an effective intervention program that builds new conflict resolution capacities in participating students, while helping to maintain a safe learning environment for their school.", "thesisType": "", "university": "George Mason University", "place": "United States -- Virginia", "date": "2003", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Unlocking the learning potential in peer mediation", "language": "", "libraryCatalog": "ProQuest Legacy", "callNumber": "", "rights": "", "extra": "Ph.D.", "tags": [ { "tag": "Academic guidance counseling", "type": 1 } ], "collections": [ "W55F9THP" ], "relations": {}, "dateAdded": "2011-12-06T17:52:00Z", "dateModified": "2011-12-06T17:52:00Z" } }, { "key": "CK9KQ7N4", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/CK9KQ7N4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/CK9KQ7N4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } }, "creatorSummary": "Andrews", "parsedDate": "2001", "numChildren": 1 }, "data": { "key": "CK9KQ7N4", "version": 1, "itemType": "thesis", "title": "The early childhood teacher's role in conflict resolution", "creators": [ { "creatorType": "author", "firstName": "Barbara J.", "lastName": "Andrews" } ], "abstractNote": "Conflict is a natural part of daily life and can be seen in classrooms for young children on a regular basis. Child development theory has long focused on conflict as a means for development. The early childhood teacher's role in supporting children's development is clear, but the teacher's role in conflict resolution is unclear and the topic is lacking in research. Increased concern over violence in the lives of children points to the importance of helping children, even at very young ages, to learn how to resolve conflicts peacefully. This study examines the early childhood teacher's role in conflict resolution through observations and interviews with a teacher in child-care program. The research questions address how the teacher implements conflict resolution with children (ages 3-5) and what contextual factors in the classroom and within the larger center influence the teacher's use of conflict resolution. The data collection was cyclical, with observations find patterns and connections between the observation and interviews. The study found that conflict resolution is possible in early childhood classrooms if the context supports its use. The teacher had developed an intuitive set of guidelines for choosing observation or intervention in conflicts. She used responsive language, a careful use of power, and acted as a facilitator for children's solutions. The teacher reflected, articulated, and translated her thinking into classroom practice. The resulting classroom climate and educational philosophy supported the use of conflict resolution. The educational philosophy of the center, training in child development and communication additionally supported its use. Three tensions that inhibit the use of conflict resolution, safety, time, and working as a solo teacher, were developed from the study. Implications for further research include: (1) The importance of context in examining classroom practice. (2) Research on how teachers develop into reflective practitioners and how they formulate their educational philosophies. (3) What elements in a classroom lead to the development of a supportive learning climate. (4) Training for teachers in conflict resolution that explicitly addresses tensions in the classroom.", "thesisType": "", "university": "George Mason University", "place": "United States -- Virginia", "date": "2001", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ProQuest Legacy", "callNumber": "", "rights": "", "extra": "Ph.D.", "tags": [ { "tag": "Preschool education", "type": 1 } ], "collections": [ "W55F9THP" ], "relations": {}, "dateAdded": "2011-12-06T17:52:00Z", "dateModified": "2011-12-06T17:52:00Z" } }, { "key": "3JWFMJ83", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/3JWFMJ83", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/3JWFMJ83", "type": "text/html" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } }, "creatorSummary": "Spees", "parsedDate": "2000", "numChildren": 1 }, "data": { "key": "3JWFMJ83", "version": 1, "itemType": "thesis", "title": "Perceptions of gender issues among elementary school boy and girl peer mediators", "creators": [ { "creatorType": "author", "firstName": "Karen Anne", "lastName": "Spees" } ], "abstractNote": "Gender issues and conflict resolution are subject areas that hold a great deal of interest for educators and researchers because of their impact on children and the implications of this impact for children's futures. Gender stereotypes have been found to exist in the thinking of children at every level of development and the results of this stereotyping can be detrimental for both genders. Gender inequity and student-to-student sexual harassment are other areas of concern that continue to have negative consequences for children, starting at the elementary school level. Concern about conflict and violence in our schools has contributed to the evolution of today's peer mediation programs found in schools throughout the United States. This study asked former elementary school peer mediators, who worked in mixed-gender teams, to talk about their perceptions of what it was like to work with the other gender. The purpose was to find out how their perceptions of each other may have impacted their thinking about gender issues, including stereotypes and sexual harassment, and to see if their experiences with each other had continuing effects on their gender perceptions. In the last thirty years a considerable amount of research has been carried out in an attempt to provide answers to questions and concerns about gender issues and conflict in our schools. However, very little research can be found that gives voice to children and privileges their perceptions of these issues. This study was unique in combining the elements of gender issues and peer mediation, utilizing qualitative methods and in-depth interviews, and giving voice to elementary school students regarding their views of each other. In this study, issues of gender differences and similarities, gender stereotypes and inequity, and positive and negative aspects of working together are discussed. Theoretical concepts of common ground and contiguity are included in the discussion. Through this research, information may be gained that provides insight into how mixed-gender experiences in elementary school can impact students. Possible results of this impact may include decreasing gender stereotypes, increasing respect between the genders and, perhaps, reducing student-to-student sexual harassment.", "thesisType": "", "university": "George Mason University", "place": "United States -- Virginia", "date": "2000", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ProQuest Legacy", "callNumber": "", "rights": "", "extra": "Ph.D.", "tags": [ { "tag": "Educational psychology", "type": 1 }, { "tag": "Elementary education", "type": 1 } ], "collections": [ "W55F9THP" ], "relations": {}, "dateAdded": "2011-12-06T17:52:00Z", "dateModified": "2011-12-06T17:52:00Z" } }, { "key": "WCAE97ZK", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/WCAE97ZK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/WCAE97ZK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } }, "creatorSummary": "Wheeler", "parsedDate": "1994", "numChildren": 1 }, "data": { "key": "WCAE97ZK", "version": 1, "itemType": "thesis", "title": "A qualitative study of preschool children's peer conflicts", "creators": [ { "creatorType": "author", "firstName": "Edyth James", "lastName": "Wheeler" } ], "abstractNote": "In a world of increasing violence, peer conflict is a growing concern. Practitioners hope to maintain a peaceful classroom and help children learn conflict resolution strategies. Several theories represent peer conflict as a complex social interaction which contributes to children's development. This qualitative study was designed to (1) describe the process of children's naturally occurring conflicts among three- to five-year-olds in a preschool play setting, (2) investigate children's explicit meanings in conflicts, and (3) explore children's conflicts in the context of the preschool culture. The study asked, \"What is happening in young children's peer conflicts that result in mutually agreeable, child-generated resolutions?\" The data collection included videotaped observations of children's play activities, ethnographic field notes, and interviews with children. In the analysis, 206 videotaped conflict situations were described according to their structural characteristics (issues, strategies, and outcomes), contextual characteristics (level of social play, number of participants, play activity and location), and the age and sex of the children involved. The results showed that children who were engaged in cooperative or associative play, or who used verbal strategies of reasoning and negotiation were more successful in their resolutions. The data also included a large number of potential conflicts that failed to develop into full conflicts and conflicts in which a third child intervened to offer a solution. In the interviews, children reported that they resolve their conflicts either because they are friends or because they \"use words.\" The ethnographic field notes provided evidence of communication, conciliation, and caring in the preschool, and suggested a context for defused potential conflicts and spontaneous peer mediation. The conclusion was that children's successful conflict resolution is facilitated in a preschool culture of caring, where friendship and \"using words\" are valued and practiced by both adults and children. The results suggest further research on children's explicit meanings and the context of conflicts. The findings will also offer teachers insights into ways to encourage successful resolution of peer conflicts in the early childhood classroom.", "thesisType": "", "university": "George Mason University", "place": "United States -- Virginia", "date": "1994", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ProQuest Legacy", "callNumber": "", "rights": "", "extra": "Ph.D.", "tags": [ { "tag": "Educational sociology", "type": 1 }, { "tag": "Preschool education", "type": 1 } ], "collections": [ "W55F9THP" ], "relations": {}, "dateAdded": "2011-12-06T17:52:00Z", "dateModified": "2011-12-06T17:52:00Z" } }, { "key": "P8XF9MAW", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/P8XF9MAW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/P8XF9MAW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } }, "creatorSummary": "Jackson", "parsedDate": "2001", "numChildren": 1 }, "data": { "key": "P8XF9MAW", "version": 1, "itemType": "thesis", "title": "Children's conflict management: Preferences and perceived control beliefs", "creators": [ { "creatorType": "author", "firstName": "Sarah Hobbs", "lastName": "Jackson" } ], "abstractNote": "This dissertation describes a study of conflict management preferences and perceived control beliefs among 39 children from three sixth-grade classrooms in a Hickory, North Carolina public school. The literature review develops a rationale for studying the construct of identity from the social-cognitive perspective on self concept. Self-schemata relevant to conflict management preferences and perceived control beliefs were postulated to be significantly correlated with each other, and to be significantly affected by a vicarious (videotape) or an active (game) conflict management learning experience. A self-report questionnaire was administered three weeks before, immediately after, and three weeks after the interventions to the two experimental groups. Children in the control group completed the questionnaires at the beginning and the end of the six-week study period. Hypothesized effects of the interventions and correlations were not supported by the data. Instead, the data demonstrated that these children sustained specific orientations to, and characteristic patterns of, both conflict management preferences and perceived control beliefs over the six-week study period. The findings are discussed in light of cognitively-oriented development models and related empirical studies. Future research incorporating working self-concept, perception of context, structural elements of contexts, and developmental skills and culture is recommended, and implications for conflict theory and conflict management education are discussed. A model of conflict behavior as an open system is proposed, accompanied by guiding questions for research and theory development. Research questions, hypotheses, and studies consistent with the model are suggested.", "thesisType": "", "university": "George Mason University", "place": "United States -- Virginia", "date": "2001", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Children's conflict management", "language": "", "libraryCatalog": "ProQuest Legacy", "callNumber": "", "rights": "", "extra": "Ph.D.", "tags": [ { "tag": "Developmental psychology", "type": 1 }, { "tag": "Social psychology", "type": 1 } ], "collections": [ "W55F9THP" ], "relations": {}, "dateAdded": "2011-12-06T17:52:00Z", "dateModified": "2011-12-06T17:52:00Z" } }, { "key": "292T6R88", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/292T6R88", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/292T6R88", "type": "text/html" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } }, "creatorSummary": "St. Jean", "parsedDate": "2007", "numChildren": 1 }, "data": { "key": "292T6R88", "version": 1, "itemType": "thesis", "title": "Evaluation of intervention programs designed to address high school racial conflicts", "creators": [ { "creatorType": "author", "firstName": "G.", "lastName": "St. Jean" } ], "abstractNote": "This dissertation research examines racial conflict--one of the contributors to school violence--and effective intervention programs. This dissertation study presents research- and theory-based integrated intervention programs (a synthesized program with conflict resolution and multicultural components) as an effective resolution to high school racial conflicts. Some schools in the United States have created a database that lists effective intervention programs for specific school problems, but most of the programs only deal with general violence and violence related to substance abuse--none identify effective approaches to racial conflicts at schools. This dissertation research is a unique first step to look at effective techniques and identify appropriate programs to deal with racial conflicts to these databases. It tests the following hypotheses: (1) Educational intervention programs that encompass assimilated multicultural and conflict resolution training contents (integrated programs) in its integrated lessons are more effective at impacting the reduction of racial incidents at high schools. (2) High schools that do not utilize intervention programs with a combination of multicultural and conflict resolution training contents but only rely on strict policies and practices (e.g., laws and rigid discipline) are most effective at reducing the number of racial incidents in high schools. Lastly, the dissertation study describes the development of a model that schools can use to assess their needs and determine steps to implement a suitable intervention program. This research project is a summative evaluation study that uses multiple methods (survey, experiment, and case study) and encompasses a selection of high schools in Pennsylvania that meet the criteria of the study. Principals, teachers, and parents from selected schools are the key participants in the study.", "thesisType": "", "university": "George Mason University", "place": "United States -- Virginia", "date": "2007", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ProQuest Legacy", "callNumber": "", "rights": "", "extra": "Ph.D.", "tags": [ { "tag": "Bilingual education", "type": 1 }, { "tag": "Educational psychology", "type": 1 }, { "tag": "Minority & ethnic groups", "type": 1 }, { "tag": "Multicultural education", "type": 1 }, { "tag": "Social psychology", "type": 1 }, { "tag": "Sociology", "type": 1 } ], "collections": [ "W55F9THP" ], "relations": {}, "dateAdded": "2011-12-06T17:52:00Z", "dateModified": "2011-12-06T17:52:00Z" } }, { "key": "NWI4PNFD", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/NWI4PNFD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/NWI4PNFD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } }, "creatorSummary": "Felix-Romero", "parsedDate": "2010", "numChildren": 1 }, "data": { "key": "NWI4PNFD", "version": 1, "itemType": "thesis", "title": "Harvesting peace: Permaculture as peacebuilding", "creators": [ { "creatorType": "author", "firstName": "J.", "lastName": "Felix-Romero" } ], "abstractNote": "This dissertation is a qualitative case study of permaculture, a sustainable agriculture model based on bio-mimicry, in postconflict El Salvador. The case study is intended to be both descriptive and theory-building by providing empirically grounded insights into permaculture as a peacebuilding tool. A grounded theory investigation into permaculture practitioners' experiences revealed that permaculture is a holistic peacebuilding model that addresses war-induced environmental damage and postconflict structural violence. Permaculture impacts multiple dimensions of practitioners' lives, functions as sustainable livelihood education, contributes to the eco-localization of economies, and builds community between individuals while also creating a relationship of agency between natural environments and permaculture practitioners.", "thesisType": "", "university": "George Mason University", "place": "United States -- Virginia", "date": "2010", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Harvesting peace", "language": "", "libraryCatalog": "ProQuest Legacy", "callNumber": "", "rights": "", "extra": "Ph.D.", "tags": [ { "tag": "Environmental Justice", "type": 1 }, { "tag": "Peace Studies", "type": 1 }, { "tag": "Sustainability", "type": 1 } ], "collections": [ "W55F9THP" ], "relations": {}, "dateAdded": "2011-12-06T17:52:00Z", "dateModified": "2011-12-06T17:52:00Z" } }, { "key": "DSMZ34BZ", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/DSMZ34BZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/DSMZ34BZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } }, "creatorSummary": "Ashton", "parsedDate": "2007", "numChildren": 1 }, "data": { "key": "DSMZ34BZ", "version": 1, "itemType": "thesis", "title": "Identifying theories of change in the design and implementation of three UNICEF peace education programs", "creators": [ { "creatorType": "author", "firstName": "C.", "lastName": "Ashton" } ], "abstractNote": "This dissertation uses evaluations of three UNICEF peace education programs (Albania, Armenia, and Aceh (Indonesia)) to determine if stakeholders' implicit theories of change (how their programs would bring change to the participant) can be identified. Further this study suggests the potential contribution of the practice of applying theory of change to evaluation design. All practitioners implementing programs have implicit theories about why they do what they do and why they believe it will work, but these theories are often hidden. It is posited here that working with stakeholders to develop their \"homegrown\" theories of change, and bringing in formal social theories where appropriate, increases the quality of the evaluation of peace education programs. Peace education programs in national, non-U.S. settings were studied because little research has been done on the effectiveness of such programs. The four research questions posed are: (1) Can stakeholders' theories of change that articulate the underlying \"if-then\" assumptions of their programs be identified even though the stakeholders may not have known they were using a theory of change ( e.g. , \"If we do this activity, we will get this change in behavior.\")? (2) Can theories of change be identified in the case studies that suggest that peace education curricula developed and implemented using established program philosophy and content with pedagogical methods tailored to reflect local culture (a) builds skill, (b) increases knowledge, (c) affects conflict behavior and/or (d) changes attitudes toward conflict among primary and/or secondary school students in a positive direction in the short-term and the long-term? (3) Can theories of change be identified in the case studies indicating that peace education curricula changes the attitudes of students towards cultural differences if lessons on acceptance and differences are included in the curricula? Further, is there theory that suggests that peace education enhances cultural competence and appropriate interaction with other culture groups as evidenced by a measurable increase in tolerance (attitude), acceptance (behavior), and understanding of differences (knowledge)? (4) Can theories of change be identified in the case studies that suggest that peace education programs, through teaching/training educators and administrators, change the pedagogical and decision-making methods in the education system? Using a thematic process to organize the data, the research identifies a series of basic themes that form seven organizing themes. Sixty-eight (68) basic themes evolve out of repeated patterns indicating potential theoretical statements in the data. These themes are organized into larger patterns that describe elements of teacher preparation/pedagogical shift, program content, evaluation, stakeholders, external environment or context, and levels of change (individual to international). The organizing themes suggest a global theory of change that offers a grounded theory describing the changes that might be expected from a peace education program. The global theory that emerges is: Peace education brings about a change in individuals and ultimately in the broader environment that increases the knowledge and promotes the practice of nonviolent, collaborative means of achieving peace in its broadest sense, e.g., social and economic justice, civil society, interpersonal conflict resolution skills, and ongoing shift from a culture of war to a culture of peace. The data analysis process results describe the identification of a wide variety of theories of change at play in each of the programs and categorized under the organizing themes. The findings are then used to discuss areas in which theory of change practice might contribute to enhancing peace education evaluation design and implementation.", "thesisType": "", "university": "George Mason University", "place": "United States -- Virginia", "date": "2007", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ProQuest Legacy", "callNumber": "", "rights": "", "extra": "Ph.D.", "tags": [ { "tag": "Bilingual education", "type": 1 }, { "tag": "Multicultural education", "type": 1 }, { "tag": "Social research", "type": 1 }, { "tag": "Social studies education", "type": 1 } ], "collections": [ "W55F9THP" ], "relations": {}, "dateAdded": "2011-12-06T17:52:00Z", "dateModified": "2011-12-06T17:52:00Z" } }, { "key": "CRJWS65S", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/CRJWS65S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/CRJWS65S", "type": "text/html" } }, "meta": { "createdByUser": { "id": 419211, "username": "mblakeway", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mblakeway", "type": "text/html" } } }, "creatorSummary": "Dougherty", "parsedDate": "2007", "numChildren": 1 }, "data": { "key": "CRJWS65S", "version": 1, "itemType": "thesis", "title": "The critical mass of social change: Northern Ireland integrated education", "creators": [ { "creatorType": "author", "firstName": "Jennifer M.", "lastName": "Dougherty" } ], "abstractNote": "The questions of why and how some individuals engage in collective action to challenge the status quo and existing social norms has been explored by Emile Durkheim (1933, 1951, 1954), Charles Tilly (1978), Max Weber (1972), and others who have applied their respective frameworks to a variety of case studies in different social and historical contexts. In the collective action, social change and social movement literature, as well as writings on both violent and nonviolent revolutions, theorists have answered their queries by considering multiple variables that motivate and persuade individuals to join a collective and enable such collectives to be successful in pursuit of stated goals. Inspired by Marcel Proust (1871--1922) insightful words, \"The real voyage of discovery consists not in seeking new landscapes, but in having new eyes,\" in this dissertation I offer the reader \"new eyes\"---a conflict transformation perspective---for reviewing these familiar questions in a much-studied conflict setting, Northern Ireland. In some instances, collective action can create conditions in which social change takes place. Indeed, in situations where direct, structural and cultural violence has beset divided societies---such as in the history of Northern Ireland---social change is a necessary part of conflict transformation (Jeong, 2000). However, the empirical link between collective action and conflict transformation, while crucial to understanding the relationship between peace and social change, is yet thin. The purpose of this study was to flesh out the connection between collective action and conflict transformation using the Northern Irish school integration as an example. I have found that critical mass is the empirical key to understanding the link between collective action and conflict transformation. Understanding the composition and nature of critical mass---how and why it forms, stages of its development, its functions and how it succeeds---falls within the purview of this study.", "thesisType": "", "university": "George Mason University", "place": "United States -- Virginia", "date": "2007", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "The critical mass of social change", "language": "", "libraryCatalog": "ProQuest Legacy", "callNumber": "", "rights": "", "extra": "Ph.D.", "tags": [ { "tag": "Educational sociology", "type": 1 }, { "tag": "Social research", "type": 1 }, { "tag": "Social structure", "type": 1 } ], "collections": [ "W55F9THP" ], "relations": {}, "dateAdded": "2011-12-06T17:52:00Z", "dateModified": "2011-12-06T17:52:00Z" } }, { "key": "66TCXZVF", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", 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disputant learning", "creators": [ { "creatorType": "author", "firstName": "Robert D", "lastName": "Harris" } ], "abstractNote": "This research used modeling theory to test peer mediator modeling and disputant learning during peer mediation.The results demonstrated that peer mediators effectively modeled, and disputants effectively learned, conflict resolution knowledge, attitudes, and skills that contributed to a significant improvement in conflict attitudes and behaviors, and a significant reduction in disputant discipline problems following mediation.", "publicationTitle": "Conflict Resolution Quarterly", "publisher": "", "place": "", "date": "2005/12/01", "volume": "23", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "141-164", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1002/crq.130", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1002/crq.130/abstract", "accessDate": "2011-11-08T23:43:18Z", "PMID": "", "PMCID": "", "ISSN": "1541-1508", "archive": "", "archiveLocation": "", "shortTitle": "Unlocking the learning potential in peer mediation", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "R4UAPRUG" ], "relations": {}, "dateAdded": "2011-11-08T23:43:18Z", "dateModified": "2011-11-08T23:43:18Z" } }, { "key": "WKTTRWTR", "version": 1, "library": { "type": "group", "id": 57266, "name": "APTCREProject", "links": { "alternate": { "href": "https://www.zotero.org/groups/aptcreproject", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/57266/items/WKTTRWTR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/aptcreproject/items/WKTTRWTR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 807785, "username": "aptcreproject", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/aptcreproject", "type": 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