Methods of conflict prevention. Prevention of conflicts in the organization and at school

Is it possible to have a conflict-free existence in such a social union as an average general education school? Of course, yes, if the school is in a Buddhist monastery in Tibet.

The impossibility of excluding conflict situations from everyday life is the way to develop personal qualities of individuals

In our daily life, the absence of quarrels and personal contradictions is a utopian phenomenon. To friction and conflicts of interests within the society did not lead to large or small social catastrophes, one must learn to manage conflicts. After all, what is society? This is the collective in which we live and on whom we depend - the family, school, work. Conflicts should not be allowed to run amok. If there is no way to exclude them from life permanently, then learn to change the vectors of conflict, directing destructive energy from destruction to creation.

Background of conflicts within institutions of general secondary general education

To prevent conflict prevention was successful, it is necessary to understand the essence of the problems that lead to aggravation of relations between people. In this article we will start from situations involving the upbringing of children. That is, we will consider the conflict as part of the educational process of the 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 personnel in secondary schools.

Preventing and resolving conflicts that arise in the school environment require a sensible and thoughtful approach. Social inequality, migrants' problems, age and physiological characteristics - all this dictates a special attitude towards building the structure of interrelations between representatives of different social categories. In the context of secondary school, it is important to build conflict-free relationships not only between pupils, but also pupils and teachers, between teachers and parents, and between educators and other staff of the institution. These are the necessary components of a program to organize a healthy school life and a good prevention of social conflict in the future.

Conflict as a social concept

Conflict is a clash of interests of two or more parties taking part in one common social process, but for some reason they interfere with 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 it was necessary to resort to the use of conservative methods to overcome it, the risk of the beginning of a reversal, in other words, of regression, is likely.

Methods of conflict prevention include the designation of contradictions, which caused the emergence of mutually exclusive positions of subjects, as well as their magnitude. Conflict is facilitated by the parties' realization of the goals set before them and the determination to achieve them.

Prevention of conflicts in the organization, family or children's team involves identifying the sources of the emergence of a destructive situation, as well as identifying the driving forces that guide the process to the conflict of interests.

Historical paradigms of social conflicts

Historical conflictology has identified two paradigms that prevail in the event of a crisis in relations - psychological and social.

The psychological reason is a consequence of the difference in temperaments, characters, upbringing and mentality.

The social reason is often due to 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 colleagues and oppose themselves to other participants in the social process.

An attempt to improve their status among fellow practitioners also turns children into potential participants in the conflict.

Factors associated with conflicts

Conflict in an institution within a single work collective can arise as a result of a clash 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 avoid conflicts completely in conditions of a deficit of resources necessary for conflict-free existence, therefore prevention and prevention of conflicts is required.

Necessity of systematization of conflicts

There are different types of conflicts. Those, which we will talk about in this article, are related to the organization of the work of the secondary general education institution. The prevention of conflicts in the organization falls on the shoulders of the team leader. To maintain discipline in the community under his jurisdiction, he must understand the relationship between people better and deeper than ordinary employees, and take into account a variety of reasons that are capable of acting destructively on the psychological climate in the team.

To learn how to deal with crisis situations, such as conflicts, one must understand the essence of the phenomenon. To understand the nature of the conflict, one must learn to isolate dangerous conjunctions-potential foci, which can cause undesirable collisions within the society.

Separation of conflicts by types

All conflicts can be divided into several types.

1. Socio-psychological, family-household, ideological and production-economic conflicts refer to conflicts, united in the spheres of manifestation.
2. Conflicts are also combined in duration and intensity. They can be general and local, slow and turbulent, acute and weakly expressed.
3. They are divided into subjects, in other words, they can be interpersonal, intergroup, intrapersonal and interpersonal-group.
4. Another group unites conflicts over the presence of a conflict subject - the so-called real (objective) conflicts. In the absence of such an object - respectively, unrealistic, that is, pointless.
5. Various causes and sources of origin served as an occasion for uniting in one general group of conflicts of objective and subjective nature, conflicts of personal and social orientation, as well as emotional, social and industrial conflicts.
6. Another group focuses on the communicative direction of the conflict. It can be a vertical, a horizontal, and also a mixed type.

Definition and reorientation of the conflict vector

Conflicts, as is known, can have not only a negative color, but also a positive one. They can be both destructive and constructive, both destructive and constructive. These six aspects are taken into account in the analysis of social consequences. Prevention of conflicts in the school as one of the options for resolving acute situations among teenagers and primary school pupils suggests using the method of reorienting the conflict vector more often.

Another category - inevitable and forced, spontaneous and planned, expedient and provocative, open and veiled. These are all different forms and degrees of collision.

In terms of the scale and methods of settlement, conflicts are antagonistic and compromise, solvable, insoluble, and partially solvable.

The real (objective) conflict at the base has clearly defined reasons. His goals are limited to what is possible in this particular situation.

Pointless conflict (unreal) is due to the presence of hidden, accumulated grievances and negative emotions. Such a conflict usually does not have a constructive purpose.

Conjunctions characteristic of a teenage environment

In the school environment, intrapersonal, interpersonal, intergroup and interpersonal-group conflicts dominate.

For the intrapersonal, the most common are intra-role and inter-role antagonisms. Inter-conflict occurs when a person is forced to play two or more roles. Often such situations are expressed in contrasting moral values.

Intrapersonal conflicts include situations of choice in the following situations:

• Selection in an abundance of alternative solutions. Conflict occurs when there is doubt.
• Intrapersonal conflict occurs 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 diametrically different attitudes to the question.

Intergroup conflicts arise when the points of view do not coincide with the simultaneous need for participation in the joint process of two or more groups with opposing views on the subject. Such situations almost always have a dysfunctional focus.

The above division of conflicts is rather conditional. In real life, none of the types occur in its pure form. But to prevent conflict prevention at school was effective, one should be able to distinguish and systematize complex situations that arise in the process of communication.

Since conflicts are an integral part of communication within any collective, conflict prevention serves to neutralize the negative consequences of the above phenomenon. It should be noted that skilful management of the conflict, control over the teachers' team, and work with parents can contribute to improving the performance of students 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 of using conflict in the channel of creation

There are various forms of conflict prevention, for example, competition. Striving to achieve high results in studies and discipline is one of the forms of encouraging the team to be united and respectful. However, there are also their pitfalls. The opposing sides, having united within one of their groups, are fenced off from their rivals. This is fraught with the emergence of intergroup conflicts. The stronger side, having received encouragement, can refuse further struggle, as the weaker party will stop striving for victorious results. In such a situation, the management of the teaching staff of the school should be as sensible and sensible as possible in choosing the purpose of the competition. Each participant must have a real chance to win in one or another match.

Working with parents as a way to influence the microclimate in the school

One of the functions of the conflict is to identify long-standing problems that undermine the microclimate in the organization, that is, in the classroom, at school or in a single family.

Prevention of adolescents' conflicts is to hold classrooms devoted to the problems of children. The work of the school psychologist should be aimed at monitoring the psychological state of schoolchildren. At parental meetings, part of the time should be devoted to issues of home education, focusing on the 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, the strengthening of friendly relations can be attributed to positive and useful results of conflicts.

Negative (dysfunctional) consequences of the conflict are the growing hostility within the collective, avoiding problems and moving the sphere of interests from school and educational to outsiders, sometimes insecure when it comes to children. As a consequence - the emergence of new problems that can affect both children and adults.

Since the functions of the conflict affect both the material and the spiritual and moral spheres, then letting it go on its own means that these aspects of the life of the members of the collective are at great risk.

Stop conflict in the children's team at any stage

You can stop the conflict at any stage. The earlier the problem is identified, the lesser losses will be incurred by the warring parties.

The management of the conflict is that the conflicting parties or the third party that is not involved in the action, that is, the neutral, the arbitrator, are engaged in resolving the current situation.

Prevention of conflicts in the team is:

• Timely identification of problems capable of provoking a conflict, and forecasting the development of the situation;
• Preventing some conflicts by encouraging others;
• Neutralization of the conflict.

Measures to prevent the devastating consequences caused by the mutual antagonism of the participants in the confrontation

Prevention of conflicts is to prevent the development of a tense situation that can lead to the destruction of a normal microclimate in the team. Prevention of disruptions in the established order of work of any organization, including schools, is the task of the enterprise manager. Prevention of pedagogical conflicts is the timely monitoring of the changes that arise in the relationships of subordinates, the ability to anticipate the further unfolding of events and the prevention of negative consequences.

Methods of conflict prevention include a set of measures. All of them must be strictly observed. Moreover, these methods of conflict prevention should become a leitmotif in the organization of work of such a large and complex participants in the process, the enterprise, which is the average general education school.

It is necessary to develop the relationship of social partnership both within the teacher's teaching staff and the technical staff of the educational institution, and among the students. At parents' meetings it is necessary to conduct explanatory work to introduce into the minds of parents the need to make joint efforts for the upbringing of children in the spirit of collectivism and social activity. Cultivating tolerance, respectful attitude to representatives of non-titular nationalities is an effective prevention of interethnic conflicts. At present, this problem is especially urgent and often causes conflict situations.

The leader must build relationships within the team, taking into account the personal characteristics of individuals and their psychological characteristics. When assigning tasks to groups of people, one should attach importance to mutual sympathies and antipathies of individuals.

The requirements of the Law "On Education", the Labor Code and the Charter of the educational institution must be strictly observed.

Motivation is another key to the impact on the team and good conflict prevention. Skilful possession of the designated aspect can become an effective assistant in the prevention of all kinds of unpleasant excesses.

Heads of the educational part and educational work should daily carry out activities to unite students and respond in a timely manner to all sorts of collisions. Prevention of children's conflicts largely falls on the shoulders of teachers. Children spend most of their time at school. Communication with their 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 to a certain extent is the task of class leaders.

Monitoring and systematization of dangerous conjunctions

Diagnosis of conflicts is aimed at recognizing a hotbed of tension. Socio-psychological diagnosis of the conflict is designed to recognize what impact on the behavior and consciousness of an individual can be a particular development of the event, regardless of whether it is conflicting or not. Adequacy and unambiguous perception of the situation, subjective and objective experiences of persons involved in the process, as well as the psychology of the conflict itself, are subjects of study of conflictology.

A good preventive measure is the analysis of dysfunctional situations in children's institutions that took place in the past and fixed in textbooks on pedagogy and social conflictology, as well as the development of various conflicts in the form of training and testing.

Structuring of conflict situations

A conflict situation diagnosed at an early stage is much easier to stop without waiting for a critical phase. For this, certain measures should be taken. First of all, we need to outline the structure of the conflict, then draw up a common universal scheme for the development of the situation.

The structure of the conflict includes the following aspects: the subject of the conflict, the subjects of the conflict, the relations between the conflicting parties and the external social environment that influences the subjects.

The universal scheme consists of two sections - verbal and non-verbal behavior of the parties and attitude to the essence of the conflict, to the actions of the opposite side, to ways of weakening the enemy, to choosing options aimed at strengthening one's own positions. It is important to clarify the attitude of the parties to the extent to which their purpose is justified and what means they are ready to put into its implementation. A special role should be given to actions aimed at creating their own image and image of the enemy.

It is very important to determine the ultimate goal of the conflict. The definition and bringing to the attention of the participants of the final result of the conflict, that is, what will lead to the development of the situation, in some cases becomes the end of the conflict itself.

In order for the problem to not resume, it is necessary to work out the conflict in detail in all directions in detail. Timely measures taken in relation to one problem are the prevention of not only similar, but also many other conflicts.

Work on creating a healthy microclimate in any organization, including at school, as well as conflict prevention among participants in the social process should be conducted continuously.

As for the school, the personality 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 precisely in this structure.