Topic 3: Contextual factors that influence school convivencia

Topic 3: Contextual factors that influence school convivencia

Antonio Camacho

Material created exclusively for educational purposes within the framework of the subject Psychology of convivencia at school in primary education at the University of Córdoba. Contextual factors that influence school convivencia. Graphic presentation for educational purposes © 2025 by Antonio Camacho López is licensed under CC BY-NC-ND 4.0 Proposed reference. Camacho, A. (2025). Contextual factors that influence school convivencia. Graphic presentation for educational purposes. Department of Psychology, Universidad de Córdoba.

Topic 3: Contextual factors that influence school convivencia

1. Ecological model in convivencia 2. Relational dynamics: conflict management 3. Discipline management

1. Ecological model in convivencia

The ecological model by Bronfenbrenner provides a framework for understanding human development within a system of interrelated environments. This model highlights how the environment, including family, school, and community, shapes an individual's behavior and development.

The microsystem refers to the immediate environments where individuals directly interact, such as the family, peer groups, and school. This is the most influential system on students' daily experiences and well-being, especially concerning their convivencia.

Other ecological systems include the mesosystem (interactions between different microsystems), the exosystem (external environments that affect the individual indirectly), and the macrosystem (the overarching cultural and societal influences).

1. Ecological model in convivencia

Microsystem

Mesosystem

Immediate environments with direct interactions

Interactions between microsystems

• Classroom dynamics

• Home-school communication

• Friendship groups

• Parent-teacher relationships

• Family relationships

Exosystem

Macrosystem

Indirect environmental influences

Cultural and societal context

• Community resources

• Cultural values

• School policies – Convivencia plan

• Educational policies

Convivencia, viewed through the ecological lens, is not solely about rules or broad policies. It involves the micro-level interactions that students have within their immediate environments, which affect their perception of convivencia. While convivencia depends primarily on the quality of interactions in the microsystem, it is also influenced by mesosystem connections and the broader societal context. Thus, a holistic approach to convivencia should consider all these systems and their interconnections

1. Ecological model in convivencia

Family dynamics

Primary environment where social skills and values are first developed

Classroom environment

Daily interactions that shape attitudes and behaviors toward others

Peer relationships

Friendships and social groups that influence social development

Teacher-student Bonds

Relationships that model respect and communication skills

The microsystem plays a crucial role in shaping the quality of convivencia. It is in these immediate environments where students develop attitudes, behaviors, and interpersonal skills that directly impact their interactions with others. Students interact daily within their microsystem, and these interactions are essential to understanding the school climate. The classroom group, close friendships, and teacher-student relationships significantly influence students' experiences of convivencia

1. Ecological model in convivencia

1. Ecological model in convivencia

School context

School climate

Polocy and resources

Organization and curriculum

School climate - Students' perceptions

School Climate is a multidimensional construct of "the quality and character of school life," reflecting the "norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures" in educational institutions (Thapa & Cohen, 2017, pp. 303–304). The quality of the school climate can inform everyone involved: students, teachers, administrative staff, custodians, and families (Ramsey et al., 2016).

Security (Clear norms; relational aggression; respect for others; supportive environments; Capp et al., 2020)

Social relationships (Family involvement; respect for diversity; relationships with peers and teachers.; Bradshaw et al 2014)

Teaching-learning practices (Quality of instruction; socio-emotional learning; academic performance support; Gage et al., 2016)

School facilities (Availability of resources and supplies; physical environment conditions; Gislason, 2010)

Sense of beloning to school Commitment to goals; participation in activities; attachment to the school community; García-Moya et al., 2019)

1. Ecological model in convivencia

School context

School climate

Polocy and resources

Organization and curriculum

School climate - Tearchers' perceptions

School Climate from the Perspective of Teachers and Staff (Capp et al., 2018) For example, safety focuses on assessing students' well-being and risks. However, it should also include whether teachers and staff feel safe when going to the school. Therefore, it should be described from the teachers' perspective and consider personal characteristics that influence their perception (e.g., years of experience, ...).

1. Ecological model in convivencia

School climate - Microsystem

(Rudasill et al., 2018)

1. Ecological model in convivencia

Classroom environment - norms

What types of norms are there in a primary school classroom?

1. Ecological model in convivencia

Classroom environment - norms

What types of norms are there in a primary school classroom? How did they affect behavior?

1. Ecological model in convivencia

Classroom environment - norms

What types of norms are there in a primary school classroom? How did they affect behavior? What happens when students don't follow the classroom norms?

1. Ecological model in convivencia

Classroom environment - norms

What types of norms are there in a primary school classroom? How did they affect behavior? What happens when students don't follow the classroom norms? Are there any other types of norms in classrooms?

1. Ecological model in convivencia

Classroom environment - norms

Convivencia norms

Social norms

1. Ecological model in convivencia

Classroom environment - Convivencia norms

What are the rules of coexistence?

Rules are behavioral guidelines that help maintain order and respect in the classroom and school. They must be clear, positive, and achievable for students. Norms should describe what students should do, not what they should not do. Examples: "Raise your hand if you want to speak" "Take care of the shared space"

(Ortega et al., 2008)

1. Ecological model in convivencia

Classroom environment - Convivencia norms

What are the rules of coexistence?

Badly formulated norm: "Don’t hit" Well-formulated norm: "Use your words to resolve conflicts"

When norms are formulated in a positive way, they focus on what should be done. This is more effective because children tend to respond better to clear instructions that focus on desired behaviors. Positive rules also create a more cooperative and proactive environment, as students understand what is expected of them clearly Negative norms focus on what should not be done, which can sometimes create a more restrictive atmosphere. However, negative norms are useful for setting litims (in a disruptive context) Transforming negative norms into positive ones helps students understand what they can do instead of just what they should avoid. This encourages autonomy, promotes desired behavior, and helps create a more positive classroom atmosphere where students understand their responsibilities and how to act appropriately, promoting convivencia

(Ortega et al., 2008)

1. Ecological model in convivencia

Classroom environment - Convivencia norms

How many norms are necessary?

Too many norms can create confusion or resistanceToo few norms might not cover all situations in the classroom The goal is to find a balance: enough norms to guide behavior but not so many that they become overwhelming

(Ortega et al., 2008)

1. Ecological model in convivencia

Classroom environment - Convivencia norms

Who should suggest the norms?

Norms should be established democratically involving all members of the school community: students, teachers, and families Student involvement in creating norms increases their sense of ownership and commitment to following them

(Ortega et al., 2008)

1. Ecological model in convivencia

Classroom environment - Convivencia norms

Should the norms be the same for everything?

General rules: These apply across the whole school (e.g., in the halls, playground, etc.)Specific rules: These apply to different activities (e.g., in the classroom, during physical education, etc.) Coherence: While rules might differ by activity, they should still be consistent and coherent across the school

(Ortega et al., 2008)

1. Ecological model in convivencia

Classroom environment - Social norms

Classroom social norms play a key role in shaping convivencia, as they define the expectations, attitudes and behaviors that guide how students interact with one another, and how they create an environment of respect, trust, and cooperation. Understanding these norms helps in developing convivencia

Descriptive norms

Norm salience

Prescriptive/injuctive norms

Describe what is typically done in the group: Students make discriminatory comments about some people without anyone intervening

Now students' actions can be influenced by their perceived social position: Popular people in the classroom can influence how others treat discriminated people

These are the expectations of how one should behave within the group: It is expected that when discrimination occurs in class towards someone, others will stand up for them

(Reid et al., 2010; Veenstra & Lodder, 2022)

Spanish proverbs

1. Ecological model in convivencia

Classroom environment - Social norms

He who leans on a good tree, finds good shade / Raise crows, and they will peck out your eyes

Tell me who you hang out with, and I'll tell you who you are

All that glitters is not gold

Descriptive norms

Norm salience

Prescriptive/injuctive norms

Describe what is typically done in the group: Students make discriminatory comments about some people without anyone intervening

Now students' actions can be influenced by their perceived social position: Popular people in the classroom can influence how others treat discriminated people

These are the expectations of how one should behave within the group: It is expected that when discrimination occurs in class towards someone, others will stand up for them

(Reid et al., 2010; Veenstra & Lodder, 2022)

Spanish proverbs

1. Ecological model in convivencia

Classroom environment - Social norms

He who leans on a good tree, finds good shade / Raise crows, and they will peck out your eyes

Tell me who you hang out with, and I'll tell you who you are

All that glitters is not gold

Descriptive norms

Norm salience

Prescriptive/injuctive norms

Describe what is typically done in the group: Students make discriminatory comments about some people without anyone intervening

Now students' actions can be influenced by their perceived social position: Popular people in the classroom can influence how others treat discriminated people

These are the expectations of how one should behave within the group: It is expected that when discrimination occurs in class towards someone, others will stand up for them

(Reid et al., 2010; Veenstra & Lodder, 2022)

1. Ecological model in convivencia

Classroom environment - Social norms

Descriptive norms

1. Students should be respectful and listen when a classmate is presenting

2. In this group, everyone talks a lot during cooperative taks

3. Popular students sometimes influence the group’s opinion on homework or assignments

Prescriptive/injuctive norms

4. If a student with high status answers a question correctly, others are more likely to listen carefully

5. Students check their smartphones during class when the teacher isn't looking

6. Students should help their peers if they don’t understand something

Norm salience

7. Students often leave the classroom as soon as the bell rings

8. When a high-achieving student sets an example of hard work, others are more likely to follow suit

9. Students should raise their hands before speaking in class

1. Ecological model in convivencia

Classroom environment - Social norms

Descriptive norms

1. In this group, everyone talks a lot during cooperative taks

2. Students often leave the classroom as soon as the bell rings

3. Students check their smartphones during class when the teacher isn't looking

Prescriptive/injuctive norms

4. Students should raise their hands before speaking in class

5. Students should be respectful and listen when a classmate is presenting

6. Students should help their peers if they don’t understand something

Norm salience

7. If a student with high status answers a question correctly, others are more likely to listen carefully

8. Popular students sometimes influence the group’s opinion on homework or assignments

9. When a high-achieving student sets an example of hard work, others are more likely to follow suit

1. Ecological model in convivencia

Classroom environment - Social norms

Defending victims

Moral motivation to defend victims

(Camacho et al., under review)

1. Ecological model in convivencia

Classroom environment - Injuctive/prespective norms

High peer pressure Low peer pressure

Defending victims

Moral motivation to defend victims

(Camacho et al., under review)

1. Ecological model in convivencia

Classroom environment - Norm salience

Favourable norm: classrooms where fisical aggression is rejected or disliked Unfavorable norm: classrooms where fisical aggression is accepted or liked

Fisical aggression

Friends' fisical aggression

(Correia et al., 2019)

1. Ecological model in convivencia

Classroom environment - Social norms

Practical task 4: Social norms and classroom behaviors

1. Read the article provided 2. Indentify what kind of social norms is developed in the article 3. What is the main aim of the article based on social norms? Identify the: a) independent variable; b) depenent variable; c) moderator variable 4. What are the main result of the study based on social norms? 5. What practical implications do these findings have?

2. Relational dynamics: conflict management

Think about a problem or unresolved conflict you have had with someone (it could be with a classmate, friend, family member, etc.). You don't need to share this with anyone, it's for your personal reflection

2. Relational dynamics: conflict management

2. Relational dynamics: conflict management

Are there conflicts in schools?

2. Relational dynamics: conflict management

Are there conflicts in schools? What consequences can conflicts have in schools?

2. Relational dynamics: conflict management

Are there conflicts in schools? What consequences can conflicts have in schools? How can we approach a conflict in a positive way?

2. Relational dynamics: conflict management

Are there conflicts in schools? What consequences can conflicts have in schools? How can we approach a conflict in a positive way? What is the role of the teacher in conflicts?

2. Relational dynamics: conflict management

Conflict should be understood as a driver of personal and social change and innovation due to the many potentials it holds: it stimulates interest and curiosityhelps to build personal and group identityimproves decision-making and problem-solving qualityfacilitates open and sincere communication among participantsand promotes recognition of the legitimacy of the otherAll these positive components depend on how the conflict is resolved. Thus, when it is not resolved peacefully, it leads to negative outcomes or costs, such as deterioration of communication, adoption of hostile and aggressive attitudes, and erroneous judgments based on false perceptions (Alzate, 2003; Torege, 2001; Vega et al., 2016).

2. Relational dynamics: conflict management

Conflict structure

Beginning: sources / triggers Conditioning factors: goals / context / parties / power / function / expectations / polarity / cycle / norms / style / complexity / scope End: consequences

2. Relational dynamics: conflict management

Elements of the conflict

Process

Conflict

Problem

People

2. Relational dynamics: conflict management

Elements of the conflict

Personal Characteristics – Social Competence Motivation / Self-concept / Self-control / Self-confidence / Patience / Self-criticism / Autonomy / Stress control / Responsibility / Decision-making capacity / Empathy / Altruism / Conflict resolution capacity / Mastering basic social skills / Respect for others / Receptive and expressive communication / Sharing emotions / Cooperation / Assertiveness

2. Relational dynamics: conflict management

Attitude in conflict

It is often marked by judgements, negative emotions and biased perceptions. Biases --> We do not see people for what they are, but for what they mean to us ‘Mirror image’ TendenciesOften looking for a guilty party (animosity) Threatening perception of the other side (defense) Ease of aggression Difficulty in empathising with the opponent (dehumanising) Zero-sum negotiation ‘Diabolical enemy’

2. Relational dynamics: conflict management

Phases of conflict evolution

In this initial phase, the parties involved have differences of opinion or interests, but there is not yet a significant confrontation

Disagreement phase

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution

People begin to take the conflict personally. Here they start to blame the other party, which intensifies the hostility

In this initial phase, the parties involved have differences of opinion or interests, but there is not yet a significant confrontation

Phase of personal antagonism

Disagreement phase

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution

People begin to take the conflict personally. Here they start to blame the other party, which intensifies the hostility

Phase of confused situation

In this initial phase, the parties involved have differences of opinion or interests, but there is not yet a significant confrontation

The accusations intensify and the people involved seek support from other people or groups to strengthen their position in the conflict

Phase of personal antagonism

Disagreement phase

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution

Phase of dialogue breakdown

People begin to take the conflict personally. Here they start to blame the other party, which intensifies the hostility

Phase of confused situation

The conflict reaches a point where people stop communicating directly with each other

In this initial phase, the parties involved have differences of opinion or interests, but there is not yet a significant confrontation

The accusations intensify and the people involved seek support from other people or groups to strengthen their position in the conflict

Phase of personal antagonism

Disagreement phase

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution

Tension phase

Phase of dialogue breakdown

This is the most critical phase, where emotions run high. Reactions are more impulsive and aggressive, but the underlying problem is not being directly addressed, perpetuating the conflict

People begin to take the conflict personally. Here they start to blame the other party, which intensifies the hostility

Phase of confused situation

The conflict reaches a point where people stop communicating directly with each other

In this initial phase, the parties involved have differences of opinion or interests, but there is not yet a significant confrontation

The accusations intensify and the people involved seek support from other people or groups to strengthen their position in the conflict

Phase of personal antagonism

Disagreement phase

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution - Example

Tension phase

Phase of dialogue breakdown

Phase of confused situation

Phase of personal antagonism

Disagreement phase

In a primary school class, two children, Carlos and Ana, are upset because they both want to use the same textbook during a group activity. At the beginning, this may seem like a minor dispute, but as the phases of the conflict progress, the situation escalates.

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution - Example

Tension phase

Phase of dialogue breakdown

Phase of confused situation

Carlos and Ana disagree about who should use the book first. Both are frustrated, but still try to negotiate peacefully about the use of the book

Phase of personal antagonism

Disagreement phase

In a primary school class, two children, Carlos and Ana, are upset because they both want to use the same textbook during a group activity. At the beginning, this may seem like a minor dispute, but as the phases of the conflict progress, the situation escalates.

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution - Example

Tension phase

Phase of dialogue breakdown

Carlos starts to blame Anna for being selfish and unwilling to share. Ana, for her part, accuses Carlos of being messy and not taking care of class materials

Phase of confused situation

Carlos and Ana disagree about who should use the book first. Both are frustrated, but still try to negotiate peacefully about the use of the book

Phase of personal antagonism

Disagreement phase

In a primary school class, two children, Carlos and Ana, are upset because they both want to use the same textbook during a group activity. At the beginning, this may seem like a minor dispute, but as the phases of the conflict progress, the situation escalates.

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution - Example

Tension phase

Phase of dialogue breakdown

Carlos starts to blame Anna for being selfish and unwilling to share. Ana, for her part, accuses Carlos of being messy and not taking care of class materials

Phase of confused situation

Carlos and Ana disagree about who should use the book first. Both are frustrated, but still try to negotiate peacefully about the use of the book

Both talk to others about the problem. Carlos tells his friends that Ana did not let him use the book, while Ana does the same with her own friends. Now the children in the classroom are taking sides, and the conflict is spreading beyond Carlos and Ana.

Phase of personal antagonism

Disagreement phase

In a primary school class, two children, Carlos and Ana, are upset because they both want to use the same textbook during a group activity. At the beginning, this may seem like a minor dispute, but as the phases of the conflict progress, the situation escalates.

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution - Example

Tension phase

Phase of dialogue breakdown

Carlos starts to blame Anna for being selfish and unwilling to share. Ana, for her part, accuses Carlos of being messy and not taking care of class materials

Phase of confused situation

Carlos and Ana stop talking directly to each other. Carlos might start talking badly about Ana to other classmates, saying things like ‘Ana always wants to keep everything’, while Ana does the same with Carlos, ‘Carlos never takes others into account’. Direct communication breaks down.

Carlos and Ana disagree about who should use the book first. Both are frustrated, but still try to negotiate peacefully about the use of the book

Both talk to others about the problem. Carlos tells his friends that Ana did not let him use the book, while Ana does the same with her own friends. Now the children in the classroom are taking sides, and the conflict is spreading beyond Carlos and Ana.

Phase of personal antagonism

Disagreement phase

In a primary school class, two children, Carlos and Ana, are upset because they both want to use the same textbook during a group activity. At the beginning, this may seem like a minor dispute, but as the phases of the conflict progress, the situation escalates.

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution - Example

Tension phase

Phase of dialogue breakdown

Carlos starts to blame Anna for being selfish and unwilling to share. Ana, for her part, accuses Carlos of being messy and not taking care of class materials

Carlos starts to blame Anna for being selfish and unwilling to share. Ana, for her part, accuses Carlos of being messy and not taking care of class materials

Phase of confused situation

Carlos and Ana stop talking directly to each other. Carlos might start talking badly about Ana to other classmates, saying things like ‘Ana always wants to keep everything’, while Ana does the same with Carlos, ‘Carlos never takes others into account’. Direct communication breaks down.

Carlos and Ana disagree about who should use the book first. Both are frustrated, but still try to negotiate peacefully about the use of the book

Both talk to others about the problem. Carlos tells his friends that Ana did not let him use the book, while Ana does the same with her own friends. Now the children in the classroom are taking sides, and the conflict is spreading beyond Carlos and Ana.

Phase of personal antagonism

Disagreement phase

In a primary school class, two children, Carlos and Ana, are upset because they both want to use the same textbook during a group activity. At the beginning, this may seem like a minor dispute, but as the phases of the conflict progress, the situation escalates.

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution - The mediating teacher

Tension phase

Phase of dialogue breakdown

Phase of confused situation

Phase of personal antagonism

Disagreement phase

In a primary school class, two children, Carlos and Ana, are upset because they both want to use the same textbook during a group activity. At the beginning, this may seem like a minor dispute, but as the phases of the conflict progress, the situation escalates.

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution - The mediating teacher

Tension phase

Phase of dialogue breakdown

Phase of confused situation

The teacher listens to both students and encourages them to express their views calmly: The teacher listens to both students and encourages them to express their views in a calm manner. Guides the conversation to identify the real issue without escalating emotions.

Phase of personal antagonism

Disagreement phase

In a primary school class, two children, Carlos and Ana, are upset because they both want to use the same textbook during a group activity. At the beginning, this may seem like a minor dispute, but as the phases of the conflict progress, the situation escalates.

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution - The mediating teacher

Tension phase

Phase of dialogue breakdown

The teacher intervenes to stop personal attacks and focus the conversation on the problem, helping each child to express their feelings without blaming the other

Phase of confused situation

The teacher listens to both students and encourages them to express their views calmly: The teacher listens to both students and encourages them to express their views in a calm manner. Guides the conversation to identify the real issue without escalating emotions.

Phase of personal antagonism

Disagreement phase

In a primary school class, two children, Carlos and Ana, are upset because they both want to use the same textbook during a group activity. At the beginning, this may seem like a minor dispute, but as the phases of the conflict progress, the situation escalates.

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution - The mediating teacher

Tension phase

Phase of dialogue breakdown

The teacher intervenes to stop personal attacks and focus the conversation on the problem, helping each child to express their feelings without blaming the other

Phase of confused situation

The teacher listens to both students and encourages them to express their views calmly: The teacher listens to both students and encourages them to express their views in a calm manner. Guides the conversation to identify the real issue without escalating emotions.

The teacher clarifies misunderstandings, encourages empathy and guides students to recognise misperceptions in order to avoid further confusing the conflict

Phase of personal antagonism

Disagreement phase

In a primary school class, two children, Carlos and Ana, are upset because they both want to use the same textbook during a group activity. At the beginning, this may seem like a minor dispute, but as the phases of the conflict progress, the situation escalates.

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution - The mediating teacher

Tension phase

Phase of dialogue breakdown

The teacher intervenes to stop personal attacks and focus the conversation on the problem, helping each child to express their feelings without blaming the other

Phase of confused situation

The teacher listens to both students and encourages them to express their views calmly: The teacher listens to both students and encourages them to express their views in a calm manner. Guides the conversation to identify the real issue without escalating emotions.

The teacher breaks the silence and arranges a space for both students to listen to each other and talk directly, helping them to refocus on the solution

The teacher clarifies misunderstandings, encourages empathy and guides students to recognise misperceptions in order to avoid further confusing the conflict

Phase of personal antagonism

Disagreement phase

In a primary school class, two children, Carlos and Ana, are upset because they both want to use the same textbook during a group activity. At the beginning, this may seem like a minor dispute, but as the phases of the conflict progress, the situation escalates.

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Phases of conflict evolution - The mediating teacher

Tension phase

Phase of dialogue breakdown

The teacher calms intense emotions and teaches students to respond calmly, focusing on resolving the conflict rather than reacting impulsively

The teacher intervenes to stop personal attacks and focus the conversation on the problem, helping each child to express their feelings without blaming the other

Phase of confused situation

The teacher listens to both students and encourages them to express their views calmly: The teacher listens to both students and encourages them to express their views in a calm manner. Guides the conversation to identify the real issue without escalating emotions.

The teacher breaks the silence and arranges a space for both students to listen to each other and talk directly, helping them to refocus on the solution

The teacher clarifies misunderstandings, encourages empathy and guides students to recognise misperceptions in order to avoid further confusing the conflict

Phase of personal antagonism

Disagreement phase

In a primary school class, two children, Carlos and Ana, are upset because they both want to use the same textbook during a group activity. At the beginning, this may seem like a minor dispute, but as the phases of the conflict progress, the situation escalates.

(Binaburo y Muñoz, 2007)

2. Relational dynamics: conflict management

Basic styles of approaching, coping and resolving conflict

Individualism

Cooperation

(Torrego, 2007)

2. Relational dynamics: conflict management

Basic styles of approaching, coping and resolving conflict

2. Relational dynamics: conflict management

Basic styles of approaching, coping and resolving conflict

Competition

Collaboration

I win / You loose

I win / You win

It is a strategy where each party seeks to achieve the best possible outcome for itself, using its skills and capabilities to the fullest extent possible. It focuses on achieving personal goals

Searching for a common goal, where disagreement needs to be analysed and common alternatives generated, which requires time and involvement

Cession

I loose / You win

It privileges the satisfaction of the interests and needs of others, renouncing its own

Individualism

Commitment

We both win something

It is based on the search for consensual solutions, supported by agreement and the partial renunciation of personal or group interest. Resolution = partial satisfaction

Avoidance

I loose / You loose

Flightiness or procrastination, which implies a lack of expression of interests and needs

Cooperation

(Torrego, 2007)

2. Relational dynamics: conflict management

Basic styles of approaching, coping and resolving conflict

Collaboration

I win / You win

Searching for a common goal, where disagreement needs to be analysed and common alternatives generated, which requires time and involvement

Competition

I win / You loose

It is a strategy where each party seeks to achieve the best possible outcome for itself, using its skills and capabilities to the fullest extent possible. It focuses on achieving personal goals

Commitment

We both win something

It is based on the search for consensual solutions, supported by agreement and the partial renunciation of personal or group interest. Resolution = partial satisfaction

Individualism

Cession

I loose / You win

It privileges the satisfaction of the interests and needs of others, renouncing its own

Avoidance

I loose / You loose

Flightiness or procrastination, which implies a lack of expression of interests and needs

Cooperation

(Torrego, 2007)

2. Relational dynamics: conflict management

Skills that facilitate the peaceful resolution of conflicts

Addressing expectations: how a conflict is resolved depends on the expectations that each party has of the other (they are influenced by the relationship and importance of that person)Identify goals or objectives: what each party wants to achieve Consider the other: take into account that the other party has different intentions, needs and previous experiences Respect subjectivity: despite the importance of factual objectivity in understanding a conflict, it is essential to take into account that each party interprets, experiences and expresses themselves differently Communicate well: strive for positive communication as it helps to better understand the conflict, while poor communication obstructs its positive resolution and may be one of the causes of the conflict Active listening: strive to listen to what the other party wants to tell us, what their point of view is and what their interests and wishes are

(Ortega & Del Rey, 2003)

2. Relational dynamics: conflict management

School mediation

School mediation is a conflict resolution process in which a neutral third party (the mediator) helps the people involved in a conflict to communicate and negotiate so that they can find a mutually acceptable solution

All conflicts cannot be mediated because

Power imbalanceLack of willingnessConflicts of an emotional or personal nature Violence or threats

(Cava-Caballero, 2009)

2. Relational dynamics: conflict management

School mediation

Mediation must comply with a series of basic principles:

Voluntariness; the parties involved in the conflict must freely and voluntarily accept mediation Confidentiality: the mediator and the mediated parties have the duty to maintain the privacy of what happens in the mediation sessions, except in cases where there is a risk of violence Privacy: the parties must not talk about what they consider to be part of their privacy Freedom of expression: as long as there is no disrespect and the turn to speak is respected. Impartiality: the mediator may not take part.

(Ortega y Del Rey, 2006)

2. Relational dynamics: conflict management

School mediation

How to implement a mediation programme?

1) Awareness raising and information

2) Selection of mediators

3) Mediation training

What are the criteria to know that they are valid? Motivation, solidarity and capacity for dialogue, availability of time, being accepted by the group, adjusted level of self-esteem and acceptance of the rules. Important: those who are not selected can do other tasks.

4) Programme development

5) Programme evaluation

(Ortega y Del Rey, 2003)