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Conflict Resolution
Dawn Scott
Introduction
Conflict is an inevitable part of relationships. Although conflict often is perceived as negative, conflict has the potential to positively contribute to both relationship quality and personal development. Effective conflict resolution is associated with overall social competence in adolescents through the component skills of problem solving, decision making, communication, and coping (Van Slyck, Stern & Zak-Place, 1996).
Interpersonal conflict is characterized by opposition and disagreement. Conflict can take place within a dyad or as a function of family or group membership (Maccoby, 1996). Deutsch (1973) described conflicts as either constructive or destructive. Destructive conflicts escalate beyond the immediate issue; the associated conflict resolution strategies include coercion and threats. Constructive conflicts focus on the presenting issue and are associated with conflict resolution strategies such as negotiation and compromise.
Vuchinich (1990) indicated that conflict resolution strategies fall into three basic categories; power assertion (physical action, criticisms, use of threats), negotiation (third-party mediation, compromise, stepping down), and disengagement (dropping the topic, taking no action, walking away). Interpersonal conflict resolution strategies have been found to be a function of factors such as age, cognitive development, gender, culture, relationship type, contextual setting and personality (see Collins & Laursen, 1992, for review). Conflict resolution refers to what transpires in order to bring a disagreement to an end (Laursen, Hartup, & Koplas, 1996). Effective conflict resolution involves managing the emotion evoked in a conflictual situation and using a negotiation or problem-solving process to determine a mutually acceptable solution (Katz & Lawyer, 1993).
The following component elements of constructive conflict resolution are a compilation of ideas of several authors in the field of conflict resolution (such as Deutsch, 1993; and Raider, 1995), and can be seen as areas to target when developing conflict resolution training programs. In addition to these requisite skills, a safe and neutral environment is required for successful, nonviolent resolution of conflicts (Sommer, 1988).
| Component Elements: | |
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Ability to reframe conflicting interests into a joint problem to be solved cooperatively |
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Desire to reach a mutually beneficial solution |
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Awareness of one's own motives, needs, wants, cognitions and feelings |
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Respect for oneself and one's own interests as well as respect for another and his/her interests |
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Ability to perceive another's point of view |
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Ability to listen attentively and communicate in order to be understood |
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Exploration of possible common/compatible interests |
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Ability to manage/diffuse anger |
Summary
There is an increased awareness of the prevalence of violence in our society, including violence perpetrated by adolescents (Kashani & Shepperd, 1990). There also has been an increase in conflict resolution training during the last two decades (Raider, 1995), as well as an indication that conflict resolution training is effective in increasing constructive conflict resolution skills (Dudley, Johnson & Johnson, 1996). Most conflict resolution programs teach skills relevant to negotiation and peer mediation. Raider suggests that for conflict resolution programs to be effective, three areas must be addressed: knowledge, skills, and attitude. Long-term benefits of conflict resolution training are more likely with both behavioral and attitudinal changes. A comprehensive approach to teaching conflict resolution skills includes education, training and the opportunity to practice what is learned in real world situations (Van Slyck et al., 1996).
References
Collins,
W. A., & Laursen, B. (1992). Conflict and relationships during
adolescence. Shantz, C. U., & Hartup, W. W. (eds.), Conflict in
child and adolescent development, (pp. 216-241). Cambridge, MA:
Cambridge University Press.
Deutsch,
M. (1973). The resolution of conflict. New Haven, CT: Yale University
Press.
Deutsch,
M. (1993). Educating for a peaceful world. American Psychologist, 48,
510-517.
Dudley,
B. S., Johnson, D. W., & Johnson, R. T. (1996). Conflict-resolution
training and middle school students' integrative negotiation behavior.
Journal of Applied Social Psychology, 26, 2038-2052.
Kashani,
J. H., & Shepperd, J. A. (1990). Aggression in adolescents: the role
of social support and personality. Canadian Journal of Psychiatry, 35,
311-315.
Katz,
N. H., & Lawyer, J. W. (1993). Conflict resolution: building
bridges. Thousand Oaks, CA: Corwin Press.
Laursen,
B., Hartup, W. W., & Koplas, A. L. (1996). Towards understanding
peer conflict. Merrill-Palmer Quarterly, 42, 76-102.
Maccoby,
E. E. (1996). Peer conflict and intrafamily conflict: are there
conceptual bridges? Merrill-Palmer Quarterly, 42, 165-176.
Raider,
E. (1995). Conflict resolution training in schools: translating theory
into applied skills. Bunker, B. B., & Rubin, J. Z. (eds.), Conflict,
cooperation, & justice, (pp. 93-121). San Francisco, CA: Jossey-Bass
Publishers.
Sommer,
B. (1988). Peer conflicts. Sandoval, J. (ed.). Crisis counseling,
intervention, and prevention in the schools, (pp. 167-186). Hillsdale,
NJ: Lawrence Erlbaum Associates.
Van
Slyck, M., Stern, M., & Zak-Place, J. (1996). Promoting optimal
adolescent development through conflict resolution education, training,
and practice: an innovative approach for counseling psychologists. The
Counseling Psychologist, 24, 433-461.
Vuchinich,
S. (1990). The sequential organization of closing in verbal family
conflict. Grimshaw, A. D. (ed.), Conflict talk: Sociolinguistic
investigations of arguments in conversations, (pp. 118-138). New York:
Cambridge University Press.
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