ABSTRACT
The effectiveness of a conflictresolution program in a suburban secondary school in Canada was examined. Participants were 40 ninth-grade English students heterogeneous in academic ability. Students randomly assigned to the experimental condition received 9.5 hours of conflict-resolution training integrated into the study of literature. Those randomly assigned to the control condition studied the identical literature for 9.5 hours without conflict-resolution training. Significant differences between treatment groups were found in academic achievement, knowledge of and willingness to use the conflict-resolution procedure, and application of the procedure in conflicts.
Reprinted with permission from The Journal of Social Psychology, 137, 302–315. Reprinted with permission from the Helen Dwight Reid Educational Foundation. Published by Heldref Publications, 1319 18th Street, N.W, Washington, DC 20036–1802. Copyright © 1997.
