dealing with conflicts in different cultures comenius 1 project 2005

DEALING WITH DEALING WITH CONFLICTS IN CONFLICTS IN

DIFFERENT DIFFERENT CULTURESCULTURES

comenius 1 project 2005

Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

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what is conflict?what is conflict?

A state of disharmony between incompatibleA state of disharmony between incompatible persons, ideas, or interests; a clash. persons, ideas, or interests; a clash.

Conflict can also be psychological; aConflict can also be psychological; a psychic struggle, often unconscious psychic struggle, often unconscious which which is often the result of simultaneous is often the result of simultaneous exclusive impulsesexclusive impulses


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what is understood by conflict / what is understood by conflict / bullying in our school ...bullying in our school ...

• Behaviour (physical / verbal) intended to offend Behaviour (physical / verbal) intended to offend or intimidate the integrity and dignity of the or intimidate the integrity and dignity of the personperson

• Actions including name calling; humiliating Actions including name calling; humiliating criticism; spreading rumours; excessive criticism; spreading rumours; excessive teasing; physical violence and threatsteasing; physical violence and threats


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where can we find conflict?where can we find conflict?

within ourselveswithin ourselves

friendsfriends

colleaguescolleaguesneighboursneighbours

authorityauthority international spheresinternational spheres

familyfamily

““If we cannot end our differences at least we If we cannot end our differences at least we can make the world safe for diversity.can make the world safe for diversity.””

John F. KennedyJohn F. Kennedy


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conflicts can be managed through...conflicts can be managed through...

AvoidanceAvoidance CompetitionCompetition

CompromiseCompromise

IntegrationIntegrationAccommodationAccommodation


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the 8 steps of managing conflictsthe 8 steps of managing conflicts

1. 1. Acknowledge 2. 2. Identify and clarify

3. 3. Diagnose 4. 4. Communicate

5. 5. Generate possible solutions

6. 6. Decide on best solution

7. 7. Implement 8. 8. Evaluate


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Acknowledge there is a conflictAcknowledge there is a conflict

1. 1. AcknowledgeAcknowledge

Own the conflict as being within yourselfOwn the conflict as being within yourself

Be aware of your feeling and reactionsBe aware of your feeling and reactions


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DescribeDescribe the conflict situation the conflict situation

2. 2. Identify Identify && clarify clarify

Who are the persons involvedWho are the persons involved??

Where does one stand on the issueWhere does one stand on the issue??

WhatWhat are each party’s needs, concerns are each party’s needs, concerns and goalsand goals??


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What isWhat is the nature of the conflict? the nature of the conflict?

3.3.DiagnoseDiagnose

What caused it or what events led up to it?What caused it or what events led up to it?

What are its effects?What are its effects?

Analyse the underlined valuesAnalyse the underlined values


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Share personal feelings about the conflictShare personal feelings about the conflict 4.4.CommunicateCommunicate

Practice the communication cycle (self-Practice the communication cycle (self-expression, listening, feedback, etc.)expression, listening, feedback, etc.)

Use role reversal if necessarilyUse role reversal if necessarily Search for common goals and valuesSearch for common goals and values


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Brainstorm creative alternative outcomesBrainstorm creative alternative outcomes

5. 5. Generate possible Generate possible solutionssolutions

DiscussDiscuss and evaluate each proposed solutionand evaluate each proposed solution

Study their consequences for each partyStudy their consequences for each party


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Explore inExplore in--dedepptthh a few of the optionsa few of the options

6. 6. Decide on best Decide on best solutionsolution

Select, if possible, theSelect, if possible, the alternative that meets alternative that meets the needs, goals and concerns of both partiesthe needs, goals and concerns of both parties

Check that it is acceptable by both (in some Check that it is acceptable by both (in some cases a third party intervention may be cases a third party intervention may be required at this stage)required at this stage)


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Commit each party to the implementation of Commit each party to the implementation of the solution the solution

7. 7. ImplementImplement

Plan concretely the mechanism to implement Plan concretely the mechanism to implement it: What, How, Who, When, Whereit: What, How, Who, When, Where


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Evaluate the results or conclusions Evaluate the results or conclusions

8. 8. EvaluateEvaluate

Plan for an evaluation of the solution after a Plan for an evaluation of the solution after a specific period of time specific period of time

Arrange for a joint review of any remaining Arrange for a joint review of any remaining issues at a later timeissues at a later time


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how are conflicts managed at national how are conflicts managed at national level?level?

Services offered by the Ministry of EducationServices offered by the Ministry of Education•Child protection servicesChild protection services•Anti-bullying servicesAnti-bullying services

Good behaviour PolicyGood behaviour Policy

Commissioner for Children, Commissioner for Children, Ms.Sonia Camilleri who was Ms.Sonia Camilleri who was appointed on the 16appointed on the 16thth of ofDecember, 2003December, 2003


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Good Behaviour PolicyGood Behaviour Policy

A national policy and plan of action was issued by the Ministry of Education in 2000. It talks about:

Bullying as a cultural problemBullying as a cultural problem

Raising Awareness against ViolenceRaising Awareness against Violence

Bullies vs victimsBullies vs victims

How should bullies be dealt withHow should bullies be dealt with

Positive Action and PreventionPositive Action and Prevention


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how are conflicts managed at how are conflicts managed at school level?school level?

• in class:- the teacher in class:- the teacher tries either to act as a tries either to act as a mediator by calming the mediator by calming the situation situation

• during break:-students during break:-students are reported immediately are reported immediately to the administrationto the administration

• teachers usually punish teachers usually punish the students and if the the students and if the problem persists it is problem persists it is taken to the disciplinary taken to the disciplinary board where they are board where they are either given detentions; either given detentions; after-school or even after-school or even exclusionsexclusions

student vs student:student vs student: student vs teacher:student vs teacher:


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how are we helping our students to how are we helping our students to manage their conflicts?manage their conflicts?

• Self – confidence skillsSelf – confidence skills

• Assertiveness skillsAssertiveness skills

• Anti-bullying programmeAnti-bullying programme

• Guidance and Counselling servicesGuidance and Counselling services


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self-confidenceself-confidence

• How do i see myself?How do i see myself?

• How do other people see How do other people see me?me?

• What are my strengths and What are my strengths and weaknessesweaknesses

““I am I am UNIQUE!”UNIQUE!”


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assertivenessassertiveness

• Assertiveness is an approach Assertiveness is an approach to dealing with the people to dealing with the people around you. It stems from:around you. It stems from:

• being at ease with yourself and being at ease with yourself and who you are who you are

• understanding respect and understanding respect and showing it.showing it.

•In order to be In order to be assertive, you need to assertive, you need to understand the understand the difference between difference between assertiveness and assertiveness and aggression:aggression:

•Assertiveness is Assertiveness is respectfullyrespectfully claiming your claiming your rights. rights.

•Aggression is Aggression is destructivelydestructively seeking seeking what you want.what you want.


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How do our teachers manage their How do our teachers manage their conflicts?conflicts?

• A survey was conducted to see how Ħandaq A survey was conducted to see how Ħandaq teachers manage their conflicts. The survey teachers manage their conflicts. The survey was taken from Fr. Alfred Darmanin’s (a clinical was taken from Fr. Alfred Darmanin’s (a clinical psychologist) book entitled “Developing psychologist) book entitled “Developing Leadership Skills: A Training Manual for Leadership Skills: A Training Manual for Leaders”Leaders”

• 85 surveys were distributed85 surveys were distributed

• 56 (65%)were valid for the purpose of this 56 (65%)were valid for the purpose of this surveysurvey


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resultsresults

A – CompetitionA – Competition

B – CompromiseB – Compromise

C – IntegrationC – Integration

D – AccomodationD – Accomodation

E – Avoidance E – Avoidance

TotalsAA BB CC DD EE

12181218 14051405 19811981 677677 599599


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integrationintegration

• In a situation where both parties recognise the abilities and In a situation where both parties recognise the abilities and expertise of each otherexpertise of each other

• When an atmosphere of openness, trust, sincere motives When an atmosphere of openness, trust, sincere motives and non defensiveness prevailsand non defensiveness prevails

• In situations where the needs and concerns of both parties In situations where the needs and concerns of both parties are extremely important are extremely important

• When it is essential that both parties be committed to the When it is essential that both parties be committed to the resolution resolution

• When an outcome that meets the needs of both parties is When an outcome that meets the needs of both parties is more likely to have the required support and commitmentmore likely to have the required support and commitment

Appropriate Appropriate ::


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integrationintegration

• When the issues or situations do not warrant the required When the issues or situations do not warrant the required commitment of time and energy to seek optimal solutionscommitment of time and energy to seek optimal solutions

• When certain conflicts are not worth resolving or do not When certain conflicts are not worth resolving or do not land themselves to resolution land themselves to resolution

• When a one sided commitment to integration may result in When a one sided commitment to integration may result in being taken advantage ofbeing taken advantage of

• When openness and trust are unilateralWhen openness and trust are unilateral

Inappropriate Inappropriate ::


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ccompromiseompromise

• When an effort at collaboration or integration failsWhen an effort at collaboration or integration fails

• When the goals of both parties are moderately important When the goals of both parties are moderately important but not worth the effort and time required for collaborationbut not worth the effort and time required for collaboration

• When temporally solutions are sought for complex issuesWhen temporally solutions are sought for complex issues

• When time is short or resources are limited When time is short or resources are limited

• When both parties are strongly committed to mutually When both parties are strongly committed to mutually exclusive goals and it is likely that one party will dominate exclusive goals and it is likely that one party will dominate the otherthe other

AAppropriate ppropriate ::


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ccompromiseompromise

• When important principles and values are at stakeWhen important principles and values are at stake

• When too often caught in the tactics and strategies of When too often caught in the tactics and strategies of compromisecompromise

• If the solution is watered down or weakened to the point of If the solution is watered down or weakened to the point of becoming ineffective becoming ineffective

• When in trying to please everyone, the compromise ends When in trying to please everyone, the compromise ends up pleasing no oneup pleasing no one

InaInappropriate ppropriate ::


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acknowledgements & resourcesacknowledgements & resources

Darmanin ,Alfred sj (1992). Developing Leadership Skills, A Training Manual for Leaders. Malta: Media Centre Publications

Il-Ministeru ta’ l-Edukazzjoni(Novembru 1999) L-Imġiba Tajba fl-Iskejjel: Il-Politika Nazzjonali u l-Pjan ta’Azzjoni dwar l-Ibbuljar

Education Division, Malta (Novembru 1999);Child Protection Procedures for Schools

dealing with conflicts in different cultures comenius 1 project 2005

Documents

lieo mikiel anton vassalli

party slide

kennedy slide

conflict situation

best solutiondecide

humiliating criticism

proposed solution study

underlined values