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.
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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”