Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 18, 2006. Dissertation Committee: John R. McCarthy (chair), Larry D. Kennedy, George Padavil, William Tolone. Includes bibliographical references (leaves 99-106) and abstract. Also available in print.

Thesis (Th. M.)--Trinity Evangelical Divinity School, 2005. / Abstract. Includes bibliographical references (leaves 101-115).

Orientador: Telma Pileggi Vinha / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-17T02:09:37Z (GMT). No. of bitstreams: 1 Licciardi_LiviaMariaSilva_M.pdf: 2275357 bytes, checksum: 1b11c56acb05c6fad440a0748c546c7a (MD5) Previous issue date: 2010 / Resumo: Caracterizando-se como um estudo qualitativo e quantitativo, cujo delineamento é o do estudo de campo e fundamentada na teoria piagetiana, esta pesquisa teve por objetivos identificar as causas, as estratégias empregadas pelos sujeitos e os resultados dos conflitos vividos entre as crianças de 3 a 4 anos e de 5 a 6 anos e comparar se há diferenças entre as duas faixas etárias estudadas, bem como comparar se há diferenças nas formas como as crianças resolvem os conflitos vividos e como julgam solucioná-los. A amostra foi constituída por quatro classes, sendo duas de crianças de 3 a 4 anos e duas de 5 a 6 anos, de duas escolas municipais de uma cidade do interior paulista, escolhidas por conveniência. Os dados foram coletados por meio de 44 sessões de observação das interações sociais das crianças, sendo 11 em cada classe, em diferentes situações da rotina escolar. Para avaliar como as crianças julgavam resolver os conflitos, empregando o método clínico piagetiano, foram apresentadas histórias contendo conflitos hipotéticos, elaboradas a partir das situações observadas. Os resultados indicaram que os principais motivos que geraram conflitos nas crianças de 3 a 6 anos foram disputas por objeto, ação provocativa e exclusão, sendo que a exclusão aumenta com a idade. As estratégias de negociação empregadas em situações de conflitos interpessoais pelas crianças foram predominantemente físicas e impulsivas. Entretanto, as mais velhas utilizaram-se de mais estratégias impositivas do que as mais jovens. Com relação aos resultados do emprego dessas estratégias, encontrou-se que a maior parte dos conflitos foram simplesmente abandonados ou resolvidos de forma unilateral. Todavia, os resultados considerados bilaterais foram significativamente maiores na faixa etária dos 3 a 4 anos, do que aos 5 a 6 anos. Assim como na ação, as estratégias verbalizadas nas entrevistas pelas crianças, também foram predominantemente físicas e impulsivas, sendo que as de 5 a 6 anos apresentaram mais estratégias impositivas do que as de 3 a 4 anos. Ao comparar as estratégias empregadas pelas crianças nos conflitos vividos por elas e aquelas apresentadas nas entrevistas, encontrou-se que as mais evoluídas aparecem em maior quantidade na ação, o que é coerente com a teoria piagetiana. A análise dos dados e a discussão dos resultados foram embasadas nos estudos de Jean Piaget e Robert Selman. / Abstract: Characterized as a qualitative and quantitative study, whose design is the field study and grounded in piagetian theory, this research aimed to- identify the causes, the strategies employed by the subjects and results of conflicts experienced among children aged 3-4 and 5-6 and compare if there are differences between the two age groups and to compare whether there were differences in the ways children solve the conflicts experienced and judge how to solve them. The sample was consisted of four classes, two of children 3-4 and two 5-6, two public schools in the state of São Paulo, chosen for convenience. The data were collected through 44 sessions of observation of social interactions of children, 11 in each class, in different situations in the school routine. To assess how children think resolving conflicts, using the piagetian clinical method were presented hypothetical stories containing conflicts, which were based on observed situations. The results indicated that the main reasons that led to conflicts in children aged 3-6 were dispute, provocative action and exclusion, so that exclusion increases as the age advances. The interpersonal negotiation strategies employed in situations of conflicts in children were predominantly physical and impulsive. However older children used more imposed strategies than younger children. Concerning the employment outcomes of these strategies, we found that most conflicts were simply abandoned or resolved unilaterally. Despite the results were considered significantly greater bilateral in children aged 3-4 than for 5-6. Just like in action, strategies verbalized in interviews with children, were also predominantly physical and impulsive, and the children aged 5-6 had more imposed strategies than those aged 3-4. By comparing the strategies employed by children in the conflicts experienced by them and those presented in the interviews, it was found that the most evolved more numerous in the action, which is consistent with the theory of Piaget. The interventions of the teachers were few and were designed to contain or resolve the conflict quickly and unilaterally, not favoring the development of more elaborate strategies and cooperative resolution of the children. The data analysis and discussion of results were based on studies of Jean Piaget and Robert Selman. / Mestrado / Psicologia Educacional / Mestre em Educação

Orientador: Ana Maria Falcão de Aragão / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T17:58:17Z (GMT). No. of bitstreams: 1 Calil_JulianaAlvimBitesCastro_M.pdf: 2239939 bytes, checksum: 6ef19a830d267ec624b9cdf68b018517 (MD5) Previous issue date: 2013 / Resumo: Inserida em um projeto maior proposto pela Secretaria de Educação do município de uma cidade do interior paulista em parceria com a FUNEP (Fundação de Apoio à Pesquisa, Ensino e Extensão da UNESP - Universidade Estadual Paulista), a presente pesquisa busca investigar como as equipes gestoras pensam o papel das regras na organização da escola e de que forma essas regras refletem a qualidade das relações interpessoais na Instituição de Ensino. Esta pesquisa visa, ainda, conhecer os conteúdos das regras e o modo como elas são elaboradas, implementadas e legitimadas no cotidiano das escolas analisadas. Para tanto, os dados desta pesquisa de campo decorrem da formação de três grupos focais com gestoras de cinco escolas municipais e são examinados qualitativamente, através do método de análise de conteúdo. Os resultados apontam que o papel e a função primordial das regras é a organização da instituição e a prudência. As regras que objetivam a regulação da convivência e a construção da autonomia moral não foram substancialmente mencionadas. O conteúdo da maioria delas é organizacional e convencional, visando ao controle e à organização dos espaços escolares. De alguma forma, parece estar implícita a ideia de que os conflitos devem ser evitados. Há, também, regras que legislam sobre o domínio pessoal. Para as gestoras, a maioria das regras é elaborada pela Secretaria Municipal de Educação, mas, a partir do que elas verbalizam, percebe-se que muitas dessas regras têm sido criadas pelas próprias gestoras e professoras no cotidiano das escolas. Com base nos dados analisados é possível inferir, também, que o trabalho com as regras não é percebido como pedagógico. As assembleias são consideradas como recurso possível para a elaboração de regras, mas depreende-se que, em alguns momentos, há desvios de suas funções. Isso demonstra não haver estudos aprofundados acerca do papel das assembleias na escola nem acerca de como elas devem funcionar institucionalmente. Quanto à implementação das normas, na maioria das vezes, o conhecimento das regras dá-se por informação, já que no cotidiano das escolas em questão poucas regras são elaboradas coletivamente. Por fim, são analisados os procedimentos que as gestoras dizem ser utilizados pelos profissionais da escola para que as regras sejam cumpridas. A esse respeito, as gestoras relatam comunicar aos pais dos alunos sobre o descumprimento xv dessas regras na tentativa de fazer com que as cumpram. Porém, se não há o apoio familiar necessário e as alternativas de diálogo para o cumprimento das normas esgotam-se, o Conselho Tutelar é acionado, na esperança de que, de alguma maneira, as regras que consolidam as diretrizes institucionais mais importantes sejam cumpridas por todos. Há também penalizações e, com elas, a visão de que são necessárias sanções expiatórias. Assim, apesar da necessidade de alguns ajustes acerca do trabalho com as regras, constata-se que, as gestoras reconhecem a importância das normas escolares para a convivência entre as pessoas, preocupam-se com a organização dos espaços da escola de modo a proporcionar um local agradável para a comunidade frequentar e dedicam-se a realizar um bom trabalho de gestão. / Abstract: Inserted in a larger Project, proposed by the Education Department of a countryside city in Sao Paulo state in a partnership with FUNEP (Foundation for support to research, teaching and extension from UNESP - State University of Sao Paulo) aiming to study relationship among school, community and culture as well as other implications regarding a Politic- Pedagogic Project of educational institutions and about organization of their educational process, this research objectives to know how managerial teams think in regards to the role of rules in the organization of the institution as well as to know the contents of the rules and the way they're elaborated, implemented and legitimated in the studied schools' routine. In order to do that, data from this research come from the formation of three focal groups with managers of five municipal schools and qualitatively analyzed by means of content analysis. Results point that the role and fundamental function of the rules are the institution's organization and prudence. The importance of the rules for regulation of the coexistence and construction of moral autonomy have not been substantially adressed. The contents of the majority of them are organizational and conventional, objecting the control and organization of school's space. Somehow it seems that it's implicit that conflicts must be avoided. There are, also, rules that states about personal dominance. In the managers minds most of the rules are elaborated by the Education Department, however it's clear in their speeches that several of such rules have been created by themselves together with teachers in the school's daily routine. Data gathered in this research allow us to infer also that working with rules is often not seen as pedagogic. Much is talked about assembly meetings, but by their statements, we could notice that there are misfunctions of these procedures, showing that there are no previous studies on how it must work and what their roles are in the school. Regarding implementation of norms we have found that, in most of the cases, the knowledge about rules is given by information, once there is no team work while elaborating them. Lastly, we found out that managers say they're used by other schools professionals in order to make rules to be followed. What they state most frequently to do is to communicate parents and ask them to take providences in order for their children are able to obey school's rules and, when families are the party who don't follow rules, the communicate the Child Care department with the hope families are coerced to xix follow school's rules. There are also, punishment and the idea thar expiatory penalties are needed. Therefore, we conclude that managers recognize the importance or school rules for people coexistence among people, they are concerned with space organization in the school in order to offer a pleasant atmosphere for the community and also they dedicate themselves for making a good management work. / Mestrado / Psicologia Educacional / Mestra em Educação

This dissertation addresses both the terminological diversity problem raised in the workplace aggression literature and the mechanism by which workplace aggression may impact job performance in a series of studies. In addressing the first question, the factor structure of incivility, interpersonal conflict, bullying, abusive supervision, and social undermining was investigated using a single factor model and a second order model. . Data was collected across two studies consisting of samples of 410 students and 247 working adults, respectively. The results indicated relatively better fit for the second order model, showing all of the workplace aggression constructs items loading on their original construct. The unique variance contributed by workplace aggression constructs was also tested in study two using self-rated performance ratings and the experience of flow-states. The results indicated that there were no tangible differences in the variance explained between the five aggression construct. Together, these findings suggest that there is a terminological diversity problem in the workplace aggression literature as each construct may be tapping into the same latent workplace aggression variable. Further, the indirect effect of workplace aggression through the experience of flow states was supported using multi-wave data. This dissertation highlight the current state of the literature, supporting our understanding that the experience of workplace aggression is both detrimental to work related performance and impacts the mechanisms individuals use in engaging with the world around them.

The global working environment has altered dramatically over the last decade, with the workforce now consisting of a diverse assortment of individuals. South Africa, in particular, has had to face major challenges as it adapts to the newly conceived "Rainbow Nation". It has also had to make amends for inequalities bred by the past discrimination and the segregation of Apartheid. Prior to this, businesses in general, were inward-looking in that they did not have to comply with or conform to the changing trends found in the international arena. Suddenly, issues such as Black Economic Empowerment, Affirmative Action, gender, age, faith and preferred sexual orientation have had to be accommodated as the new Employment Equity Act of 1998 was promulgated. Each individual coming into the workplace has his or her own cosmological, ontological and epistemological view, and although this facilitates a positive contribution by individuals with regard to varying ideas, skills, talents and expertise, more often than not, the reality is that the differences that exist within a staff complement often result in conflict. Furthermore, South Africa exhibits deep-rooted, social conflict as a result of the oppression of the apartheid years. Unemployment, poverty, poor education and service deliveries are far from being satisfactorily addressed. Therefore, it is assumed that unmet/frustrated basic human needs, as defined in Abraham Maslow‘s "Hierarchy of Needs", play a role in causing conflict both in the workplace and in society. It was felt that basic human needs, as articulated, had not been researched as a cause of workplace conflict and this research will explore the part that frustrated human needs may play in organisational conflict, alongside diversity conflicts.

The purpose of this preliminary and exploratory research project was to identify possible links between insecure male attachment patterns and wife assault. Attachment theory suggests that the quality of early interpersonal relationships has a profound effect on the psychological, emotional and social development of the individual. Insecure attachment has been found to be associated with a number of relationship problems and these interpersonal problems have also been identified with men who assault their wives. Based on this similarity, the insecure attachment paradigm may offer a useful theoretical orientation for understanding the conflict behaviours of men who assault their wives. The sample of fifty adult men who had assaulted their female partners was drawn from two therapy groups. In this preliminary and exploratory study, a number of measures were used to assess each man's mental representation of childhood attachment and his adult intimate attachment patterns, intimate conflict tactics and interpersonal jealousy and anger problems. The associations between insecure preoccupied, dismissing, and fearful attachment pattern ratings and male conflict tactic and relationship problems were then analyzed. The findings indicated that men who assault their wives had a high proportion of insecure adult intimate attachment patterns. These assaultive men were also found to be predominantly insecure in both their mental representations of childhood attachment and adult intimate attachment pattern ratings, with the greatest continuity occurring with the insecure preoccupied and fearful pattern ratings. Three patterns of relationship problems corresponding to the three insecure adult intimate attachment pattern rating were found. Preoccupied attachment pattern ratings were positively correlated with interpersonal jealousy scores and the reported use of the reasoning, verbal/symbolic abuse, physical abuse and severe physical abuse conflict tactics. Dismissing attachment pattern ratings were positively correlated with interpersonal anger scores and negatively correlated with the reasoning, verbal, physical and severe physical abuse conflict tactics. Fearful attachment pattern ratings were similar to the dismissing pattern in the positive correlation with interpersonal anger scores. The importance of considering insecure adult intimate attachment pattern ratings when providing group therapy to men who assault their wives was considered. Men with high insecure dismissing adult intimate attachment pattern ratings seem to require a distinctly different therapeutic approach than those with high insecure preoccupied adult intimate attachment pattern ratings and ideas in this regard are discussed. / Graduate and Postdoctoral Studies / Graduate

Orientador: Telma Pileggi Vinha / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T15:30:13Z (GMT). No. of bitstreams: 1 Marques_CarolinadeAragaoEscher_D.pdf: 2464371 bytes, checksum: 7ac182e0bfe0f7db221db7eb4f7bbcdf (MD5) Previous issue date: 2015 / Resumo: Fundamentado na teoria piagetiana, este trabalho se constitui de um estudo qualitativo e quantitativo que tem como objetivos identificar as causas, as estratégias empregadas e as finalizações dos conflitos vividos entre os alunos de 11 e 12 anos, bem como investigar diferenças nas formas como esses adolescentes resolvem os conflitos vividos e como julgam solucioná-los. Tem, também, por objetivo comparar essas mesmas variáveis com os alunos de 8 e 9 anos, participantes de um estudo anterior análogo. A amostra foi constituída por 62 alunos do sexto ano do Ensino Fundamental II de duas escolas públicas do interior paulista, escolhidas por conveniência. Os dados foram coletados por meio de sessões de observação da rotina escolar no decorrer de um semestre letivo num total de 100 horas, sendo encerradas por saturação. Para avaliar como os alunos julgavam resolver conflitos, foram apresentadas, por meio de entrevistas clínicas, histórias contendo conflitos hipotéticos, elaboradas com base na identificação das principais causas das desavenças entre os alunos. Os resultados das observações indicaram que as principais causas que geraram conflitos nos alunos de 11 e 12 anos foram a provocação e a reação ao comportamento perturbador. As estratégias de resolução mais frequentemente utilizadas foram as unilaterais e o abandono foi a finalização mais comum para as desavenças observadas. Os alunos de 8 e 9 anos apresentaram as mesmas categorias com relação às causas, estratégias e finalizações mais presentes em seus conflitos. Quanto à comparação entre o juízo e a ação, os alunos de 11 e 12 anos apresentaram, assim como os de 8 e 9 anos, estratégias de resolução de conflitos mais evoluídas em termos de coordenação e tomada de perspectiva ao verbalizarem acerca dos conflitos hipotéticos, do que ao agirem nos conflitos reais vivenciados. Apesar dos ganhos em maturidade cognitiva, em compreensão interpessoal e no repertório de comportamentos, expressos especialmente nos relatos frente aos conflitos hipotéticos, os níveis reais de estratégias mais cooperativas não apresentaram uma evolução significativa quando comparados aos alunos de 8 e 9 anos (p=0.041), reiterando, assim, a importância de se disponibilizar mais oportunidades de reorganizações reflexivas que almejem o desenvolvimento de competências sociais. A contribuição do estudo foi, portanto, o detalhamento das evoluções da compreensão e da vivência dos conflitos interpessoais, oferecendo subsídios para o planejamento de intervenções mais afinadas com as necessidades próprias de cada faixa etária / Abstract: Characterized as a qualitative and quantitative study and grounded in Piaget's theory, this study aimed to identify the causes, the strategies employed, the outcomes of conflicts experienced between 11 and 12 year old students, as well as to compare if there are differences in the ways they solve experienced conflicts and how they judge to fix them. This study also has as objective to compare these same variables among students of 8 and 9 years old, participants from a previous analogue study. The set consisted of 62 sixth grade students from two elementary public schools in São Paulo State/Brazil, chosen at convenience. Data were collected during 25 days of observation, accruing for a total of 100 hours, under various situations of school routine. To assess how the students think resolve conflicts using the piagetian clinical method, stories were submitted, containing hypothetical conflicts drawn from situations observed. The results of observations indicated that the main reasons that led to conflicts among 11 and 12 year old students were teasing and reaction to annoying behavior. Resolution strategies more frequently used were unilateral and abandonment was the most common outcome for the observed disagreements. Students of 8 and 9 years old had the same categories for causes, strategies and outcomes in their conflicts. In comparison between judgment and action, 11 and 12 year old students presented, as well as the 8 and 9 year old, more advanced solving strategies of conflicts in terms of coordination and decision perspective to verbalize on hypothetical conflicts than to pursue the experienced real conflicts. Despite the gains in cognitive maturity, interpersonal understanding and behavioral repertoire, especially expressed in the reports from hypothetical conflicts, the actual levels of more cooperative strategies showed no significant change when compared to students of 8 and 9 years old (p=0.041). This reiterates the importance of providing more opportunities to help promote reflective reorganizations that aim to develop social skills. The contribution of the study was, therefore, to detail the development in the understanding and in the experience of interpersonal conflicts, providing support for the planning of interventions more in line with the needs of each age group / Doutorado / Psicologia Educacional / Doutora em Educação

Orientador: Telma Pileggi Vinha / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-28T02:39:42Z (GMT). No. of bitstreams: 1 Oliveira_MarianaTavaresAlmeida_M.pdf: 3188232 bytes, checksum: 62b64446609d90d4732d3e1509537252 (MD5) Previous issue date: 2015 / Resumo: Fundamentado na teoria piagetiana, este trabalho se constitui de um estudo qualitativo e quantitativo que tem como objetivos identificar as causas, as estratégias empregadas e as finalizações dos conflitos vividos entre alunos de 13 e 14 anos. A amostra foi constituída por 63 alunos do oitavo ano de duas escolas públicas estaduais do Ensino Fundamental II de uma cidade do interior paulista, escolhidas por conveniência. Os dados foram coletados por meio de 27 sessões de observação das interações sociais dos adolescentes, em diferentes momentos da rotina escolar, contabilizando um total de 108 horas, sendo encerradas por saturação. Os resultados das observações indicaram que as principais causas que geraram conflitos nos alunos de 13 e 14 anos foram a provocação e a reação ao comportamento perturbador. As estratégias de resolução mais frequentemente utilizadas foram as unilaterais e o abandono foi a finalização mais comum para as desavenças observadas. A contribuição do estudo foi, portanto, o detalhamento das evoluções da compreensão e da vivência dos conflitos interpessoais, oferecendo subsídios para o planejamento de intervenções mais afinadas com as necessidades próprias de cada faixa etária, favorecendo o desenvolvimento de estratégias de resolução de conflitos mais cooperativas / Abstract: Characterized as a qualitative and quantitative study and grounded in Piaget's theory, this study aimed to identify the causes, the strategies employed and the outcomes of conflicts experienced between 13 and 14 year old students. The set consisted of 63 eighth grade students from two elementary public schools in São Paulo State/Brazil, chosen at convenience. Data were collected through 27 sessions of observation of social interactions of adolescents, at various situations of school routine, accounting for a total of 108 hours, being closed by saturation. The results of observations indicated that the main causes that led to conflicts among 13 and 14 year old students were teasing and reaction to annoying behavior. Resolution strategies more frequently used were unilateral and abandonment was the most common outcome for the observed disagreements. The contribution of the study was, therefore, to detail the developments in the understanding and in the experience of interpersonal conflicts, providing support for the planning of interventions more in line with the needs of each age group, favoring the development of conflict resolution strategies more cooperative / Mestrado / Psicologia Educacional / Mestra em Educação

Managing interpersonal conflict between employees and their supervisors continues to be a challenge for all employees. Researchers have studied how leadership styles relate to conflict management in organizations, but little is known about how servant leadership relates to conflict management in the workplace. Servant leadership is a management style in which one motivates his or her employees by serving them. The purpose of this dissertation was to investigate how 7 servant leadership dimensions exhibited by supervisors correlated with 5 conflict management styles used by employees when employees had a conflict with their supervisor. A web-based survey invitation was shared with social service employees in 1 social service organization, an online participant recruitment service, and several social service-related groups on LinkedIn, and resulted in a sample of 230 participants. Stepwise multiple regression analysis was used to determine if a predictive relationship existed between the servant leadership dimensions, measured by the Servant Leadership Scale, and helpful and unhelpful conflict management styles, measured by the Rahim Organizational Conflict Inventory-II. Servant leadership exhibited by supervisors correlated positively with both helpful and unhelpful conflict management styles used by employees. Findings from this dissertation can facilitate social change by helping supervisors learn how their actions impact their staff members' preferred conflict management styles. Specifically, supervisors can modify their leadership styles to encourage staff members to use the integrating conflict management style when disagreements arise between them and their staff members.