ERIC Number: ED231808
Record Type: RIE
Publication Date: 1982-Nov
Reference Count: 0
Conscious and Unconscious Teacher/Administrator Behavior and Conflict: Three Related Studies.
Foster, Herbert L.; Biernat, Nancy A.
The role of personality make-up of those involved in problem solving, conflict resolution, classroom management, and school discipline is discussed. Three studies are presented which demonstrated personal characteristics which may appear to invite, or provide opportunity for, antisocial behavior. In the first study, psychological profiles were drawn of a selected group of inner-city teachers who had been subjects of more than average violence in their schools. The results indicated obsessional, passive, idealistic, dedicated persons who were unable to understand or cope with the violence directed toward them. The second study dealt with psychiatrists who had been assaulted by patients. The majority of them felt that they had provoked or anticipated the violence by their own actions. In the third study, convicts were asked to identify from videotapes persons walking on the streets whom they would consider easy to assault. Victims were generally identified as those who signalled vulnerability by stride, body movements, or type of walk. Discussion following presentation of the studies covers the relationship of the studies to inner city, urban, and other schools, and the matter of classroom discipline and control. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the U/B Conference on Conflict Resolution: Educational Implications for the Nuclear Age (Amherst, NY, November 5-6, 1982).