Conflicts between Children

Shantz, Carolyn Uhlinger

doi:10.1111/j.1467-8624.1987.tb01378.x

Cited by 119 publications

(172 citation statements)

References 36 publications

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“…Conflict was defined in terms of opposition and disagreement (Shantz, 1987): “You and someone else had a difference of opinion; you objected to something someone else said or did or someone objected to something you said or did; or you and someone had a quarrel or an argument.” Interviewers read aloud a list of 34 conflict topics adapted from the Issues Checklist (Prinz, Foster, Kent, & O'Leary, 1979; Robin & Foster, 1984) and modified on the basis of pilot testing to encompass topics arising in all adolescent relationships. Participants were asked whether each was the source of a conflict during the preceding day: “Did you have a disagreement yesterday over [conflict topic]?” After reviewing this list, participants were asked whether any conflicts arose over issues that were not specified.…”

Section: Methodsmentioning

confidence: 99%

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The Organization and Dynamics of Adolescent Conflict with Parents and Friends

Adams

Laursen

2001

J of Marriage and Family

117

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In telephone interviews, 212 adolescents described all disagreements arising the preceding day that involved parents or friends. Conflicts were organized in a similar manner in both relationships: Topics, resolutions, and outcomes were linked together and were usually tied to affect afterward. The specific dynamics of conflict, however, varied in a manner that reflects differences in relationship power and stability. Relative to those with friends, parent-child conflicts more often involved a combination of daily hassle topics, neutral or angry affect afterward, power-assertive resolutions, and win-lose outcomes. Relative to those with parents, friend conflicts more often involved a combination of relationship topics, friendly affect afterward, disengaged resolutions, and equal or no outcomes. Most differences in disagreement dynamics were not a function of differences in the rate at which topics of conflict arose in each relationship: Across topics, parents usually reported more coercion than friends, and friends usually reported more mitigation than parents.Disagreements are a ubiquitous part of interpersonal relationships. Over the course of a given Correspondence should be addressed to Brett Laursen, Department

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Section: Methodsmentioning

confidence: 99%

“…Shantz (1987, p. 285) described interpersonal conflict as a “time‐distributed social episode” comprised of several discrete elements. These components of conflict include the topic, the initiation, the intensity, the resolution, and the outcome.…”

mentioning

confidence: 99%

The Organization and Dynamics of Adolescent Conflict with Parents and Friends

Adams

Laursen

2001

J of Marriage and Family

117

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“…In the second phase, two coders considered the complete texts of the 350 research reports identified in the first phase. Studies selected for the meta-analyses met three criteria: (1) Conflict was a dyadic interpersonal event involving overt behavioral opposition (Shantz, 1987), including quarrels, disagreements, and arguments. Studies defining conflict as competition, aggression, speech interruptions, personality traits, and intrapsychic events were excluded (Collins & Laursen, 1992;Laursen & Collins, 1994).…”

Section: Reviewing Research Reportsmentioning

confidence: 99%

Reconsidering Changes in Parent-Child Conflict across Adolescence: A Meta-Analysis

Laursen¹,

Coy²,

Collins³

1998

Child Development

599

407

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A series of meta-analyses addresses whether and how parent-child conflict changes during adolescence and factors that moderate patterns of change. The meta-analyses summarize results from studies of change in parent-child conflict as a function of either adolescent age or pubertal maturation. Three types of parent-adolescent conflict are examined: conflict rate, conflict affect, and total conflict (rate and affect combined). The results provide little support for the commonly held view that parentchild conflict rises and then falls across adolescence, although conclusions regarding pubertal change as well as conflict affect are qualified by the limited number of studies available. Two diverging sets of linear effects emerged, one indicating a decline in conflict rate and total conflict with age and the other indicating an increase in conflict affect with both age and pubertal maturation. In age metaanalyses, conflict rate and total conflict decline from early adolescence to mid-adolescence and from mid-adolescence to late adolescence; conflict affect increases from early adolescence to midadolescence. Puberty meta-analyses revealed only a positive linear association between conflict affect and pubertal maturation. Effect-size patterns varied little in follow-up analyses of potential moderating variables, implying similarities in the direction (although not the magnitude) of conflict across parent-adolescent dyads, reporters, and measurement procedures.

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“…Interpersonal conflict is a dyadic event in which the two individuals in the dyad have “incompatible behaviors or goals…expressed when one person overtly opposes another person’s actions or statements” (Shantz, 1987, p. 284). Thus, in addition to stress, behavioral opposition is an integral component of interpersonal conflict (Laursen & Collins, 1994).…”

Section: Introductionmentioning

confidence: 99%

Toward Developing Laboratory-Based Parent–Adolescent Conflict Discussion Tasks that Consistently Elicit Adolescent Conflict-Related Stress Responses: Support from Physiology and Observed Behavior

et al. 2017

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Parent-adolescent conflict poses risk for youth maladjustment. One potential mechanism of this risk is that stress in the form of increased arousal during conflict interactions results in adolescents’ impaired decision-making. However, eliciting consistent adolescent stress responses within laboratory-based tasks of parent-adolescent conflict (i.e., conflict discussion tasks) is hindered by task design. This limitation may stem from how conflict topics are assessed and selected for discussion. Within a sample of 47 adolescents (ages 14–17) and parents, we investigated whether a modified version of a conflict discussion task could elicit physiological (i.e., arousal) and behavioral (i.e., hostility) displays of adolescents’ conflict-related stress responses. We assessed parent-adolescent conflict via structured interview to identify topics for dyads to discuss during the task. We randomly assigned dyads to complete a 5-minute task to discuss either a putatively benign topic (i.e., control condition) or a conflict topic while undergoing direct assessments of continuous arousal. Trained raters coded dyad members’ hostile behavior during the task. Adolescents in the conflict condition exhibited significantly greater levels of arousal than adolescents in the control condition. We observed an interaction between discussion condition and baseline conflict. Specifically, higher baseline conflict predicted greater hostile behavior for adolescents in the conflict condition, yet we observed the inverse relation for adolescents in the control condition. Our modified laboratory discussion task successfully elicited both physiological and behavioral displays of adolescent conflict-related stress. These findings have important implications for leveraging experimental paradigms to understand causal links between parent-adolescent conflict and adolescent psychopathology, and their underlying mechanisms.

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Conflicts between Children

Cited by 119 publications

References 36 publications

The Organization and Dynamics of Adolescent Conflict with Parents and Friends

The Organization and Dynamics of Adolescent Conflict with Parents and Friends

Reconsidering Changes in Parent-Child Conflict across Adolescence: A Meta-Analysis

Toward Developing Laboratory-Based Parent–Adolescent Conflict Discussion Tasks that Consistently Elicit Adolescent Conflict-Related Stress Responses: Support from Physiology and Observed Behavior

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