EDUCATIONAL PSYCHOLOGY

Chapter 11 page 248

class rules (e.g., “we listen to others because they have important ideas worth thinking about”), and why
common procedures are used (e.g., “students help hand back homework so that we maximize time for
learning in class”).

Figure 11.5: A Program of Conflict Resolution

The program and the examples are from Johnson & Johnson (1995; 2006, p. 819).

Phase 1. Understand the conflict

Students learn to recognize when a conflict is occurring. They also learn that conflicts

can be constructive ways to reach compromises or to negotiate better solutions.

Phase 2. Choose an appropriate conflict strategy

Once students recognize that they are in a conflict, they decide which strategy to

pursue. Two strategies that do not require anyone to “lose” are finding a quick

compromise and negotiating. Negotiating requires more work, if that strategy is

chosen (see Phase 3).

Phase 3. Negotiating to solve the problem

Students work together to forge an agreement that is a “win” for everyone. The steps

each student follows are:

1. Describing what you want. “I want the book now.”


2. Describing how you feel. “I’m frustrated.”


3. Describing the reasons for your wants and feelings. “You have been using the book
   for the past hour. If I don’t get to use the book soon, my report will not be done on
   time. It’s frustrating to have to wait so long.” (This is an I-message.)


4. Taking the other’s perspective and summarizing your understanding of what the
   other person wants, how the other person feels, and the reasons underlying both.
   “I understand that you want the book, too, because you need to finish your report
   and cannot finish the report without the book.”


5. Inventing three optional plans to resolve the conflict in ways that maximize joint
   benefits. “One option is that we read it together.... A second option is ....”


6. Choosing one option and formalizing the agreement with a handshake. “We
   decided to take turns every 15 minutes. That way while one is reading, the other is
   writing the report, and then we take turns.”

(Examples are from Johnson & Johnson, 2006, p. 819).