Definition of conflict. Destructive and constructive ways to resolve conflict situations

100 RUR bonus for first order

Select the type of work Diploma work Course work Abstract Master's thesis Practice report Article Report Review Test work Monograph Problem solving Business plan Answers to questions Creative work Essay Drawing Essays Translation Presentations Typing Other Increasing the uniqueness of the text Master's thesis Laboratory work On-line help

Find out the price

Having entered into a conflict, a party does everything to ensure that its point of view is accepted and the goal is achieved. Therefore, the need for conflict management arises. Depending on how effective this management is, the likelihood of their occurrence or absence in the future arises.

When conflict is managed effectively, its consequences can play a positive role, i.e. be functional, contribute to the achievement of the organization's goals.

To prevent and resolve conflicts, it is necessary to study their causes. Before reacting to the actions of others, it is necessary to find out why this person acts this way and not otherwise. If this is a conflict of a business nature, then it can be easier to resolve. In the event of a personal conflict, its elimination and resolution is quite difficult, since it is based on deep internal contradictions and affects a person’s character traits, his views on life, beliefs, and social attitudes.

If business conflicts can be resolved through cooperation, compromise, reshuffling of personnel, making individual decisions on the part of the manager, etc., then interpersonal conflicts are difficult to resolve. The leader must create conditions for establishing direct contact between those in conflict with each other, open, unbiased discussion, and joint analysis of the situation. In other words, resolving an interpersonal conflict requires long-term individual work by the manager with each conflicting party, preparing their communication with each other, etc. Sometimes it is necessary to create conditions so that people do not contact each other for a long time, or to publicly discuss the cause of the conflict. For example, one award and two contenders for it, each considers himself more worthy of it. Discussion of all the pros and cons must be carried out openly, then the conflicting parties will evaluate themselves more realistically and critically.

There are structural (organizational) and interpersonal conflict resolution strategies.

A). Structural methods (strategy) of conflict management. The development of this strategy was based on the premise that if you find a good management formula, the organization will act like a well-oiled machine (administrative direction). For this purpose, the following conflict management methods have been developed.

1. Clear formulation of requirements. This is especially valuable when explaining the requirements for the performance of each individual employee. Rights and responsibilities and rules for performing work must be clearly and unambiguously formulated.

2. Execution of coordinating mechanisms. Strict adherence to the principle of unity of command makes it easier to manage a large group of conflict situations, since the subordinate knows exactly whose orders he must carry out. In case of disagreement, you can turn to the grassroots leader as an “arbiter.” To do this, you can create special integration services to link the goals of various departments.

3. Setting common goals, forming common values. This is facilitated by keeping all employees aware of the organization's policies, strategies and prospects, as well as their awareness of the state of affairs or the results of decision-making. It is effective to formulate the goals of the organization at the level of the goals of society (for example, celebrating the city day).

4. Reward system. Performance criteria must be established that take into account the specifics of each department as much as possible. For example, if safety workers are rewarded for the number of violations identified, this will lead to conflicts with all operating organizations.

B) Interpersonal methods (strategies) of conflict management. There are five main styles of conflict resolution, depending on the strategies of a person’s behavior in conflict situations according to K. Thomas.

1. Evasion, avoidance. A person seeks to escape conflict. If there are no conditions for effective resolution of the conflict, the situation can resolve itself, then the person avoids the conflict.

2. Smoothing, concession. This strategy is based on the theses “Don’t rock the boat”, “Let’s live together.” The person tries not to let out the signs of conflict, calling for solidarity. In this case, the problem underlying the conflict is forgotten, and temporary peace ensues. Negative emotions do not manifest themselves, but they accumulate and lead to an explosion.

3. Compulsion. A person tries to force people to accept their point of view at any cost; they are not interested in the opinions of others. This is associated with aggressive behavior; power and force are used to influence others. Often, a manager must insist on his own, regardless of the opinions of subordinates, which leads to the suppression of the initiative of subordinates and the possibility of repeated conflicts.

4. Compromise. Accepting another person's point of view, but to a certain extent. The ability to compromise is quite common in management structures, but after a while dissatisfaction with a half-hearted solution may appear. Compromises always lead to a reduction in ill will and allow conflict to be resolved quickly.

5. Problem solving (collaboration). Based on the belief of the parties to the conflict that differences of opinion are the inevitable result of the fact that smart people have their own ideas about what is right and what is wrong. Participants recognize each other's right to their own opinions and are ready to understand each other. This makes it possible to analyze the causes of disagreements and find a solution acceptable to everyone. One who relies on cooperation seeks to solve a problem, not to remove it.

But there is struggle, opposition, unwillingness to compromise, inability to listen to the other side, insistence on one’s own, “either-or” decisions, and aggressiveness. Participants recognize only their side and see only their own interest.

Any process of interaction in a conflict is a series of mutually directed, reciprocal influences. Participants in the conflict try to exert unilateral influence on the other side or themselves become open to dialogue and joint search. We can say that they have a psychological influence on each other. The following types of influence can be distinguished:

belief- reasoned influence with the aim of changing the judgment of others, intentions and decisions (clear arguments for and against, open recognition of strengths and weaknesses, obtaining agreement on each argument);

self-promotion- demonstrating one’s competence and qualifications and gaining advantages when solving problems (demonstration of one’s capabilities, presentation of certificates, diplomas, reviews, disclosure of personal goals);

suggestion- unreasoned influence on a person with the aim of changing his condition (personal magnetism, authority, confidence, use of the environment - candlelight, pleasant music, touch, etc.);

infection- transferring one’s state to another (high energy of one’s own behavior, artistry, intriguing attraction, individualized special look in the eyes, touch and bodily contact);

encouragement to imitate- challenging the desire to imitate, copy others (public fame, demonstration of examples of skill, mercy, innovation, “fashionable” behavior, compliments, etc.);

building favor- development of a positive attitude towards oneself (showing attractiveness, providing a service, expressing favorable judgments about a person);

request- appealing to satisfy the desire of the initiator (clear and polite wording, showing respect for the right to refuse a request);

compulsion- the requirement to carry out the orders of the initiator through threats, personal pressure (presentation of strict deadlines for completing work without explanation, imposition of prohibitions and restrictions, intimidation, threats);

destructive criticism- expression of disparaging judgments, insult, rough aggressive condemnation, ridicule (belittlement of personality, ridicule of appearance, social and national origin, fair criticism to a stunned person);

ignoring- deliberate inattention, absent-mindedness towards a partner, neglect, disrespect, ignoring (letting words go “past ears”, the presence of a partner is not noticed, failure to fulfill promises, silence, an absent look in response to a question);

manipulation- hidden motivation to experience states, to change decision-making; at the same time, the other person considers thoughts, feelings, decisions to be his own, and not imposed from the outside (violation of personal space, getting too close, taunting such as “You are so easy to hurt, deceive, upset”, “innocent” deception, disguised statements such as slander, slander , exaggeration of one’s weakness, ignorance in order to awaken a desire to help, “innocent” blackmail - friendly hints about mistakes, violations, reminders of old sins.

Any person in a conflict can counteract psychological influence and resist someone else’s opinion; he tries to resist. If you carefully read all the types of influence, you can identify such as influence, persuasion, suggestion and request, which are used in the dialogue of equal partners, and such as pressure, coercion, destructive criticism, ignoring, manipulation, which reflect methods of struggle aimed at victory over an opponent in a conflict. Thus, constructive influence must meet the following criteria:

1) not be destructive for the person participating in the interaction;

2) be psychologically correct (take into account the psychological characteristics of the partner, the situation);

3) satisfy the needs of both parties.

In what types is psychological resistance to influence carried out? This:

counter-argumentation-- refuting or challenging arguments;

constructive criticism- supporting the actions of the initiator with facts and justifying their inconsistency with the goals;

energy mobilization- resistance to the transfer of a state or mode of action;

creation- creation of a new model that ignores the influence;

evasion- desire to avoid any forms of interaction;

psychological self-defense- the use of speech formulas and intonations that help maintain presence of mind and gain time;

ignoring - deliberate failure to notice the words, actions, feelings of others;

confrontation- consistently opposing one’s position and putting forward demands;

refusal- expression of one’s disagreement to fulfill a request.

We see that we can talk about the ambivalent nature of most of the influences, which can have a constructive and at the same time destructive nature in resolving conflict situations, i.e. one and the same interaction technique can take on a different character. For example, when considering assertive behavior (persistent, self-affirming), there may be a transition to negative forms, since the higher a person’s power, the more difficult it is to demonstrate assertive behavior, and the easier it is to obey.

In conflictology, it has become traditional to designate the final stage in the dynamics of a conflict with the term - conflict resolution. However, many authors also use other concepts that reflect the completeness of the cessation of conflict actions, for example, “attenuation,” “suppression,” and “settlement.” The complexity and multivariate development of the conflict imply ambiguity in the ways, methods and forms of its completion. The main forms of ending a conflict: resolution, settlement, attenuation, elimination, escalation into another conflict.

The term “resolution” of conflict - is usually used in two meanings: firstly, in the sense of resolving the conflict by its participants themselves; secondly, in the sense of objective resolution of conflicts, based on identifying and neutralizing their causes and preventing open clashes.

Conflict resolution is a joint activity of its participants aimed at ending opposition and solving the problem that led to the clash. Conflict resolution presupposes the activity of both in transforming the conditions in which they interact, in eliminating the causes of the conflict. To resolve the conflict, it is necessary to change the opponents themselves (or at least one of them), their positions that they defended in the conflict. Often the resolution of a conflict is based on changing the attitude of opponents towards its object or towards each other.

Settlement conflict - differs from resolution in that a third party takes part in eliminating the contradiction between opponents. Its participation is possible both with the consent of the warring parties and without their consent.

Decay of conflict- this is a temporary cessation of opposition while maintaining the main conflict: contradictions and tense relations. The conflict moves from an “overt” form to a hidden one. Conflict subsides usually as a result of:

· depletion of the resources of both sides necessary for the fight;

· loss of motive to fight, reduction in the importance of the object of the conflict;

· reorientation of the motivation of opponents (the emergence of new problems that are more significant than the struggle in the conflict).

Under eliminating conflict understand the impact on it, as a result of which the main structural elements of the conflict are eliminated. Despite the “unconstructiveness” of elimination, there are situations that require quick and decisive impacts on the conflict (threat of human violence, lack of time or material capabilities ).

Resolving the conflict is possible using the following methods:

Removal of one of the opponents from the conflict (transfer to another department, branch; dismissal from work);

Exclusion of interaction between opponents for a long time (sending one or both on a business trip, etc.);

Eliminating the object of the conflict (the mother takes the toy that caused the conflict from the quarreling children);

Eliminating the shortage of the conflict object (the third party has the opportunity to provide each of the conflicting parties with the object they were striving to possess).

Evolving into another conflict occurs when a new, more significant contradiction arises in the relations of the parties and the object of the conflict changes. However, regardless of the approach, when resolving a conflict should be guided by the following psychological principles.

1. Conflict resolution taking into account the essence and content of the contradiction. In this case you need:

· determine its business basis;

· understand the true, and not declarative, motives for people entering into conflict.

Conflict resolution becomes significantly more complicated if the leader himself is a representative of one of the warring parties. In this case, it is difficult for him to be objective and the conflict becomes public and goes beyond the organization.

2. Conflict resolution taking into account its goals. It is extremely important to quickly determine the goals of the conflicting parties and draw a clear line between the features of interpersonal and business interaction. If personal goals are dominant, then it is advisable to first apply educational measures to the opponent and put forward certain strict requirements. If one of the opponents has a higher rank than the other, then he should be pointed out the need to adhere to certain standards of behavior.

3. Conflict resolution taking into account emotional states. If the conflict has taken on an emotional nature and is accompanied by violent reactions, then it is advisable to show with specific examples how high tension affects work performance, how opponents lose their objectivity, and how their criticality decreases. In other words, an explanatory conversation is needed in a calm and confidential atmosphere.

4. Conflict resolution taking into account the characteristics of its participants. In this case, before proceeding to resolve the conflict, it is necessary to understand the personality characteristics of each (another argument in favor of psychological testing when applying for a job): are they balanced, are they prone to affective behavior, what are their character traits, temperament, etc. . This will help not only to correctly understand the motives of behavior, but also to choose the right tone in communication when resolving a conflict.

5. Conflict resolution taking into account its dynamics. As noted earlier, the conflict develops in certain stages. Naturally, for each of them there are certain forms of its resolution. If at the first stages conversations and persuasion are advisable, then at the stage of uncompromising clashes it is necessary to apply all possible measures, including administrative ones. Here it is also necessary to determine the choice of influence, taking into account the personal characteristics of the conflicting parties and the nature of their actions.

In conflict studies, other principles of conflict resolution have been noted, which are more of an organizational nature. They do not contradict the psychological ones noted above and complement them. In relation to conflict resolutionpsychological principles in educational institutionscan be formulated as follows.

1. The principle of interest in the psychological consequences of the conflict. This principle means the need to see the educational significance of the conflict, its possible use for the moral development of the individual, and the extraction of positive experience for each of its participants. Compliance with this principle requires an understanding that formal administrative measures to eliminate the incident still do not eliminate the conflict situation that led to its occurrence, which may require lengthy pedagogical work.

A conflict can have objective consequences: a restructuring of objective circumstances and conditions in the organization of the educational process, in the system of collective norms governing relationships in the classroom, school, teaching staff, etc., as well as subjective consequences for its participants or persons observing development of the conflict. It is by these consequences that one can judge him. At the same time, its assessment must be differentiated in relation to each individual participant in the conflict and the entire situation as a whole, since for one the conflict can be constructive, and for another destructive.

The most general principle that should be followed when assessing the psychological (subjective) consequences of conflicts is the impact of the conflict on the ability of each of its participants to gain some new experience that can change his behavior in the future. The constructive grain of this new experience is that the participant in the conflict becomes able to take the position of his opponent and understand the motives that prompted the enemy to conflict. This new psychological turn in consciousness is an impetus for the conflict participant to reconsider his position, his motives, goals and means used by him in conflict interaction, and, consequently, to a psychological restructuring of his personality. In this sense, the conflict is future-oriented: if its participants were able to learn lessons from it, then it is psychologically effective, but if not, then it is not effective, and perhaps even harmful. The responsibilities of the team leader include conflict management, with the goal of making it effective. Let us note that in the educational process, the leader should primarily be concerned with the psychological consequences of the conflict for its participants.

2. The principle of systematic analysis of the causes of the conflict implies the use of all three levels of analysis, understanding the relationship between objective and subjective factors in its occurrence, since effective ways of resolving a conflict are most closely related to a correct understanding of the interconnectedness and interdependence of various factors that influenced the emergence of a conflict situation.

Levels of conflict analysis. Depending on what factors and causes are identified when considering a given conflict, it can be analyzed at the following three levels:

1) sociological (analysis of the conditions for organizing the pedagogical process as a certain system of industrial relations);

2) socio-psychological (analysis of the psychological structure and characteristics of the team involved in the conflict);

3) individual psychological (analysis of the psychological characteristics of individuals participating in the conflict).

1. The principle of excluding unilateral responsibility for the occurrence of a conflict.

There are two sides involved in the conflict, and each makes its own “contribution” to the development of the conflict.

Attributing unilateral responsibility and finding someone to blame is generally not the best pedagogical strategy for dealing with conflict. Respect for each of the conflicting parties is required, the desire to understand its problems and the motives that pushed it into conflict interaction. The teacher managing the development of the conflict is faced with the task of making it effective for each participant, of bringing to his consciousness those internal “defects” that led to the emergence of the conflict on his part.

4. The principle of neutrality. A neutral position in relation to the warring parties is absolutely necessary for the effective resolution of a conflict situation, because the loss of neutrality by a person occupying the position of an “arbiter” in a conflict, working with a conflict situation, threatens only with the growth of the conflict situation, the inclusion of new participants in it. However, this neutrality cannot be contemplative, but must be actively interested in effective assistance to each of the parties to the conflict interaction.

5. The principle of conflict prevention. In the pedagogical process, there are much more potential conflicts than actual ones, and it is better to prevent conflicts than to resolve and eliminate them when they result in conflict interactions. Conflict prevention is associated with the ability to isolate the basis of the conflict - a conflict situation and eliminate it. Effective conflict prevention does not consist in ignoring conflict situations, but in identifying them and working with them individually. Working with a conflict situation, as we tried to show, almost excludes formal administrative measures and involves pedagogical ones. If the concerns of teachers are reduced only to extinguishing the incident, then the conflict can take on a hidden course, which is dangerous due to its destructive consequences for all participants in the conflict.

These are the general principles of conflict resolution; they should be relied upon when organizing conflict resolution activities and choosing appropriate methods.

The noted principles determine the nature of conflict resolution activities, which should include:

· analysis and identification of the reasons and composition of its participants (especially those who are “shadow opponents”);

· making a decision to intervene in a conflict, taking into account its possible outcomes;

· implementation of the decision made, i.e. activities aimed at eliminating conflict.

When resolving a conflict, the following must be analyzed:

1. Sources of conflict, including purely psychological ones.

2. “Biography” of the conflict, i.e. his history, the background against which he progressed; the growth of the conflict, the chosen methods of conflict confrontation, the crisis and turning points in its development.

3. Opponents, be they individuals or groups, their psychological and other characteristics, the real forces behind opponents.

4. Positions and attitudes of the conflicting parties (including whether the parties seek to resolve the conflict on a fair basis, how firm and irreconcilable their positions are, what their hopes and expectations are).

Based on this analysis, a complete description of the conflict is carried out, a forecast of its development and outcomes is given, and methods for resolving it are selected. Let's turn to existing methods and methods conflict resolution.

2. Methods and means of conflict resolution.

Let us dwell on methods of conflict resolution. Choosing conflict resolution methods is not an easy task. Just as there is no abstract conflict, there are no universal ways to resolve it. And yet, it is advisable to pay special attention to some that have a psychological basis.

1.Formation of public opinion.

Public opinion is a very powerful regulator of people's behavior. Many people are very dependent on the attitude of others and need approval and support. When conflicting, they may find themselves isolated, which they experience very painfully and are sometimes even ready to stop conflicting.

2. Appeal to the “arbiter”.

This method is often found in psychological recommendations. It can be very effective if there is a very authoritative person whose opinion will be decisive for opponents regarding their confrontation. Practice shows that such a person must have, first of all, moral authority and be distinguished by justice, integrity, honesty and kindness. True, finding such a person is now extremely difficult. An appeal to the “arbitrator” will give the necessary result if he manages to separate the object of the conflict from its subject, and this is not easy to do. In this case, the following techniques are recommended.

1. 4. “Frank conversation.”

Participants are given the opportunity to speak in any form about the conflict itself, its causes, and the behavior of the opposite side. The point of using this technique is as follows: if the conflict is caused by business reasons, the opponents will talk only about them, but if it is due to interpersonal problems, then, having talked a little about the declared reason, the opponents will quickly move on to impartial interpersonal assessments. This is where the “frank conversation” ends, the opponents are given the opportunity to “cool down”, and the analysis of the conflict should be returned in a day or two. The “arbitrator” in the process of “frank conversation” should observe more than speak.

5. “Objectification of the conflict.”

Participants are given the opportunity to speak on this matter again, but exclusively in a business form, without any emotional assessments of the opponent - facts, actions, events, information. In this case, the “arbiter” must resolutely suppress any emotional reactions of his opponents. The conflict is thus sorted out into its component parts, it gradually acquires a business basis again, opponents begin to see their mistakes, incorrect actions and assessments. As a result, the conflict loses its emotional severity and tension, the opponents’ false images of the situation and each other are removed, and the psychological barriers of interpersonal relationships are eliminated. The conflict returns to its original state when it can be resolved. This is what the “arbiter” does. It must be emphasized that in resolving conflicts by objectifying them, a lot depends on the behavior of the “arbitrator,” including the use of non-standard actions based on knowledge of opponents. You must not only be objective, tactful, fair, but also sometimes act in an extraordinary way. I remember a case when the “arbitrator,” having brilliantly analyzed the conflict, discouraged his opponents, and realizing that they still had emotional tension, did this: he took out a bottle of good cognac (the opponents were men), two glasses, two sandwiches, and said, that this is for them, and he himself will come in two hours. When he returned, one glass was filled with cognac, next to it lay half a sandwich (the bottle was empty) - this was left to him by his former opponents. The conflict no longer existed.

Difficult relationships.

It often happens that even when a conflict is resolved between opponents, difficult relationships remain that can result in a new conflict. In this case, it is advisable to organize their cooperation, although obviously this will not be easy. In this case, the opponents are entrusted with one common task, in which they should be extremely interested, but they cannot cope with it alone. The situation of forced cooperation initially brings people together formally, but this contributes to the growth of mutual trust and forms a positive psychological attitude towards the opponent. As a result, the relationship is restored.

1. 5. “Explosion.”

This method is advisable to use if the opponents do not stop the conflict, understanding its negative consequences for the organization, but at the same time they are valuable personnel with whom it is not advisable to part with. “Explosion” is a method of public condemnation of conflicting parties by the entire team. The method, as they say, works, but it must be applied very tactfully so as not to offend people who are already in a difficult situation. It can only be used taking into account the nature of the opponents, the degree of maturity of the team, and also... with a certain amount of humor.

Now let's look at ways and means of resolving conflicts involving conflicting personalities . In this case, it is necessary, first of all, to decide how much these conflicting personalities are worth to the organization, which outweighs: their positive professional activity or the damage caused by them as a result of private conflicts. Therefore, if a conflict involves conflicting individuals who are not valuable to the organization, the use of administrative methods of resolution is recommended. They are:

· structural changes in the team, increasing the degree of its organization;

· removal of opponents from the team if their activities began to harm the team;

· changing the opponent’s status or including him in another system “not intersecting” with another opponent.

If conflicting individuals, despite the damage caused by their behavior, are still valuable to the organization, then it is necessary to build appropriate relationships with them, communicate in a special way in order to minimize the manifestations of their conflict. In this case, you should carefully analyze the system of their internal conditions that lead to conflict behavior. For example, if such behavior is due to the presence of an intrapersonal conflict, then There are two possible ways to resolve it: open and hidden (latent).

Open way based on the awareness of the existence of intrapersonal conflict and an act of will (self-criticism, self-hypnosis, self-regulation) aimed at compensating for it. Such an act may be accompanied by a choice of non-conflict social roles.

Hidden (latent)the methods are much more complicated, but they exist spontaneous and constructive.

The natural ones include:

- hysteria, simulation, suffering;

Escaping reality (indulging in dreams, fantasies, thoughts);

Neurasthenia;

Idealization (separation from reality);

Euphoria (ostentatious fun, demonstration of satisfaction);

Regression (avoiding responsibility, resorting to primitive forms of behavior);

Projection (the desire to free oneself from negative qualities by attributing them to another);

Constructive ways to resolve intrapersonal conflict are:

Sublimation (transfer of psychic energy to other areas of activity);

Compensation (compensation for what was lost by acquiring other values, forming new goals);

Nomadism (change of place of work, residence, marital status);

Rationalization (self-justification through logical reasoning, targeted selection of facts and the transition to new values).

Open and latent constructive ways of resolving intrapersonal conflict are usually selected in the process of joint analysis of the behavior, relationships and communication of the conflicting individual. The sources of intrapersonal conflict are identified and a program and means for resolving it are jointly developed. The spontaneous latent method of resolution is chosen by the individual independently and only strengthens the intrapersonal conflict. Identifying the causes and psychological essence of intrapersonal conflict is a complex and responsible matter; mistakes in it can complicate the situation. Therefore, it is necessary to involve specialist psychologists with experience in psychoanalytic work in such work.

One of the ways to resolve conflicts is to implement certain behavior patterns. Generally speaking, behavioral patterns do not destroy conflict, but can significantly reduce its emotional intensity and thereby make it possible to look at the situation from a constructive position, allowing one to find a rational way to resolve contradictions. The use of behavioral models also makes it possible to effectively manage conflict in the phase of open confrontation. Let's look at the main models.

1. 1. Model of “ignoring” conflict.

It is used when the conflict is not of such an acute and dangerous nature and represents postponing the resolution of the conflict for a distant period. This model of behavior allows not only to gain time to strengthen the resources of the conflicting parties, but also provides them with the opportunity to reconsider their relationships and analyze the existing contradiction in a different way. In addition, over time, emotional tension may decrease and this will allow the conflict to be resolved on a business basis.

1. 2. “Compromise” model.

The use of this model gives a positive result under the following conditions: opponents have almost equal capabilities and reserves for strengthening resources; opponents are not interested in the destructive consequences of the conflict. The implementation of the “compromise” model requires certain mutual concessions from opponents, but still does not destroy the system of relations and allows you to at least partially achieve what you want. Unfortunately, opponents often view this model of behavior as a tactical trick that allows them to gain time and thereby strengthen their own resources for the incoming use of the “coercion” strategy.

3. The "concessions" model.

It is effective when opponents do not have the opportunity to strengthen their positions and it is important for them to maintain partnerships. It is not difficult to see that this model of behavior is possible if the conflict is businesslike, short-term and hectic. In other cases, the use of this model is problematic. The disadvantage of this model of behavior is that concessions are often one-sided, which gives grounds for the other conflicting party to make greater and greater demands and thereby complicate the relationship.

Model of cooperation.

(This method of conflict resolution was discussed above; in this case, it is considered as one of the models of conflict behavior). This model makes it possible to achieve the desired results under the following conditions: opponents do not yet experience hostility towards each other; opponents have no experience of conflict confrontation; they are interested in maintaining and developing partnerships. The use of this model is unacceptable if there is no possibility of making a decision beneficial for the conflicting parties, as well as if one of the parties seeks to use the situation to strengthen its positions.

©2015-2019 site
All rights belong to their authors. This site does not claim authorship, but provides free use.
Page creation date: 2016-08-08

Conflicts, causes of conflicts, types of conflicts, methods of conflict resolution

Conflict- this is the disagreement of the parties or the conscious behavior of one party that comes into conflict with the other party. Conflicts are designed to help meet people's needs. In a conflict situation, each party strives to achieve its goal, solve its problems, approve and accept its point of view. In practice, this is often done by infringing on the interests of opponents and eliminating the positions of opponents. Conflict is the highest stage in the development of contradictions; it is a lack of agreement between two or more parties, which may be specific individuals or groups.

Causes of conflicts:

• Resource Allocation . Resources are always limited and management must decide how to distribute them among different groups in order to most effectively achieve the goals of the organization. Allocating a large share of resources to any one manager, subordinate, or group means that others will receive a smaller share of the total.
• Task Interdependence . The potential for conflict exists whenever one person or group is dependent on another person or group to complete a task. Since all organizations are systems consisting of interconnected elements, if one department or person performs inadequately, task interdependence can cause conflict.
• Differences in Goals. Specialized units formulate their own goals and can pay more attention to achieving them than the goals of the entire organization.
• Differences in beliefs and values . The idea of ​​a certain situation depends on the desire to achieve a certain goal. Instead of assessing a situation objectively, people may consider only those views, alternatives, and aspects of the situation that they believe are favorable to their group and personal needs.
• Differences in behavior and life experiences . Differences in life experiences, values, education, seniority, age and social characteristics reduce the degree of mutual understanding and cooperation between representatives of different departments.
• Poor communications . Poor communication is both a cause and a consequence of conflict. It can act as a catalyst for conflict, preventing individuals or groups from understanding the situation or the points of view of others.

Types of conflicts

1. Intrapersonal conflict . It can take different forms

o role conflict, when conflicting demands are made on one person regarding what the result of his work should be

o production requirements are not consistent with personal needs, interests, values,

o response to work overload or underload.

2. Interpersonal conflict . The most common and manifests itself in different ways:

o the struggle of managers over resource limitations, capital or labor, time to use equipment or approval of a project. This group includes well-known conflicts between two candidates for promotion when there is one vacancy,

o clash of personalities. People with different personality traits, views and values ​​are sometimes simply unable to get along with each other.

3. Conflict between individual and group .

o if the expectations of the group are in conflict with the expectations of the individual,

o the manager may be forced to take disciplinary action, which may be unpopular in the eyes of subordinates.

4. Intergroup conflict theory .

o In organizations, conflicts may arise between formal and non-formal groups. Informal groups that believe that the manager is treating them unfairly may rally more tightly and try to “settle” with him by reducing productivity or conflict between the union and management.

1. Structural methods of conflict resolution:

Clarification of job requirements - this is one of the best management methods that prevents dysfunctional conflict theory. It is necessary to clarify what results are expected from each employee and department. Parameters such as the level of results to be achieved, who provides and who receives various information, the system of authority and responsibility, and clearly defined policies, procedures and rules should be mentioned here. Moreover, the leader does not clarify these issues for himself, but conveys them to his subordinates so that they understand what is expected of them in a given situation.

Coordination and integration mechanisms - This is one of the most common mechanisms - a chain of commands. Establishing a hierarchy of authority streamlines the interaction of people, decision making and information flows within the organization. If two or more subordinates disagree on any issue, the conflict can be avoided by turning to a common superior, asking him to make a decision. The principle of unity of command facilitates the use of hierarchy to manage a conflict situation, since the subordinate knows whose decisions he must implement.

Organization-wide comprehensive goals - Effective implementation of these goals requires the joint efforts of two or more employees, departments or groups. The idea behind this technique is to direct the efforts of all participants to achieve a common goal.

Reward system structure - rewards can be used as a method of conflict management, influencing people to avoid dysfunctional consequences. People who contribute to the achievement of organization-wide integrated goals, help other groups in the organization and try to approach the problem in a comprehensive manner should be rewarded with gratitude, bonuses, recognition or promotions. It is equally important that the reward system does not reward unconstructive behavior by individuals or groups. Systematic, coordinated use of reward systems to reward those who contribute to the implementation of organization-wide goals, helps people understand how they should act in a conflict situation so that it corresponds to the desires of management.

2. Interpersonal conflict resolution styles:

Evasion - this style implies that a person is trying to avoid conflict. His position is not to get into situations that provoke the emergence of contradictions, not to enter into a discussion of issues that are fraught with disagreement. Then you won’t have to get into an excited state, even if you are working on solving a problem.

Smoothing - with this style, a person is convinced that there is no need to get angry, because “we are all one happy team, and we should not rock the boat.” Such a “smoother” tries not to let out the signs of conflict, appealing to the need for solidarity. But at the same time, you can forget about the problem underlying the conflict. The result may be peace and quiet, but the problem will remain, and eventually there will be an “explosion.”

Compulsion - within this style, attempts to force people to accept their point of view at any cost prevail. Anyone who tries to do this is not interested in the opinions of others, usually behaves aggressively, and uses power through coercion to influence others. This style can be effective where the leader has great power over subordinates, but it can suppress the initiative of subordinates and creates a greater likelihood that the wrong decision will be made, since only one point of view is presented. It can cause resentment, especially among younger and more educated staff.

Compromise - this style is characterized by accepting the other party's point of view, but only to some extent. The ability to compromise is highly valued in management situations, as it minimizes ill will, which often makes it possible to quickly resolve a conflict to the satisfaction of both parties. However, using compromise at an early stage of a conflict that has arisen over an important issue can reduce the time it takes to find alternatives.

Solution . This style is an acknowledgment of differences of opinion and a willingness to engage with other points of view in order to understand the causes of the conflict and find a course of action acceptable to all parties. The one who uses this style does not try to achieve his goal at the expense of others, but rather looks for the best solution. This style is the most effective in solving organizational problems. Suggestions for using this conflict resolution style: Define the problem in terms of goals rather than solutions; Once the problem is identified, identify solutions acceptable to all parties; focus on the problem, not on the personal qualities of the other party; create an atmosphere of trust by increasing mutual influence and information exchange; When communicating, create a positive attitude towards each other by showing sympathy and listening to the other party's opinion.

In the process of work and social activities, the teacher interacts with other participants in school life. At the same time, conflicts are an inevitable phenomenon. But what remains after a conflict situation largely depends on the teacher. A universal recipe for a constructive solution to a conflict, the aftertaste of which will be the satisfaction of all parties and the acquisition of valuable skills for living in society, is discussed in this article.

· The influence of genetic factors on the emergence of conflict situations in adolescence · Psychology in parables and examples · How to talk with inadequate parents of students and prevent their aggression Yandex.Direct In the course of his professional activity, a teacher, in addition to his immediate responsibilities related to the training and education of the younger generation, has to communicate with colleagues, students, and their parents. In daily interactions, it is hardly possible to avoid conflict situations. And is it necessary? After all, by correctly resolving a tense moment, it is easy to achieve good constructive results, bring people closer, help them understand each other, and achieve progress in educational aspects.

Definition of conflict. Destructive and constructive ways to resolve conflict situations

What is conflict? Definitions of this concept can be divided into two groups. In the public consciousness, conflict is most often synonymous with hostile, negative confrontation between people due to incompatibility of interests, norms of behavior, and goals.

But there is another understanding of conflict as an absolutely natural phenomenon in the life of society, which does not necessarily lead to negative consequences. On the contrary, when choosing the right channel for its flow, it is an important component of the development of society.

Depending on the results of resolving conflict situations, they can be designated as destructive or constructive. The result destructive collision is dissatisfaction of one or both parties with the outcome of the collision, destruction of relationships, resentment, misunderstanding.

Constructive is a conflict, the solution of which became useful for the parties taking part in it, if they built, acquired something valuable for themselves in it, and were satisfied with its result.

Introduction

Approaches to the study of conflict in social psychology

Concept and typology of conflicts

Conflict resolution methods

Conflict Prevention

Conclusion

Literature

Introduction

Conflicts are an eternal companion of our lives. And therefore, even the most consistent policy of humanization in enterprises and institutions and the best management methods will not protect against the need to live in conditions of conflict. Word conflict - Latin root and literally translated means collision . The basis of any conflict is a contradiction, which usually leads to either constructive (for example, strengthening group dynamics, team development) or destructive (for example, the collapse of the team) consequences.

The purpose of this work is to consider constructive ways to resolve conflicts and prevent conflicts.

The set goal led to the solution of the following tasks: to consider approaches to the study of conflict in social psychology, what conflict is and the typology of conflicts, methods of conflict resolution and conflict prevention.

1. Approaches to the study of conflict in social psychology

Judging by numerous publications, the study of conflicts is carried out from the point of view of various approaches. In order to organize the results obtained by researchers on the problem of interpersonal conflict, it is necessary to consider these approaches.

There are various classifications of approaches in the literature. The most widely known classification is that proposed by R.L. Krichevsky and E.M. Dubovskaya. They highlight the following approaches.

Motivational. The motivational approach is based on the idea of ​​confrontation between incompatible intentions and goals that guide the behavior of participants in interpersonal interaction;

Cognitive. Within the framework of the cognitive approach, the cognitive aspects of interpersonal conflict are studied. Its occurrence is determined, according to experts, by the structure of the task, the cognitive structures of the opposing parties, the degree of consistency of the strategies they use;

Active. In this case, the study of conflicts is based on the principles of the activity-based approach. However, the number of works, according to the authors, carried out from the perspective of the discussed approach is extremely small;

Organizational. In this case, the organizational approach refers to various models of conflict relations in social organization, embodied in a fairly large number of empirical developments.

Among the works of domestic scientists, a systematic approach also stands out. From the perspective of this approach, conflict is understood as the interaction of complex systems with divergent goals and ideas about them.

As the researchers write, most Western studies of conflict have been carried out within the framework of a motivational approach to conflict. Recently, a normative approach has also emerged. It is based on the “polygenetic theory of interpersonal relationships” proposed by R.Kh. Shakurov. From the standpoint of the normative approach, social norms and normative expectations play a large role in the emergence, development and resolution of interpersonal conflicts. Interpersonal conflict, from the point of view of this approach, arises as a result of the following interrelated factors: frustration and violation of social norms of interaction in a given situation. At the same time, the process of conflict escalation, the emotions that arose in it, and changes in relationships during the conflict are determined by the action of the mechanisms for the formation of interpersonal relationships.

In addition to the above classification, which is based on conceptual schemes from the perspective of which the conflict is studied, there are classifications on other grounds. For example, approaches are divided depending on how researchers approach the causes of interpersonal conflicts. From this point of view, V.A. Fokin identifies the following approaches:

Personality-oriented approach - the causes of the conflict are seen in the characteristics of the individual in general or are localized in cognitive processes.

Motivational-oriented approach - the so-called “objective” signs of the situation are emphasized, the specifics of which determine the emergence of conflict.

The integral approach is an attempt to overcome the one-sided way of explaining the causes of the conflict, i.e. the desire to take into account all possible factors influencing the emergence and course of the conflict.

As V.A. Fokin notes, in terms of the number of explicit and implicit supporters, the motivation-oriented approach leads.

Another basis from which approaches to conflict are considered is an understanding of the essence of conflict as a phenomenon. A classification built on this basis is proposed by T.Yu. Bazarov and B.L. Eremin. They distinguish two approaches:

Proponents of the first approach describe conflict as a negative phenomenon. They divide conflicts into constructive and destructive. Most works within the framework of this approach provide recommendations for manipulation, which is called “conflict management”, “conflict situation management”.

Proponents of the second approach consider conflict a natural condition for the existence of interacting people, an instrument for the development of an organization, any community, although it has destructive consequences, but in general and over a long period of time is not as destructive as the consequences of eliminating conflicts, their information and social blockade. The second approach assumes the impossibility of managing conflict and optimizing interaction, theoretically justifying the development of conflict as a self-regulating mechanism.

The general trend in recent years, according to Bazarov T.Yu. and B.L. Eremina, is such that most theorists and practitioners of social psychology are inclined to the second approach, while maintaining some orientation towards psychological manipulation, psychological mitigation of the destructive consequences of the conflict. The basic point in this choice is that the first approach is based on subject-object communication, while the second is based on subject-subject communication.

Speaking about approaches to the study of interpersonal conflict, it is necessary to note the peculiarities of the study of conflicts by Western scientists. As a rule, conflict research by Western scientists is carried out primarily in laboratory conditions with the extensive use of mathematics, in particular, game theory. This feature immediately leads to the question of the possibility of applying the results obtained in real situations. The literature also contains criticism of the main theoretical postulates that are used when studying conflicts using this method:

Firstly, this is the postulate of rationality, according to which the desire to maximize gains is the main determinant of individual behavior. As you know, this postulate does not always correspond to reality. It is significant, write A.I. Dontsov and T.A. Polozova, that situations where the principle of maximizing winnings is violated are either not considered in most studies or are recognized as obviously ineffective.

Secondly, this is the postulate of the static nature of the situation of conflict interaction: it is believed that the individual initially has all the information contained in the matrix description of the situation and once and for all fixes the hierarchy of individual significances of certain actions. It is clear that in reality this principle is also often not followed.

Attempts to find a consistent synthesis of the results obtained face, as noted by the prominent French psychologist M. Plon, with significant difficulties: “Special reflection,” the author emphasizes, “requires that with the adoption of the analogy between the game and the conflict, the analogy between the rules of the game and norms was implicitly accepted functioning of social relations, although these latter have never, in essence, been studied.”

. Concept and typology of conflicts

Conflict is a relationship between subjects of social interaction that is characterized by confrontation over the presence of opposing motives (needs, interests, goals, ideals, beliefs) or judgments (opinions, views, assessments, etc.).

Another group of concepts in the categorical apparatus of conflictology are concepts that define the main types of conflicts and their typology. The need to classify conflicts is dictated by the research interests of deeper insight into their essence, as well as the practical needs of the most effective regulation of their various types. The classification depends on the criteria that are taken as its basis. The most common conflict classifications are based on criteria such as:

) parties to conflicts,

) the nature of the needs, the infringement of which caused the conflict,

) the direction of the conflict,

) time parameters of the conflict,

) the effectiveness of conflicts.

Depending on the parties, conflicts are divided:

to intrapersonal,

interpersonal,

between the individual and the group,

intergroup,

international.

In terms of needs, the blocking of which served as a prerequisite for the conflict, they can be divided into:

material,

status - role,

spiritual.

According to their direction, conflicts are divided into:

horizontal, arising between business partners and work colleagues;

vertical - between subordinates and superiors.

In this classification, mixed conflicts are those in which both colleagues and managers of different levels are represented. As practice shows, up to four-fifths of all conflicts in organizations belong to conflicts of the second and third groups according to this typology.

According to time parameters, conflicts are divided into:

short-term,

fleeting,

long-term, sometimes lasting for years and decades, as are often the case with state, national and religious gious conflicts.

And finally, according to the criterion of effectiveness, conflicts are divided into two types:

constructive, normal, positive, in which the groups where they occur maintain their integrity, and the relationships between group members are of a collaborative nature;

destructive, pathological, negative, when relationships between people take on uncivilized forms, the nature of confrontations, struggles, leading even to the destruction and disintegration of the organization.

Therefore, the most important task of a manager at any level is to solve problems of conflict resolution and prevent them from being overturned. growth from a constructive to a destructive form, preventing the proliferation and generalization of the conflict. For this, it is especially important to understand the structure, dynamics, typology of the conflict, i.e. in the entire conceptual-categorical apparatus of conflictology and, above all, in the content of its basic concept - the category of conflict.

3. Conflict resolution methods

All methods are divided into 2 groups: 1) negative, include all types of struggle, pursue the goal of achieving victory for one side over the other. 2) positive, when using them it is assumed that the basis of the relationship between the subjects of the conflict will be preserved. These are various types of negotiations and constructive competition.

The distinction between negative and positive methods is conditional. These methods often complement each other.

No matter how diverse the types of struggle are, they have some common features, for any struggle is an action with the participation of at least two subjects, where one of them interferes with the other.

In any fight, you must be able to: a) choose the best field for the decisive battle, b) concentrate the necessary forces in this place, c) choose the optimal moment in time to strike. All techniques and methods of fighting involve one or another combination of these components.

The goal of the struggle is to change the conflict situation. And this is achieved in three general ways: by direct influence on the opposing subject, his means of struggle, on the situation; changes in the balance of forces; true or false information from the opponent about his actions and intentions; obtaining an adequate assessment of the opponent’s capabilities and the situation. A variety of control methods use these methods of influence in different combinations.

The main positive method of conflict resolution is negotiation. Negotiation theory was developed by American conflictologists R. Fisher and U. Ury, D. Den.

Negotiation - this is a joint discussion by the conflicting parties with the possible involvement of a mediator of controversial issues in order to reach agreement. They act as a continuation of the conflict and at the same time serve as a means of overcoming it. When the emphasis is on negotiations as part of a conflict, they are sought to be conducted from a position of strength, with the goal of achieving a one-sided victory. Naturally, this nature of negotiations usually leads to a temporary, partial resolution of the conflict, and negotiations serve only as an addition to the struggle for victory over the enemy. If negotiations are understood in property terms as a method of conflict resolution, then they take the form of honest, open debates, designed for mutual concessions and mutual satisfaction of a certain part of the interests of the parties.

The method of principled negotiation, or "negotiation based on certain principles", is characterized by four basic rules.

“Make a distinction between the negotiators and the subject of the negotiation,” “separate the person from the problem.” Negotiations are conducted by people with certain character traits. Discussion of them is unacceptable, because... this introduces an emotional factor into the negotiations that interferes with the solution of the problem. Criticism of the personal qualities of the negotiators only aggravates the conflict or, at least, does not contribute to the search for ways to resolve it.

"Focus on interests, not positions." The positions of opponents may hide their true goals, and even more so, their interests. Meanwhile, conflicting positions are always based on interests. Therefore, instead of arguing about positions, we need to explore the interests that determine them. Behind opposing positions, along with contradictions, there are shared and acceptable interests.

“Develop win-win options.” An interest-based arrangement facilitates the search for a mutually beneficial solution by exploring options that satisfy both parties. In this case, the dialogue becomes a discussion with the orientation - “we are against the problem”, and not “me against you”. With this orientation, it is possible to use brainstorming. As a result, more than one alternative solution may be obtained. This will allow you to select the desired option that meets the interests of the negotiating parties.

"Find objective criteria." Consent as the goal of negotiations should be based on criteria that would be neutral with respect to the interests of the conflicting parties. Only then will it be fair, stable and lasting. If the criteria are not neutral towards one party, then the other party will feel disadvantaged, and therefore the agreement will be perceived as unfair and ultimately it will not be implemented.

The fairness of the solutions developed depends on the procedures used during negotiations for resolving conflicting interests. Such procedures include: resolving disagreements using lots, delegating the right to decide to a mediator, etc. The last method of resolving a dispute, i.e. when a third party plays a key role, is widespread, and its variations are numerous.

One of the main ways to resolve conflict is communication between people. This is the most common method, which also includes negotiations. This method is based on two rules: “do not interrupt communication,” because refusal to communicate creates and means conflict; “Do not use power games to win power struggles through coercion, threats, or ultimatums.” In the description by D. Den, the named method looks like this:

Step 1: Find time to talk.

Step 2: Prepare the conditions.

Step 3: Discuss the problem.

Introductory part:

Express your gratitude.

Express optimism.

Remind the cardinal rules.

State the problem.

Invite to conversation.

Task 1: Stick to the basic process.

Task 2. Support gestures of reconciliation.

Step 4: Conclude an agreement (if necessary):

Balanced;

Behaviorally specific;

In a written form.

The negotiation process in a specific form - with the participation of a mediator - mediation. This is the most universal and successful form of resolving disagreements with the help of a third, independent mediator.

The use of positive methods of conflict resolution is embodied by the achievement of compromises or consensuses between opposing entities. These are forms of ending the conflict, mainly of the “win-win”, “win-win” type.

Compromise means an agreement based on mutual concessions.

There are forced and voluntary compromises. The first are inevitably imposed by prevailing circumstances. Or a general situation that threatens the existence of the conflicting parties. The second ones are concluded on the basis of an agreement on certain issues and correspond to some part of the interests of all interacting forces.

The theoretical and methodological basis for compromise is the position of dialectics on the combination of opposites as a form of regulation and resolution of social contradictions and conflict. The social base is the commonality of certain interests, values, and norms as prerequisites for the interaction of social forces and institutions. In the case of a voluntary compromise, there is a commonality of basic views, principles, and norms facing the interacting subjects of practical tasks. If the compromise is of a forced nature, then it may consist of: a) mutual concession on certain issues in the name of ensuring a balance of private interests and goals; b) in uniting the efforts of all conflicting parties to resolve some fundamental issues related to their survival.

The technology of compromises is quite complex, unique in many ways, but still there is something repetitive in its structure. These are some ways of reconciling interests and positions: consultation, dialogue, discussion, partnership and cooperation. Using them allows us to identify common values, discover a convergence of views on certain issues, helps to reveal positions on which the conflicting parties need to make concessions, and develop a mutually acceptable agreement on the “rules of the game,” or in other words, norms and methods of further action in order to proper balance of interests and thereby resolve the conflict.

Consensus is a form of expressing agreement with the opponent’s arguments in a dispute.

Consensus becomes the principle of interaction between opposing forces in systems based on democratic principles. Therefore, the degree of consensus is an indicator of the development of public democracy.

The technology of achieving consensus is more complex than the technology of compromise. The essential elements of this technology are: a) analysis of the range of social interests and organizations expressing them; b) clarifying the fields of identity and difference, objective coincidence and contradiction of priority values ​​and goals of the current forces; justification of common values ​​and priority goals on the basis of which agreement is possible; c) systematic activity of institutions of power of socio-political organizations in order to ensure public consent regarding norms, mechanisms and ways of regulating social relations and achieving those goals that are recognized as generally significant.

4. Conflict prevention

A destructive conflict, like a disease, is easier to prevent or treat when it occurs. The early stage of dealing with conflict is its prevention, which involves preventing the emergence of the causes of the conflict. Prevention of conflicts in an organization is achieved through clear organization of work; healthy moral and psychological climate in the team; professionally and socially competent leadership; staff satisfaction with their stay in the organization; people's confidence in the future, stable employment, etc. In other words, conflict prevention involves preventing the occurrence of all the previously discussed and some other causes in the team.

To prevent conflict, as well as to prevent it in general, measures such as:

correct selection and placement of personnel;

continuous improvement of remuneration in accordance with the changing situation;

rhythm of work, attention to the working and living conditions of workers;

improving organizational management methods taking into account changing situations;

timely provision of resources, their rational and fair distribution;

compliance of the rights and duties of employees, especially managers, strict control over respect for rights and fulfillment of duties, maintaining high labor discipline;

clear distribution of production tasks, powers and responsibilities;

formation of favorable interpersonal relationships;

strengthening collective norms of self-regulation of employee behavior, uniting the team;

paying special attention to rumors, gossip, and minor quarrels, which are usually indicators of unemployed workers and create favorable conditions for conflicts;

ensuring uniform workload for all employees.

Conflict prevention in an organization is carried out by three main actors, subjects: senior management, which determines the general position of a given unit in the system of an enterprise or institution; the head of the unit, who outlines the general line of dealing with conflicts and manages them, and the work collective, capable of performing educational and regulatory functions, uniting people, forming in them a sense of group identity, relationships of cooperation and mutual assistance, and being the most authoritative arbiter in the event of a conflict.

Despite the importance of all subjects of conflict regulation, the leading role in dealing with conflicts is played by the immediate head of the unit in which the conflict is brewing or is already developing. To effectively prevent and resolve conflicts, a manager is required to: the ability to analyze the social situation and its conflictological diagnosis; knowledge of human psychology and patterns of their behavior; own self-control, impartiality and consistency in relation to opponents; ability to conduct individual conversations and negotiations on a principled, business basis; having sufficient power and authority.

Under normal conditions of existence of an organization, with the coherence of the actions of top management, a specific leader and the team, it is, in principle, possible to exclude conflicts with a negative, destructive orientation from its life. However, it is not always possible to prevent conflicts. Moreover, most often this happens and is not advisable. When conflict occurs, it is important to ensure that the process of its development and resolution is managed.

Conclusion

Although relationships with other people should promote peace and harmony, conflicts are inevitable. Every sane person should have the ability to effectively resolve disputes and disagreements so that the fabric of social life does not tear with every conflict, but, on the contrary, strengthens due to the growth of the ability to find and develop common interests.

To resolve conflict, it is important to have different approaches at your disposal, to be able to use them flexibly, to go beyond the usual patterns and be sensitive to opportunities and act and think in new ways. At the same time, you can use conflict as a source of life experience, self-education and self-learning.

Conflicts can be turned into excellent teaching material if you subsequently take the time to remember what led to the conflict and what happened in the conflict situation. Then you can learn more about yourself, about the people involved in the conflict, or about the surrounding circumstances that contributed to the conflict. This knowledge will help you make the right decision in the future and avoid conflict. warning social conflict

Literature

1.Kolominsky Ya.L. Psychology. - Mn., 1993.

2.Vilyunas V.K. Psychology of emotional phenomena. - M., 1973.

3.Izard K.E. Human emotions. - M., 1980.

4.Jung K.G. Problems of the soul of our time. - M., 1996.

5.Anikeeva N.P. Psychological climate in the team. - M., 1989.

6.Andreeva G.M. Social Psychology. - M., 1998.

7.Sieger W. Lang L. Lead without conflict. - M., 1990. Submit your application indicating the topic right now to find out about the possibility of receiving a consultation.

Conflict management in school groups is carried out in two main areas. The first and main one is conflict prevention. However, it is impossible to prevent all conflicts. Therefore, a psychologist, teacher, schoolchild should be able to constructively end a conflict if it does arise. The main ways to end a conflict are: resolution, settlement, fading, elimination, escalation into another conflict (Diagram 8.2).

Conflict resolution is the most desirable and at the same time the most difficult form of ending the struggle of opponents. Conflict resolution is a joint activity of its participants, aimed at a mutually beneficial solution to the problem that led to the clash, at eliminating the contradiction that caused the clash between opponents.

Resolving interpersonal conflict is quite difficult, since usually both opponents consider themselves to be right. A rational, objective assessment of the conflict situation by each opponent is very difficult due to the negative emotions of the conflicting parties. Let's consider the 17-step sequence of actions of one of the opponents, who decided to take the initiative to resolve the conflict.

1st step. Stop fighting with your opponent. Understand that through conflict I will not be able to protect my interests. Assess the possible immediate and long-term consequences of the conflict for me.

2nd step. Internally agree that when two people conflict, the one who is smarter is wrong. It is difficult to expect initiative from this stubborn opponent. It is much more realistic for me to change my behavior in conflict. I will only gain from this, or at least not lose.

3rd step. Minimize my negative emotions towards my opponent. Try to find an opportunity to reduce his negative emotions towards me.

4th step. Be prepared for the fact that it will take some effort to solve the problem through cooperation or compromise.

5th step. Try to understand and agree that the opponent, like me, is pursuing his own interests in the conflict. The fact that he defends them is as natural as my defending my own interests.

Basic ways to end a conflict

(according to A.I. Shipilov)

6th step. Assess the essence of the conflict as if from the outside, imagining our counterparts in my place and the opponent’s place. To do this, you need to mentally get out of the conflict situation and imagine that exactly the same conflict is happening in another team. It involves my double and my opponent’s double. It is important to see the strengths, partial rightness in the position of the opponent’s double and the weaknesses, partial wrongness in the position of my double.

7th step. Find out what the true interests of my opponent are in this conflict. What does he ultimately want to achieve? See behind the reason and external picture of the conflict its hidden essence.

8th step. Understand your opponent's main concerns. Determine what he is afraid of losing. Find out what possible damage the opponent is trying to prevent.

9th step. Separate the problem of conflict from people. Understand what the main cause of the conflict is, if you do not take into account the individual characteristics of its participants.

10th step. To think over and develop a maximum program aimed at the optimal solution to the problem, taking into account not only my interests, but also the interests of the opponent. If you completely ignore the interests of your opponent, then the conflict resolution program will remain only a good wish. Prepare 3-4 options for solving the problem.

11th step. Consider and develop a minimum program aimed at mitigating the conflict as much as possible. Practice shows that mitigating the conflict and reducing its severity create a good basis for the subsequent resolution of the contradiction. It should be remembered that starting a conflict is easy and quick, but resolving contradictions is almost always difficult, slow and gradual. A partial solution to the problem is still much better than a struggle for mutual destruction. Prepare 3-4 options for partially solving the problem or mitigating the conflict.

12th step. Determine, if possible, objective criteria for resolving the conflict.

13th step. Predict possible responses of the opponent and my reactions to them as the conflict develops. If my forecast for the development of a conflict situation is correct, then this will have a positive impact on my behavior and make it constructive.

One step forecast. I did something bad to her and it made me feel good.

Two-step forecast. I - She responded to my actions.

Three-step forecast. I - She - I answered her answer.

Four-step forecast. I - She - I - She.

Five step forecast. I - She - I - She - Me.

The better the forecast for the development of the situation, the lower the losses of both sides in the conflict.

14th step. Have an open conversation with your opponent to resolve the conflict. The logic of such a conversation could be as follows:

· the conflict is not beneficial for both of us; we will still have to work and live together. This is much better, we need to help, not harm each other;

· I propose to stop the fight and discuss how to resolve the problem peacefully;

· admit your mistakes that led to the conflict;

· make concessions to the opponent regarding what is not the main thing for me in this situation;

· in a soft form express a wish for concessions on the part of the opponent and give reasons for your proposal;

· discuss mutual concessions;

· resolve the conflict completely or partially;

· if the conversation is unsuccessful, do not aggravate the situation with negative emotions. Offer to return to discuss the problem again in 2-3 days.

15th step. Try to resolve the conflict by constantly adjusting not only tactics, but also the strategy of your behavior in accordance with the specific situation.

16th step. Once again evaluate your actions at the stages of the emergence, development and completion of the conflict. Determine what was done correctly and where mistakes were made.

17th step. Assess the behavior of other participants in the conflict, those who supported me or my opponent. Conflict itself tests people and reveals those characteristics that were previously hidden.

Each conflict is unique, and it is important to see its specificity. However, the above 17-step algorithm for resolving interpersonal conflicts can still help you find a more constructive way out of difficult situations.

There are often situations at school when a psychologist is forced to intervene in conflicts between students (teachers) as a third party in order to resolve them. We propose a possible scheme of actions for a teacher or director when resolving conflicts in school groups in the role of a third party. It, like the conflict self-resolution algorithm, includes 17 steps. The proposed sequence of actions can be clarified and changed taking into account the characteristics of a specific conflict situation.

1st step. Try to present a general picture of the conflict and penetrate into its essence, analyzing the limited information that we have. Roughly assess the features of the conflict, positions and hidden interests of both parties.

2nd step. Talk to one of the opponents, whom we will tentatively consider more right-wing in this conflict. Reveal his ideas about the causes of the conflict, find out what he wants to achieve from his opponent and what he fears. Establish his opinion about the main interests and concerns of the second opponent.

3rd step. Be sure to talk with the second opponent. A typical gross mistake is intervention in a conflict based on information received only from one of the conflicting parties.

4th step. Talk about the causes and nature of the conflict with the friends of the first opponent. They will provide new and, most likely, more objective information about the interests and concerns of the first opponent. It is useful to find out their ideas about the interests and concerns of the second opponent.

It is necessary to discuss with the friends of the first opponent the prospects for the development of the conflict and possible ways to resolve it. You should not waste time communicating with the friends of the first opponent, since in the future they can provide significant assistance in resolving the conflict.

5th step. Talk about the reasons, nature and methods of resolving the conflict with the friends of the second opponent. The content of the conversation with them is the same as with the friends of the first opponent.

6th step. Discuss the reasons, development prospects and ways to resolve the conflict with the informal leaders of the team in which the conflict is developing between the first and second opponents.

7th step. If necessary, discuss the conflict problem with the leaders of both opponents and find out their attitude to this problem.

8th step. Understand what the main cause of the conflict is and do not take into account the individual characteristics of all its participants, but imagine that abstract people are acting in the conflict.

9th step. Determine what are the deep, subconscious motives hidden behind the external reasons that caused the confrontation between opponents. Try to identify as accurately as possible the hidden content of the conflict, what everyone is silent about.

10th step. Determine what each opponent is right and what is wrong. Subsequently, without getting bogged down in the conflict, support each opponent in what his demands are fair, and show the vulnerable positions of each.

11th step. Assess the best, worst and most likely scenarios

events, as well as a situation in which a third party actively intervenes in the conflict

he will not, he will only try to get his opponents to come to a compromise themselves.

12th step. Assess the possible hidden, delayed and long-term consequences of third party intervention in a conflict. It should be remembered that each of the opponents, as a rule, sees the third party as an ally, and not as a dispassionate arbiter. If you don't live up to their expectations, you can turn from a friend into an enemy.

13th step. Think over and develop a maximum program aimed at fully or partially resolving the conflict. Prepare 3-4 options for proposals to opponents and joint actions to implement this program.

14th step. Consider and develop a minimum program aimed at, if possible, mitigating the severity of the confrontation and the destructive consequences of the conflict. Prepare 3-4 options for proposals to opponents and joint actions to implement this program.

15th step. Discuss the maximum program and the minimum program with friends of each opponent, informal leaders, and, if necessary, with managers. After discussion, make adjustments to the general action plans to resolve the conflict.

16th step. Try to resolve the conflict by constantly adjusting not only tactics, but also the strategy of action taking into account the specific situation. Actively involve friends of each opponent, informal leaders, and, if necessary, managers in mediation. They can sometimes have a more noticeable influence on their opponents than we do. It is better to resolve the conflict with their hands. If time permits and there is opportunity, it is better for us to play the role of coordinator in the conflict resolution process.

17th step. Summarize the positive and negative experiences gained as a result of intervention in this conflict.

The sequence of actions proposed above for resolving conflicts can naturally be simplified when we are talking about simple conflict situations.

If a deeper resolution of the conflict is necessary, and the psychologist understands that the reasons are not so much obvious conflicts of interests as the psychological characteristics of the participants in the conflict, conflict resolution techniques can be used together with psychocorrectional techniques.