PARTIDO STATE UNIVERSITY – GOA CAMPUS

Title of Module: Conflict Resolution

Name of Student: ______________________ Week No.
Course Code: GEE4 Name of Faculty: DR. ERNESTO V. VILLANOBO JR.
Course Title: GENDER AND SOCIETY WITH PEACE EDUCATION

Objectives:

At the end of the module, students are expected to:

1. Define conflict and conflict resolution
2. Identify the various conflicts in the world
3. Compare and contrast the various traditional and emerging strategies for Conflict Resolution

Lesson:

Conflict Resolution

Introduction

In this module we look at nonviolent ways to manage and resolve conflicts. This topic follows nicely from the
previous module because a lot of the skills and methods needed to successfully resolve conflicts require
thought and practice dedicated to social and emotional learning.

Conflict arises when basic physical and psychological needs are not met. Conflict in and of itself is neither
negative nor positive. However, the response to conflict determines whether there is a constructive or
destructive outcome. In order to live peacefully it is important that individuals develop an understanding of the
causes of conflict and the guidelines for conflict resolution.

CONFLICT RESOLUTION AND SEL

In the previous module we took a broad look at social and emotional learning (SEL) – how emotions and feelings
develop in the brain, how emotions impact our actions, how developments in positive psychology can shape our
emotions, and the various theories on the human propensity towards violence or empathy, aggression or compassion,
and the impact those conceptions have on how social and emotional learning is interpreted and implemented in
schools.

Conflict resolution, particularly as practiced in schools, emerged from this growing interest in social and emotional
learning (SEL). This module continues our exploration or SEL, but looks more specifically at the skills and programs
designed to address conflicts that arise in learning environments.

Causes of conflict

There are three main causes of conflict. Often, one or more reason is present making the conflict more difficult to
address.

 Unmet psychological needs such as a sense of belonging, a feeling of recognition and respect, an opportunity to
make choices and an atmosphere of enjoyment.
 Limited resources - often disputes around resources also involve unmet psychological needs. Both need to be
addressed and resolved so conflict will not occur again.
 Different values – this cause of conflict is more difficult to resolve. This type of conflict is most easily resolved if
sides are able to understand and respect each other‘s differences.

Responses to Conflict

According to Crawford and Bodine (1996) there are 3 ways to respond to conflict: soft, hard and principled. The first
two ways typically result in a lose-lose or win-lose outcome. The principled way to conflict produces a win-win
 situation. This approach emphasizes cooperative interaction by means of ―skilled, active and empathic‖ listening.
There is also mutual understanding to different perspectives, and when needs and interests of both parties are
addressed.

Problem-Solving Processes

According to Crawford and Bodine (1996), there are three structured problem-solving processes: negotiation,
mediation and consensus decision making.

 Negotiation – parties meet face to face and attempt to resolve their differences without outside assistance.
 Mediation – parties meet face to face but are assisted by a neutral third party to find a resolution to their
conflict.
 Consensus Decision Making –a group process whereby all parties collaborate by devising a plan that all
members can agree upon. They may or may not be assisted by an outside party.

According to Crawford and Bodine, further success of conflict resolution is based on understanding of four
principles:

1. Separate people from the problem,

2. Focus on interests, not positions,

3. Invent options for mutual gain, and

4. Use objective criteria‖ (p.10).

Conflict Resolution Education and Educational Approaches

Since conflict is part of everyday life, our task as peace educators is to find constructive, creative, nonviolent ways for
students to solve conflicts in a peaceful manner. This is the primary goal of conflict resolution education. According to
Reardon (1999), ―Conflict resolution education comprises efforts to impart knowledge and understanding of conflict
processes, the distinctions between constructive and destructive processes, so that the constructive processes may
prevail over the destructive‖ (p. 15).

According to CRETE (2010), conflict resolution education teaches social and emotional competencies to children and
adults to help them handle conflict more constructively, build healthy relationships, and create constructive
communities. As a field, it overlaps with violence prevention, positive youth development, social and emotional
learning, and law-related education.

The core competencies for conflict resolution education are:

 Emotional awareness
 Empathy and perspective-taking
 Emotional management
 Problem solving
 Communication (listening, mediation, negotiation)
 Effective decision making (CRETE, 2010).

The most widespread form of conflict resolution education is skills training in dealing with conflicts at school and in the
everyday life of students (Reardon, 1999). Key skills include peer mediation, nonviolent communication, and active
listening. These skills can be taught through a variety of approaches and formats.

One such format is the Process Curriculum Approach in which students learn about conflict resolution as part of a
separate course or distinct curriculum or a daily lesson plan.

A second approach is a Mediation Program Approach in which students are trained ―in the mediation process in order
to provide neutral third-party facilitation to assist those in conflict to reach a resolution‖ (Crawford & Bodine, 1996).
The Peaceable Classroom Approach is a whole-classroom methodology in which ―conflict resolution education is
incorporated into the core subjects of the curriculum and into classroom management strategies‖ (Crawford & Bodine,
1996). Although direct training in conflict resolution skills is also important, the more holistic Peaceable Classroom
approach is the most consistent with the values of peace education, and the most effective at fostering a true culture of
peace. ―In peaceable classrooms, youth learn to take responsibility for their actions and develop a sense of
connectedness to others and their environment‖ (Crawford & Bodine, 1996, p. 33). The Peaceable Classroom Approach
can be extended beyond just the classroom to the Peaceable School Approach which encompasses the entire school
and its daily operations. While most Conflict Resolution Education programs focus on how to handle immediate conflict
in the classroom, more recently efforts have been made for longer-range, transformative solutions that address root
causes such as structures, fundamental social norms, or political values that play into conflict formations (Reardon,
1999). While some conflict is inevitable, a great deal of conflict could be avoided if there had initially been greater
effort to ensure understanding. Conflict may not always be avoided, but by developing an attitude of respect and
willingness to understand, we can work to reduce it.

YOUR TASK:

1. What are the processes that can be used to resolve conflict?

References:
https://peacelearner.org/courses/edu-596-f2012/learning-modules/conflict-resolution/
https://en.wikipedia.org/wiki/Peace
https://en.wikipedia.org/wiki/Worldpeace

Prepared by: Reviewed by: Approved:

ERNESTO V. VILLANOBO JR.,PhD EMELINA R. PADAYAO, SE

FACULTY PROGRAM DIRECTOR DEAN