Conflicts are extremely diverse in their nature; they may range from a mere squabble between family members to a full-scale war; therefore it is vital to develop strategies of solving or at least alleviating them. The research article Conflict Resolution Tactics and Bullying is written by a group of scholars under the direction of Carlene Wilson. The authors focus on such problems as bullying and interactions among peers in primary school. Although some people may say that this is a minor form of conflict, it may lead to severe victimization of children and many psychological problems such as depression or inferiority complex in the future. Hence, it is necessary to examine the causes of this behavior and work out methods of correcting it.
In their research Wilson et al rely on Social Learning Theory which is based on the belief that every person acquires social skills, understands concepts of good and evil through observation and imitation of others (2003). This includes dispute resolution tactics. At the very beginning, the scholars make a conjecture that bullies are actually taught to settle problems and prove their rectitude by means of threats and aggression. The role of such “teachers” is usually performed by parents, mass media or television to be more exact, and peers. In their opinion, the key element of peacemaking is power and compulsion. The hypothesis advanced by the scholars is supported by educators who claim that very often aggressive children come from families where parental violence is quite customary (Sharp & Smith, 1994).
This study is interesting to the extent that it shows how the social environment impacts the development of a child and how it shapes his or her conflict resolution techniques. This investigation included 333 participants, students of the fourth and fifth grades. The sample population was subdivided into such categories as 1) bullies; 2) passive or aggressive victims and 3) controls, children who do not provoke quarrels and try to avoid them (Wilson et al, 2003 p 67). The main task was to identify the link between a childs behavior and the influence of role models: parents, elder siblings, friends, and favorite television characters. For that purpose, the researchers conducted unstructured interviews and asked children unobtrusive questions about these issues. According to their findings, bullies regard physical or verbal abuse, coercion, and harassment as the best ways to handle any controversy (Wilson et al, 2003). Moreover, they strive to achieve superiority in every case rather than reconcile with their classmates. The thing is that they perceive these tactics almost daily. In sharp contrast, controls or more peaceful students tend to use persuasion, reasoning, and arguments in order to solve contradictions. In turn, victims are more inclined to withdraw from any unpleasant or hurtful situation. The authors overarching argument is that the conflict resolution methods of any primary student are formed by different agents of socialization i.e. popular culture and surrounding people.
Certainly, these results are rather debatable and the study has several limitations. It is based on qualitative research methods, namely observation, and interview which can be biased. A great number of children might have changed their conduct in the presence of outsiders. Furthermore, they could produce a false impression on the interviewer. Many of them were probably afraid of discrediting their parents and did not want to attract extra attention to themselves. Nonetheless, these findings should not be disregarded. The initial hypothesis is consistent with many approaches to personal development, for instance, Ecological Systems Theory, developed by Urie Bronfenbrenner, Schema Theory, and others (Downey & Kelly, 1986). Practically all of them claim that imitation and reproduction lay the basis for the formation of individual identity which comprises attitude towards disputes and peacemaking. Perhaps, this research started by Carlene Wilson and other scholars should be further continued. It is of crucial importance to map out strategies for the promotion of non-violent and rational methods of settling conflicts in primary school because aggression at this stage can transform into criminal behavior especially in the long term.
Judging from this article, we can conclude that bullies always aim to establish their superiority irrespective of the circumstances; any different outcome is simply unacceptable for them. From their perspective, withdrawal from conflict and compromise are the signs of weakness and frailty. This stereotype is virtually imposed on them by the social environment. This study is extremely beneficial because it may be utilized by educators who try to uncover the causes of violence in primary, secondary, and high schools. On the whole, it is quite possible to argue that peacemaking skills are essential for the effective functioning of any community or society but statistical data demonstrate that a part of the growing generation is prone to use threats as the most compelling argument. If this conduct is not corrected in childhood or during the adolescent stage, it will grow into more dangerous tendencies. It is necessary to shield children from detrimental impacts of the environment or reduce them to a minimum. But this task can be carried out only through a joint collaboration of parents, educators, and social workers.
Reference List
Downey M. Kelly A. V (1986). Theory and Practice of Education. London SAGE.
Sharp. S. Smith. P. K (1994). Tackling Bullying in Your School: A Practical Handbook for Teachers. New York. Routledge.
Wilson C. Parry L. Nettelbeck T. Bell J (2003). Conflict Resolution Tactics and Bullying: The Influence of Social Learning. Youth Violence and Juvenile Justice, vol 1, № 1, p 64-78.