Contributions to training in Social Education: Solving Conflicts dating and Empathy
Conference Paper
Overview
Research
Additional Document Info
View All
Overview
abstract
The Social Educator works with very diverse populations for the promotion of well-being and autonomy.
In this sense, it is important to understand to what extent higher education students in this area present
perceptions regarding the use of conflict resolution strategies (abusive and not abusive in dating) and
empathy that can be mobilized in the future exercise of the profession. Hence, the study aims to know the
relation between the perceptions of conflict resolution and empathy strategies; and to what extent the
influence of sociodemographic variables (gender and age) and degree year. In this way, we seek to
foresee how training can contribute to enhance the use of positive strategies for conflict resolution and the
improvement of empathic perceptions. A total of 242 students from two Polytechnic Higher Education
Institutions participated. This is a non-experimental and cross-sectional study. The instruments used were
the Conflict in Adolescent Dating Relationships Inventory – CADRI - developed by Wolfe, Scott,
Reitzel-Jaffe, Wekerle, Grasley e Straatman (2001), validated for the Portuguese population by Saavedra,
Machado, Martins, e Vieira (2011) and the Interpersonal Reactivity Index (IRI, Davis, 1980, 1983), in the
Portuguese version (Limpo, Alves, & Castro, 2010). In the results, we highlight in the CADRI,
statistically significant differences; i) by gender, in the abusive strategies of conflict resolution (own
behavior - perceptions of sexual violence and behavior of the other - perceptions of physical violence),
and non-abusive conflict resolution strategies (behavior of the other); ii) by age (age group) in abusive
conflict resolution strategies, behavior of the other-perceptions of physical violence. In IRI, there were
statistically significant differences in the subscale of the empathic perspective; in the global scale of
empathy (according to gender and degree year), as well as in the empathic concern subscale (according to
the degree year). Positive and significant correlations are also found in some of the conflict resolution
strategies identified from the CADRI and one of the IRI subscales and dimension, as well as in the global
scale. Based on the results, strategies that could be developed in the context of training were thought,
