Conflict resolution education and antisocial behavior in U.S. schools: A meta-analysis

2007 ◽  
Vol 25 (1) ◽  
pp. 9-38 ◽  
Author(s):  
Wendy M. Garrard ◽  
Mark W. Lipsey
Keyword(s):  
Conflict Resolution ◽  
Antisocial Behavior ◽  
Meta Analysis ◽  
Conflict Resolution Education

scholarly journals The Approach of Conflict Resolution Education to the Governance Management

2017 ◽  
Author(s):  
Mujib Hasib ◽  
Muthia Mutmainnah Darmuh ◽  
Dwi Dian Permatasari ◽  
Zulfan Nahruddin ◽  
Muchlas M. Tahir
Keyword(s):  
Conflict Resolution ◽  
Conflict Resolution Education

Influencing Factors of Partnership Formation in Construction Industry

2011 ◽  
Vol 71-78 ◽  
pp. 556-559
Author(s):  
Xu Dong Pei
Keyword(s):  
Conflict Resolution ◽  
Problem Solving ◽  
Information Sharing ◽  
Construction Industry ◽  
Influencing Factors ◽  
Joint Action ◽  
Meta Analysis ◽  
Partnership Formation ◽  
Joint Problem ◽  
Joint Problem Solving

The influencing factors of partnership formation in construction industry are studied using a meta-analysis. The results show that trust, commitment, interdependence, joint problem solving, information sharing, conflict resolution and joint action are positively associated with partnership formation in construction industry.

Transforming conflict resolution education: applying anthropology alongside your students

2009 ◽  
Vol 2 (2) ◽  
pp. 8-22
Author(s):  
Kevin Avruch
Keyword(s):  
Conflict Resolution ◽  
Graduate Students ◽  
Life Experiences ◽  
Conflict Analysis ◽  
Washington Dc ◽  
Training And Education ◽  
Conflict Analysis And Resolution ◽  
Conflict Resolution Education ◽  
Diverse Backgrounds ◽  
Primary Contribution

This article describes the role graduate students can play in transforming their education in the emergent field of Conflict Analysis and Resolution, as occurs at the Institute for Conflict Analysis and Resolution (ICAR), at George Mason University, Washington, DC. It also unpacks how anthropology plays a role in the education of these students at the Master's and Doctoral levels. The primary contribution of anthropology to the conflict resolution curriculum has been conceptual, around the notion of culture. Most of our MS graduates, and many PhDs, work in government or NGOs specialising in development, human rights or conflict resolution, coming from diverse backgrounds with mature life experiences and without prior training in anthropology. Only four of our 21 faculty are anthropologists. This article discusses why these diverse graduate students and their anthropological faculty viewed the traditional foundations of the field of conflict analysis and resolution as inadequate, and why it required an infusion of culture theory and understanding into their training and education.

International adoption of the Second Step program: Moderating variables in treatment effects

2018 ◽  
Vol 39 (4) ◽  
pp. 333-359 ◽  
Author(s):  
Gregory Moy ◽  
Joshua R. Polanin ◽  
Casey McPherson ◽  
Thuy-Vy Phan
Keyword(s):  
Antisocial Behavior ◽  
Program Effectiveness ◽  
Meta Analysis ◽  
Geographical Location ◽  
Second Step ◽  
Antisocial Behaviors ◽  
Learning Program ◽  
Social Emotional ◽  
Moderating Variables ◽  
Behavior Outcomes

Second Step is a universal social-emotional learning program designed to decrease antisocial behaviors, increase prosocial behaviors, and increase knowledge about content curriculum. Given the international focus of using Second Step to improve social-emotional skills, it is especially important to provide an updated synthesis on the effect of the intervention. A single-program meta-analysis was completed in order to determine effects of participating in Second Step and to explore moderators of program effectiveness on prosocial and antisocial behavior outcomes as well as knowledge of emotions. Five moderators were explored, including (a) program saturation, (b) dependent variable source, (c) grade range, (d) metro area, and (e) geographical location. A combined total of 18,847 participants were included in the analysis of 27 studies. Results of the current study indicate that Second Step’s impact on students’ knowledge and attitudes of violence and violence prevention is much stronger than on increasing prosocial behavior or reducing antisocial behavior.

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