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Youth Leadership and Skills Development Training

Peace and Conflict

Resolution

Target Districts : Bahawalpur, Lodhran, Multan, and Muzaffargarh

Leadership for Environment and Development (LEAD)

Table of Contents

1 Introduction .................................................................................................................................... 5

1.1 Training Objectives ................................................................................................................. 5

1.2 Training Techniques: ............................................................................................................... 6

1.3 Training Target Group ............................................................................................................. 6

1.4 Training Date & Venue ............................................................................................................ 6

Session Plan: 5 day Training on Peace and Conflict Resolution .............................................................. 7

2 Important Definitions ...................................................................................................................... 9

Day 1: Peace & Conflict ......................................................................................................................... 12

3 Key Concepts in Conflict and Peace .............................................................................................. 12

4 How do Youth Respond to Conflict? Fight or Flight? .................................................................... 14

5 Levels of Conflict and Peace.......................................................................................................... 14

5.1 What is Conflict? ................................................................................................................... 14

5.2 Violent Conflict ...................................................................................................................... 15

5.3 The Continuum from Harmony to War ................................................................................. 16

6 What modes do people use to address conflict?.......................................................................... 18

6.1 Competing ............................................................................................................................. 18

6.2 Avoiding ................................................................................................................................ 19

6.3 Accommodating .................................................................................................................... 19

6.4 Compromising ....................................................................................................................... 19

6.5 Collaborating ......................................................................................................................... 20

7 What factors can affect our conflict modes? ................................................................................ 20

Day 2: Intervention Strategies .............................................................................................................. 25

8 Conflict Management Style ........................................................................................................... 25

9 How might youth apply this information to improve their conflict management skills? ............. 26

9.1 How might a youth leader apply this information? .............................................................. 29

10 Determinants of Violent Conflict or Peace ............................................................................... 30

10.1 Systemic Causes: Structural Conditions ................................................................................ 30

10.2 Proximate Causes: Political and Institutional Factors ........................................................... 30

10.3 Immediate Causes: Acts and Events ..................................................................................... 31

10.4 External and Internal Factors ................................................................................................ 31

10.5 Sample Causal Analysis ......................................................................................................... 31

10.6 "Ethnic" Conflict .................................................................................................................... 34

Day 3: STAGES OF CONFLICT & PEACE WITH POLICY TOOLS ................................................................ 37

11 Violent Conflicts stages: Emergence and Cessation ................................................................. 37

11.1 Dynamics of Escalation ......................................................................................................... 38

11.2 Early Warning ........................................................................................................................ 39

Day 4: Concepts of Mediation, Negotiations and Peace Building ........................................................ 58

12 Conflict Strategies: What are you like? ..................................................................................... 58

12.1 The fox (compromising) ........................................................................................................ 58

12.2 The owl (confronting) ........................................................................................................... 58

12.3 The turtle (withdrawing) ....................................................................................................... 59

12.4 The shark (forcing) ................................................................................................................ 59

12.5 The teddy bears (smoothing) ................................................................................................ 59

13 Understanding my Controversy Behaviour ............................................................................... 59

13.1 Scoring ................................................................................................................................... 61

14 The Avoidance of Conflicts ........................................................................................................ 63

14.1 The Constructive Outcomes of Conflicts ............................................................................... 63

14.2 How to Tell whether Conflicts are Constructive. .................................................................. 64

15 Ways of Resolving Conflicts ...................................................................................................... 64

15.1 Conducting Meetings and Negotiations ............................................................................... 65

15.2 Taking Joint Steps .................................................................................................................. 65

15.3 Arbitration ............................................................................................................................. 66

15.4 Achieving joint success through mutual agreement ............................................................. 66

15.5 Factors that contribute to the resolution of disputes .......................................................... 66

1 Introduction

Currently youth in Pakistan, especially in the under-developed and rural regions of Southern

Punjab, are particularly vulnerable to being recruited by factions of violent extremist groups.

According to a report by Formation Awareness and Community Empowerment Society on

―Radicalization of Youth in Southern Punjab‖, radicalization as a phenomenon is affecting

large areas of Southern Punjab including the target districts of Bahawalpur, Lodhran, Multan

and Muzaffargarh. There is high unemployment and the great majority of the youth have little

knowledge about - or skills in - leadership development, peace/conflict resolution, life skills

and local development issues and challenges to guide them towards productive and non-

violent activities. Youth bring different ideas, goals, values, beliefs and needs to their teams

and these differences are a primary strength of teams. These same differences inevitably

lead to conflict, even if the level of conflict is low. Since conflict is inevitable, one of the ways

in which youth leaders can help youth improve their abilities to function on multidisciplinary

teams is to work with them to develop their understanding of conflict and their capabilities to

manage and resolve conflict(s).

Under ―Youth Leadership and Skills Development Training‖ project, LEAD Pakistan intends

to utilize local organizations to identify active youth leaders in the community. This module,

in collaboration with Umeed Jawan is a deliberate effort to develop the skills of youth leaders

who can further begin a structured effort to engage their peers in productive activities. The

selected active youth leaders will be organized in a leaders’ cohort to be trained on life skills,

leadership and peace/conflict resolution, along with awareness on local development issues

and challenges. The leaders’ cohort will then represent the core group of local organizations

who will further conduct youth trainings in the community to widen the scale and reach out to

the larger community, especially vulnerable youth.

1.1 Training Objectives Training was designed to meet the following objectives:

To create awareness regarding the concept of peace and conflict and

understanding of basic terms

How do people respond to conflict?

What modes do people use to address conflict?

What factors can affect our conflict modes?

To sentisitize participants on determinants of violent conflict or peace

How to select your conflict management style

Understanding on stages of conflict and peace with corresponding policy

tools

1.2 Training Techniques:

This training has been designed following the principles of activity based

learning. Every session incorporates theoretical details about the topics along

with their practical application through group exercises’ and activities. Following

training techniques have been used:

Lecture

Brainstorming

Q&As

Group Activities & Exercises

Presentations

1.3 Training Target Group The target group comprises of individuals selected as Young Leaders from

districts of Muzaffargarh, Lodhran, Multan, and Bahawalpur. The Young Leaders

will be trained as Master trainers to replicate the trainings for Vulnerable Youth

Groups in their respective districts.

1.4 Training Date & Venue Training will be conducted in October in Multan

Session Plan: 5 day Training on Peace and Conflict Resolution

Sr. Session Time

Day-1

1 Introduction of Trainer, Participants and Project 30 min

2 What is Peace and Conflict? 30 min

3 Five Style in Conflict Situation 30 min

4 Behaviours in Conflict Handling 60 Min

5 Stages of Escalation 60 min

6 Understanding Conflict causes, Effects, and Triggers 60 hour

Day-2

1 Review of Training Day-1 30 min

2 Determinants of Violent Conflict or Peace 90 min

3 Conflict Sensitivity 90 min

4 Conflict Intervention Strategies 90 min

Day-3

1 Review of Training Day-2 30 Min

2 Stages of Conflict and Peace with Corresponding Policy

Tools

Situation – 1: Stable Peace

60 Min

3 Situation – 2: Unstable Peace 30 Min

4 Situation – 3: Crisis 30 Min 5 Situation – 4: War 30 Min

6 Situation – 5: Post-Conflict Crisis 30 Min

7 Situation – 6: Post-Conflict Reconstruction 60 Min

8 Situation – 7: Reconciliation 60 Min DAY-4


2 Foundation Concept of Mediation, Negotiation, and

Peace Building

60 Min

3 Mediation – Principles & Phases 60 min

4 Civil Society & Peace Building 60 min

5 Peace building and Mediation Methodologies for Local

Context

90 min

Day-5


2 Expectations from Young Leaders 60 min

3 Developing Work Plan for Replicating of Training in

Four Districts

90 min

4 Q&A and Training Feedback 90 minutes

2 Important Definitions

Conflict prevention

(preventive diplomacy, preventive action, crisis prevention, preventive peace building)

Actions, policies, procedures or institutions undertaken in particularly vulnerable places and times in order to avoid the threat or use of armed force and related forms of coercion by states or groups as the way to settle the political disputes that can arise from the destabilizing effects of economic, social, political and international change. Conflict prevention can also include action taken after a violent conflict to avoid its recurrence.

Crisis management Efforts to keep situations of high tension and confrontation between conflicting parties, usually associated with threats of force and its deployment, from breaking into armed violence

Conflict

management

(conflict mitigation;

peacemaking)

Efforts to contain and if possible, reduce the amount of violence used by parties engaged in violent conflict and to engage them in communication looking toward settling the dispute and terminating the violence.

Peacemaking

(peace enforcement)

A third party’s use of armed force to deter, suppress or terminate hostile action by a party or a violent conflict between parties

Conflict termination The cessation of armed hostilities between the parties. Peacekeeping Efforts to maintain a ceasefire or other cessation of armed

hostilities by separating conflicting parties’ armed forces. Conflict resolution

(post-conflict peace building)

Efforts to increase cooperation among the parties to a conflict and deepen their relationship by addressing the conditions that led to the dispute, fostering positive attitudes and allaying distrust through reconciliation initiatives, and building or strengthening the institutions and processes through which the parties interact. Conflict resolution can be used to reduce the chances of violence or to consolidate the cessation of a violent conflict in order to prevent re-escalation.

Day 1: PEACE & CONFLICT

Day 1:

PEACE & CONFLICT Session Name:

Communication Skills

Session Objective:

Participants are able to understand what peace and conflicts are all about

Session Total Time: Resource Person:

# Topics / Session

Contents:

Activity Duration

1 Ice breaking, Registration &

Housekeeping

Participant registration 60 minutes

2 Project Introduction (LEAD

Pakistan & Umeed Jawan)

Orientation regarding the project 30 minutes

3 Objectives of Training

Workshop

Why to train peers/communities on

Peace and Conflict Resolution

30 minutes

4 What is Peace & Conflict? Defining and explaining terms 30 minutes

5 Two Tea Breaks Break 15+15 minutes

Youth’s Reponses to

Conflict

Slides + Activity + Group work 30 minutes

6 Levels of Peace & Conflict Slides + Activity + Group work 30 minutes

7 Modes for addressing

Conflict


9 Lunch + Prayer Break Break 60 minutes

10 Stages of Escalation Slides + Activity + Group work 60 minutes

11

Understanding Conflict

causes, effects and triggers


Day 1: Peace & Conflict

Topic One

3 Key Concepts in Conflict and Peace __________________________________________________________________________________

Generally when two or more people or groups or stakeholders have a clear and serious difference of opinion and no one is ready to give up his or her position on the matter, then the resultant situation is called a conflict or a dispute. Although very few people go looking for conflict, more often than not, conflict results because of miscommunication between people with regard to their needs, ideas, beliefs, goals, or values. Conflict management is the principle that all conflicts cannot necessarily be resolved, but learning how to manage conflicts can decrease the odds of nonproductive escalation.

Faculty members would help youth leaders in developing their conflict management skills. Most people do not resolve conflicts because they either have a faulty skill set and/or because they do not know the organization’s policy on conflict management. Youth leaders would know their conflict styles, conflict intervention methods, and strategies for conflict skill improvement.

The world suffers from ongoing conflicts and tensions. The degree of conflict varies from: dealing with conflict ranges from stopping active wars to protecting and strengthening peace so that violence is not triggered.

In areas currently in violent conflict, the main challenge is to contain the conflict, alleviate suffering, and if possible, reduce the violence—for instance, in the Afghanistan and Pakistan.

Where conflicts have abated but tensions remain high, principal tasks are reconstruction, social reconciliation and healing so that social and economic progress can be made and future conflicts avoided—in Sri Lanka for example.

Where conflicts have recently ended and basic political order has been restored (Nepal) and in areas that have been at peace for some years (Afghanistan,

Nepal), the main tasks are to further political and social reconciliation while protecting and advancing the social and economic progress that has been made. This means resolving tensions over ethnic relations, human rights, and political representation to ensure that further violence does not destroy or thwart larger achievements.

Conflict prevention can aim to end violence or to keep violence from occurring. Dealing with conflict can also mean pursuing positive goals of preserving, strengthening and building on good things where they exist or are coming into being. Reducing or preventing violent conflict and building peace are parts of a single whole.

This module builds on certain basic concepts.

Conflict and peace are not random, unexplainable phenomena. Both are created, and both can be influenced.

Conflict and peace are not static. They are dynamic, connected processes that evolve over time.

Not all conflict is violent; some conflicts are settled peacefully.

Preventing violent conflicts requires understanding the dynamics of conflict—peaceful and violent—and understanding the ingredients of peace.

Effective conflict prevention and mitigation requires an understanding of the particular conflict’s causes and applying different policies, programs and techniques according to the particular type and stage of conflict.

It is possible to develop a framework to analyze conflicts and choose policy options to prevent or mitigate conflict.

To provide this analytic framework, this session will:

Examine the nature and ingredients of violent conflict as compared to peace, and look at the gradations between these differing states within societies and in the relations between nations.

Discuss the structural, proximate and immediate factors that determine whether a particular place is in peace or in violent conflict.

Illustrate the life cycle of a typical conflict, showing gradations from peace to initial conflict to war, then back to peace.

Subsequent sessions in this module will provide and evaluate policy tools used in conflict intervention, with illustrations from around the world; offer preliminary conclusions about how and why various tools were successful in keeping incipient conflicts from escalating or in reducing outbreaks of violence; and examine the main policy and implementation tasks facing field personnel to be more effective in preventing and mitigating violent conflicts.

TOPIC 2

4 How do Youth Respond to Conflict? Fight or Flight?

Physiologically we respond to conflict in one of two ways—we want to ―get away from the conflict‖ or we are ready to ―take on anyone who comes our way.‖ Think for a moment about when you are in conflict. Do you want to leave or do you want to fight when a conflict presents itself? Neither physiological response is good or bad—it’s personal response. What is important to learn, regardless of our initial physiological response to conflict, is that we should intentionally choose our response to conflict. Whether we feel like we want to fight or flee when a conflict arises, we can deliberately choose a conflict mode. By consciously choosing a conflict mode instead of conflict, we are more likely to productively contribute to solving the problem at hand.

5 Levels of Conflict and Peace

Situations do not fall into the simple categories of war and peace, where peace is the opposite of war. Instead, there are degrees of conflict, and conflicts vary in the level of hostility between parties. Whatever the issues, weapons, parties and geographic scale, the intensity of hostility between the parties is a useful way to assess a conflict. This level of hostility can be measured through the attitudes and behaviours the parties exhibit towards each other.

5.1 What is Conflict?

Conflict is present when two or more parties perceive that their interests are incompatible, express hostile attitudes, or take pursue their interests through actions that damage the other parties. These parties may be individuals, small or large groups, and countries.

Interests can diverge in many ways:

Over resources—territory, money, energy sources, food—and how theyshould be distributed.

Over power, how control and participation in political decision-making are allocated.

Over identity, concerning the cultural, social and political communities to which people feel tied.

Over status, whether people believe they are treated with respect and dignity and whether their traditions and social position are respected.

Over values, particularly those embodied in systems of government, religion, or

ideology.

5.2 Violent Conflict

Conflicting interests can be pursued without violence or coercion: not all conflicts are violent. Conflicts handled peacefully and non-coercively can be positive events. Societies can progress when parties’ changing needs are identified and accommodated, as happens when minorities are recognized and better served.

Peaceful conflicts are handled according to regulated mechanisms to pursue competing interests. Various factors regulate conflict: national constitutions and laws, family and clan structures, court systems, Robert’s Rules of Order, the Law of the Sea, religious codes, habits of decorum, debate and discourse, among other mechanisms. These can be informal and tacit—social mores and customs. They can also be highly formal and institutionalized, as in a nation’s written statutes. Elections are a classic way that conflicts can be addressed peacefully. Recent research shows that violent conflicts—irredention, rebellion, inter-communal violence, civil war—account for less than one percent of potential conflicts in regions such as sub-Saharan Africa and the former republics of the Soviet Union.

Peaceful conflict resolution mechanisms can be traditional or modern, local, national, or international. Such mechanisms operate effectively in the regions and communities around the world called "zones of peace," generally keeping these areas’ social and international conflicts from becoming destructive and violent.

Violent conflict. Conflicts can become violent when parties go beyond seeking to attain their goals peacefully, and try to dominate or destroy the opposing parties’ ability to pursue their own interests.

With so much violence around the world, we might assume that violent conflict and coercion are the natural order of things: human beings are inherently aggressive, and wars and violent conflicts are inevitable. Yet violence does not always occur, even when interests differ: violence is not inevitable. Violence is contingent upon the presence or absence of certain conditions.

Different dimensions distinguish violent conflicts:

The main substantive issues in contention or interests at stake—natural resource competition, government control, territorial control, governing ideologies.

The parties involved—ethnic, religious or regional communities, states, political factions.

The types of force or coercion used—nuclear war, conventional war, terrorism, coups, repression, genocide, gross human rights violations, ethnic cleansing.

The geographic scope or arena for killing and destruction—international conflicts,

inter-communal conflicts, state-sponsored terrorism.

These dimensions are essential to understanding and comparing particular conflicts. But conflicts have many dimensions and exhibit several variations simultaneously; features may fluctuate in importance over the course of a conflict. For these reasons, policy-makers and practitioners should exercise caution in using any single dimension to label a conflict: such simplification can obscure a conflict’s many facets and cause policy errors.

5.3 The Continuum from Harmony to War

Different levels of conflict vary in the degree of cooperation or hostility. Some conflicts may be handled amicably without coercion or violence. Others rise to high levels of confrontation or involve repression and sustained physical violence.

These levels of interaction in conflicts can be arranged along a continuum from cooperative to hostile relations—from total harmony of interests to sustained all-out war. This continuum shows that there is overlap between peace and war. The overlap is reflected in graduated terms such as "hot war," "cold war," "co-existence," "rivalry," "detente," "alliance," "special relationship," "confederation," and so on.

The gradations from harmony to all-out war defined below are a kind of barometer of peace and conflict. The figure shows terms for important turning points such as the shift from latent to manifest conflict and from non-violent conflict to violence.

Harmony can be defined as a relationship between communities and nations in which there are virtually no conflicts of interests or values. An example might be the feeling of solidarity and bonding that members of groups and occasionally a nation’s citizens feel when they share a common cause.

Durable peace, "lasting," "positive" or "just peace" involves a high level of cooperation at the same time as awareness and pursuit of conflicting interests. Parties value their overall relationship more than specific self-interests. Separate interests are pursued within peaceful, institutionalized dispute settlement mechanisms; parties feel no need for military force to safeguard security against others. Cooperative, regulated conflict hinges on shared values and goals, accommodating political institutions, outlets for political expression and access to decision-making. Violent conflict or repression is virtually impossible. Examples are a democratic nation’s policy debates, US/Canada relations or reunified Germany.

Stable peace or "cold peace" is a relationship of limited communication and cooperation within a context of basic order, mutual respect and general absence of violence. Value or goal differences remain; groups or nations may compete in various ways, but competition follows accepted rules, and disputes are generally worked out in non-violent, more or less predictable

ways. Violent conflicts are possible but unlikely. Examples are US/Soviet détente in the late 1960s, the Israel/PLO accommodation until late 1996, US/Russian relations and US/China relations in the early 1990s. Domestic illustrations include national political compacts among competing, sometimes hostile political factions as in South Africa (1994-1995) or Nicaragua (1991-1994).

Unstable peace or "cold war" involves palpable tension and suspicion among parties, possibly with sporadic overt violence—for instance, US/Iran. A "negative peace" prevails: there is little physical violence but no friendship. The parties do not value their relationship enough to guarantee not to use coercion or violence to gain particular objectives. Peace is tenuous; levels of tensions rise and fall, and parties maintain armed forces as a deterrent. There are few or no explicit mutual agreements.

When one party is much weaker than the other, order and absence of violence derive largely from the powerful party’s suppression of the weaker party’s efforts to assert or achieve its interests. Crisis or war are not unlikely. Government repression of groups is a domestic variety of this type of conflict, as in Burma. Some analysts refer to states of peace with political and economic injustice but no physical violence as "structural violence."

Crisis is a level of conflict with tense confrontation between mobilized armed forces. These forces may engage in threats and occasional skirmishes but have not exerted significant amounts of force—relations between US and the Soviet Union in the late 1950s, or, at times, Taiwan-PRC or North-South Korea. The probability of war is high—as in the 1962 Cuban missile crisis. In national contexts, this condition involves imminent civil war or a general breakdown of law and order—at times, Peru or Colombia.

War is all-out, sustained fighting between organized armed forces. It may include low-intensity local conflict such as gang wars, low-intensity guerilla wars, national anarchy—Somalia, Algeria, current Burundi—or "hot" civil and inter-state wars—World War II, Vietnam, Sudan.

In actual situations, these different conditions are not sharply demarcated but are matters of degree which shade gradually from one to another. Situations may exhibit several levels of conflict. Yet distinguishing these gradations has several practical implications for policy-makers and practitioners. The gradations suggest that conflicts and peace rarely, if ever, arise suddenly, shift quickly from one status to another, or end suddenly. Relations do not move from total peace to total war without going through intermediate states—even the "Cold War" evolved through periods of direct confrontation, détente, and renewed hostility.

Numerous factors can cause a shift from one gradation to another.

The intensity and number of grievances. Parties’ awareness of their differences; perceptions and attitudes towards

each other.

The intensity of emotion and psychological investment in the parties’ positions

and views of the world. The amount of direct interaction and communication the parties have with one

another. The level of political mobilization and organization behind the parties’

positions. Cohesion between the respective parties’ leaders and constituencies. The amount of hostile behaviour. The extent that parties use or threaten to use arms. The number of parties supportive of each side.

These factors can be analyzed as a first step to determining ways to stop a conflict from worsening.

TOPIC 3

6 What modes do people use to address conflict?

All people can benefit, both personally and professionally, from learning conflict management skills. Typically we respond to conflict by using one of five modes:

Competing

Avoiding

Accommodating

Compromising

Collaborating

Each of these modes can be characterized by two scales: assertiveness and cooperation. None of these modes is wrong to use, but there are right and wrong times to use each. The following sections describe the five modes. The information may help each team member to characterize her/his model for conflict management.

6.1 Competing

The competing conflict mode is high assertiveness and low cooperation. Times

when the competing mode is appropriate are when quick action needs to be

taken, when unpopular decisions need to be made, when vital issues must be

handled, or when one is protecting self-interests. Few competing skills include:

Arguing or Debating

Using rank or influence

Asserting your opinions and feelings

Standing your ground

Stating your position clearly

6.2 Avoiding

The avoiding mode is low assertiveness and low cooperation. Many times people will

avoid conflicts out of fear of engaging in a conflict or because they do not have

confidence in their conflict management skills. Times when the avoiding mode is

appropriate are when you have issues of low importance, to reduce tensions, to buy

some time, or when you are in a position of lower power. Avoiding skills include:

Ability to withdraw

Ability to sidestep

Ability to leave things

Sense of timing

6.3 Accommodating

The accommodating mode is low assertiveness and high cooperation. Times when

the accommodating mode is appropriate are to show reasonableness, develop

performance, create good will, or keep peace. Some people use the accommodating

mode when the issue or outcome is of low importance to them.

The accommodating mode can be problematic when one uses the mode to ―keep a

tally‖ or to be a martyr. For example, if you keep a list of the number of times you

have accommodated someone and then you expect that person to realize,

without your communicating to the person, that she/he should now accommodate

you. Accommodating skills include:

Forgetting your desire

Selflessness

Ability to yield

Obeying orders

6.4 Compromising

The compromising mode is moderate assertiveness and moderate cooperation.

Some people define compromise as ―giving up more than you want,‖ while others

see compromise as both parties winning.

Times when the compromising mode is appropriate are when you are dealing with

issues of moderate importance, when you have equal power status, or when you

have a strong commitment for resolution. Compromising mode can also be used as

a temporary solution when there are time constraints. Compromising skills are:

Negotiating

Finding a middle ground

Assessing Value

Making Concessions

6.5 Collaborating

The collaborating mode is high assertiveness and high cooperation. Collaboration

has been described as ―putting an idea on top of an idea on top of an idea…in order

to achieve the best solution to a conflict.‖ The best solution is defined as a creative

solution to the conflict that would not have been generated by a single individual.

With such a positive outcome for collaboration, some people will profess that the

collaboration mode is always the best conflict mode to use. However, collaborating

takes a great deal of time and energy. Therefore, the collaborating mode should be

used when the conflict warrants the time and energy. For example, if your team is

establishing initial parameters for how to work effectively together, then using the

collaborating mode could be quite useful. On the other hand, if your team is in

conflict about where to go to lunch today, the time and energy necessary to

collaboratively resolve the conflict is probably not beneficial.

Times when the collaborative mode is appropriate are when the conflict is important

to the people who are constructing an integrative solution, when the issues are too

important to compromise, when merging perspectives, when gaining commitment,

when improving relationships, or when learning. Collaboration Skills are:

Active Listening

Nonthreatening Confrontation

Identifying Concerns

Analyzing Inputs

7 What factors can affect our conflict modes? Some factors that can impact how we respond to conflict are listed below with

explanations of how these factors might affect us.

• Gender Some of us were socialized to use particular conflict modes because of our

gender. For example, some males, because they are male, were taught ―always

stand up to someone, and, if you have to fight, then fight.‖ If one was socialized this

way he will be more likely to use assertive conflict modes versus using cooperative

modes.

• Self-concept How we think and feel about ourselves affect how we approach

conflict. Do we think our thoughts, feelings, and opinions are worth being heard by

the person with whom we are in conflict?

• Expectations Do we believe the other person or our team wants to resolve the

conflict?

• Situation Where is the conflict occurring, do we know the person we are in conflict

with, and is the conflict personal or professional?

• Position (Power) What is our power status relationship, (that is, equal, more, or

less) with the person with whom we are in conflict?

• Practice Practice involves being able to use all five conflict modes effectively,

being able to determine what conflict mode would be most effective to resolve the

conflict, and the ability to change modes as necessary while engaged in conflict.

• Determining the best mode Through knowledge about conflict and through

practice we develop a ―conflict management understanding‖ and can, with ease and

limited energy, determine what conflict mode to use with the particular person with

whom we are in conflict.

• Communication skills The essence of conflict resolution and conflict

management is the ability to communicate effectively. People who have and use

effective communication will resolve their conflicts with greater ease and success.

• Life experiences As mentioned earlier, we often practice the conflict modes

we saw our primary caretaker(s) use unless we have made a conscious choice as

adults to change or adapt our conflict styles. Some of us had great role models teach

us to manage our conflicts and others of us had less-than-great role models. Our life

experiences, both personal and professional, have taught us to frame conflict as

either something positive that can be worked through or something negative to be

avoided and ignored at all costs.

Discerning how we manage our conflict, why we manage conflict the way we do, and

thinking about the value of engaging in conflict with others is important. With better

understanding we can make informed choices about how we engage in conflict and

when we will engage in conflict.

Day 2

INTERVENTION STRATEGIES

Session Name: Intervention Strategies

Session Objective:


# Topics: Activity Duration

1 Recap of Day One Recalling the learning from previous day 30 minutes

2 Training Objectives Explaining the objectives of day’s session 30 minutes

3 Conflict management Style Slides, Activity & Group work 60 minutes

4 Determinants of Violent

conflict or peace

Slides, Activity & Group work 60 minutes

5 Two tea breaks Breaks 30 minutes

6 Conflict Sensitivities Slides, Activity & Group work 60 minutes

7 Conflict Intervention

Strategies


8 Lunch + Prayer break Break 60 minutes

Day 2: Intervention Strategies Topic 1

8 Conflict Management Style

There are times when we have a choice to engage in or avoid a conflict. The following six variables should be considered when you decide whether to engage in a conflict.

1. How invested in the relationship are you?

The importance of the working/personal relationship often dictates whether you will engage in a conflict. If you value the person and/or the relationship, going through the process of conflict resolution is important.

2. How important is the issue to you?

Even if the relationship is not of great value to you, one must often engage in conflict if the issue is important to you. For example, if the issue is a belief, value, or regulation that you believe in or are hired to enforce, then engaging in the conflict is necessary. If the relationship and the issue are both important to you, there is an even more compelling reason to engage in the conflict.

3. Do you have the energy for the conflict?

Many of us say, ―There is not time to do all that I want to do in a day.‖ Often the issue is not how much time is available but how much energy we have for what we need to do. Even in a track meet, runners are given recovery time before they have to run another race. Energy, not time, is being managed in these situations.

4. Are you aware of the potential consequences?

Prior to engaging in a conflict, thinking about anticipated consequences from engaging in the conflict is wise. For example, there may be a risk for your safety, a risk for job loss, or an opportunity for a better working relationship. Many times people will engage in conflict and then be shocked by the outcome or consequence of engaging in the conflict. Thoughtful reflection about the consequences, both positive and negative, is useful before engaging in or avoiding a conflict.

5. Are you ready for the consequences?

After analyzing potential consequences, determine whether you are prepared for the consequences of engaging in the conflict. For example, one employee anticipated a job loss if she continued to engage in the conflict she was having with her boss over a

particular issue. After careful consideration, the employee thought and believed strongly enough about the issue that she did engage in the conflict with her boss. Her annual contract was not renewed for the upcoming year. Because this individual had thought through the consequences of engaging in the conflict, she was prepared to be without a job for a while and able to financially and emotionally plan for this outcome. Most consequences of engaging in conflict are not this severe, but this example illustrates the value of thinking through consequences.

6. What are the consequences if you do not engage in the conflict?

To avoid losing a sense of self, there are times when you must engage in conflict. Most people have core values, ideas, beliefs, or morals. If a person is going to sacrifice one of their core beliefs by avoiding a conflict, personal loss of respect must be considered. In such cases, even if a person is not excited about confronting the conflict, one must carefully consider the consequences of evading the conflict. When the personal consequences of turning away from the conflict outweigh all other factors, then a person usually must take part in the conflict.

9 How might youth apply this information to improve their conflict

management skills?

Applying the preceding information about the five different modes of conflict management, factors affecting models of conflict management, and processes for selecting one or more approaches to conflict involves both self-awareness and an awareness of the others involved in the conflict. In terms of self-awareness, reflecting on the following questions would provide useful information in selecting how to approach a conflict situation.

1. Am I in conflict? 2. With whom am I in conflict? 3. Why am I motivated to resolve the conflict? 4. What conflict mode am I going to use to manage this conflict?

Since conflict involves at least two people, improving awareness of the other party involved in a conflict might also be useful in choosing how to approach a conflict situation. Reflecting on the following questions might improve awareness of the other party involved in a confliction.

1. What is the nature of the conflict, that is, what is the conflict about? 2. What might motivate the other person(s) involved to resolve the conflict? 3. What conflict modes is the other person using? 4. How might I Intervene to resolve/manage the conflict?

Learning more about conflict allows greater intentionality in selecting a conflict response. Most people have set reactions to conflicts. By learning more about principles

of conflict, conflict modes, and reflection on the above questions, we can be more intentional in deciding on a conflict response. Greater intentionality will likely lead to more effective conflict management. The following examples provide additional suggestions that individuals might use to improve their conflict management skills.

1. Creating an Individual Conflict Management Plan

Create a conflict management plan. A conflict management plan is a thought and behavior process one can follow when in conflict. A person creates a list of steps she/he can follow when a conflict comes up so that the person can productively manage/solve the conflict. These steps have to be thoughts or behaviors that can be realistically done. The literature shows that, if we can identify we are in conflict and can then implement a conflict management plan, our opportunity for resolution of the conflict increases significantly. We identify we are in conflict by identifying our physiological responses when in conflict and by identifying thoughts and feelings we are having that trigger us to realize that we are experiencing a conflict. There are three steps to making a conflict plan. First, write down what physiological responses you have when you know you are in conflict (e.g., my palms are sweaty, my heart is racing). Second, write down what thoughts you typically have when in a conflict (e.g., ―I want to hurt him‖; ―I want to just get away from her‖). Finally, list 4–8 steps you can follow to help you manage your thoughts and emotions in a productive way to manage/solve your conflict (e.g., 1. I will take a deep breath; 2. I will think about how I want to respond, etc.).

2. How might a youth leader apply this information to improve its approaches to conflict and/or skills in managing conflict within the team?

Applying the preceding information about the five different modes of conflict management, factors affecting models of conflict management, and processes for selecting one or more approaches to conflict within the context of a student team involves increasing the awareness of the each of the team members about the way the other team members view conflict and how the other team members approach conflict. There are two basic types of team activities.

• In the first type of team activity, individual youth leader learn more about their perspectives and approaches to conflict through either individual reflection or appropriate instruments. Then, the individuals share with their team members what they have learned.

• In the second type, the team engages in an activity that simulates a hopefully low level of conflict. Then, the youth leader reflects about its actions, learns from its experiences, and develops ways to address conflict more constructively in the future.

The following examples provide suggestions for possible team activities.

Collaborating with Different Individual Conflict Modes

Ask youth leaders to complete the exercise on the preceding page in which she/he identifies their primary mode of conflict management. Then, ask each individual youth leader to share her/his own primary mode of conflict management and to provide examples that illustrate that mode. Next, ask the youth leaders to identify potential strengths for the combination of different styles and potential problems that might arise with the combination of conflict management modes. Finally, ask them to develop strategies to minimize potential problems and build on their strengths.

Developing a Positive Team Perspective about Conflict

Start with the individual reflection exercise on the preceding page in which each member writes the word conflict and associates different words or phrases with conflict. Then, ask each leader to share the insights she/he learned through the individual reflection. Next, ask the team to take all of the positive associations with conflict and combine them together to construct positive ways in which the team might view conflict.

Finally, ask the team to take all of the negative associations with conflict and devise ways in which the negative associates might be eliminated or minimized.

Developing a Consensus Decision

Share few case local case studies and ask the participants to share their reflections on that. These types of exercises can stimulate team development in several ways. One of the ways is to provoke a low level of conflict within the team and to learn from its experience. After completing the exercise, the participants should debrief its performance. The participants might address several questions. What were the positive aspects in the way they handled conflict? How did their various modes of conflict management help their performance? How did their various modes of conflict management hinder their performance? How might they improve the ways in which they managed conflict within their team?

Intra-team Communication

Improving intra-youth communication can reduce the likelihood of conflict and increase the chances for faster, more effective management of conflict when it occurs.

9.1 How might a youth leader apply this information?

Ask the training participants to work in teams and discuss what they think about conflict. Have they had positive or negative outcomes when they have engaged in conflict at work? Next, have the students identify their physiological response to conflict: fight or flight. Has the initial conflict response, fight or flight, had positive or negative outcomes? Let the youth leaders know, regardless of their physiological response, they can intentionally pick a conflict mode they want to use when in conflict. They do not have to just fight or flee when a conflict arises. Finally, ask youth leaders to identify positive outcomes that can occur from engaging in conflict (peace, relief, improved relationship, stronger team, understanding, better communication, greater productivity, etc.). Through identifying how we engage in conflict and recognizing that engaging in conflict can be positive, we are more likely to engage in conflict when necessary.

Topic 2

10 Determinants of Violent Conflict or Peace

Regions vary widely in how peaceful they are and what kinds of conflict they experience. Policy-makers and practitioners in conflict prevention need to know what factors promote and sustain social peace in each society, and what region- or country-specific variables make conflict more or less likely.

Violent conflicts stem from multiple interconnected causes. Yet there are key factors or variables that are likely to determine whether political disputes evolve into violence or are settled peacefully. These variables can be causes of violence or causes of peace; analysts can examine conflict settings to assess these factors’ relative influence.

Determinants of conflict can be systemic (structural), proximate (enabling) or immediate (triggering). These factors can be internal or external to the area in conflict. These types of causes overlap and interrelate.

10.1 Systemic Causes: Structural Conditions

Systemic determinants cause objective changes in parties’ material circumstances; environmental deterioration, population growth, resource scarcity and competition, the colonial or Cold War legacy, breakdowns of values and traditions, poverty, the marginalization of pastoralists, and ethnicity are all examples of systemic causes of conflict. A study of 113 instances of failed states, civil wars, and related national crises from 1955 to 1994 tested 75 political, leadership, demographic, social, economic and environmental factors and found that three factors—a nation’s infant mortality rate, the extent of a nation’s trade, and the extent of democracy—were the most strongly associated with the crises and were linked with other factors that affect the risks of crisis, even though they did not directly cause the crises themselves. The first two variables are systemic.

Systemic sources of conflict are pervasive and affect large numbers of people. Their influence on the probability of conflict operates slowly. Measures like international programs or government policies that seek to prevent or reduce conflicts by treating their systemic sources often show results over the long term.

10.2 Proximate Causes: Political and Institutional Factors

Proximate sources are problems in the social, political, and communications processes and institutions that mediate the effect of systemic conditions on peoples’

lives and behaviour. Proximate factors are crucial influences on whether systemic conditions give rise to violent reactions or to more peaceful ways of dealing with conflicting interests. The linkage between proximate determinants and manifestations of violent conflict are easier to discern and their effect is more direct. Government policies, social organization, economic reform programs, the problems of political liberalization, militarization and external military aid can all be proximate sources of conflict.

10.3 Immediate Causes: Acts and Events

The most immediate and direct causes of violent conflict are found in actions and events that trigger violent actions—for instance, a government cracks down on an oppressed group which prompts a rebellion. Because they are more visible, these factors may be relatively easier to influence.

10.4 External and Internal Factors

The source of the cause of conflict is another major dimension influencing a country’s position on the spectrum from conflict to peace. Domestic and regional factors can encourage or help to head off violent approaches to resolving tensions, as can exogenous factors carried out by third parties. Internal and external determinants of conflict can be systemic, proximate or immediate as illustrated in the Table 1-1 below.

TABLE 1-1: ILLUSTRATIVE FACTORS SHAPING PEACEFUL AND VIOLENT CONFLICT OUTCOMES

Type of Cause Source of Cause

Within Country or Region

Extra-Regional

Systemic causes:

structural conditions Ethnic group imbalance Global and regional

isolation

Proximate causes: political and institutional

factors Ethnic political parties

Cross-conflict spillover

("nearby calamities")

Immediate causes:

acts and events Leadership extremism Absence of third party

engagement

10.5 Sample Causal Analysis

Table 1-1 above offers examples of internal and external causes of conflict. The

following discussion raises issues to consider in each situation and illustrates how

determinants of conflict overlap and interrelate. Appendix C offers an analysis of the

causes of conflict in the Greater Horn of Africa.

Internal systemic cause: ethnic group imbalance.

Is the society composed of one majority and one minority ethnic group, or is it more heterogeneous, with three or more active and sizeable groups competing for political space through shifting coalitions? Societies composed of one single majority and minority group hold higher potential for violent conflict than societies with three or more groups: mutual hostility between two groups is likely to be more focussed, and when groups with similar power compete for the same political space, the zero-sum nature of the game can cause hostilities to build. Macedonia illustrates this tendency, and the Greater Horn offers numerous examples of ethnic preponderance as a basic cause of violence when combined with other proximate and immediate causes: the Amhara/Tigrayan split in Ethiopia, the Northern Arab-Islamist Sudanese/Dinka conflict in Sudan, Tutsi/Hutu hostility in Burundi and Rwanda, and the many ethnic splits in the various regions of Somalia.

Internal proximate cause: ethnical political parties.

Are the most important national political parties organized around ethnic groups, or do parties organize around shared non-ethnic interests such as political ideologies? Where ethnic parties predominate, elections are in effect ethnic censuses where parties reflect the numerical power of the groups they represent. Without alternatively-based parties, political instability can increase when winning groups use state power to dominate others. In anticipation, minority groups may subvert the elections process or take up arms after losing to protect themselves or to take control of national politics. The 1990 Yugoslav elections are a case in point; Burundi (uprona/frodebu) and Ethiopia (tplf and eprdf) are examples within the Greater Horn.

Internal immediate cause: leadership extremism.

Do conflicting parties’ leaders show moderation in their words and actions and seek bilateral or multilateral negotiations to resolve disputes, or do they engage in demagogic rhetoric, provocative acts or coercion to achieve their objectives? Studies show that individual leaders’ behaviour can shape the political atmosphere and promote or discourage conflict. Coercive actions provoke like reactions, escalating conflicts into vicious cycles of increasing violence and moving parties further from mutual agreements. Conciliatory behaviour, moderate declarations of intent and enacting institutional reforms and policies can enhance the likelihood of non-violent outcomes to disputes. These accommodative actions help to pre-empt extreme demands and can foster a "virtuous circle" of increasing cooperation. Burundi, Rwanda, Yugoslavia and Moldova are notable examples of inflammatory rhetoric

feeding conflict; Tanzanian president Julius Nyerere’s ethnicity policy illustrates accommodationist leadership.

External systemic cause: global and regional isolation.

Does the state enjoy political, commercial and trade relations with neighbouring countries and with countries outside the region? Does the state participate in regular meetings and forums or is the state politically or economically isolated? A common variable associated with "state failure" is the extent of economies’ isolation from trade and commercial relations with other economies. Global and regional organizations have procedures that encourage regular contacts and active dispute mediation between governments and internal groups, including regular forums for discussing common issues, special envoys, confidence-building measures, and negotiations. Sudan is an example where a fundamentalist Islamist regime is largely isolated from political and economic organizations and has been highly resistant to outsider attempts to resolve its war against non-Islamic peoples in Southern Sudan.

External proximate cause: cross-conflict spillover.

Are conflicts crossing borders to increase levels of conflict in neighbouring countries, or are leaders taking steps to avoid the conflict outcomes they observed in nearby countries or regions with similar group conflicts? Leaders may be repelled by external conflicts, constraining them from violent escalation and encouraging them to undertake measures to keep domestic angers from destabilizing their own states. Burundi’s leadership struggled to reduce tensions after the Rwandan genocide, and Rwanda’s leaders vowed not to allow their country to follow Burundi’s path once Burundi’s conflict escalated. Greece-Macedonia (1992 on), the Czech and Slovak Republics (1992-1993) and Hungary/Slovakia (1992-1994) conflicts have all been informed and mitigated by the carnage of the Yugoslav wars.

External immediate cause: absence of third party engagement.

Have third parties become engaged early in a dispute or is the international community standing by to await developments in a local conflict? Early third party engagement increases the chances that conflicting parties will talk rather than fight. Early third party engagement means positive or negative inducements for peaceful resolution of a conflict, with sufficient political or military pressures on disputants to bring them to work toward a mutual solution. The impact of these pressures will be reduced if they occur once a party has made gains and perceive itself as winning the conflict. The Greater Horn unfortunately abounds with examples of disputes escalating into violence when third parties intervened late (Somalia, Sudan) or even after the conflict (Rwanda). Moldova and Chechnya are recent European examples of conflict escalation without early intervention.

10.6 "Ethnic" Conflict

Ethnicity, the identity felt by people as a language group, tribe, clan, religion, or region is seen as a factor that drives many current conflicts. There are two general positions about ethnic identity’s influence on conflicts. The "primordial" explanation sees the main source of conflict in a deep sense of identity: ethnic conflicts arise when ancient hatreds are unleashed because certain authoritarian controls were removed. The theory attributes conflicts to systemic causes outside the control group leaders and thus of third parties as well.

The other view, "instrumentalism," sees such conflicts arising from policies pursued by groups who use group identity as a tool to mobilize people in pursuit of specific gains. Conflict may be fomented by elites who manipulate the symbols dear to their group and can stir resentment against other groups. They invoke hatred through propaganda, or they take covert actions to provoke violent reactions from their followers. This implies that group emotion does not usually combust spontaneously: it must be whipped up. From this perspective, ethnic conflicts are less subject to unalterable forces and more contingent on the action of elites and individual leaders.

A reasonable position to take in this debate is not to accept either extreme. We can acknowledge that some societies’ history and physical circumstances may have fostered a much stronger sense of identity in some groups than in others. If ethnic identities are deeper in some people and societies and shallower in others, the amount of "pull" a particular identity has on behaviour can be affected by economic interest, history, political persuasion, and other factors. Thus, many analysts prefer to call conflicts with ethnic overtones "ethno-political," suggesting that wilful activity may cause feelings of identity to become linked to political causes.

Day 3:

STAGES OF CONFLICT & PEACE WITH POLICY TOOLS

Day 3

STAGES OF CONFLICT & PEACE WITH POLICY TOOLS

Session Name: Stages of conflict and peace with policy tools

Session Objective:



1 Recap of Day Two Recalling the learning from previous day 30 minutes

Day 3: STAGES OF CONFLICT & PEACE WITH POLICY TOOLS Topic 1

11 Violent Conflicts stages: Emergence and Cessation

Conflicts change over time; hostilities emerge, grow and abate. Figure 2-2 below depicts the stages—beginning, middle and end—and levels of a dispute that becomes violent.


3

Stages of conflict & peace

with corresponding Policy

tools

Situation 1: Stable Peace



5 Situation 2: Unstable Peace Slides, Activity & Group work 30 minutes

6 Situation 3: Crisis Slides, Activity & Group work 30 minutes


8 Situation 4: War Slides, Activity & Group work 30 minutes

9 Situation 5: Post-Conflict Crisis


10 Situation 6: Post-Conflict Reconstruction


11 Situation 7: Reconciliation Slides, Activity & Group work 60 minutes

The horizontal axis represents the stages of the conflict over time, distinguishing

between early, middle and late phases.

The vertical axis measures the levels of the conflict in terms of the degrees of cooperation or hostility between the parties in conflict.

The arcing line across the diagram portrays the conflict as hostilities rise and fall.

Figure 1: Life Cycle of Conflict

The smooth bell curve in Figure 1 simplifies conflict; the arrows that deviate from the line show that conflicts exhibit different trajectories, thresholds, jumps or discontinuities, and conflicts that have ceased can re-ignite. Nonetheless, most violent conflicts exhibit periods of initial growth, full-blown antagonism, and abatement from high points of hostility.

Figure 1 suggests where current conflicts in the Greater Horn of Africa might fall. While observers may disagree about a particular conflict’s position on this diagram, differentiation according to a conflict’s level and stage is useful in diagnosing the conflict prior to selecting policy interventions.

11.1 Dynamics of Escalation

Dynamic and interactive processes in individual and collective behaviour explain whether

hostile attitudes and behaviour escalate or not.

Escalation may be vertical—hostile behaviour becomes more intense—or horizontal—hostile behaviour of the same intensity spreads over a larger area. Escalation can take both forms. Escalation can be caused by the parties themselves or by actions that third parties take.

Spiralling conflicts are fuelled by a set of social-psychological phenomena within each party’s collective mind and behaviour. People get more committed to a struggle as they become more involved. A sense of urgency takes over; time pressures to make decisions narrow options to little more than existing courses of action. The psychological investment that conflict requires shapes each side’s perceptions of the other: one’s own cause is seen as just, the other side’s as evil. Stereotyping and dehumanizing the opposition feed parties’ positions; acts of brutality are seen as completely justified.

Leaders may become more committed to their positions once they are announced publicly: it becomes harder to back down, and if there is competition for leadership positions, rivals can appeal to the broader constituency by questioning the leadership’s determination and ability to conduct the struggle. Moderates may quit or be driven out; leadership is left to militants. Commitment to fight increases; once conflict is being waged, specialists in using force gain influence over the governments or organization’s leadership and policies. Fighting may widen the discussion: additional issues and grievances are raised, adding more reasons to pursue the struggle.

Escalation proceeds: harmed parties feel justified in striking back, and vice versa. Coercion and violence discourage communication between the parties, limiting opportunities for addressing issues through compromise. Even lack of retaliation may be perceived as weakness and lead the attacking party to persevere in the conflict.

The escalated conflict may affect third parties who feel that intervention would help their own interests. Other parties entering the conflict may prompt additional parties to take sides.

11.2 Early Warning

Truly preventive action requires early intervention to avoid being caught by surprise when conflicts erupt. Policy-makers must know how to recognize signs of impending conflict in order to make decisions based on informed analysis and marshall the resources required to head off incipient violence. Anticipating possible conflicts is not a matter of precisely predicting specific events and their timing since this level of exactitude is not possible. Instead, early warning means judging the probability that certain events will lead to violence or other crises. This requires reliable information on a range of possible common events—border crises, disintegrating regimes, civil wars, genocide, human rights abuses, refugee flows—and estimating where these are most likely to emerge.

Threats to security and national order emerge subtly out of social, political, economic and cultural, international, national and local conditions and events. These indicators are as diverse as price fluctuations, demonstrations, government policies, social

movements, political infighting, leaders’ attitudes, and arms flows. At the same time, change, tension and political turmoil can be positive as well as negative in transitions between economic and political systems. Monitoring and information-gathering must reach deeply into a country’s social fabric and grassroots politics to identify possible sources of conflict. Table 2.1 below draws on recent research into developing reliable early warning systems to illustrate some of the proximate and immediate warning signs analysts have posited as the antecedents of possible civil wars, genocides, secessionist wars, or failed states.

TABLE 2.1: ILLUSTRATIVE INDICATORS OF POSSIBLE VIOLENT CONFLICT

Proximate Factor Triggering Factors

Governing elites express exclusionary ideologies (beliefs that elevate some ethnic group or class to a position of superiority over other groups).

Competition occurs among governing elites in a context in which the state security apparatus has few constraints.

A charismatic leadership emerges that attracts a mass following through abstract appeals to a group’s destiny.

Severe economic hardship or differential treatment occurs for certain ethnic or other groups. Scapegoats are sought.

Provision and distribution of public services decline.

Government responds to threats by enacting emergency measures or suspending rule of law.

Paramilitary organizations and militias grow or conduct training exercises.

Arms flows increase. Politically active communities are

increasingly polarized. The state’s perceived legitimacy

appears to erode.

A regime enacts new discriminatory or restrictive policies such as abuses of human rights.

Clashes occur between regime supporters and targeted groups.

Politically active groups receive external material or rhetorical support.

Sudden economic events such as price drops affect large numbers of people.

Political leaders call openly to overthrow the government or expel certain groups.

Stages of Conflict and Peace with Corresponding Policy Tools

Situation – 1: Stable Peace

Stage of Conflict · Stable Peace

Environment for Interventions

· Relationships of basically open communication and limited cooperation within context of order.

· Value or goal differences exist but are mainly addressed through established, non-violent channels.

· Possible minor political protests or violence against property and national symbols.

· Chances of violence low to remote.

·

Timeframe for Action · Long term

Primary Objectives

· Create and strengthen channels for dispute resolution.

· Shape/change masses’ and elites’ attitudes, perceptions and skills that affect their grievances and actions.

· Maintain and strengthen stable relations and institutions.

· Create, strengthen or reform domestic political, social and economic institutions, procedures and other decision processes that define the public problem agenda, goals and policies, allocate authority, implement public decisions, and settle grievances.

· Define norms.

· Reduce socio-economic sources of conflict.

· Improve national and global welfare.

· Strengthen international and regional organizational capacities.

Illustrative Policy Tools: Stable Peace

Official Diplomacy

· Regional economic and resource cooperation

· Informal diplomatic consultations

· Arbitration by International Court of Justice

Non-Official Conflict Management

· Cultural exchanges

· "Friends" groups

Military Measures

· Disarmament

· Arms control agreements

· Military reform/ professionalization

· Military force restructuring/ integration

· Military-to-military programs

· Security agreements/cooperation

· Non-aggression agreements

· Demilitarized zones, peace zones, nuclear-free zones

Economic and social development

· Development assistance

· Joint projects

· Health assistance

· Human rights monitoring/promotion

Judicial and legal measures

· Support for indigenous conflict management mechanisms

· Arbitration

Communications and education

· Peace education

· Civic education

· Conflict resolution education/training

· Formal education programs

· Media professionalization

· Journalist training

· International broadcasts


Situation – 2: Unstable Peace

Stage of Conflict · Political tensions

Environment for

Interventions

· Low-level political conflict.

· Political instability.

· Inequitable socio-economic structures.

· Whole groups or regions marginalized.

· Socio-economic and regional differences politicized.

· Uncertainty.

· Inadequate political structures and processes.

· Poor responsiveness by government.

· Low governmental legitimacy.

· Near crisis.

· Possible violence.

Timeframe for

Action

· Medium term

Primary

Objectives

· Address disputes.

· Engage parties in dialogue; channel grievances into negotiations.

· Foster positive communication.

· Strengthen political and civic institutions.

· Discourage extreme actions that can precipitate violence.

· Head off crises.

· Reduce tensions.

· Improve leadership relationships.

· Alleviate worst conditions breeding conflict.

· Provide humanitarian resources to minimize additional stress and tension.

· Enhance cross-cutting social and economic ties

Illustrative Policy Tools: Unstable Peace

Official Diplomacy

· Informal consultations

· International moral appeals/ condemnation

· Conciliation

· Good offices

· Special envoys

Non-Official

Conflict

Management

· Visits by eminent organizations/ individuals/"embarrassing witnesses"

· Support for local conflict management/resolution

· Civilian fact-finding missions/ observers/monitoring/verification teams

· Mediation

mechanisms

Military Measures

· Confidence-bldg./security measures

· Preventive peacekeeping forces


· General deterrence policies

· Military restructuring/integration

· Military professionalization/reform

Economic and

social

development

· Economic reforms, including social safety nets


· Economic and resource cooperation

· Conditionality

· Inter-communal trade

Judicial and legal

measures

· Judicial/legal reforms

· Arbitration · Police reform

Communications

and education · Peace Radio / TV

· Media Professionalization


Situation – 3: Crisis

· Stage of Conflict

· Incipient violence

· Environment for Interventions

· Distrust.

· Social/political differences polarized.

· Taking up of arms.

· Threats, provocative acts, sporadic, unorganized, low-level violent acts.

· Interests perceived as incompatible; mistrust; inter-group hostility.

· Repression, insurgency, systematic violation of human rights.

· Perceived legitimacy of national government in widespread decline.

· National mobilization.

· High intensity of conflict.

· Violence actual or imminent.

· Timeframe for Action

· Short term

· Primary Objectives

· Reduce/put restraints on specific means of coercion that can be used to carry out violent conflict.

· Block violent acts.

· Reduce tensions.

· Contain crisis.

· Freeze hostilities.

· Maintain basic security.

· Defuse political conflicts.

· Resolve political disputes.

· Create non-violent means for addressing issues in conflict.

· Limit arms.

· Illustrative Policy Tools: Crisis

· Official Diplomacy

· Special envoys

· Coercive diplomacy

· Hot lines

· Good offices

· Mediation

· Negotiations

· Conciliation

· Diplomatic sanctions

· Non-Official Conflict Management

· Support for local conflict management/resolution mechanisms

· Peace commissions

· Visits by eminent persons

· Military Measures

· Confidence-bldg./security measures

· Arms embargoes and blockades

· Crisis management

procedures

· Military reform/professionalization


· Power projection/threat of force

· Limited military intervention

· Deterrence

· Economic and social development

· Conditionality


· Economic reforms

· Economic sanctions



· Political development and governance

· Political institution-building

· Election support and monitoring

· Human rights promotion/monitoring

· Power-sharing arrangements

· Decentralization of power


Situation – 4: WAR

Stage of Conflict · Violent Conflict


· Active, ongoing, sustained warfare among organized groups and government forces.

· Breakdown of civic society.

· Disintegration of central government.

· Rule of law abolished or threatened by military or emergency rule.

· Population displacements, refugee flows.

· Humanitarian crises.

· Devastated infrastructure (communications, transport).

· Deteriorating health situation; decreasing life expectancy.

· Shortage of basic goods.

· Distorted war economies.

· Growing dependence on food imports and other humanitarian supplies.

Timeframe for Action · Immediate

Primary Objectives

· Stop violent or coercive behaviour.

· Separate powers.

· Arrange and enforce ceasefires.

· Meet basic material needs

Illustrative Policy Tools: War

· Official Diplomacy

· Diplomatic sanctions

· Mediation

· Negotiations

· Peace negotiations

· Peace conferences

· Special envoys

· Conflict prevention/management centers

· Non-Official Conflict Management

· Peace commissions · Support for local conflict

management/resolution centers

· Military Measures

· Military assistance

· Threat/projection/use of force

· Limited military intervention

· Peace enforcement

· Arms embargoes

· Arms blockades

· Economic and social development

· Humanitarian aid

· Economic reforms

· Sanctions

· Conditionality

· Resettlement/provide shelter/resources for displaced persons/refugees

· Political Development and Governance


· Training of public officials

Stages of Conflict and Peace with Corresponding Policy Tools Situation – 5: POST-CONFLICT CRISIS

Stage of Conflict · Cessation of hostilities; settlement


· Widespread casualties.

· Mutual stalemate.

· Declining political support for armies.

· Physical and institutional infrastructure destroyed.

· Lack of social services.

· Bitterness; distrust.

· Political polarization.

· Social instability.

· Political transition.

Timeframe for Action · Immediate to long-term

Primary Objectives

· Regulate parties’ conflict behavior, actions, speech, interactions.

· Enforce ceasefires; contain crises.

· Conduct economic reform and reconstruction.

· Perform political reform and rehabilitation.

· Reform security sector.

· Rehabilitate social service sector and institutions.

· Prevent further conflict and disintegration.

· Illustrative Policy Tools: Post Conflict Crisis

Official Diplomacy

· Mediation

· Negotiations

· Peace conferences

· Peace consultations

· Reciprocal conciliatory good will gestures

Non-Official Conflict Management

· Support to indigenous dispute resolution and legal mechanisms

· Peace commissions

Military Measures

· Military demobilization/reintegration


· Confidence and security-building measures


· Arms control

· Disarmament

· Demilitarized zones


· Reconstruction assistance

· Conditionality

· Sanctions

· Economic reforms



· Repatriation/resettlement of refugees and displaced people

Political Development and Governance



· National conferences


· Power-sharing arrangements

· Civic society development

· Local government capacity-building

· Capacity-building of public officials

Judicial and Legal Measures

· Human rights monitoring/promotion

· Judicial/legal reform

· Police reform

· War crimes tribunals/commissions of inquiry

Communications and Education

· Peace radio/TV · Media professionalization


Situation – 6: POST-CONFLICT RECONSTRUCTION

Stage of Conflict · Unstable Peace


· Political transition.

· Changing roles and expectations.

· Bureaucratic inertia.

· Increasingly violent crime; organized crime.

· Political politicization.

· Financial problems.

· Breakdown of social mores and institutions.

· Widespread economic devastation.

Timeframe for Action

· Short to Long term

Primary Objectives

· Political reform and rehabilitation.

· Transform the security environment/create an atmosphere of basic security.

· Redefine and reorient relationships between political authority and citizens.

· Reconstruct infrastructure.

· Redefine relationships among ethnic and social groups.

· Rebuild/reform society, polity and economy.

· Promote accountability and security to inhibit cycles of revenge killing.

Illustrative Policy Tools: Post-Conflict Reconstruction

Non-Official Diplomacy

· Peace Monitors

· Conflict Resolution/Prevention Center

Military Measures

· Confidence-building and security measures

· Peacekeeping

· Military professionalization/reform


· Military demobilization/reintegration/ armed force reduction

· Disarmament/demining

· Arms control


· Development/reconstruction assistance

· Conditionality

· Sanctions

· Joint projects


· Repatriation/projects with displaced

people/refugees


· Constitutional reform/commissions

· National conferences



· Political party-building

· Human rights promotion and support


· Partitioning

· Training of public officials



· Adjudication

· Judicial/legal reform · Arbitration


Situation – 7: RECONCILIATION

Stage of Conflict · Stable Peace


· Renewal of communication, political legitimacy, cooperation among groups.

· Value or goal differences exist, addressed mainly through established, non-violent channels.

· Chances of violence low to remote.

Timeframe for Action

· Medium to Long term

Primary Objectives

· Create and strengthen channels for dispute resolution.

· Maintain and strengthen stable relations and institutions.

· Create, strengthen or reform domestic political, social and economic institutions, procedures and other decision processes that define the public problem agenda, goals and policies, allocate authority, implement public decisions, and settle grievances.

· Reduce socio-economic sources of conflict.

· Improve national and regional welfare.

· Strengthen international and regional organizational capacities.

Illustrative Policy Tools: Reconciliation

Non-Official Diplomacy

· Cultural exchanges

· "Friends" groups

· Non-official facilitation/problem-solving workshops

Military Measures

· Disarmament

· Arms control agreements


· Military force restructuring/integration


· Security agreements/cooperation

· Non-aggression agreements

· Demilitarized zones, peace zones, nuclear-free zones

· Alternative defence strategies



· Economic reforms

· Private economic investment and loans

· Inter-group cooperative projects

· Conflict resolution education/training

· Regional and international

economic and resource cooperation

· Regional trade agreements

· Joint projects

· Employment training

· Infrastructural development projects

· Agricultural productivity promotion projects

· Health assistance




· Civic education

· Human rights monitoring and support

· Training public officials

· Constitutional Commissions/reforms


· Arbitration

· Judicial/legal reform

· International Court of Justice

Communication and Education

· Civic education

· Conflict resolution/peace training

· Formal education programs

· Media professionalization

· Journalist training

· International broadcasts

Day 4:

CONCEPTS OF MEDIATION, NEGOTIATION & PEACE BUILDING

Day 4:

CONCEPTS OF MEDIATION, NEGOTIATION & PEACE BUILDING

Session Name:

Concepts of Mediation, Negotiations and Peace Building

Session Objective:



1 Recap of Day Three Recalling the learning from previous day 30 minutes


3

Foundation concepts of

Mediation, Negotiation and

Peace Building



5 Mediation – Principles &

Phases


6 Civil Society and peace

building



8

Peace building and mediation

methodologies for Local

Context


Day 4: Concepts of Mediation, Negotiations and Peace Building Topic 1

12 Conflict Strategies: What are you like?

Different people use different strategies for managing conflicts. These strategies are

learned, usually in childhood, and they seem to function automatically. Usually we

are not aware of how act in conflict situations. We just do whatever seems to come

naturally. But we do have a personal strategy; and because it was learned, we can

always change it by learning new and more effective ways of managing conflicts.

When you become engaged in a conflict, there are two major concerns you have to

take into account:

Achieving your personal goals – you are in conflict because you have a goal that

with another person’s goal. Your goal may be highly important to you, or it may

be of little importance.

Keeping a good relationship with the other person-you may need to be able to

interact effectively with the other person in the future. The relationship may be

very important to you, or it may be of little importance.

How important your personal goals are to you and how important the relationship is

to you affect how you act in a conflict. Given these two concerns, it is possible to

identify five styles of managing conflicts.

12.1 The fox (compromising)

Foxes are moderately concerned with their own goals and their relationship with

others. Foxes seek a compromise. They give up part of their goals and persuade the

other person in a conflict to give up part of his/her goals. They seek a conflict

solution in which both sides gain something – the middle ground between two

extreme positions. They are willing to sacrifice part of their goals and relationships in

order to find agreement for the common good.

12.2 The owl (confronting)

Owls highly value their own goals and relationships. They view conflicts as problems

to be solved and seek a solution that achieves both their own goals and the goals of

the other person. Owls see conflicts as a means of improving relationships by

reducing tension between two persons. They try to begin a discussion that identifies

the conflict as a problem. By seeking solutions that satisfy both themselves and the

other person, owls maintain the relationship. Owls are not satisfied until a solution is

found that achieves their own goals and the other person’s goals. And they are not

satisfied until the tensions and negative feelings have been fully resolved.

12.3 The turtle (withdrawing)

Turtles withdraw into their shells to avoid conflicts. They give up their personal goals

and relationships. They stay away from the issues over which the conflict is taking

place and from the person they are in conflict with. Turtles believe it is hopeless to

try to resolves conflicts. They feel helpless. They believe it is easier to withdraw

(physically and psychologically) from a conflict than to face it.

12.4 The shark (forcing)

Sharks try to overpower opponents by forcing them to accept their solution to the

conflict. Their goals are highly important to them, and relationships are of minor

importance. They seek to achieve their goals at all costs. They are not concerned

with the needs of others. They do not care if others like or accept them. Sharks

assume that one person wins the conflict while the other person loses. They want to

be the winner. Winning gives sharks a sense of pride and achievement. Losing gives

them a sense of weaknesses, inadequacy, and failure. They try to win by attacking,

overpowering, over whelming and intimidating others.

12.5 The teddy bears (smoothing)

To teddy bears the relationship is of great importance while their own goals are of

little importance. Teddy bears want to be accepted and liked by other. They think

that conflict should be avoided in favour of harmony and that people cannot discuss

conflicts without damaging relationships. They are afraid that if the conflict continues,

someone will get hurt, and that would ruin the relationship. They give up their goals

to preserve the relationship. Teddy bears say ―I’ll give up my goals and let you have

what you want, in order for you to like me ―. Teddy bears try to smooth over the

conflict out of fear harming the relationship.

13 Understanding my Controversy Behaviour Each of following questions describes an action taken during a controversy. On a

sheet of paper write down the numbers 1 through 30 in column at the left hand side

of the page. For each question put a 5 if you have always behaved that way, 4 if you

frequently behave that way, 3 if you occasionally behave that way, 2 if you seldom

behave that way.

1. When I disagree with other group members, I insist that they change their

opinions to match mine.

2. If some disagrees with my ideas and opinions, I feel hurt and rejected.

3. I often infer that persons who disagree with me are incompetent and ignorant.

4. When others disagree with me, I try to view the issue from all points of view.

5. I try to avoid individuals who argue with me.

6. When others disagree with me, I view it as an interesting opportunity to learn and

to improve the quality of my ideas and reasoning.

7. When I get involved in an argument with others, I become more and more certain

that I am correct and argue more and more strongly for my own point of view.

8. When others disagree with my ideas, I get hostile and angry at them.

9. When I disagree with others, I am careful to communicate respect for them as

persons while I criticize their ideas.

10. I an always careful to paraphrase thinking and feelings of others when they

present ideas and opinions that are different from mine.

11. When others disagree with me, I generally keep my ideas and opinions to myself.

12. When others disagree with me, I encourage them to express their ideas and

opinions fully, and seek to clarify the differences between their position and

perspective and mine.

13. I view my disagreements with others as opportunities to see who ―wins‖ and who

―loses‖,

14. I often insult those who criticize my ideas and opinions.

15. When other person and I disagree, I carefully communicate, ―I appreciate you, I

am interested in your ideas, but I disagree with your current position.‖

16. When others disagree with me, I keep thinking of my ideas and opinions so that I

do not forget them or get confused.

17. I am careful not to share my ideas and opinions when I think others may disagree

with them.

18. When I disagree with others, I listen carefully to their ideas and opinions and

change my mind when doing so is warranted by their information and reasoning.

19. When others and I disagree, I try to overpower them with my facts and reasoning.

20. I tend to dislike those who disagree with my ideas and opinions.

21. When I am disagreeing with and criticizing others’ ideas and opinions, I let know

that I like them as persons.

22. I try to view the situation and issue from my opponents’ shoes when involved in a

disagreement about ideas and opinions.

23. I refuse to get into an agreement with anyone.

24. When others disagree with me, I try to clarify the differences among our ideas

and opinion, clarify the points of agreement, and seek a creative integration of all

our ideas and information.

25. When others and I disagree, I have to convince them that I am right and they are

wrong.

26. When others disagree with my ideas and opinions, it means that they are angry

with me and dislike me.

27. While I am disagreeing with others I let then know that I appreciated their ability

to present a challenging and thought-provoking position.

28. When I am involved in an argument, I restate and summarize the opposing

positions.

29. When others disagree with me I stay quiet and try to avoid them in the future.

30. When I am involved in an agreement, I never forgot that we are trying to make

the best decisions possible by combining the best of all our facts and reasoning.

13.1 Scoring

Write your answer for each question in the space provided and total your answers for

each controversy-managing strategy. The higher the total score for each controversy

strategy, the more frequently you tend to use that strategy; the lower the total score

for each controversy strategy, the less frequently you tend to use it. Add the scores

of all group members for each strategy and divide by the number of members in the

group. This will give your group average for each strategy.

Win-Lose Rejection Confirmation Perspective-

taking

Withdrawal Problem-

solving

------- 1

------- 2

------- 3

------- 4

------- 5

------- 6

------- 7 ------- 8 ------- 9 ------- 10 ------- 11 ------- 12

------- 13 ------- 14 ------- 15 ------- 16 ------- 17 ------- 18

------- 19 ------- 20 ------- 21 ------- 22 ------- 23 ------- 24

------- 25 ------- 26 ------- 27 ------- 28 ------- 29 ------- 30

------- Total ------- Total ------- Total ------- Total ------- Total ------- Total

14 The Avoidance of Conflicts

14.1 The Constructive Outcomes of Conflicts

Conflicts, when skilfully manage, ca be of great value to a group. Here are several of

the potentially constructive outcomes of conflicts:

1. Conflicts make use more aware of problems in our relationship that need to

be solved. Conflicts increase our awareness of what the problems are, who

involved and how can be solved.

2. Conflicts encourage change. There are times when things need to change,

when new skills need to be learned, when old habits need to be modified.

3. Conflicts energize and increase one’s motivation to deal with problems.

Awareness of conflict can trigger a great deal of physical energy and an

intensity of psychological focus, which in turn result in a strong motivation to

resolve the conflict and put one’s plans into action.

4. Conflicts make life more interesting. Being in a conflict often sparks curiosity

and stimulates interest. Arguments about politics, sports, works, and social

problems make interpersonal interaction more intriguing and less boring. The

disagreement of other with your ideas may inspire you to find out more about

the issue.

5. Better decisions are generally made when there is disagreement about what

the decision should be among the persons responsible for making it.

Disagreement often causes the decision to be thought through more carefully.

6. Conflicts reduce the day-to-day irritations of relating to someone. A good

argument may do a lot to resolve the small tensions of interacting with others.

7. Conflicts help you understand what you are like as a person. What makes you

angry, what frightens you, what is important to you, and how you tend to

manage conflicts are all highlighted when you are in conflict with someone.

Being aware of what you are willing to argue about and how you act in

conflicts can help you learn a great deal about yourself.

8. Conflicts ca be fund when they are not taken too seriously. Many person seek

out conflicts through such activities as competitive sports and games, movies,

plays, books and testing. They do so because they enjoy being involved in

such conflict situation.

9. Conflicts can deepen and entrich a relationship, strengthening each person’s

conviction that the relationship can hold up under stress, communicating the

commitments an values of each person that the other must take into account

and generally keeping the relationship clear of irritations and resentments so

that positive feelings can be experienced fully.

10. Conflicts can stimulate creativity by promoting an awareness of different ways

of viewing problems and situations. The reorientation gained from viewing a

problem and fosters the formation of creative solutions.

11. When a group enters into conflicts with other group its sense of identity

becomes clearer.

12. Conflicts promote the social development of group members by reducing their

cognitive egocentrism and promoting higher levels of cognitive and moral

reasoning.

14.2 How to Tell whether Conflicts are Constructive.

There are four things to look for in deciding whether a conflict has been constructive:

1. If the relationship among group members are stronger, and the members are

better able to interact and work with each other, the conflict has been

constructive,

2. If the group members like and trust each other more, the conflict has been

constructive,

3. If all the members of the group are satisfied with the results of the conflict, the

conflict has been constructive,

4. If the members of the group have improved their ability to resolve future

conflicts with another, the conflict has been constructive.

15 Ways of Resolving Conflicts There are many effective ways of avoiding or resolving disputes that occur in the

process of the Project or already exist between the stakeholders. It is, however,

necessary to first of all understand the nature of such a conflict so that it is possible

to deduce who is responsible and to what extent. At the same time it is necessary

assess the capacity of the stakeholders and the nature of the role that they can play

in resolving the dispute.

In order to ascertain the underlying causes of a dispute, it is important that impartial

people are designated for investigation so that the views of all the parties come to

light. The most effective ways of resolving disputes include the holding of regular

meetings, negotiations and the provision of arbitration. Other techniques include

conducting training courses, building capacity, taking joint steps, raising awareness

and jointly investigating the facts with both parties, etc.

A model example of conflict resolution is a historic case involving the Holy Prophet,

peace be upon him: During the mounting of the Hajr-i-Aswad (black stone) at the

time of the rebuilding of the Ka’ba , a dispute arose among the tribes as each tribe

considered it their right to lay the Hajr-i-Aswad. It was a dire problem and there was

an imminent danger of bloodshed. When the Prophet Mohammed, peace be upon

him, arrived inside the Ka’ba, the parties appealed to him for arbitration. He asked

the people to bring a large sheet of strong cloth. When this was done, he put the

Hajr-i-Aswad on the cloth and asked the leaders of all the tribes to hold the sheet

and hoist it to the level where the stone was to be installed. He then set the Hajr-i-

Aswad in place in the wall of the Ka’ba, thus, through his wisdom, solving a very

sensitive issue.

15.1 Conducting Meetings and Negotiations

Negotiations and discussions offer an opportunity to people holding opposing

outlooks to get together and exchange views on matters of mutual interest and, in

so-doing, reach a point of agreement. This, on the one hand, improves the

understanding the point-of-view of the other group and, on the other hand, it creates

an atmosphere of harmony which, in future, enable permanent conflict resolution. If

the problem is not solved during the initial meetings, the contact must not be

discontinued. On the contrary, further meetings should be arranged so that the path

to understanding is paved.

15.2 Taking Joint Steps

Taking joint steps helps to create an atmosphere of mutual trust in which the parties

set aside disputes to work on matters of common concern. This brings the factions

closer together, engenders a better understanding of the perspectives of others and

enables them to deal with the causes of conflict. Any neutral person or agency may

play a significant role in achieving this.

15.3 Arbitration

If the intensity of the dispute makes it improbable that the parties will reach

consensus, they may resort to arbitration. A person or organisation that is known to

be unbiased ant that is acceptable to both parties is usually asked to act as an

arbitrator. The arbitrator’s decision is considered final and is binding on the parties

in the dispute who are bound to implement it.

15.4 Achieving joint success through mutual agreement

It is often the case that a relatively simple conflict is blown out of all proportion

because of the ego or obstinacy of one or more of the parties concerned. Good

judgment dictates that the parties should set aside their ego and self interest, bury

their differences and solve their dispute on the basis of give and take. Such

reciprocity leads to win-win solution

15.5 Factors that contribute to the resolution of disputes

Defining the fundamental nature of the problem;

Recognising the existence of the opponents;

Accepting the reality that some differences will almost inevitably exist;

Expressing views clearly in a gracious manner, using polite language

Learning to listen to others and respect their opinions;

Making an effort to understand the fundamental causes of the dispute;

Broadening the scope of thinking beyond self-interest and ego;

Collaborating to find a solution to the problem;

Considering collective interest while identifying priorities;

Having as flexible an attitude as possible;

Refraining from being emotional;

Not speaking in anger;

Openly accepting the realities of the day.

Day 5:

REPLICATION OF TRAINING TO VULNERABLE

YOUTH

Day 5:

REPLICATION OF TRAINING TO VULNERABLE YOUTH

Session Name:

Replication of training

Session Objective:



1 Recap of Day Four Recalling the learning from previous day 30 minutes


Expectations from Slides, Activity & Group work 60 minutes

ABOUT UMEED JAWAN

3 Young Leaders


5 Developing Work

Plan for

Replicating of

Training in Four

Districts


7 Lunch + Prayer

break

Break 60 minutes

9 Conclusion of Five day workshop with Q&A and Feedback


10 Distribution of Certificates

30 minutes

11 Vote of Thanks 10 minutes

12 Group Photo 5 M

5i

UMEED JAWAN WAS INITIATED IN NOVEMBER 2013 WITH AN OBJECTIVE TO PUT

COUNTERMEASURES IN PLACE AND PROMOTE OPPORTUNITIES THAT PROVIDE YOUTH WITH AN

ALTERNATIVE TO, AND REDUCE THE APPEAL OF, JOINING RADICAL AND EXTREMIST ORGANIZATIONS.

IN COLLABORATION WITH LOCAL DEVELOPMENT ORGANIZATIONS, THE PROJECT IS CURRENTLY

OPERATING IN BAHAWALPUR, LODHRAN, MULTAN AND MUZAFFARGARH DISTRICTS OF

SOUTHERN PUNJAB.

ABOUT LEAD PAKISTAN

LEADERSHIP FOR ENVIRONMENT AND DEVELOPMENT (LEAD) PAKISTAN IS A NON-PROFIT

ORGANIZATION WORKING SINCE 1995 TO CREATE AND SUSTAIN A GLOBAL NETWORK OF LEADERS

WHO ARE COMMITTED TO PROMOTE CHANGE TOWARDS THE PATTERNS OF SUSTAINABLE

DEVELOPMENT THAT IS ECONOMICALLY SOUND, ENVIRONMENTALLY RESPONSIBLE AND SOCIALLY

EQUITABLE.

LEAD House

F-7 Markaz

Islamabad - 44000

Pakistan

UAN: +92-51-111 511 111

Ph: +92-51-2651511

Fax: +92-51-2651512

Email: [email protected]

Web: http://www.lead.org.pk/

Facebook:

http://www.fb.com/leadpakistan

Twitter: http://www.twitter.com

Declaimer: This project is made possible by the support of Umeed Jawan. The activities of the project are the sole responsibility of LEAD Pakistan and Umeed Jawan does not necessarily reflect the views of other organizations, programs and funding sources.

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