Smith Julie, Ross Hildy
University of Waterloo, Waterloo, ON, Canada.
Child Dev. 2007 May-Jun;78(3):790-805. doi: 10.1111/j.1467-8624.2007.01033.x.
The effects of training parents to use formal mediation procedures in sibling disputes were examined in 48 families with 5- to 10-years-old children, randomly assigned to mediation and control conditions. Children whose parents were trained in mediation were compared with those whose parents intervened normally. Parents reported that children used more constructive conflict resolution strategies, compromised more often, and controlled the outcomes of conflicts more often in mediation families than in control families. Observations indicated less negativity in children's independent negotiations of recurrent conflicts, better understanding of the role of interpretation in assessing blame, and better knowledge of their siblings' perspectives in the mediation group. Thus, both social and social-cognitive gains resulted from experience with constructive conflict resolution.
在48个有5至10岁孩子的家庭中，研究了训练父母在手足争端中使用正式调解程序的效果，这些家庭被随机分配到调解组和对照组。将父母接受调解训练的孩子与父母正常干预的孩子进行比较。父母报告称，与对照组家庭相比，调解组家庭中的孩子使用了更多建设性的冲突解决策略，更频繁地做出妥协，并且更经常掌控冲突的结果。观察结果表明，在调解组中，孩子在反复冲突的独立谈判中消极情绪更少，对解释在评估责任中的作用有更好的理解，并且对其兄弟姐妹的观点有更深入的了解。因此，建设性冲突解决的经验带来了社会和社会认知方面的收获。
