Conflict resolution strategies of children with depressive symptomalology in hypothetical and observational peer conflict

• Main Author: Rinaldi, Christina M.
• Other Authors: Heath, Nancy L. (advisor)
• Format: Others
• Language: en
• Published: McGill University 2000
• Subjects: Depression in children.; Conflict management.
• Online Access: http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36829

Children with depressive symptomatology are at a higher risk for experiencing social functioning difficulties (Stark et al., 1996). The research reviewed suggests a connection between type of social problem-solving strategies employed by children and levels of depressive symptomatology. Participants were grade four, five, and six students (n = 315), who were divided into a depressive symptomatology (DS) group (n = 57) and a nondepressed (NONDEP) group (n = 57). Using Felner, Lease, and Phillips' (1990) quadripartite model of social competence as a theoretical guide, the present study was conducted to compare children with and without depressive symptomatology on: (a) strategies and goals as assessed in hypothetical conflict situations; (b) types of conflict resolution strategies employed in observed conflict situations; (c) peer rated social behaviours (aggressive, isolated, sociable); (d) self-perceptions of social conflict resolution efficacy; and (e) strategies and goals as assessed in both hypothetical and actual conflict situations by gender. Results indicated that the two groups differed on the types of conflict resolution strategies but not conflict goals chosen in hypothetical situations. The two groups did not differ in the amount of solutions generated to conflict situations, but in the type of solutions, and in the effectiveness of solutions generated. In observed dyadic exchanges, the DS group employed more destructive strategies than the NONDEP group. Boys and girls differed in the types of strategies and goals chosen in response to hypothetical conflict. Significant interactions between DS group and gender emerged. Implications for assessment and interventions are discussed.