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Example
of dealing with conflicts constructively:
Settling
Conflicts in the Immediate Surroundings of School
This section concerns the basic question of dealing with conflicts
constructively in your immediate environment.
Perception and Interpretation
In order to solve conflicts, they first need to be perceived. Perception of
a situation and the (normally unconscious) interpretation of this situation
precede each activity. In order to clarify premature interpretation frequently characterized
by prejudice and hostile images and the characteristics, convictions and
intended actions related to this, one needs to become aware of perception and
interpretation as a process. This can be practiced using stories involving
pictures.
Alternatives for Action
Constructive
solutions to conflicts frequently fail due to the lack of alternatives for
action. Violence and antisocial behavior frequently finds voice if other
alternatives are not available, or the promise of success is minimal.
Parents, teachers and young people are continually confronted with the challenge
of having to act in uncertain situations on a daily basis and at school.
Problematic patterns of behaviour (exceeding norms, the use of violence) are
often fallen back upon here within the range of alternatives for action.
Such a step can lead to fatal misunderstandings or result in a process of
escalation. The first important step in expanding individual potential for
action involves clarifying that several forms of action are always possible in
every situation. This can, for instance, be practiced by developing scenarios.
Solving
Everyday Conflicts
Everyday
conflicts can often be solved easily and in an uncomplicated fashion if specific
rules are followed. These rules need to be introduced, discussed and upheld. The
rules formulated here as an example relate to dealing with the everyday
conflicts of children and young people.
Central
importance in all attempts to solve conflicts is ascribed to communication.
Communication can contribute to dealing with conflicts effectively if the basic
rules of communication are known and observed. But since communicative behavior
has normally been developed and formulated over years, these rules need to be
practiced time and time again.
If
conflicts escalate it can often help to introduce a third party. Peer
mediation at school is seen as an important process here.
Lesson
and School Structure
Additional
elements for dealing with conflicts at school need to be added to peer
mediation. These 'components' affect both teacher-student communication,
interrelational rules, events in the classroom and the whole structure of the
school.
[Autor: Günther Gugel, Tübingen
Institute for Peace Education; Editor: Ragnar Müller]
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