Thesis (Ph. D.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains vi, 123 p. Includes abstract. Includes bibliographical references (p. 60-67).

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The primary focus of this study was to assess children's and adolescents' perceptions of the ways in which peers respond to stressful conflicts that occur amongst them. Key variables that were examined were the social context (a dyad relationship versus a group relationship) and the social atmosphere (a compatible relationship versus an incompatible relationship) in which the conflict occurred. Scenarios were developed to simulate, as close as possible, realistic stressful conflicts that might typically arise in the daily lives of school age children and adolescents. Children and adolescents across three grade levels (1, 5, and 10) were administered a peer report measure in which they indicated to what extent they believed their same-sex peers would respond aggressively. The first part of the procedure required participants to listen to either a social scenario (someone who had been a member of a club was asked to leave) or an academic scenario (someone was given a bad grade by a peer) that described a conflict between two protagonists. The results of this study revealed that, as predicted, females endorsed significantly more aggressive responses for the compatible dyad context compared to the compatible group, incompatible dyad and incompatible group contexts. This finding occurred for overt, covert and withdrawn forms of aggression. These findings were also consistent across the three grade levels. Contrary to the hypothesis, males did not believe that their peers would behave differently across social contexts or atmospheres. Males did however report a higher level of overt and withdrawn aggression than females when the dyad and group conditions were combined. There were no gender differences in the aggressive responses for covert aggression. The implications of females' beliefs that degree of aggression would be highest in the intimate compatible dyad relationship compared to the other relationship contexts were discussed.

Thesis (Ph. D.)--Swinburne University of Technology, 2003. / Title from PDF title page (viewed on Aug. 28, 2005). Includes bibliographical references (p. 192-199).

The current study examined the hypothesis that in the presence of a stressor, the social context (dyad relationship versus a group relationship) can influence whether children and adolescents display internalizing as opposed to externalizing emotions and behaviors. Specifically, it was hypothesized that more internalizing relative to externalizing behaviors would be reported to occur in a dyad than a group. Three hundred and eighty-six children and adolescents (176 females and 210 males) from three grade levels (1,5, and 10) participated in the study. A measure was developed to simulate, as closely as possible, two realistic stressful events that might typically arise in the daily lives of school age children and adolescents. Participants were asked to rate how other children their age and gender would respond in these situations, with the intention of tapping into children and adolescents' knowledge of the occurrence of internalizing versus externalizing responses. The findings partially supported the hypothesis that the social context regulates expectations for emotional and behavioral responses to the same stressor in children and adolescents. Following a conflict, both female and male participants reported expecting higher rates of internalizing relative to externalizing emotions and behaviors for the target individuals in the dyadic versus group context.

Thesis (Ph.D.). / Written for the Dept. of Educational and Counselling Psychology. Title from title page of PDF (viewed 2008/07/28). Includes bibliographical references.

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The purpose of the project was to design a one-semester core curriculum guidebook for middle and high schools. This curriculum will provide a tool to teach students to manage conflict in middle and high school settings. The curriculum, guidebook and materials developed will establish guidelines that can be used by middle and high school teachers to teach useful conflict management skills.