Dynamics of Young Children's Socially Adaptive Resolutions of Peer Conflict

How do young children negotiate conflicts with peers that result in mutually beneficial resolution and peaceful interaction after conflict? A few studies suggest that when children use conciliatory strategies in conflict, socially adaptive outcomes are more likely to be achieved. The present study explores the relative associations of types of children's conciliatory conflict resolution strategies (i.e., prosocial, compliance‐oriented, solution‐oriented, and verbal clarification/apology) with conflict outcomes to contribute to knowledge of the discrete behaviors that might have salience for conflict resolution training. Socially adaptive conflict outcomes were expected to strongly relate to children's resolution strategies of a prosocial nature as well as to teacher or peer interventions encouraging prosocial behavior or empathy. Sampled conflicts (N = 521) were collected through field observations of 107 ethnically/racially and socioeconomically diverse four‐ to seven‐year‐old children. Logistic regression analyses with bootstrap‐based inference suggested that children's prosocial behaviors in conflict were most strongly tied to mutually beneficial resolution and peaceful postconflict interaction, when controlling for relevant covariates. Other conciliatory strategies varied in their association with socially adaptive outcomes. The hypothesis regarding third‐party interventions encouraging prosociability or empathy could not be examined due to infrequent occurrence. Insights for future research on children's socially adaptive conflict negotiations are discussed.     

Maternal Conflict Behavior Profiles and Child Social Skills

The current study examined associations between mothers’ behavioral profiles during mother‐child conflict interactions and their children's social skills. This person‐centered approach classified 181 mothers according to their levels of emotional responsiveness, intrusiveness, negativity, and engagement facilitation behaviors during an eight‐minute conflict discussion task with their child. Three distinct classes of mothers were identified using latent profile analysis: sensitive/engaged, moderately sensitive/engaged, and insensitive/disengaged. An analysis of covariance indicated that children of mothers in the sensitive/engaged group had significantly higher social skills than children of mothers in the moderately sensitive/engaged and insensitive/disengaged groups. Results suggest that mother‐child conflict interactions may benefit children's social development when mothers facilitate their children's participation in a highly sensitive manner.     

PRESTRUCTURING COOPERATION AMONG ACTING-OUT YOUTH

In the past 15 years, the authors and their students have frequently used the treasure hunt in activity treatment groups. Experience confirms that the planned use of the treasure hunt's activity structure has powerful treatment effects. Repeated student testimonials about the efficacy of the treasure hunt and the usefulness of this paper as an example of programming prompts us to share it with other practitioners. This paper is a case illustration of the planning and use of treasure hunt as a means of influencing behavioral change in a group of emotionally troubled boys, specifically how to prevent or eliminate destructive conflict and initiate cooperation. The practitioners intended change operations, the responses desired in the members, and a synopsis of outcomes are presented (c.f., Churchill, 1959).     

Social Worker Supervision with Novice and Experienced Workers

ABSTRACT

This empirical study compares the perceptions of social work supervisors about the needs of novice and experienced social work supervisees. The respondents, 211 supervisors in public welfare agencies in Israel, provided novice workers more supervisory time in 6 of the 8 content areas examined: administrative matters; inspection and control; inter-organizational communication; client issues; job-related tensions; and personal tensions. Projects in the community were given priority to experienced rather than novice supervisees, and professional development was regarded by the supervisors as equally important for novice and experienced workers. Comparisons were also made between the actual and preferred supervisory time allotment.     

THE PREPARATORY INTERVIEW

An educational approach to preparing clients for group is a widely held concept delineated throughout the literature and research studies on group work practice. The author is suggesting an important additional component as part of any preparation model, focusing on the client's perceptions, expectations, fantasies and concerns about what it means to be a member of an organized group. This client focused process can have a positive impact on each individual's experience within the group as well as accelerating the formation of group cohesion. This is illustrated in forming groups for children of Holocaust survivors.     

Practicing What We Preach: Creating Groups for Ourselves

ABSTRACT

This article focuses on the professional isolation faced by social group work practitioners and educators. It identifies the need for peer support and connection in an environment of limited opportunities for professional development. The paper describes and assesses long-term peer support groups initiated and developed by each of the authors, one for group work educators and the other for practitioners. It discusses the potential for expanding the development of such groups, which could benefit individual group workers as well as strengthen efforts to ensure the survival of group work.     

Supportive Group Interventions with Caregivers of Frail Older Adults

The use of supportive group interventions with caregivers of frail older adults is discussed in this article. Four categories of group interventions are described: (1) mutual support groups, (2) psychoeducational groups, (3) social, recreational and educational groups, and (4) service and advocacy groups. Research evidence on the efficacy of group interventions with this population is also considered. Recommendations are made on when to refer caregivers to support groups and on what type of support group is most appropriate. Consideration by practitioners and program planners of a broader range of types of supportive groups is also encouraged.     

Evaluation of scientific merit in col laboratories: A new look at an old question

What role can information science play in promoting public understanding of science and technology? In order to answer this question, it is important to understand the new perspective which is emerging for research in the information science field. Internet, and the information superhighways announced both in Europe and the United States, are increasingly focusing attention on computer‐mediated communication within research communities. “Collaboratories”; is the name given to work aimed at using computer‐based technologies to help promote the social processes of knowledge production. One goal of information science lies in efforts to measure the contribution of technical devices to knowledge production practices. This is called infometrics research; it requires a clear understanding of how the social system of science regulates information flows to promote these practices.