The present research aims to obtain a more complete view of couple relationships. In particular, it investigated the manner in which attachment styles (and more specifically the combination of attachment styles to one’s partner and one’s primary caregiver, such as the mother) are related to conflict beliefs, conflict resolution styles, relationship satisfaction and communication accuracy. Two studies were conducted to explore these relationships. In Study 1 individuals in couples relationships (N = 83) were asked to participate in an online questionnaire regarding primary caregiver and partner attachment, conflict resolution, and conflict beliefs. Study 2 saw the recruitment of twenty-two couples from public advertisements. Couples were asked to participate in a ten minute videotaped discussion around a major disagreement. The discussion exercise and accompanying self-report questionnaires indicated each couple’s communication accuracy. Trained post-graduate raters also coded the observable conflict styles of the couples on a scale developed for the purpose of this research. These were compared with self-reported conflict resolution styles. Couples were also asked to complete questionnaires individually to identify their parent and partner attachment styles, relationship satisfaction, conflict resolution styles and conflict beliefs. Qualitative questions around attachment and conflict resolution provided a more in-depth perspective of more and less securely attached individuals’ relationships. Results from both studies indicated that there is some difference between ongoing influence from current models of primary caregiver attachment and the influence from current models of partner attachment on relationship variables. Relationship satisfaction and conflict beliefs were influenced by specific attachment to the partner. Conversely, conflict resolution styles, in particular positive problem solving, withdrawal and compliance, were heavily influenced by more general current conceptualizations of primary caregiver attachment. Additional results regarding quantitative and qualitative findings, including gender differences are discussed in the thesis. Finally, limitations regarding both studies are noted, and suggestions for future research are made.

Occupational stressors have been extensively studied as predictors of safety performance and employee well-being in previous research. However, many newly introduced organizational constructs that have the characteristics of an occupational stressor have rarely been studied as such, especially from a within-person perspective. The current study focused on three occupational stressors in relation to safety performance. Based on previous literature, I proposed that within individuals, compulsory citizenship behavior, illegitimate tasks, and interpersonal conflict at work as occupational stressors would have negative effects on employees well-being and safety performance through negative emotions (anger), job attitudes (job satisfaction and organizational commitment) and role stressors (role conflict and role ambiguity). In addition, reception of organizational citizenship behavior (ROCB) and perceived safety climate were hypothesized to moderate the relationships of the three occupational stressors with safety performance and employee well-being. Seventy-one nurses were recruited, and data were collected from their survey responses about their daily experiences on the focal variables for 9 shifts over three consecutive working weeks. Results showed that within individuals, the three occupational stressors were positively associated with employee burnout and physical symptoms, and evidence was found that those associations might be mediated by anger, job satisfaction and role conflict. Further, ROCB was found to moderate some of the associations of occupational stressors with safety performance and employee well-being. However, the current study failed to find support for any of the hypotheses regarding perceived safety performance as a moderator in this sample. Findings, limitations and future directions were discussed.

Interpersonal conflict is a research topic increasingly gaining importance in project management. The purpose of this exploratory study was to find out how relationship conflict affects task conflict in projects. The research investigated the styles individuals prefer to handle task conflict with colleagues in bad personal relationship. The influence of four personal characteristic variables (Gender, Age, Work experience and Culture background) on the choice of conflict handling styles were examined at the same time. ROCI-II was used as the data collection instrument. Questionnaires were published through web-based online survey system. 182 valid responses were collected in two weeks. Data was analyzed with statistic software SPSS. The results revealed that integrating, compromising, avoiding, dominating and obliging are the five styles ranked from highest to lowest preferred by individuals to handle task conflicts with colleagues in bad personal relationships. High value of assertiveness and negative value of cooperativeness indicated that in a situation of relationship conflict, individuals are more assertive and less cooperative to deal with task conflicts with colleagues. Results of the study didn't show significant difference among personal characteristic groups. High correlations among conflict handling styles were discovered from this study. Implications of the research findings for theoretical and practical organizations or individuals are provided. Areas and recommendations for future research are suggested.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Roy F. Baumeister, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Sept. 22, 2005). Document formatted into pages; contains vi, 44 pages. Includes bibliographical references.

Thesis (D.A.)--Illinois State University, 1996. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: Janice Grace Neuleib (chair), James Robert Kalmbach, Heather Ann Brodie Graves, John Francis Cragen. Includes bibliographical references (leaves 215-222) and abstract. Also available in print.

The past 20 years have seen a growing interest amongst researchers into indirect forms of aggression and bullying. The evidence suggests that covert forms of aggression are largely used by adolescent girls as a means of inflicting harm on another and that the effects of such interactions can be detrimental to the individual's psychological and emotional well-being. This study aims to explore the social experiences of four adolescent girls, with particular reference to indirect aggression practices that they may have encountered. Data was collected in the form of unstructured interviews, which were conducted with each participant separately. Prominent themes were then identified and explored by the researcher. This was done from a systemic epistemological stance within the post-modern paradigm. A qualitative methodological design was followed allowing for the personal experiences and meaning attributions of each participant to come to the fore. The study's results were presented in the form of descriptive text with particular reference to the systemic processes that came to the fore. Overall, the study explicated the unique experiences of four adolescent girls with indirect aggression and how these experiences are interwoven with systemic processes that take place in social groups. / Psychology / M. A. (Clinical Psychology)

Orientador: Orly Zucatto Mantovani de Assis / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T20:23:08Z (GMT). No. of bitstreams: 1 Carina_SandraCristina_D.pdf: 883383 bytes, checksum: 03d3d88c1e105e3e3b78767b3dab991e (MD5) Previous issue date: 2009 / Resumo: O cotidiano escolar é permeado por inúmeros conflitos interpessoais entre crianças e adolescentes. São situações muitas vezes julgadas como negativas pelos educadores, como algo a ser evitado. Não raro, os educadores distanciam-se de entender que suas formas de intervenção são geradoras de comportamentos submissos por parte de seus alunos. Tais comportamentos são oriundos de um ambiente em que o professor normalmente utiliza formas autoritárias para resolver os problemas que enfrenta no cotidiano escolar, colocando, muitas vezes, seus alunos em situações de humilhação, exposição, ou pura obediência a uma autoridade, sem que esses sejam convidados a pensar nas soluções que levem em conta as necessidades dos envolvidos, ou seja, em estilos assertivos de resolução de conflitos. Diante de tal justificativa, a presente pesquisa buscou investigar quais formas de resolução de conflito são comumente utilizadas pelos adolescentes, ainda que a partir de dilemas hipotéticos, e confrontá-las às formas que os professores apontaram como as que esses mesmos adolescentes utilizavam quando envolvidos em situações de conflitos. A amostra foi constituída por um total de trinta e nove participantes, préadolescentes entre onze e treze anos, estudantes do sexto ano de uma escola pública da região de Campinas, interior de São Paulo, e por cinco professores desses mesmos adolescentes. O instrumento utilizado consistiu numa entrevista semi-estruturada com professores e um instrumento criado por Robert Deluty e adaptado por Maria Isabel Leme que avalia simultânea e comparativamente três tipos de tendências de resolução de conflitos interpessoais - agressivo, assertivo e submisso - nas respostas dos pré-adolescentes a conflitos interpessoais hipotéticos cujos conteúdos sejam de provocações, perdas, frustrações etc. Os resultados obtidos nos permitem comprovar nossa hipótese de que a forma pela qual os adolescentes nas situações hipotéticas resolvem seus conflitos não coincide às formas apontadas previamente pelos professores das tendências de resolução de conflitos utilizadas por esses mesmos adolescentes quando envolvidos em situação de conflito no cotidiano escolar. Esses adolescentes estão mais propensos a estilos submissos de resolução de conflito do que a formas assertivas ou agressivas. / Abstract: The daily school life is permeated by a lot of interpersonal conflicts among children and adolescents. These situations are often judged as negative by educators, like something to be avoided. Sometimes educators don't make an effort to understand that their forms of intervention are generating submissive behaviors from their students. Such behaviors are derived from na environment where the teacher usually uses authoritari/an ways to solve the problems faced in the daily school life, putting their students in situations of humiliation, exposure or pure obedience to the authority, without letting them think about the solutions that take into account their needs, I.e., in assertive styles of conflict resolution. From such reason, this research tried to investigate what forms of conflict resolution are commonly used by adolescents, even from hypothetical dilemmas, and face them to the ways that teachers identified as being the ones that adolescents used in conflict situations. The sample consisted in a total of thirty-nine participants, preadolescents from eleven to thirteen years old, students in the sixth year of a public school in Campinas, countryside of São Paulo, and five teachers of these adolescents. The instrument used was a semi-structured interview with teachers and an instrument created by Robert Deluty and adapted by Maria Isabel Leme that evaluates simultaneously and comparatively three types of trends of interpersonal conflicts resolution - aggressive, assertive and submissive - in the responses of pre-adolescents to hypothetical interpersonal conflicts whose contents are of provocations, losses, frustrations etc. The results allow us to prove our hypothesis that the way adolescents in hypothetical situations solve their conflicts does not coincide with those pointed out by the teachers. These adolescents are more prone to submissive styles of conflict resolution that assertive or aggressive ways. / Doutorado / Psicologia Educacional / Doutor em Educação

Orientador: Telma Pileggi Vinha / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T12:14:58Z (GMT). No. of bitstreams: 1 Ramos_AdrianadeMelo_D.pdf: 2684871 bytes, checksum: b132becfdf8e2837cd4957ede28b7be5 (MD5) Previous issue date: 2013 / Resumo: Trata-se de um estudo descritivo, de caráter exploratório, fundamentado na teoria construtivista piagetiana, que teve como objetivos principais caracterizar classes consideradas "difíceis" e "não difíceis", identificando fatores comuns e/ou divergentes na organização destas e o ambiente sociomoral das classes consideradas "difíceis" e "não difíceis" pela equipe pedagógica, no que se refere ao trabalho com o conhecimento, as relações interpessoais, as regras e os conflitos sociais. A amostra foi composta por duas classes consideradas "difíceis" (cujas equipes pedagógicas tinham relatado haver inúmeros problemas de comportamento e de relacionamento tanto entre os próprios alunos, quanto com os professores e com relação à realização das atividades e obediência às regras) e duas classes consideradas "não difíceis" (em que os alunos apresentavam boas notas; poucas notificações; percebiam a turma como "boa"; faziam as atividades na classe e realizavam as lições de casa; havia pouca indisciplina; pouca movimentação e predomínio do silêncio; as regras eram mais obedecidas) de duas escolas do Ensino Fundamental II de uma cidade do interior do estado de São Paulo. Os participantes foram estudantes do sextos e sétimos anos e as respectivas equipes pedagógicas. Os dados foram coletados de três formas: pela realização de entrevistas (que foram gravadas em áudio e transcritas) com alunos e integrantes da equipe; a partir de observações semanais das interações sociais, tanto durante as aulas quanto nos demais momentos da rotina diária dos alunos e dos professores; e pela coleta de materiais, como registro das ocorrências, agendas, fichas de acompanhamento, planejamentos dos professores, atas de reuniões e conselhos de classe. A análise qualitativa dos dados indicou que em todas as classes investigadas havia uma supervalorização das regras convencionais, muitas sem significado, não havendo espaços para a discussão ou criação das normas, que normalmente eram criadas pela autoridade objetivando impedir que os conflitos interpessoais ocorressem, sendo que seu descumprimento estava associado às sanções expiatórias. Os conflitos interpessoais eram vistos como negativos, portanto deveriam ser evitados e contidos. A culpabilização e transferência para as famílias dos problemas enfrentados no ambiente escolar não favorecia a mudança de comportamento dos alunos. As aulas eram desprovidas de significado, organizadas sempre da mesma forma, favorecendo situações de indisciplina nas classes "difíceis" e de indisciplina velada nas classes "não difíceis". Nas classes "difíceis" o diálogo era desrespeitoso e hostil por ambas as partes: tanto professores como os alunos mantinham uma relação de enfrentamento constante, havia inúmeras situações de incivilidades, que produziam grande cansaço e estresse. As relações com os docentes eram mais tensas, os professores reconheciam a dificuldade em lidar com as turmas. Os alunos resistiam mais às regras da escola e às orientações dos professores e eram mais questionadores. Já nas classes "não difíceis" havia maior obediência e submissão, sendo que o diálogo era menos desrespeitoso, pois os alunos se submetiam mais às regras impostas, tentando corresponder às expectativas dos docentes. A relação entre pares também influenciou no ambiente de cada tipo de classe, assim como o desempenho acadêmico dos alunos. Essa pesquisa evidencia uma revisão urgente do ambiente sociomoral das escolas. Mais do que resolver o problema das classes "difíceis", é necessário repensar a escola como um todo. / Abstracts: This is a descriptive exploratory study, based on the constructivist theory of Jean Piaget, which aimed to characterize classrooms considered "difficult" and "not difficult", identifying common and/or divergent factors in their organization and also investigate the socio-moral environment regarding the work with the knowledge, interpersonal relationships, rules and social conflicts of the classrooms considered "difficult" and "not difficult" by the teaching staff. The sample was composed of two classrooms considered "difficult" (whose pedagogical teams had reported having numerous behavioral problems and relationship problems both between the students themselves, as with teachers and the performance in pedagogical activities and the obedience to the rules) and two classes considered "not difficult" (in which students had good grades; few notifications; people perceived the classrooms as "good"; the students performed all of the proposed activities in class, and also did their homework; there was little discipline, little movement around the class during the activities and the predominance of silence; the rules were more obeyed) of two schools Elementary School of a city in the state of São Paulo. The participants were students' grades and their pedagogical teams of the sixth and seventh. Data were collected in three ways: by conducting interviews (which were audio-recorded and transcribed) with students and staff members; from weekly observations of social interactions, both in class and in the remaining moments of the daily routine of students and teachers; and for the gathering of materials, such as the record of events made by teachers, schedules, monitoring reports, teachers' schedules, meeting minutes and class councils minutes. The qualitative analysis of the data indicated that in all classrooms observed there was an overvaluation of conventional rules, many of which were meaningless, and there was no room for discussion or creation of the rules, which were typically created by authority aiming to prevent the occurrence of interpersonal conflicts, and the noncompliance of these rules was associated to expiatory penalties. Interpersonal conflicts were seen as negative, so they should be avoided and contained. The blame and transfer of the problems to the families in the school environment did not favor changing students' behavior. Classes were meaningless, always organized in the same way, favoring indiscipline situations in "difficult" classroom and veiled indiscipline in "not difficult" classrooms. In the "difficult" classrooms, the dialogue was disrespectful and hostile from both parties: both teachers and students maintained a constant relationship of coping, there were numerous situations of incivilities which produced great fatigue and stress. Relationships between students and teachers were more tense. The teachers recognized the difficulty in dealing with these classrooms. Students resisted much more over the rules of the school such as the guidelines of the teachers, questioning more. In the "difficult" classrooms, there was greater obedience and submission, and the dialogue was less disrespectful because the students were more subjected to the imposed rules, trying to meet the expectations of their teachers. The relationship between peers has also influenced the environment of each type of classroom as well as the academic performance of students. This research highlights an urgent review of the sociomoral environment in schools. Rather than solve the problem of "difficult" classrooms, it is necessary to rethink the reality of schools. / Doutorado / Psicologia Educacional / Doutora em Educação

The problem of cross-cultural complexities is a hindrance to effective multicultural team leadership across many industries. Cultural differences among project team members cause conflict, misunderstanding, and poor project performance. The absence of competent leaders is a problem because business in the future will rely increasingly on the use of multicultural project teams. The purpose of this qualitative exploratory case study was to explore the challenges faced and the cultural competencies needed by project managers leading multicultural software development project teams to successfully manage and resolve cross-cultural interpersonal conflict amongst project team members. The researcher collected data using semi-structured interviews with the population of 12 project managers recruited from the Project Management Institute’s credentialed project management professionals LinkedIn group. Through a cross-case synthesis, the researcher identified common themes and aligned them with the two study constructs: cross-cultural interpersonal conflict resolution and multicultural skills. The findings of the research revealed that the project managers perceived challenges including language barriers, cycles of mistrust, and competitive attitudes when managing multicultural teams. In order to mitigate these difficulties, the participants reported that project managers require excellent communication, negotiation, and emotional intelligence skills. The contributions of this study to the field of conflict analysis and resolution include highlighting common cross-cultural complexities encountered in multicultural teams, as well as effective methods of minimizing, eliminating, or mitigating these issues and the resulting interpersonal conflict.

The following treatise focuses on the ongoing conflict within the church regarding the issue of homosexuality. It is an important issue that has divided both churches and denominations and it continues to cause hurt in both the lives of Christians and non-Christians alike, both straight and gay. The popular position seems to be that the church, and Christians in general, are homophobic and believe that Christianity and homosexuality are not compatible. This research is a case study and focuses on a church in London. The research was carried out to discover whether this position, often portrayed by the media, was true of this church. It also sought to discover whether theories of conflict management and in particular John Burton’s theory of basic human needs could offer insight and alternative approaches in future discussions. The findings of this research offer hope in the situation in that they show this particular church is not homophobic, nor do the majority believe homosexuality and Christianity to be incompatible.