This study explores and critically examines the role of indigenous mechanisms (the Inter-Tribal Reconciliation Conferences-ITRCs) in resolving tribal conflicts in South Darfur State of Western Sudan. The fundamental question raised by this study is: have these reconciliation conferences- 1989-2009- been able to address the root causes of the tribal conflicts and are they capable of serving the same role that they once did? Tribal leadership structures, such as Native Administration (NA) and their mechanisms of conflict resolution/management in Darfur, have been subjected to highly significant changes over time. The question is to what extent these changes further fuelled tribal conflicts and/or have negatively affected the capability of the NA and the ITRCs to deal with these conflicts? This thesis relies on archive records and reports of the ITRCs and data generated through interviews conducted with key informants. Through a detailed analysis the study: 1) presents a detailed account of the major conflicts and their causes in South Darfur; 2) identifies the changing identities of the protagonists and of the perceived causes; 3) assesses the effectiveness of the agreements reached by these conferences when considered alongside the causes identified. Analysis of the ITRCs shows that tribal conflicts in Darfur (from1980s), and South Darfur in particular, were connected to the wider political conflict in the Sudan and the region respectively. The analysis suggests that the history of neglect/marginalisation of the region by successive governments, and the political manipulation of the NA and local government, have negatively affected the performance of these institutions. The experience of the ITRCs indicates that they were unable to address the underlying causes of the tribal conflicts, such as land disputes, the manipulation of the NA and local government, rape and mass killings.

This thesis explores how research is implicated in the constitution of post-war environments, and gives an account of being and becoming a researcher in post-war Bosnia. My main contention is that when peace and conflict researchers conduct research in post-war contexts, their presence, practices, and the consequential production of knowledge and representations, have political effects. I argue that the implications of this have not been fully explained, acknowledged, or problematised within Conflict Resolution, which tends to rely on research approaches and assumptions taken from ‘normal’ science. This thesis suggests how reflexivity and alternatives methodologies, including visual research might be used to represent the emotional, sensory, and often intangible elements of post-war realities. It enacts an engagement in the politics of research and uses reflexive writing and visual methods to draw attention to the importance of the relational aspects of research in postwar environments. Visual journeys are also used to argue that visual methods can provide a way of revisiting the epistemological and ontological assumptions about lived experiences and realities in post-war settings. The thesis is based upon one year of ethnographic fieldwork undertaken in Bosnia, and is also informed by eighteen months of volunteer work with a Bosnian Community Centre in Dewsbury, West Yorkshire. / Economic and Social Research Council (ESRC)

Syftet med studien var att undersöka hur pedagogers synsätt och deras arbete i samband med konflikthantering i förskolan kan skapa förutsättningar för barns utveckling och lärande. Genom att utföra semistrukturerade intervjuer med sex förskolepedagoger från två olika arbetslag har vi undersökt hur de ser på konflikter mellan barn och sin egen roll i samband med dessa, samt vilka kollegiala och enskilda konflikthanteringsstrategier som de uttrycker att de använder sig av. Studien utgår från ett sociokulturellt perspektiv och fredsforskaren Richard Cohens konflikthanteringspyramid, som är en teoretisk modell indelad i fyra olika nivåer: förebygga, hantering, hjälpa och stoppa. Modellen används i studien för att synliggöra de olika arbetsområden som konflikthanteringsarbetet består av. Konflikter mellan barn är vanligt förekommande i förskolans vardag och trots att de kan vara komplexa för pedagogerna att hantera så spelar bemötandet i samband med dessa en stor roll för barnens kognitiva, sociala och emotionella utveckling. Tidigare forskning har visat att miljöns organisering och pedagogers agerande i samband med konflikter mellan barn har en stor inverkan på barnens egen konflikthanteringsförmåga. Att skapa förutsättningar för barnen att själva komma fram till en lösning anses vara mest produktivt för deras utveckling och lärande. En del pedagoger har dock en tendens att inta en auktoritär ledarroll trots att det ingår i förskolans uppdrag att föra vidare det svenska samhällets demokratiska värderingar, samtidigt visar forskning att pedagoger sällan diskuterar ledarstilar och konflikthanteringsstrategier med varandra. Resultatet visade att samtliga pedagoger ser på konflikter som potentiella lärandetillfällen, men att deras syn på konflikter som positiva eller negativa påverkas av hur de hanteras. Pedagogerna använder både kollegiala och enskilda konflikthanteringsstrategier och ett stort fokus läggs på det förebyggande arbetet. Resultatet tyder på att skillnaderna i arbetssätt och ledarstilar är som störst vid icke akuta konflikter, vilket kan bero på att de tolkar situationer och bedömer hur och när de ska gå in som tredje part i barns konflikter på olika sätt. Samtliga pedagoger förespråkar medling men resultatet tyder på att de i större utsträckning använder andra strategier vid konflikter mellan barn. Studiens slutsats är att pedagogerna med fördel kan arbeta vidare med kollegialt arbete gällande hur de kan stötta barnen när de går in i deras konflikter, för att skapa en gemensam grund. Det kan i förlängningen leda till att barnen lär sig använda fler konstruktiva konflikthanteringsstrategier.

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Campus mediation programs (CMP's) experienced a rapid growth in higher education institutions from 18 programs in 1990 to more than 200 programs in 1998 (Warters, 2000). During that period, CMP's became a widely accepted approach for addressing conflict within US colleges and universities. However, recent data indicate that there are just over 100 programs which points to a decline and raises questions as to the value of campus mediation programs to higher education institutions. A hindrance to addressing the questions raised has been the limited amount of empirical research and published data on evaluation use within campus mediation programs. Accordingly, the purpose of this study was to gather information from US campus mediation program directors regarding their use of program evaluation in order to suggest ways to improve their evaluation efforts. Campus mediation program directors were surveyed on their perceptions of evaluation use in their respective programs. This study was conducted over a period of six months using a web-survey and follow-up telephone interviews. The web-based survey used in this study was adapted from an online campus mediation program survey developed by Rick Olshak and modified. The web-survey consisted of four sections: Demographics, Description of Services, Evaluation and Program Profile. The population consisted of 108 campus mediation program directors in US higher education institutions who were solicited for this study and agreed to participate. Of the 108 directors, there were a total of 59 respondents representing a 55% response rate. There were nine respondents who participated in a follow-up telephone interview. Data analysis for the research questions utilized rank order, frequencies, and averages; supplemental analyses utilized an independent samples t-test, one-way ANOVA's and Pearson correlations. Results indicated that evaluation received one of the lowest priority ranking as a program goal, however, most of the directors indicated that they would be very interested in learning different ways of improving their evaluation methods and having a standard evaluation process. The most prevalent concerns and recommendations from the telephone follow-up interviews focused on acquiring buy-in of administration and campus affiliates, improving program surveys, addressing budget cuts and decreasing high staff turnovers. / Educational Psychology

School safety is one of the most important issues facing administrators, teachers, and parents. Several risk factors have been identified as antecedents to aggression including poor social skills, difficulty dealing with anger and frustration, and inadequate problem solving abilities. No Child Left Behind requires all schools receiving Title IV funds to implement research based violence interventions. Second Step, an internationally recognized violence prevention curriculum published by Committee for Children was implemented in an urban elementary school with 66 African American students in grades 3 through 5 for 9 weeks. This study employed a randomized control group design with two treatment conditions; Second Step instruction and Second Step instruction with digital role-playing, an adaptation of digital storytelling, to increase program effectiveness and intensify student motivation. The School Social Behavior Scales-2 (Merrell, 2002) was used to assess differences in aggression and prosocial skills. MANOVA indicated significant differences for grade only. Older students had higher prosocial behavior scores and younger students had lower scores on the program's content assessment. Results indicated that the Second Step curriculum did not affect behavior. Although the benefits of teaching students to respond empathetically to others, solve problems, and control anger have been documented in the literature, the use of Second Step to accomplish these goals has not been supported. / Educational Psychology

En la actualidad los trabajadores del banco se enfrentan a diferentes desafíos y obstáculos en su trabajo diario, estos desafíos afectan a los colaboradores, siendo necesario que los gerentes tengan la capacidad de ver las formas de resolver los problemas y ofrecer un entorno saludable; por ello este estudio tuvo como objetivo general determinar la relación entre la resolución de conflictos y el clima laboral de los asesores de ventas y servicios del banco de crédito del Perú - Lambayeque 2020. Respecto a la metodología tuvo un enfoque cuantitativo, nivel correlacional y diseño no experimental, además, la muestra fue censal dado que estuvo conformada por 85 colaboradores. Por otro lado, se utilizó la prueba de Kilmann (1974) y CL- SPC - clima laboral de Sonia Palma Carrillo (2004) para medir las variables resolución de conflictos y clima laboral. En cuanto a los resultados se evidenció que los estilos competencia y complaciente se relacionan de manera negativa con el clima laboral porque el personal busca dominar los conflictos; mientras que el estilo de evasión, en el que se trata los problemas de manera diplomática mostró estar relacionado con mayores percepciones de un clima laboral adecuado. Por lo tanto, la empresa debe aprender a manejar los conflictos y brindar un entorno saludable. / At present, bank workers face different challenges and obstacles in their daily work. These challenges affect employees, making it necessary for managers to have the ability to see ways to solve problems and offer a healthy environment; For this reason, this study had the general objective of determining the relationship between conflict resolution and the work environment of the sales and services advisers of the Banco de Crédito del Perú -Lambayeque 2020.Regarding the methodology, it had a quantitative approach, correlational level and nonexperimental design, in addition, the sample was census since it was made up of 85 collaborators. On the other hand, the test of Kilmann (1974) and CL-SPC - work environment of Sonia Palma Carrillo (2004) were used to measure the variables conflict resolution and work environment. Regarding the results, it was evidenced that the competing and complacent styles are negatively related to the work environment because the staff seeks to dominate conflicts; while the avoidance style, in which problems are dealt with diplomatically, was shown to be related to greater perceptions of an adequate work environment. Therefore, the company must learn to manage conflict and provide a healthy environment.

Litteraturstudien undersöker hur medling fungerar som verktyg för att lösa interpersonellakonflikter på arbetsplatser samt hur empowerment påverkar de berörda parterna. Medling innebär att en eller flera neutrala parter assisterar de tvistande parterna att nå en överenskommelse. Litteraturstudien omfattar forskning publicerad mellan 2003 och 2022.Syftet är att undersöka upplevelserna av professionell medling i interpersonella konflikter på arbetsplatser samt hur medling fungerar för att lösa dessa konflikter. Litteraturstudien byggerpå systematisk genomgång av vetenskapliga artiklar där relevanta artiklar har analyserats genom tematisk analys. Resultaten visar att medling har möjligheter att förebygga konflikter och hjälpa parterna att lösa dessa konflikter. Medlingsprocessen ger individen en känsla av handlingsutrymme och makt då de tvistande parterna gemensamt arbetar fram lösningar på konflikten. Kritiken mot medling tar upp dess svårigheter att hantera maktobalanser. Medling kan maskera organisatoriska problem på arbetsplatsen och riskerar att underminera formella rättsprocesser när sådana skulle behövas.Slutsatserna av litteraturstudien är att medling har potentialen att fungera som ett verktyg för empowerment i interpersonella konflikter på arbetsplatser, men måste användas medmedvetenhet om dess begränsningar och risker.