Changes in adolescents' conflict responses associated with consecutive presentation of hypothetical conflict situations

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In this Subject: Pediatrics ,&nbsp; Psychology
By this author: JOHNSON H.D.U.R.E.L.L. ;&nbsp; LAVOIE J.C. ;&nbsp; EGGENBURG E. ;&nbsp; MAHONEY M.A. ;&nbsp; POUNDS L.

Authors: JOHNSON H.D.U.R.E.L.L.; LAVOIE J.C.; EGGENBURG E.; MAHONEY M.A.; POUNDS L.

Source: Journal of Adolescence, Volume 24, Number 5, October 2001 , pp. 647-655(9)

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Abstract:

The advantages of using hypothetical situations are one reason they have been widely used to examine adolescents' responses to conflict situations. One frequently used research protocol involves presenting several conflict scenarios to participants during a single session. However, in real-life situations multiple conflicts rarely occur within short periods of time, and the nature of this presentation may be associated with changes in adolescents' reports of conflict behaviors. Trend analyses of emotional, conflict goal, and conflict tactic responses from grade 8, 10, 12, and college students to consecutively presented conflict situations showed that responses were associated with presentation of the hypothetical situations. Findings revealed an increase in reports of assertive conflict behaviors and a decrease in reports of constructive conflict behaviors with successive situation presentation. Results from the current study suggest that researchers must consider trends in responses when examining findings from successive situation presentation methodologies because adolescent reports of conflict behavior may change as situation presentation proceeds. Copyright 2001 The Association for Professionals in Services for Adolescents.

Language: English

Document Type: Research article

Publication date: 2001-10-01