Animals living in groups are frequently exposed to conflicts of interest which can escalate into aggression. Aggressive interactions may be a means to resolve incompatibility among objectives. Nevertheless, aggression may undermine the benefits of group living by disrupting the relationships between opponents. Thus, conflict management mechanisms have evolved to cope with the potential damage brought about by aggressive interactions. The aim of my thesis was to investigate the mechanisms to prevent aggressive escalation and to mitigate its negative consequences in 2 communities of wild spider monkeys (Ateles geoffroyi yucanensis). I also examined the factors, such as relationship characteristics, affecting the occurrence of these mechanisms. Spider monkeys live in communities with a high degree of fission fusion dynamics in which individuals frequently split and merge into subgroups of variable composition. The implications of this social system for conflict management were also explored. To characterise spider monkeys’ social relationships, two components were identified and labelled compatibility and risk. These components were further related to relationship characteristics, such as kinship, sex combinations, and tenure in the community. Kin had more compatible relationships than non kin, but there was no difference for risk. Male-male dyads were characterised as being significantly more compatible and riskier than either female-female dyads or male-female dyads. Furthermore, individuals with longer tenure had riskier relationships than individuals with shorter tenure. Among the post-conflict management mechanisms spider monkeys did not engage in reconciliation, redirected aggression, or bystander affiliation. However, an option afforded by their high degree of fission fusion dynamics was used in the aftermath of aggression. Fission from former aggressors was more likely to occur within one hour of the aggressive conflicts than in control periods. Furthermore, individuals sharing riskier and less compatible relationships had significantly shorter latencies to fission compared to those with less risky and more compatible relationships. These patterns suggest that fission may function to reduce the possibility of renewed aggression and cope with increased post-conflict anxiety. Indeed, anxiety levels were higher in the recipients of aggression during the first 5 post-conflict minutes compared to baseline levels. Whereas fission may be a mechanism to cope with the negative consequences of aggressive escalation, fusion of subgroups could lead to uncertainty and hostility. Indeed, aggression increased in the first five post-fusion minutes compared to baseline levels. There was also an increase in post-fusion friendly behaviours, which may function as signals of good intentions. This view was confirmed as post-fusion aggression was reduced when friendly behaviours took place. In addition, shorter latencies of post-fusion aggression and friendly behaviours were found between individuals with riskier relationships compared to those with less risky relationships. Prevention of aggressive conflicts may also be achieved by adjusting subgroup size to the availability of feeding resources thereby reducing competition. The effectiveness of this flexible adjustment was demonstrated during a period of drastic reduction in food sources caused by two consecutive hurricanes at the field site. Mean subgroup size and fusion rates were significantly reduced in the post-hurricane compared to pre-hurricane periods. Hence, my thesis adds to the study of social relationships and conflict management in non-human animals by making several contributions. I provided the first evidence of relationship components in new world monkeys. I then examined the potential of fission-fusion dynamics as a means to manage conflicts among community members. I was the first demonstrating that fission is a post-conflict mechanism. Fission from the former aggressor was especially used by individuals with riskier and less compatible relationships. Subgroup fusion increased aggressive conflicts, especially between individuals with riskier relationships, but post-fusion friendly behaviours reduced them. The effectiveness of fission-fusion dynamics in conflict management was further demonstrated by how the spider monkeys coped with the potential increase in conflict among community members due to a dramatic reduction in food supplies due to two hurricanes. Overall, spider monkeys appear to deal with conflicts using the full range of the flexible social options afforded by their social system.

No description available.

No description available.

The descriptive study examines The American nuclear family (parents and minor children) as a system comprised of multiple, dynamic and interdependent elements. The familial system and its individual members are frequently challenged by internal conflict. Such intrafamily conflict encompasses a range of factors. This study centers on two of the key variables: roles and power. As separate, yet interdependent variables, roles and power merit scholarly examination because of their significant impact on the family structure and the communication of its members. In effect, roles and power are mutually developed, modified and maintained through the intrafamily communication process.Utilizing the General Systems Theory (as outlined by Ruben) and Social Exchange Theory (as explicated by Thibault and Kelley), this study concluded that as individual roles change within a family, the level of conflict tends to increase. Likewise, changes in location and level of power tend to precede conflict. These tendencies toward increased conflict were reflected in a case study analysis of the commercial film, "Ordinary People." By analyzing the metamorphis of power and roles in the behavior of key characters in the film, it became apparent that conflict was a visible and substantive outcome of such changes.Based upon this study, one may conclude that General Systems Theory and Social Exchange Theory serve as viable constructs for describing and analyzing the variables of roles and power within the family structure.

The current study explored factors believed to influence middle school students' willingness to participate in hypothetical school-based conflict management programs. A seven-phase process was used to carefully construct written vignettes depicting different types of school-based conflict management programs (e.g., Skillstreaming, Peacemaking, and Outdoor Adventure) and different types of program leaders (e.g., teachers, school counselors, social workers, and youth care workers). The Conflict Management Intervention Participation Scale (CMIPS) was also constructed to assess students' responses to the vignettes. In an initial study involving 150 middle school students, responses to the CMIPS were factor analyzed. Two valid and reliable unique factors comprised of 14 total Liken items were retained: likelihood of joining and following the directions of a conflict management program.To test the main hypotheses that CMIPS responses would be highest for students exposed to vignettes depicting Outdoor Adventure conflict management programs not led by teachers, an additional 275 sixth grade students were recruited. These students were randomly assigned to one of the twelve vignettes constricted for this project and were then asked to complete the CMIPS. A 4 x 3 Between Subjects MANOVA was employed to test the hypotheses. No significant results, however, were obtained. Regardless of program type or group leader, participants did not differ in their reported likelihood of joining or following the directions of the conflict management program presented. Limitations of this project as well as implications for future research on school-based conflict management programs are offered. / Department of Counseling Psychology and Guidance Services

The questions investigated concerned the social problem solving skills of 41 learning disabled (LD) students compared to 41 typical students in grades 10, 11, and 12. Since (a) LD students are generally described as impulsive, lacking in social judgment, and unaware of consequences; since (b) these social problems have been described as some of the most devastating for LD students as they interfere with their everyday adaptation to living; since (c) social decision making has been found to be somewhat correlated with mental and emotional health and the self-concept; since (d) studies have indicated a range of from 26% to 73% of the criminal population have a Learning Disability - indicating a difficulty in adapting to society; it appears very important that we find ways to improve the social adaptation of LD persons. This study was a beginning of research with this goal in mind.The questions investigated were: 1) are LD students as good as Non-LD in social problem solving, as measured by the number of solutions they can spontaneously generate to presented social situations; 2) do LD students tend to select the same categories of response to social conflicts as non-LD students, as measured by their choices from a group of predetermined solutions to the same presented social conflict situations; are LD student's self evaluations of their problem solving ability as accurate as the self evaluations of non-LD student's as measured by their responses on a revised version of the Problem Solving Inventory and their ability to generate solutions to problem situations. First, the social situations, revisions of situations from the MeansEnds Problem Solving test, were read by the tester while the student followed along with a printed copy of the text. The student was informed as to what he preferred to do and what he was expected to do. After hearing the social conflict, he was then instructed, "In one minute, tell me as many ways as you can that you would deal with this this situation." Thus, no inappropriate behaviors were suggested. Second, the student was presented the same social situations in the same manner. He was then presented eight choices. He was told, "From the following choices, circle the letters next to the four choices you would most likely use to deal with this situation". The goal of the experiment was to determine if the LD person would choose the same types of strategies for adapting as the typical student. As there were no pre and post tests, the names of the individuals were not required, only whether or not they were LD and possibly their grade level. This would guarantee confidentiality. Tests were administered individually for generating solutions and in small groups where answers could be written.Next, the experiment attempted to determine if there is a relationship between one's ability to generate solutions and their self-rating as problem solvers. A modified version of Heppner's Problem Solving Inventory was prepared. It was believed that a statistical analysis of the two factors using LD and Non-LD students would give an indication of this relationship.The documents used in the test were: 1. the revision of the Means-Ends Problem Solving Test and 2. the revision of the Problem Solving Inventory. These are attached to this document in the appendices.The results of the study indicated that there is no statistically significant difference between the LD and the Non-LD students ability to generate solutions to the problem solving situations. There was no statistically significant difference in the self-evaluated problem solving ability of the two groups. There was a statistically very significant difference in the type of response category selected by the LD students when compared with non-LD students. / Department of Special Education

Problems occur in nearly all marriages at one time or another. Even individuals in healthy marriages have suffered from some form of relationship offenses by their spouses. The literature has examined many facets of marital satisfaction and marital stability. Because of the numerous studies associating marital dissatisfaction with marital dissolution, the focus of the literature on marital problems has typically been on distressed couples. This study’s focus is on problems experienced by married participants who are not currently reporting thoughts of ending their marriages. It examined factors that contribute to maintaining satisfaction in marriages that are not considered distressed, but in which there has been some offense committed. Specifically, it examined the role of trust and forgiveness as predictors of marital satisfaction in married participants. Participants were asked to complete a series of measures that included the Trim-18 (which is a common instrument in the forgiveness literature to measure levels of forgiveness following specific relationship offenses), the Dissipation Rumination scale, the Trust Scale, and the Relationship Assessment Scale. As done in previous forgiveness research, participants were asked to recall and list offenses committed by their spouses. They then rated the amount of pain experienced by the most bothersome offense on a scale from 1-10. All measures were regressed on the Relationship Assessment Scale. Results of analyses indicated that trust, forgiveness, and amount of pain did significantly predict relationship satisfaction. Specifically, avoidance (from the forgiveness measure) and faith (from the trust measure) seemed to explain the most variance in the model. Forgiveness explained slightly more variance than trust or pain, but all significantly contributed. Trait forgiveness, as measured by the Dissipation Rumination scale did not contribute to the overall model. The most notable finding of the current study was that forgiveness served as a mediator between trust and relationship satisfaction. Listed offenses were categorized into either an unfaithfulness category or other category. Of the 153 participants, 10 participants listed spouse unfaithfulness as the offense. No differences were found between type of offense and relationship satisfaction, however participants who reported unfaithfulness did differ significantly on the amount of pain reported. / Department of Counseling Psychology and Guidance Services

According to researchers, face is an important possession carried by individuals into interactions with others. Face has been studied in diverse areas such as: politeness, compliance gaining, emotional discourse, negotiations, face-negotiation theory, and conflict. Perhaps because of its value, face can be vulnerable during conflict situations. Facework behaviors are the communicative strategies that people use during conflicts to protect face (theirs or others), threaten others' face, and to avoid or resolve conflicts. So far, studies about facework behaviors have focused on face-to-face interactions. Preliminary studies have shown: a. facework behaviors may affect the outcomes of online discussion teams, b. sex may play a role in the relationship between facework behaviors and online discussion outcomes, and c. conflicts among online discussion team members may influence discussion outcomes. This research explores more completely the role that facework behaviors play during conflicts, their influence on online discussion outcomes, and the role that sex plays in these matters. Data gathered from surveys and transcripts of participants' online discussion postings show that facework behaviors: a. influence conflict levels, b. influence the outcomes of the online discussion teams, and c. play a moderating role on the relationship between conflicts and online discussion outcomes. They also indicate that sex plays a moderating role in these relationships. Moreover, this study shows that the typology of facework behaviors, originally developed to describe face-related aspects of face-to-face interactions, has value in understanding online discussions.

Environmental conflicts are multi-dimensional. Individual components of environmental and resource-related conflicts are closely interlinked with other structural societal elements, including economic, social, political and cultural developments. Coastal areas are significant for people’s subsistence, as well as industrial development, cultural heritage, and waterways; therefore, they require integrated research approaches and the implementation of comprehensive strategies of resource management, dispute resolution and conflict prevention. This qualitative exploratory study contributes to the development of the field of environmental conflict resolution (ECR) by examining the perceptions and experiences of 52 key stakeholders from the coastal areas of the Great Lakes region of Canada and the United States (US) with regards to environmental and resource conflicts and conflict resolution approaches. The study invited coastal stakeholders such as environmental policymakers, researchers, academics, educators and NGO members to share their perceptions, images, experiences and knowledge about environmental and resource conflicts and conflict resolution practices in the coastal areas of the Great Lakes. The framework of this holistic study integrates public policy, alternative dispute resolution, conflict analysis, project evaluation, dialogue and public participation, education and other creative interventions into an inclusive strategy of integrated environmental and resource management of coastal areas. Analysis of the study participants’ responses revealed several key findings. First, the multi-dimensional character of environmental and resource conflicts and the wide range of coastal stakeholders involved necessitate creating spaces for dialogue and communication among coastal stakeholders, which may facilitate relationship building and encourage collaborative problem solving and constructive conflict resolution. Second, establishing links between science and policymaking within environmental and resource management, as well as introducing conflict resolution education for coastal stakeholders, may significantly enhance the capacity of coastal stakeholders in ECR. Third, coastal stakeholders in the Great Lakes have an extensive and wide-ranging existing local knowledge, experience and expertise in resolving environmental and resource conflicts. Fourth, a conflict resolution system’s design developed in this study may serve as an integrated framework for the analysis and resolution of environmental and resource conflicts. This ECR system design involves such important components as conducting conflict and stakeholder analysis; identifying the root causes of conflict; bringing conflict participants together to discuss resolution options; and building in continuous evaluation of environmental conflict resolution processes.

Through the use of semi-structured and narrative interviewing, this study considers the perspectives of twelve newcomer women engaged in organizing and facilitating community activities with other newcomer women. The participants shared their views on the challenges faced by newcomer women, and the strength that these women access through community support. The study is grounded in an analysis of literature derived from such interdisciplinary sources as Peace and Conflict Studies, feminism, anthropology, and community-development. While newcomer women are faced with numerous hardships and losses, the participants – everyday peacemakers – emphasize the importance of empowerment. They engage in creating spaces for women to gather, form relationships, and benefit from economic and social development. Through this work, the women foster a form of ‘constrained empowerment’ that exists within the context of various structural barriers to well-being. Despite being constrained, this form of empowerment provides the foundation for social change, and social justice.