title: Effects of conflict resolution training integrated into a high school social studies curriculum.
abstract: The authors examined the effectiveness of conflict resolution and peer mediation training among California high school students. The authors randomly assigned 2 of 4 classes to receive 5 weeks of conflict resolution and peer mediation training integrated into the required social studies curriculum. The remaining 2 classes studied the same social studies curriculum for an identical amount of time (105 min every other day) without conflict resolution and peer mediation training. The authors investigated 2 issues. The 1st was the effectiveness of the conflict resolution and peer mediation training. The trained students, compared with the untrained students, learned the integrative negotiation and peer mediation procedures better, applied the procedures more completely, chose an integrative over a distributive approach to negotiation, and developed more positive attitudes toward conflict. The 2nd issue was the impact of the training program on academic achievement. Integrating conflict resolution and peer mediation training into an academic course promoted higher achievement, greater long-term retention of the academic learning, and greater transfer of academic learning in social studies to language arts.
authors.affiliation: Cooperative Learning Center, University of Minnesota, Minneapolis 55455-0298, USA. johns010@tc.umn.edu
authors.forename: Laurie
authors.initials: L
authors.lastname: Stevahn
authors.forename: David W
authors.initials: DW
authors.lastname: Johnson
authors.forename: Roger T
authors.initials: RT
authors.lastname: Johnson
authors.forename: Ray
authors.initials: R
authors.lastname: Schultz
mesh_terms: D000293:Adolescent; D003220:Conflict, Psychological; D003479:Curriculum; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning; D008297:Male; D017008:Negotiating; D010379:Peer Group; D011340:Problem Solving