Abstract:
This study examined whether daily classroom meetings resulted in the positive transfer
of conflict resolution information and skills beyond the formal classroom setting and into
the classroom. A control group of sixteen Grade five students received three weeks of
conflict resolution training and an experimental group of nineteen Grade five students
fi-om the same school received three weeks of conflict resolution training followed by
three additional weeks of class meetings. Pretest measures were taken via a scaled
questionnaire and short answer questions before the conflict resolution lessons began for
the following skills: knowledge of conflict resolution; conflict resolution behaviour; and
attitude about using conflict resolution to resolve problems with other people. Posttest
measures examined conflict resolution skills following involvement in the study. Students
chosen randomly and both teachers were interviewed following the study. The teachers
were again interviewed three months after the study. Teacher journal notes rounded out
the data.
The results of the study indicated that the Grade five boys who participated in three
weeks of conflict resolution training did not increase their conflict resolution skills in any
of the areas examined. Girls who participated in three weeks of conflict resolution
training did not improve in two areas (i.e., behaviour, knowledge) and became less
positive about using verbal mediation to resolve conflicts.
The Grade five students who participated in three weeks of training and three weeks of
class meetings obtained different results. The boys improved significantly in their ability to
use verbal mediation to resolve conflicts and were more positive about verbal mediation.
They did not become more knowledgeable about verbal mediation. The girls who
participated in three weeks of training and three weeks of class meetings were more
knowledgeable of conflict resolution and used conflict resolution to solve problems with
other people. However, they were significantly less positive about using these skills to
resolve problems.
