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Based on attachment theory and the McMaster family functioning model, this study explores the protective role and mechanisms of a caring parenting style in protecting adolescents from bullying, from the perspective of the family environment. Study 1, conducted in Southwest China with middle school students (n = 4582), investigates the relationship between a caring parenting style and adolescent bullying victimization through a large-scale cross-sectional survey. The results show that both parents’ caring parenting styles are significantly negatively correlated with adolescent bullying victimization. Study 2, a two-wave study (n = 302), explores the protective mechanisms of a caring parenting style in adolescent bullying victimization. We not only observed again that a caring parenting style significantly negatively predicts bullying victimization but also found that family functioning and constructive conflict resolution play a chain-mediating role in this relationship. This finding not only supports the core hypothesis of attachment theory regarding the role of a secure base but also expands the theoretical model of bullying protection from a family ecological perspective by revealing a three-level transmission mechanism of parenting style–family system–individual capability, providing a theoretical anchor for the construction of a “family–school” collaborative intervention framework.

Collaboration is a substantive idea repeatedly discussed in health care circles. The benefits are well validated. Yet collaboration is seldom practiced. So what is the problem? The lack of a shared definition is one barrier. Additionally, the complexity of collaboration and the skills required to facilitate the process are formidable. Much of the literature on collaboration describes what it should look like as an outcome, but little is written describing how to approach the developmental process of collaboration. In an attempt to remedy the all too familiar riddle of matching ends with means, this article offers key lessons to bridge the discourse on collaboration with the practice of collaboration. These lessons can benefit clinical nurse managers and all nurses who operate in an organizational setting that requires complex problem solving.

This study was conducted on children and adolescents from the three tribal cultures from Northern Tanzania: the Hadza, the Datoga and the Iraqw. The comparative data on aggression and conflict management skills were measured at Endomaga Boarding School, Lake Eyasi, Mangola in Northern Tanzania, in 2005-2006. The final sample included 219 children, ranging from 7 to 20 years of age. No sex differences were found in self-ratings or frequency of occurrence of physical, verbal and indirect aggression in Iraqw children and adolescents, or in self-ratings in Hadza. Hadza boys reported a higher occurrence of physical and indirect aggression during the previous week compared to girls. No differences between the sexes were found in constructive conflict resolution and third-party interventions practiced by Iraqw and Datoga children and self-ratings in Hadza. Hadza boys reported a higher frequency of constructive conflict resolution and third-party interventions compared to girls. Significant sexual dimorphism on the 2D:4D ratio was found for our African sample. A significant negative correlation between the right hand 2D:4D ratio and ratings on physical aggression was found for the girls. The girls with the lowest finger index estimated themselves as more verbally aggressive, compared to girls with a medium 2D:4D ratio.

This study was conducted on children and adolescents from the three tribal cultures from Northern Tanzania the Hadza, the Datoga and the Iraqw. The comparative data on aggression and conflict management skills were measured at Endomaga Boarding School, Lake Eyasi, Mangola in Northern Tanzania, in 20052006. The final sample included 219 children, ranging from 7 to 20 years of age. No sex differences were found in selfratings or frequency of occurrence of physical, verbal and indirect aggression in Iraqw children and adolescents, or in selfratings in Hadza. Hadza boys reported a higher occurrence of physical and indirect aggression during the previous week compared to girls. No differences between the sexes were found in constructive conflict resolution and thirdparty interventions practiced by Iraqw and Datoga children and selfratings in Hadza. Hadza boys reported a higher frequency of constructive conflict resolution and thirdparty interventions compared to girls. Significant sexual dimorphism on the 2D4D ratio was found for our African sample. A significant negative correlation between the right hand 2D4D ratio and ratings on physical aggression was found for the girls. The girls with the lowest finger index estimated themselves as more verbally aggressive, compared to girls with a medium 2D4D ratio.

The present paper informs about the methodological approach of the Peace Research Group at the University of Constance (Germany) and deals with text-analytical methods in the context of constructive conflict transformation and conflict resolution. Giving priority to the subject matter of conflict research rather than to a specific methodological ideology, this approach aims at the integration of quantitative and qualitative research methodologies. Accordingly, Socio-Psychological Reconstruction is not to be understood as a special technique of text analysis, but rather as a family of text-analytical methods which are linked to each other by a common theoretical basis and which represent a broad spectrum of methods that range from interpretative to content analytical techniques. URN: urn:nbn:de:0114-fqs0002128

Conflict is a ubiquitous, but potentially destructive, feature of social life. In the current research, we argue that intellectual humility—the awareness of one’s intellectual fallibility—plays an important role in promoting constructive responses and decreasing destructive responses to conflict in different contexts. In Study 1, we examine the role of intellectual humility in interpersonal conflicts with friends and family members. In Study 2, we extend this finding to workplace conflicts. In both studies we find that intellectual humility predicts more constructive and less destructive responses to conflict. This work extends the burgeoning literature on the benefits of intellectual humility by demonstrating its association with responses that help defuse conflictual encounters.

Purpose – The purpose of this paper is to examine the role that conflict management styles play in the relationship between interpersonal conflict and workplace bullying. Design/methodology/approach – A survey study was conducted among 761 employees from different organizations in Spain. Findings – Results suggest that an escalation of the conflict process from task related to relationship conflict may explain bullying situations to some extent. Regarding conflict management, attempts to actively manage conflict through problem solving may prevent it escalating to higher emotional levels (relationship conflict) and bullying situations; in contrast, other conflict management strategies seem to foster conflict escalation. Research limitations/implications – The correlational design makes the conclusions on causality questionable, and future research should examine the dynamic conflict process in more detail. On the other hand, to the authors’ knowledge, this is the first study empirically differentiating interpersonal conflict and workplace bullying. Originality/value – This study explores how conflict management can prevent conflict escalating into workplace bullying, which has important implications for occupational health practitioners and managers.

Purpose The purpose of this study is to investigate the role of trust, informational support and integrative behaviors in the effective outcomes of peer conflict in the workplace. Design/methodology/approach Deidentified secondary data were provided by a human resource management company that offers conflict resolution training. The authors studied a sample of 815 supervisors and middle-level managers (51% female; average age = 40) who reported their primary work experience was in the USA. Each respondent described a workplace conflict with a peer. A regression-based bootstrapping technique was used to test the hypothesized relationships between the constructs of trust, informational support, integrative behaviors and effective outcomes in peer conflict. Findings The relationship between trust and the use of integrative behaviors during peer conflict is conditional on the availability of informational support, such that those who solicit a third party’s views are more likely to exhibit integrative behaviors during the conflict under study, even at relatively lower levels of trust in the conflict relationship. Originality/value In this study, the authors add to social interdependence theory and the role of integrative behaviors by proposing the importance of interpersonal trust and informational support, which may reduce uncertainty during peer conflict. The authors also extend existing literature on cooperation, cooperative approaches to managing conflict and integrative behaviors in the workplace by examining peer-to-peer organizational conflict.

Purpose The present study explores the need to strengthen the organizational learning culture to aid constructive conflict management through high levels of employees’ emotional intelligence. Design/methodology/approach In the current study, with relevant support from the literature, the authors review the need to develop a high degree of emotional intelligence through knowledge acquisition, sharing and utilization for constructive conflict management in the workplace. Findings Emotional intelligence significantly aids employees in integrating newly obtained information with the organization’s established processes. Individuals with a high degree of emotional intelligence possess the aptitude to deal with dysfunctional task, process, and relationship conflicts with a centralized focus on organizational learning. Originality/value The authors have proposed a learning model which indicates that individuals with a high degree of emotional intelligence possess the aptitude to deal with dysfunctional task, process and relationship conflicts. With a focus on organizational learning, the model can aid managers in developing training initiatives for knowledge acquisition, knowledge sharing and knowledge utilization among employees.