Emotion and Conflict Management in Elementary Schools

Abstract

Adult and childhood conflict resolution may be related. This study uses current approaches to studying emotion and conflict in children to develop an understanding of conflict management and negotiation among elementary students. An integrated theory of emotion and conflict management is proposed. Since animated films generate emotional responses this study examines the relationship between animated films and the emotional management of conflict management. Survey data (244 males, 271 females aged 10-13) in Trinidad and Tobago reveal that gender and school location are related to constructive conflict management/emotional management; using a third party is related to film viewing, school location and staff training; using facilitative communication is related to film viewing, gender differences, school location and staff training; using a negotiation and problem solving strategy is related to the same factors except staff training. The proposed theory is used to account for the effect of viewing animated films on primary students’ emotion and conflict management strategies moderated by sex differences, school location and staff training.