DEALING WITH CONFLICTS IN DIFFERENT CULTURES

1. DEALING WITH CONFLICTS IN DIFFERENT CULTURES comenius 1 project 2005

2. what is conflict? A state of disharmony between incompatiblepersons, ideas, or interests; a clash. Conflict can also be psychological; a psychic struggle, often unconscious which is often the result of simultaneous exclusive impulses Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

3. what is understood by conflict / bullying in our school ... • Behaviour (physical / verbal) intended to offend or intimidate the integrity and dignity of the person • Actions including name calling; humiliating criticism; spreading rumours; excessive teasing; physical violence and threats Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

4. where can we find conflict? within ourselves family friends neighbours colleagues international spheres authority “If we cannot end our differences at least we can make the world safe for diversity.” John F. Kennedy Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

5. conflicts can be managed through... Accommodation Integration Compromise Avoidance Competition Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

6. the 8 steps of managing conflicts 1. Acknowledge 2. Identify and clarify 3. Diagnose 4. Communicate 5. Generate possible solutions 6. Decide on best solution 7. Implement 8. Evaluate Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

7. the 8 steps of managing conflicts 1. Acknowledge Acknowledge there is a conflict Own the conflict as being within yourself Be aware of your feeling and reactions Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

8. the 8 steps of managing conflicts 2. Identify & clarify Describethe conflict situation Who are the persons involved? Where does one stand on the issue? Whatare each party’s needs, concerns and goals? Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

9. the 8 steps of managing conflicts 3.Diagnose What isthe nature of the conflict? What caused it or what events led up to it? What are its effects? Analyse the underlined values Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

10. the 8 steps of managing conflicts 4.Communicate Share personal feelings about the conflict Practice the communication cycle (self-expression, listening, feedback, etc.) Use role reversal if necessarily Search for common goals and values Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

11. the 8 steps of managing conflicts 5. Generate possible solutions Brainstorm creative alternative outcomes Discussand evaluate each proposed solution Study their consequences for each party Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

12. the 8 steps of managing conflicts 6. Decide on best solution Explore in-deptha few of the options Select, if possible, thealternative that meets the needs, goals and concerns of both parties Check that it is acceptable by both (in some cases a third party intervention may be required at this stage) Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

13. the 8 steps of managing conflicts 7. Implement Commit each party to the implementation of the solution Plan concretely the mechanism to implement it: What, How, Who, When, Where Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

14. the 8 steps of managing conflicts 8. Evaluate Evaluate the results or conclusions Plan for an evaluation of the solution after a specific period of time Arrange for a joint review of any remaining issues at a later time Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

15. how are conflicts managed at national level? • Services offered by the Ministry of Education • Child protection services • Anti-bullying services • Good behaviour Policy • Commissioner for Children, Ms.Sonia Camilleri who was appointed on the 16th of December, 2003 Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

16. Good Behaviour Policy A national policy and plan of action was issued by the Ministry of Education in 2000. It talks about: Bullying as a cultural problem Raising Awareness against Violence Bullies vs victims How should bullies be dealt with Positive Action and Prevention Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

17. in class:- the teacher tries either to act as a mediator by calming the situation during break:-students are reported immediately to the administration teachers usually punish the students and if the problem persists it is taken to the disciplinary board where they are either given detentions; after-school or even exclusions how are conflicts managed at school level? student vs student: student vs teacher: Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

18. how are we helping our students to manage their conflicts? • Self – confidence skills • Assertiveness skills • Anti-bullying programme • Guidance and Counselling services Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

19. self-confidence • How do i see myself? • How do other people see me? • What are my strengths and weaknesses “I am UNIQUE!” Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

20. Assertiveness is an approach to dealing with the people around you. It stems from: being at ease with yourself and who you are understanding respect and showing it. In order to be assertive, you need to understand the difference between assertiveness and aggression: Assertiveness is respectfully claiming your rights. Aggression is destructively seeking what you want. assertiveness Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

21. How do our teachers manage their conflicts? • A survey was conducted to see how Ħandaq teachers manage their conflicts. The survey was taken from Fr. Alfred Darmanin’s (a clinical psychologist) book entitled “Developing Leadership Skills: A Training Manual for Leaders” • 85 surveys were distributed • 56 (65%)were valid for the purpose of this survey Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

22. results A – Competition B – Compromise C – Integration D – Accomodation E – Avoidance Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

23. In a situation where both parties recognise the abilities and expertise of each other When an atmosphere of openness, trust, sincere motives and non defensiveness prevails In situations where the needs and concerns of both parties are extremely important When it is essential that both parties be committed to the resolution When an outcome that meets the needs of both parties is more likely to have the required support and commitment integration Appropriate : Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

24. When the issues or situations do not warrant the required commitment of time and energy to seek optimal solutions When certain conflicts are not worth resolving or do not land themselves to resolution When a one sided commitment to integration may result in being taken advantage of When openness and trust are unilateral integration Inappropriate : Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

25. When an effort at collaboration or integration fails When the goals of both parties are moderately important but not worth the effort and time required for collaboration When temporally solutions are sought for complex issues When time is short or resources are limited When both parties are strongly committed to mutually exclusive goals and it is likely that one party will dominate the other compromise Appropriate : Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

26. When important principles and values are at stake When too often caught in the tactics and strategies of compromise If the solution is watered down or weakened to the point of becoming ineffective When in trying to please everyone, the compromise ends up pleasing no one compromise Inappropriate : Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)

27. acknowledgements & resources Darmanin ,Alfred sj (1992). Developing Leadership Skills, A Training Manual for Leaders. Malta: Media Centre Publications Il-Ministeru ta’ l-Edukazzjoni(Novembru 1999) L-Imġiba Tajba fl-Iskejjel: Il-Politika Nazzjonali u l-Pjan ta’Azzjoni dwarl-Ibbuljar Education Division, Malta (Novembru 1999);Child Protection Procedures for Schools Liċeo Mikiel Anton Vassalli, Ħandaq, Malta (2005)