CONFLICT-RESOLUTION TRAINING AND MIDDLE SCHOOL STUDENTS INTEGRATIVE NEGOTIATION BEHAVIOR

This study examined the impact of conflict-resolution training on stud ents' use of distributive and integrative negotiating procedures. In a midwestern, suburban middle school, 176 students (grades 6 through 9) participated in the study. Students were placed in a negotiation situ ation involving the buying and selling of commodities in which they co uld adopt a distributive (maximize own outcomes) or an integrative (ma ximize joint outcomes) negotiation approach. There were no significant differences between mates and females or among students in the 6th, 7 th, 8th, and 9th grades. The results of this study indicated that conf lict-resolution and peer-mediation training resulted in the middle sch ool students increasing their use of integrative negotiations and the positiveness of students' attitudes toward conflict.