Cd Wood

A Conflict Resolution Model

The Conflict Resolution Model was formulated by a group of Australian psychologists who set about integrating the literature on achieving mutually beneficial outcomes in a conflict situation in order to create a best-practice prescriptive process for conflict resolution. A number of experimental studies conducted at the University of Tasmania with students and school-aged children have found significantly improved outcomes in resolving conflict following training in listening, assertiveness, and problem-solving skills identified in the model. These skills are also core elements of the theory of healthy relationships formulated in 1970 by Thomas Gordon and implemented in Parent Effectiveness Training (PET). Research on both programs is presented here.

Conflict resolution in the family: A pet evaluation study

Conflict resolution models have been widely advocated but less widely tested. Parent Effectiveness Training (PET; Gordon, 1975) and Youth Effectiveness Training (YET; Hall & Zener, 1979) incorporate a simple conflict resolution technique. PET has now received considerable empirical support (Cedar, 1985; Levant, 1983). Few studies, however, have used behavioural measures rather than questionnaires. The experimental subjects in the present study were 13 parent-adolescent dyads who completed the appropriate Effectiveness Training program (PET/YET). Assessment of videorecorded interactions in a role-play conflict situation showed significantly greater improvement in conflict resolution skills from pretraining to posttraining in the experimental group compared to the matched control group, for both parents and adolescents. No significant changes were found on the Parent Attitude Survey (Hereford, 1963), the FIRO-B (Schutz, 1967), or the Self Esteem Inventory (Coopersmith, 1967). Methodological issues and possible flow-on effects from children learning conflict resolution skills in the family are discussed.

PET: An Outcome Study

SynopsisThe increasing use of parent training programmes creates a need for evaluation of their effects on attitudes and behaviour. The present study of a Parent Effectiveness Training course found large changes in parents’ cognitions about situations closely related to the basic skills of active listening, confrontation and conflict resolution. No differences in attitude change were found between the PET and control groups on the Moos Scales or a specially constructed Parent Attitude Scale. Considerable improvement was reported by parents in the PET group on specific goals identified at the commencement of the course.