Personality Development and Conflict Dynamics: An Experimental Design to Study the Effects of Teaching Methodologies on Conflict Resolution

Tom Basuray, Jerry J. Gosenpud, Steven A. Scherling

Abstract


An experimental design is proposed for analyzing personality dynamics in conflict resolution. The theoretical framework of intervention strategy and possible consequences of different techniques has been discussed in a previous paper by the authors. The purpose of this empirical investigation is to determine if some of the cognitive variables of the subjects, thrust into a learning situation which is focused substantially on conflict resolution, would be modified by the teaching- learning intervention. The teaching methodology was lecture-discussion. Pre and post measurements were taken and analyzed in relation to various personality variables. One significant pre/post change was found along with the beginning analysis of personality configuration and conflict resolution.

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