Is a conflict-free existence possible in such a social association as a secondary school? Of course, yes, if the school is located in a Buddhist monastery in Tibet.
The inability to exclude conflict situations from everyday life is the path to the development of personal qualities of individuals
In our everyday life, the absence of quarrels and personal contradictions is a utopian phenomenon. So that friction and conflicts of interests within society do not lead to large or small social disasters, you need to learn how to manage conflicts. After all, what is society? This is the team in which we live and on which we depend - family, school, work. Conflicts should not be left to chance. If it is not possible to exclude them from life for good, then learn to change the vectors of conflict, directing destructive energy from destruction to creation.
The background of conflicts within institutions of general secondary education
For conflict prevention to be successful, you need to understand the nature of the problems that lead to aggravation of relations between people. In this article, we will proceed from situations related to parenting. That is, we will consider the conflict as part of the educational process of a general educational institution.
Conflicts related to school life usually affect the interests of young, middle and older children, their parents or representatives and teachers, and in some cases administrative and even technical staff of secondary schools.
Prevention and resolution of conflicts arising in the school environment require a meaningful and thoughtful approach. Social inequality, problems of migrants, age and physiological characteristics - all this dictates a special attitude to building the structure of relationships between representatives of various social categories. In the context of high school, it is important to build conflict-free relations not only between students, but also students and teachers, between teachers and parents, as well as between teachers and other employees of the institution. These are necessary components of a program for organizing a healthy school life and good prevention of social conflict in the future.
Conflict as a social concept
Conflict is a clash of interests of two or more parties that take part in one, common to them, social process, but for some reason hindering each other in the implementation of their goals.
Overcoming the contradictions that led to the emergence of a conflict situation always leads to progress. If in order to overcome it, one had to resort to conservative methods, the risk of a reversal, in other words, regression, is likely.
Methods of conflict prevention include the designation of contradictions that caused the emergence of mutually exclusive positions of the subjects, as well as their magnitude. Conflict is facilitated by the recognition by the parties of their goals and the determination to achieve them.
Conflict prevention in an organization, family or children's team involves identifying the sources of a destructive situation, as well as identifying the driving forces that guide the process towards a conflict of interest.
Historical paradigms of social conflict
Historical conflictology has identified two paradigms that prevail in the event of a crisis in relations - psychological and social.
The psychological reason is the result of differences in temperaments, characters, education and mentality.
The social reason very often has underlying economic inequality, as well as status issues.
The desire to get a more significant and well-paid position in the school, the advantages in the distribution of academic hours push teachers to confront their colleagues and oppose themselves to other participants in the public process.
An attempt to improve one's status among fellow practitioners also turns children into potential participants in the conflict.
Conflict Factors
A conflict in an institution within the same labor collective may arise as a result of a conflict of interests related to the organization of the labor process. It can also be a consequence of the personal identity of individuals. It can cause both official and informal relationships between individual members of the team.
It is impossible to completely avoid conflicts in conditions of a shortage of resources necessary for a conflict-free existence, therefore, conflict prevention and prevention is required.
The need to systematize conflicts
There are various types of conflicts. Those that we will discuss in this article are relevant to the organization of work of a secondary educational institution. Conflict prevention in the organization rests with the team leader. To maintain discipline in a community subordinate to him, he must understand the relationship between people better and deeper than ordinary employees, and take into account many reasons that can act destructively on the psychological climate in the team.
In order to learn how to resist crisis situations, which are conflicts, you should understand the essence of the phenomenon. To understand the nature of the conflict, you need to learn how to isolate dangerous conjunctions - potential foci that can cause unwanted collisions within society.
Separation of conflicts by type
All conflicts can be divided into several types.
- Socio-psychological, family-household, ideological and industrial-economic conflicts relate to conflicts, united by areas of manifestation.
- Conflicts also combine in duration and tension. They can be general and local, sluggish and stormy, sharp and weakly expressed.
- They are divided by subjects, in other words, they can be interpersonal, intergroup, intrapersonal and interpersonal-group.
- Another group combines conflicts on the subject of conflict - the so-called real (substantive) conflicts. In the absence of such an object - respectively, unrealistic, that is, pointless.
- Various causes and sources of occurrence served as a reason for combining into one general group of conflicts of an objective and subjective nature, conflicts of a personal and social orientation, as well as emotional, social and industrial conflicts.
- Another group focuses on the communicative focus of the conflict. This can be a vertical, horizontal, as well as a mixed type.
Definition and reorientation of the conflict vector
Conflicts, as you know, can be not only negative, but also positive. They can be both destructive and constructive, both destructive and constructive. These six aspects are taken into account when analyzing social impacts. Conflict prevention at school as one of the options for resolving acute situations among teenagers and primary school students suggests using the method of reorienting the conflict vector more often.
Another category is inevitable and compelled, spontaneous and planned, expedient and provocative, open and veiled. These are all different forms and degrees of collisions.
In terms of the scale and methods of settlement, conflicts are antagonistic and compromise, resolvable, insoluble and partially resolvable.
A real (substantive) conflict at the core has clearly defined reasons. His goals are limited to what is possible in this particular situation.
Pointless conflict (unreal) is caused by the presence of hidden, accumulated grievances and negative emotions. Such a conflict usually does not have a constructive purpose.
Adjunctive conjunctions
In the school environment, intrapersonal, interpersonal, intergroup, and interpersonal group conflicts dominate.
For intrapersonal, the most characteristic are the role-playing and role-playing antagonisms. An inter-role conflict arises when a person is forced to play two or more roles. Often such situations are expressed in the opposition of moral values.
Intrapersonal conflicts include situations of choice in the following situations:
- The choice in abundance of alternative solutions. Conflict appears when in doubt.
- Intrapersonal conflict arises when choosing the best of the bad, as they say, the lesser of evils. Internal resistance is an intrapersonal conflict.
- Conflict of the opposite opinion. It occurs when vis-a-vis have a diametrically different relation to the question.
Intergroup conflicts arise when points of view do not coincide with the simultaneous need to participate in the joint process of two or more groups having opposite points of view on the subject. Such situations almost always have a dysfunctional orientation.
The division of conflicts listed above is rather conditional. In real life in its pure form, none of the types are found. But in order for conflict prevention at school to be effective, one should be able to distinguish and systematize difficult situations that arise in the process of communication.
Since conflicts are an integral feature of communication within any team, conflict prevention serves to mitigate the negative consequences of the above phenomenon. It should be noted that the skillful management of the conflict, control over the team of teachers, as well as work with parents can contribute to improving student performance and creating a healthy microclimate both in a separate classroom and in the teaching staff of the school as a whole.
Competition as a way to use conflict in line with creation
There are various forms of conflict prevention, for example, competition. The desire to achieve high results in study and discipline is one of the forms of stimulating the team to cohesion and mutual respect. However, there are pitfalls. Opposing parties, united in one of their groups, fenced off from rivals. This is fraught with the emergence of intergroup conflicts. A stronger side, having received encouragement, may abandon further struggle, just as a weaker side will cease to strive for victorious results. In such a situation, the management of the teaching staff of the school should be as delicate and reasonable as possible in choosing the goal of the competition. Each participant must have a real chance to win in a particular competition.
Work with parents as a way to influence the microclimate in school
One of the functions of the conflict is to identify long-standing problems that have undermined the microclimate in the organization, that is, in the classroom, at school, or in a single family.
Conflict prevention for adolescents consists of classroom hours devoted to children's issues. The work of the school psychologist should be aimed at monitoring the psychological state of students. At parent meetings, part of the time should be devoted to issues of home education, focusing on generally accepted and time-tested moral and ethical standards.
From a functional point of view, the achievement of understanding, the elimination of conformism, the birth of trust, and the strengthening of friendly relations can be attributed to the positive and useful results of conflicts.
The negative (dysfunctional) consequences of the conflict are the growing hostility within the team, avoiding problems and moving the sphere of interests from school and educational to outsiders, sometimes unsafe when it comes to children. As a result, the emergence of new problems that can affect both children and adults.
Since the functions of the conflict affect both the material and spiritual and moral spheres, letting it go by itself means that it is these aspects of the life of the members of the collective that are at great risk.
You can end the conflict in the children's team at any stage.
You can stop the conflict at any stage. The sooner the problem is identified, the smaller losses the warring parties will suffer.
Conflict management consists in the fact that the conflicting parties or a third party that is not involved in the action, that is, a neutral arbitrator, is engaged in resolving the situation.
Conflict prevention in the team is:
- timely identification of problems that could provoke a conflict, and forecasting the development of the situation;
- preventing some conflicts by stimulating others;
- neutralization of the conflict.
Measures to prevent the devastating consequences caused by the mutual antagonism of the participants in the confrontation
Conflict prevention is to prevent the development of a tense situation that can lead to the destruction of the normal microclimate in the team. The prevention of failures in the established work schedule of any organization, including schools, is the task of the head of the enterprise. Prevention of pedagogical conflicts is the timely monitoring of changes that occur in the relationships of subordinates, the ability to anticipate the further development of events and the prevention of negative consequences.
Conflict prevention methods include a range of measures. All of them must be strictly implemented. Moreover, these methods of conflict prevention should become the leitmotif in organizing the work of such a large and complex psychophysiological characteristics of the participants in the process, the enterprise, which is a secondary school.
It is necessary to develop relations of social partnership both within the teaching staff of teachers and technical personnel of the educational institution, and among students. At parent meetings, explanatory work should be carried out on introducing into the consciousness of parents the need to make joint efforts to raise children in the spirit of collectivism and social activity. The cultivation of tolerance and respect for representatives of non-titular nationalities is an effective prevention of ethnic conflicts. Currently, this problem is especially relevant and often becomes the cause of conflict situations.
The leader must build relationships within the team, taking into account the personality characteristics of individuals and their psychological characteristics. When assigning tasks to groups of people, mutual sympathies and antipathies of individuals should be given importance.
The requirements of the Law "On Education", the Labor Code and the Charter of an educational institution must be strictly observed.
Motivation is another key to influencing the team and good conflict prevention. Skillful possession of the indicated aspect can become an effective assistant in the prevention of all kinds of unpleasant excesses.
Heads of the educational unit and educational work must conduct daily activities to rally students and respond in a timely manner to all kinds of conflicts. Prevention of childhood conflicts largely rests with teachers. Children spend most of their time at school. Communication with parents takes less time than with peers. However, the family has a great influence on the mood, performance and social activity of the child. For this reason, the prevention of family conflicts is to some extent the task of class teachers.
Monitoring and systematization of dangerous conjunctions
Conflict diagnosis is aimed at identifying a source of tension. The socio-psychological diagnosis of conflict is designed to recognize the impact on the behavior and consciousness of an individual that a particular development of an event can have, regardless of whether it is in conflict or not. The adequacy and unambiguity of the perception of the situation, the subjective and objective experiences of the persons involved in the process, as well as the psychology of the conflict itself, are the objects of study of conflict resolution.
A good preventive measure is the analysis of dysfunctional situations in child care facilities that have occurred in the past and recorded in textbooks on pedagogy and social conflictology, as well as the study of various conflicts in the form of trainings and testing.
Structuring Conflict Situations
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Work on creating a healthy microclimate in any organization, including at school, as well as conflict prevention among the participants in the public process should be carried out continuously.
As for the school, the personal composition of the children's educational institution and the social functions assigned to it by society require a particularly careful and balanced approach to the prevention of conflict situations in this particular structure.