Collaboration Skills In Special Education SPED 568. Difficult Interactions. Components of Collaboration. Programs or Services. Personal Commitment. Communication Skills. Interaction Processes. Context. Components of Collaboration. Interaction Processes. Personal Commitment.
Components of Collaboration Programs or Services Personal Commitment Communication Skills Interaction Processes Context
Components of Collaboration Interaction Processes Personal Commitment Context
Definition Conflict • A struggle that occurs when individuals perceive that others are interfering with their goal attainment
Types of Conflict • Conflict between individuals with different goals • Conflict between individuals with the same goals • Conflicts about power • Conflict within individuals (intrapersonal)
Gee, that sounds bad! Could there be anything good about conflict?
Potentially Positive Results of Conflict Conflict results are not always negative! • Decisions made after addressing conflict are often high quality. • There is a strong sense of ownership in decisions made following conflict. • Conflict causes professionals to sharpen their thinking. • Conflict develops more open and trusting relationships. • The practice of effectively communicating during conflict can make it easier to address future conflict.
Styles of Response to Conflict • Competitive • Accommodative • Avoidance • Compromising • Collaborative
Remember: EACH style has advantages and drawbacks. Use each as appropriate!
Competitive • Pursues his or her own concerns at the other person’s expense • Power oriented mode – argue just to win • Not always negative – might mean standing up for your rights or defending a position you believe to be correct
Accommodative • Opposite of competitive • Individual neglects his or her own concerns to satisfy the concerns of the other person • Element of self-sacrifice in this mode • Can lead to unexpressed anger
Avoidance • Individual does not immediately pursue his or her personal concerns or those of the other person. • Does not address the conflict • Diplomatic sidestepping, postponing or simply withdrawing from the situation
Compromising • Objective is to find some expedient, mutually acceptable solution that partially satisfies both parties • Might mean splitting the difference, exchanging concessions, or seeking a quick middle-ground position • Nobody is completely happy
Collaborative • Tries to find some solution that fully satisfies the concerns of both persons • Its hard work! It means digging into an issue to identify the underlying concerns and • It means finding an alternative that is better than either of the original ideas
Collaborative • Produces the following results: • Both sides win • Satisfaction • Mutual respect • Both parties feel enriched rather than belittled • Continuing effort of both parties
Resistance Definition: • Not doing what we don’t want to do! Causes • Concerns about change • Personal impact • Involvement of others • Homeostasis
Indicators of Resistance: • Refusing to participate • Supporting without substance • Displacing responsibility • Deferring to a future time • Relying on past practice
Resolving Conflict 101: • Negotiation: • Focus on issues, not people • Focus on issues that can potentially be agreed on • Reduce the emotional component: respond positively, choose not to respond, acknowledge other’s feelings • “let go” if all else fails
Resolving Conflict 101 • Mediation: a specialized form of negotiation • Prepare for the mediation situation • Get oriented to the ground rules • Listen to each party’s perspective • Look for shared needs and interests as a way to resolve • Use negotiation and problem solving strategies; remember the cost of failing to resolve • Clearly articulate agreements that are reached • Follow up later to review progress
Resolving Conflict 101 • Persuasion: a response to resistance • Behavioral approach: provide positive reinforcement to convince people to change • Consistency approach: create “cognitive dissonance” • Perceptual approach: let people connect change to it’s similarity to what they are already doing • Functional approach: talk to the “adult” in “adult learner”