Siu Man-Hong Andrew. / "May 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 298-336). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

The study examined the internal states (self-esteem and ethnic identity) that may affect individuals in a diverse work environment and lead to conflict. In particular it was expected that ethnic identity and self-esteem would mediate the relationship between diversity and conflict. Participants from a wide variety of organizations in Southern California completed an online survey. Statistical analyses revealed that self-esteem and ethnic identity did not mediate the relationship between diversity and conflict. However, many of the variables were significantly related to each other. Implications of the findings are discussed.

Thesis (M Social Work (Social Work))--University of Stellenbosch, 2007. / An exploratory and descriptive research was conducted and the predominant research approach employed for this study is a qualitative research approach, however, elements of a quantitative research approach was included for the purpose of obtaining the goal of the research. The outcome of qualitative research is in the form of descriptive data in the participant’s own words, thereby identifying the participant’s beliefs and values that underlie the phenomena of adolescent-caregiver conflict. Consequently, this qualitative study is concerned with non-statistical methods and small samples that were purposively selected. However, some of the processed data were presented in a quantitative manner, by means of tables and figures. By means of observation within the field of social work, it has been noted that there is an increasing need for intervention between adolescents and caregivers, as disputes occur increasingly between caregivers and their children, especially during the adolescent years. Social workers often take on the role of mediator, or use elements of mediation, acting as intermediaries and emphasizing collaborative and consensual processes when dealing with conflict. However, mediation has been utilized in many different situations and problems, but the social work profession has not kept pace with the rapid development of mediation as both a conceptual framework and a practice approach to conflict resolution in diverse settings. Therefore, in doing this research study, the researcher’s motivation is to provide the necessary knowledge in this relatively new field by means of a theoretical framework and practical guidelines in using mediation.

The question addressed in this study is whether either parent's conflict style affected the supportive quality of the parents' relationship with the son or daughter. It was important to explore variables that affect support because supportive relationships with parents have been related to adolescent adjustment. Past studies have suggested parental conflict has a negative impact on the parent-adolescent relationship. Research in the area of mediators of perceived support in the parent-adolescent relationships is limited. This study focused on perceived support in the specific relationship of the parent and adolescent. Qualitative measures of conflict were used since they have been more strongly related to changes in parent-adolescent relationships than quantitative measures. In this study the supportive quality of the parent-adolescent relationship was operationalized as a measure of parental support, depth of the parent-adolescent relationship, and conflict in the parent-adolescent relationship (Quality of Relationship Inventory).

The problem investigated by this study was that of understanding types of behaviors exhibited by participants in negotiations processes and impact of behaviors on collective bargaining in Nigeria. The study's three purposes were to describe the nature and extent of interpersonal conflict that occurs in collective bargaining, to determine the consequences that stem from such conflict, and to suggest the behaviors and performances during the face-to-face negotiations that should exist to enhance labor-management relations in Nigerian public education. This study examined behavior in negotiations by using simulation, i.e., a quasiexperimental method. Four outcomes of negotiations--time required to reach agreement, terms of agreements, verbal behavior exhibited during negotiations, and satisfaction derived by negotiators in negotiations—were examined.

Evidence suggests that self-reports of the frequency of an event, the most common way of measuring rates of conflict, are an unreliable source of data and that minor changes in question format can result in major changes in the results obtained (Bless, Bohner, Hild & Schwarz 1992; Schwarz, 1991; Schwarz, 1999; Winkielman, Knauper & Schwarz, 1998). In the conflict literature, different studies report different rates of conflict and different associations between conflict frequency and individual adjustment. Therefore, the present study examined how alterations in the measurement of conflict frequency affected how many conflicts participants reported and whether different measures of conflict were differentially associated with psychological adjustment outcomes (i.e., alcohol use, drug use, depression, delinquency, and interpersonal support). Response scales, reference periods, and question formats of conflict measures were manipulated to examine differences in conflict frequency reports. Results indicate that the changes in conflict measurement produce varied amounts of conflict across conditions and that changes in the measurement of conflict frequency change the associations between conflict frequency and adjustment outcomes. / by Karinna Vazquez. / Thesis (M.A.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

The current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low appearance self-efficacy, a high avoidance attachment, high depression, high cross-gender typed behavior, high internalizing behavior, and low global self-worth. / by Ashley M. Miller. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Psychological detachment from work during off-job time has great significance in the field of Occupational Health Psychology because it affects the process of work recovery. Recovery from work helps people to achieve a work-life balance that leads to psychological health and general well-being.

This thesis reports a phenomenological hermeneutical critical realist inquiry into violence prevention educators promoting desirable and ‘good’ relationships in practice. This inquiry is based on the premise that promoting desirable alternatives to violence in violence prevention education is a moral activity; in so far as the question of what is desirable in relationships is a moral question. Based on in-depth phenomenological interviews with twelve Australian human service professionals working in the field of primary relationship violence prevention, the thesis provides descriptions of how and why certain versions of desirable relationships are promoted in this field. It will be demonstrated that individual workers’ personal moral commitments are influential in making certain versions of the ‘good’ relationship possible in violence prevention education. The field of primary violence prevention has a dual function; the first is to ameliorate risks associated with using violence, and the second is to promote desirable alternatives to using violence in relationships. This thesis argues that when workers in violence prevention education promote desirable ways of being in relationships they are promoting moral goods. Few fields in human service work offer an inquirer direct access to the issue of promoting moral goods in practice. The focus of most human services practice is less about the question of the good or flourishing life, and more about assisting people to cope with or change existing social and personal problems. In contrast, violence prevention education is bound up with constructing and promoting desirable human living. In this inquiry the conceptual task was to understand and describe the interplay between individual workers beliefs and practice style when doing violence prevention education. The thesis identifies four different conventions of this interplay. In two conventions, there was a tendency for workers not to recognise or avoid recognising the moral complexities involved when promoting good alternatives to using violence in relationships. These workers use an ‘expert’ or prescriptive practice approach. In the third convention workers recognised there is moral and ethical complexity in the practice of promoting desirable relationships. These workers conceive that practicing well in the field of violence prevention education is less about promoting certainty and prescription, and more with posing ethical questions. In the fourth convention was observed inconsistencies between workers’ personal beliefs and how they construct desirable relationships in the public realm of practice. These workers conceal aspects of their personal beliefs because these beliefs sit uncomfortably with secular values, or otherwise dominant cultural norms in the field. Hermeneutical engagement with the field findings accommodated the literary tradition of human service work ethics, the moral philosophy tradition in so far as it has addressed the question of what makes a human practice ‘good’, and interpersonal violence prevention literature. Interpretation of these literary traditions was underscored by a ‘strong’ hermeneutical framework (Taylor 1989; Gadamer 1976; Heidegger 1962), combined with elements from transcendental critical realism (Archer 2004; 2003; 2000). The interpretations given in the thesis are evaluative. I argue that that promoting desirable relationships in violence prevention education should be recognised as a practice with implicit ethical and moral dimensions. Based on this recognition, I argue that workers in this field must demonstrate a broader range of ethical skills. Workers should be able to recognise and engage purposefully with a variety of moral traditions that people in the community draw upon to evaluate what is ‘good’ in human living. I argue that it is important for violence prevention educators to develop moral understanding, a personal moral commitment, and a capacity for skilful engagement with groups concerning ethical dilemmas in human living. This thesis can make a contribution to that tradition in human services literature where scholars and practitioners have engaged the problem of how to conceive ‘ethical’ practice. However, the final contribution of this thesis will be perhaps less with the findings discussed and more with observing that moral dimensions in the field of violence prevention education have not been adequately recognised. / Doctor of Philosophy (PhD)

No description available.