Teaching Conflict Resolution Skills to Middle and High School Students Through Interactive Drama and Role Play

• NCJ Number: 221406
• Journal: Journal of School Violence Volume: 6 Issue: 4 Dated: 2007 Pages: 57-79
• Author(s): Kelly N. Graves; James M. Frabutt; Debra Vigliano
• Date Published: 2007
• Length: 23 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

The study investigated program outcomes for Win-Win Resolutions, a curriculum-based conflict resolution program.

Abstract

Findings suggest that the Win-Win Resolution Program helps students develop effective alternatives when dealing with conflict. Additional long-term evaluation is necessary to determine whether the program has a sustained, long-term effect in reducing fighting and improving relationships among student participants. Furthermore, conflict resolution programs must strive toward incorporating an emphasis on cultural diversity into the curriculum. Results show that students increased in knowledge regarding effective strategies for conflict resolution among both middle and high school students; students learned to identify and express their feelings as well as the importance of thinking before acting; middle school students showed a decrease in only their levels of relational aggression (spreading rumors), while high school students showed a decrease both in their levels of relational aggression and physical aggression (fighting); and only high school students showed an increase in their communication skill level while levels among middle school students remained relatively stable. African-American high school students did not appear to make gains in knowledge compared with other students, perhaps because African-American students are not attaining knowledge at the same rate of other students, or they did not see the modeled conflict as relevant to their lives, or the students did not see the theatre instructors as representative models for them (70 percent of the instructors were Caucasians). Future research should use conflict resolution programs that are relevant and credible to the students and closely represent conflict that is not specific to certain cultures. The sample included 1,022 middle school students and 1,418 high school students enrolled at public schools across North Carolina. The 12-week school-based program uses a combination of role play and interactive drama to build conflict resolution skills. Tables, references, appendix