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This article explores the practice of peace education within the Korean context, where national division has exerted significant cultural and structural impacts. By interviewing South Korean teachers actively involved in peace education, this study examines how such education can contribute to peacebuilding in a politically divisive environment. Employing interpretative phenomenological approach, the author interprets how the teacher participants understand the meaning of peace education and their school practice. By doing so, the author suggests that teachers strategically take a holistic approach, from managing interpersonal conflicts and emotions at a micro level to reflecting their critical macro perspective on divisive society in individual lesson design. [ABSTRACT FROM AUTHOR]

Purpose: Creativity plays a crucial role in interpersonal conflict within organizations, yet little research has explored its antecedents in this context. This study aims to investigate power and gender as the main determinants of creativity in interpersonal conflict within organizational contexts. Design/methodology/approach: Two studies were conducted. The first study involved 226 employees from various organizations (Mage = 39.39, SD = 10.39), whereas the second study used a conflict simulation with 160 participants (Mage = 36.90, SD = 10.45) forming dyads. Both studies investigated the impact of relative power (i.e. having more power than the other person) on creativity in conflict, with a focus on the moderating role of gender. Study 2 also manipulated contextual creativity, which served as an additional moderator in this relationship. Findings: Results largely supported our hypotheses, indicating a positive relationship between relative power and creativity in conflict. Importantly, this relationship was stronger among women. Study 2 further focused on the distinct dimensions of creativity, highlighting differences between idea originality and effectiveness. Practical implications: The findings hold practical significance for organizational leaders and conflict resolution practitioners, and they further underscore the importance of considering gender dynamics in conflict resolution processes within organizations. Originality/value: This research contributes novel insights into the understanding of creativity within organizational conflicts, emphasizing the interplay between relative power, gender and creativity. Additionally, the exploration of different dimensions of creativity (i.e. originality and effectiveness) adds depth to existing literature in this area. [ABSTRACT FROM AUTHOR]

Gratitude is associated with increased social integration, which may counter the loneliness stemming from repeated peer victimization. The gratitude youth feel after different types of bystander action may depend on which behaviors are most congruent with personal beliefs. Face and honor cultures provide social norms for expectations and interpretations of behavior, including how to act during and after interpersonal conflict. In the current study, 264 ethnically diverse adolescents (African, European, Mexican-American, and Indigenous) from the Pacific Northwest described past instances when they experienced an act of peer-instigated aggression and subsequent bystander action. We examined how face and honor endorsements predicted victims' gratitude following three different types of bystander action (calm, avenge, and reconcile). Face endorsement predicted higher gratitude for being calmed, whereas honor endorsement predicted higher gratitude for being avenged. Bystander efforts to reconcile conflict elicited the most gratitude but were not related to social norm endorsement. Our findings shed light on the association between social norm endorsement and victimized youths' gratitude for their intervening peers' bystander actions. [ABSTRACT FROM AUTHOR]

Purpose: This study investigates how downward envy affects interpersonal conflict, workplace ostracism and displaced aggression in the mentoring context. It seeks to deepen our understanding of how these dynamics influence a mentor–protégé relationship. Design/methodology/approach: Employing a three-wave research design, this study uses a sample of 176 participants in mentoring relationships to test our proposed moderated mediation model. Findings: Downward envy can increase interpersonal conflict, workplace ostracism and displaced aggression. A mentor's social comparison orientation moderates these effects by amplifying the negative impacts of downward envy. Research limitations/implications: These findings have practical implications for both mentors and protégés. Practical implications: These findings have practical implications for both mentors and protégés. Originality/value: This study contributes to the literature by focusing on downward envy within the mentoring context, yielding valuable insights to navigate mentoring experiences at work. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to provide evidence to support an emerging theory that interpersonal conflict is the primary cause of workplace stress among a self-selected sample of Irish construction managers. Design/methodology/approach: Eighteen construction managers working in Ireland were recruited for this study. Using semi-structured interviews and interpretative phenomenological analysis as the research methodology, the causes of their workplace stress were investigated. Findings: Participants reported that the principal cause of their workplace stress was high levels of interpersonal conflict between colleagues. The effects of this interpersonal conflict included avoidance behaviour, ill health, absences from the workplace and loss of productivity issues. Deadlines, penalty clauses, lack of appreciation, cliques, costs, communication, temporary contracts and delays were also reported stressors. Research limitations/implications: A limitation of the study is the small sample of 18 construction managers and the limited geographical area. Social implications: The social implications of this study could be to clearly identify that interpersonal conflict may be under reported in the construction industry, and there is a possibility that it is being misclassified as other workplace behaviours such as bullying, harassment and workplace violence. If this is so, this could aid future researchers in addressing this challenging workplace behaviour. Originality/value: The current consensus in the literature is that the three main causes of workplace stress are bullying, harassment and violence. However, the role and importance of interpersonal conflict as reported in this study, with the exception of North America and China, is not reflected in the wider health and safety research literature. In addition, interpersonal conflict and its reluctance to be reported is largely absent from construction safety research. The findings of this study may be explained if the workplace stress research community is currently misclassifying interpersonal conflict as a manifestation of bullying, harassment or violence. If this is the case, interpersonal conflict needs further research. This is to establish if this cause of construction-related workplace stress needs to be reconsidered as a standalone phenomenon in the wider family of challenging workplace behaviours. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) is fundamentally reshaping classroom experiences. In this activity, students in a graduate-level project management class engaged in real-time conversations with AI-powered chatbots as though they were actual people. Students were required to perform a stakeholder analysis on the key stakeholders involved in their project. This analysis was the first step in developing the communication management plan as a component of the project management plan required to execute the project. To execute this student experience, the instructors built artificial intelligence-powered chatbots by utilizing a free online chatbot character generator located online at to interact with students as though they were actual people. These interactions provided a rich student experience with improved depth of interactions as opposed to the traditional stakeholder analysis methods. Ultimately, in this case, the instructors argue that interactions with AI-powered chatbots enrich student learning and foster critical thinking by providing a more authentic experience. Courses: Small-group, business, project management, professional, and organizational communication. Objectives: By the end of this activity, students will be able to (1) perform a stakeholder analysis on an individual to determine the most effective frequency and mode of communication; (2) identify interpersonal dynamics of the individual of interest, such as their power, influence, and authority relative to their project; and (3) describe interpersonal conflicts between the AI-powered individuals to inform the communications management plan. [ABSTRACT FROM AUTHOR]

• Most school teachers reported feeling tired or lacking in energy. • Higher levels of job-related stress were correlated with higher levels of menopausal symptoms. • Lower levels of support from supervisors or co-workers were correlated with higher levels of menopausal symptoms. Being a school teacher is highly stressful. This study aimed to clarify the prevalence of menopausal symptoms and explore the association between these symptoms and job-related stress among Japanese school teachers. A cross-sectional study was conducted among randomly selected elementary and junior high school teachers in Japan. Data from 284 teachers aged 45–60 years were analyzed. Menopausal symptoms were measured using the Greene Climacteric Scale, and the Brief Job Stress Questionnaire was used to assess job stressors, social support, and job/family satisfaction. Associations between scores on the Greene Climacteric Scale and on the Brief Job Stress Questionnaire, and demographic information were analyzed. The most common menopausal symptom was "feeling tired or lacking in energy" (reported by 94.4 % of respondents). The total intensity of menopausal, psychological, and somatic symptoms was significantly correlated with the total level of job stress. Moderate correlations were found between depressive symptoms and job stress regarding suitable jobs, job control, and rewarding jobs, while weak correlations were evident between depressive symptoms and job stress regarding quantitative job overload, interpersonal conflict, and poor physical environment. Higher levels of perceived support from supervisors or co-workers and job satisfaction were associated with less severe psychological and somatic symptoms. Most middle-aged school teachers felt tired or lacking in energy. Higher job-related stress and lower levels of support from supervisors or co-workers were correlated with more severe menopausal symptoms. A supportive work environment and stress management are essential for such teachers. [ABSTRACT FROM AUTHOR]