Debra A. Harkins

Conflict in the Classroom: Gender Differences in the Teacher–Child Relationship

Research Findings: Current research regarding gender differences in educational settings at all socioeconomic levels suggests that young males are at high risk for developing academic, social, and emotional difficulties, resulting in increased disconnection from self and society. This study examined gender differences in the teacher–child relationship as reported by teachers. Two specific constructs of relationship were examined: closeness and conflict. The second goal of the study was to determine whether childrens reports of the relationship differed from the perspectives of teachers. Six hundred and ninety-eight children ranging from kindergarten to fourth grade (333 boys and 365 girls) from a small suburb in the n ortheastern United States and 35 teachers completed the Student–Teacher Relationship Scale; 52 first- and second- grade students were asked to complete a c hild-r eport pilot version of the Student–Teacher Relationship Scale (Koepke, unpublished data) to assess their perceptions of the teacher–child relationship for closeness, conflict, and dependency. Significant gender disparities were found in levels of conflict in the teacher–child relationship, with more distance and conflict between boys and their teachers. Practice or Policy: Implications for male emotional and social development are discussed.

Emotion, Development, and Self-Organization: The Dynamic Construction of Emotion: Varieties in Anger

Within psychology and other disciplines, discussions of emotion have traditionally drawn upon a series of dualisms. Theorists and researchers debate the extent to which emotions are best understood as universal or context-dependent, innate or acquired, dependent or independent of cognition, and so on. Current systems approaches in the social and physical sciences provide innovative frameworks that may enable theorists to break out of such polarizing dichotomies (Barton, 1994; Fischer and Bidell, 1998; Fogel, Lyra, and Valsiner, 1997; Fogel and Thelen, 1987; M. D. Lewis, 1996; Thelen and Smith, 1994; van Geert, 1994). In what follows, we outline a component systems approach to emotional development (Mascolo and Harkins, 1998; Mascolo, Pollack, and Fischer, 1997). At its most basic level, a component systems view holds that although individuals are composed of multiple distinct subsystems (e.g., affective, cognitive, overt action), component systems necessarily modulate each other in the production of emotional action and experience. An analysis of how component systems coregulate each other within social contexts can reveal both striking order and emergent variability in the production of emotional states. Contemporary Approaches to Emotion In recent decades, models that depict basic emotions as discrete and innate neuromuscular responses have been highly influential (Ekman, 1984; Izard, 1977, 1991; Tomkins, 1962). In their differential emotions theory , Izard and Malatesta (1987) define emotions as “a particular set of neural processes that lead to a specific expression and a corresponding specific feeling” (p. 496).

Assessing change: can organizational learning “work” for schools?

Purpose – The purpose of this paper is to measure the effectiveness and practical utility of an organizational learning intervention for an organization that was not progressive, was not specifically chartered as a learning organization, and was situated in an urban, culturally diverse, and under‐privileged community.Design/methodology/approach – In this empirical case study, employees were surveyed pre‐ and post‐intervention on measures of organizational learning, school climate and morale. Archival data on turnover rates were also collected for the years bracketing the intervention (2003‐2005).Findings – Analyses show the center reduced turnover and improved in organizational learning, morale, and to a lesser degree, organizational climate. Analyses demonstrate relationships between change in organizational climate dimensions (e.g. supportive leadership, appraisal and recognition, goal congruence) and change toward organizational learning.Originality/value – This research suggests that organizational le...

Exploring an integrative model of infant behavior: what is the relationship among temperament, sensory processing, and neurobehavioral measures?

Traditionally, developmental psychology, occupational/physical therapy, and behavioral pediatrics view similar infant behaviors from temperament, sensory processing, or neurobehavioral theoretical perspectives. This study examined the relations between similar and unique summary scores of three infant assessments (Early Infancy Temperament Questionnaire - EITQ, the Infant Sensory Profile - ISP, and the NICU Network Neurobehavioral Scale - NNNS) in a healthy sample of 100, one-month-old infants. A Principal Components Analysis of selected subscale scores derived from the three assessments suggested a three-factor model. Temperament and sensory summary scores had the strongest relations on two factors: Sensory-Affective Reactivity and Engagement. A third factor had strong relations between state regulation and motor competence. This new integrative model also validates an existing model and expands explanation of infant behavior across disciplines and methods which have significant implications for assessment, intervention, and management practices.

Parental Conflict During Divorce as an Indicator of Adjustment and Future Relationships: A Retrospective Sibling Study

We assessed parental conflict during divorce and divorce stories, quality of relationship among siblings during divorce, and attitudes about romantic relationships later in life. Thirty-two undergraduate female participants (18–23 years old) whose parents divorced during the 7 to 13 year old age range completed the Sibling Relationship Questionnaire and an adapted version of the Adult Divorce and Sibling Relationship Interview. Older sibling participants endorsed higher levels of dominance toward younger siblings, more caretaking behavior, and higher levels of parental conflict than younger siblings. Analyses revealed overt conflict exposure related to less confidence in relationship sustainability as young adults. Content analysis demonstrated relationship formation problems and trust in partners.

Conflict Resolution in a Preschool Constructivist Classroom: A Case Study in Negotiation.

Abstract The purpose of this study was to document a childs development of conflict resolution skills when a peer problem-solving model was used in a constructivist-designed classroom. At a laboratory preschool in an upper middle-class community, a 4-year, 11-month-old male, Stephen, was observed through audio- and videotaping 3 times weekly for 9 months by his preschool teacher. Findings revealed that Stephen progressed from a power assertion style of conflict resolution to a more sophisticated form of negotiation. Although only suggestive, this research supports current thinking that young children will engage in more developmentally advanced conflict resolution strategies when provided with opportunities to practice these skills. The emphasis that constructivist-oriented classrooms place on fostering more autonomous moral development is discussed.

Toward a Component Systems Approach to Emotional Development

During the past decades, theorists and researchers have offered a wide range of perspectives on the nature and development of emotion. Toward one end of a continuum, theorists define emotions in terms of specific patterns of feeling and behavior organized by innate neurological pathways and biological substrates (Ackerman, Abe, & Izard, Chapter 4, this volume; Ekman, 1984; Izard & Malatesta, 1987; Panksepp, Knutson, & Pruitt, Chapter 3, this volume; Tomkins, 1962, 1984). At the other end, theorists suggest that emotions consist of socially constructed syndromes of cognition, feeling, and action (Averill, 1982; Mancuso & Sarbin, Chapter 12, this volume; Oatley, 1992; Shweder, 1994). A component systems approach to emotions (Scherer, 1984, 1994) holds out the possibility of integrating these two diverse traditions. From this view, emotional episodes consist of multiple component processes and systems that mutually regulate each other at the biological, psychological, and sociocultural levels of functioning. In what follows, we elaborate on a component systems approach to emotional development, focusing specifically on the development of pride as a social, self-evaluative emotional experience. Thereafter, we report the results of a preliminary study assessing developmental changes in pride-relevant behavior of infants and toddlers as they interact with their caregivers in achievement-related tasks.

Diagnostic Bias and Conduct Disorder: Improving Culturally Sensitive Diagnosis.

Disproportionately high rates of Conduct Disorder are diagnosed in African American and Latino youth of color. Diagnostic bias contributes to overdiagnosis of Conduct Disorder in these adolescents of color. Following a diagnosis of Conduct Disorder, adolescents of color face poorer outcomes than their White counterparts. These negative outcomes occur within mental health and juvenile justice settings. The aims of this article are to: (a) identify the factors that contribute to overdiagnosis of Conduct Disorder in adolescents of color, (b) discuss the associated negative outcomes, and (c) provide recommendations for culturally sensitive diagnosis of adolescents of color with conduct problems in order to reduce overdiagnosis. Clinical and research implications will also be presented.

Shifting Spaces and Emerging Voices: Participation, Support, and Conflict in One School Administrative Team

Research Findings: Collaborative work and supportive relationships are highly valued by teachers and school administrators. Collaboration, however, necessitates constructive conflict resolution (P. M. Senge, 1990); yet conflict is often experienced as interpersonally threatening and undermining supportive working conditions. This contradiction is critical for educators wishing to develop prosocial conflict resolution skills in children: It is unrealistic to expect students to resolve conflicts peaceably if adults in the system do not model these behaviors themselves. This study examines the management team of a school engaged in conflict resolution training to assess whether they were able to (a) create a more participatory and supportive team climate and (b) change how team members interacted during conflicts (use of internal state language as well as structural elements—voice and turn-taking behavior—were examined). Results suggest that the team improved its climate along expected dimensions and that, behaviorally, change occurred not according to how much was said or not said by any one teammate, but rather through the shifting dynamics of space among members—how teammates shifted in relation to each other and how much space team members gave to each other to allow for these shifts to happen. Practice or Policy: Theoretical and practical implications for educators and consultants are discussed.

Intermanual transfer of tactile discrimination.

Little is known about infant tactile discrimination, even though most sensory and motor innervation of each and is ,restricted to the contralateral hemisphere.