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Managing conflict: Interactional strategies of learning handicapped and nonhandicapped adolescent girls

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Abstract

Naturalistic observations of learning handicapped and nonhandicapped high school girls were conducted to explore differences in the types and effectiveness of interaction strategies used during troubled peer contacts. Findings indicated that learning handicapped girls engaged in more conflict than nonhandicapped females and that this conflict generally involved dominance/submission themes and was managed in ways which increased the probability of future conflict. Conflict involving nonhandicapped girls mostly focused on selfishness or low tolerance for peer's habits and was handled in ways which lowered the likelihood of future disagreements. Implications of these findings with regard to the social standing of the learning handicapped girls in the school setting is discussed.

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Authors and Affiliations

  1. School of Education, University of Southern California, Waite Phillips Hall-303, 90089-0031, University Park, Los Angeles

    Andrea G. Zetlin (Research Associate Professor)

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  1. Andrea G. Zetlin
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Additional information

This research was supported by Grant No. HD23097 from the National Institute of Child Health and Human Development.

Received her Ed. D. from Columbia University. Current interest is social competence and family relations of learning handicapped populations.

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Zetlin, A.G. Managing conflict: Interactional strategies of learning handicapped and nonhandicapped adolescent girls. J Youth Adolescence 18, 263–272 (1988). https://doi.org/10.1007/BF02139040

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  • DOI: https://doi.org/10.1007/BF02139040

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