26.09.2019

Conflicts in primary school age. School conflicts: how to resolve them without consequences

INTRODUCTION

Conflicts in primary school age within a school or class are most often based on emotions and personal hostility. The conflict is escalating and affecting more and more people.

Like any social institution, a comprehensive school is characterized by various conflicts. Pedagogical activity is aimed at the formation of personality, its goal is to transfer to schoolchildren a certain social experience, and for them to more fully master this experience.

In this regard, the Federal State Educational Standard of Primary General Education puts forward its “requirements for the personal results of students mastering the basic educational program of primary general education: the development of skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find ways out of controversial situations.”

And also “requirements for meta-subject results of mastering the basic educational program of primary general education:

Willingness to listen to the interlocutor and conduct a dialogue; willingness to recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;

Defining a common goal and ways to achieve it; the ability to negotiate the distribution of functions and roles in joint activities;

Willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation.”

It is in the general education school that the foundations of human behavior in the future in pre-conflict and conflict situations are laid. Therefore, it is at school that it is necessary to create favorable socio-psychological conditions that provide mental comfort to the teacher, student and parents.

Interpersonal, interpersonal-group and intergroup conflicts negatively affect all life processes of the school. Conflicts between students negatively affect both the conflicting ones and the entire class; in a class where there is an unfavorable socio-psychological climate, children do not learn the program material well, a simple insult can ultimately lead to cruelty towards their opponents and etc.

It is extremely necessary to engage in timely diagnosis and prevention of conflicts in school groups.

Firstly, conflict prevention will undoubtedly help improve the quality of the educational process. Students and teachers will begin to spend their intellectual and moral strength not on fighting opponents, but on their main activities.

Secondly, conflicts have a noticeable negative impact on the mental state and mood of those in conflict. The stress that occurs during conflicts can cause dozens of serious illnesses. Therefore, timely preventive measures should have a positive effect on the psychological and physical health of students and teachers.

Thirdly, it is at school that a child develops skills for resolving contradictions in interpersonal interactions that happen in the life of every person.

In this work it is planned to approach the solution of some of the identified problems of the educational process.

During the study, the following tasks were set:

consider the theoretical foundations of conflicts;

understand the characteristics of conflicts in a team of junior schoolchildren;

find out the basic methods of resolving interpersonal and intergroup conflicts in a team of junior schoolchildren;

Conduct a diagnosis of conflicts in a group of junior schoolchildren.

Research methods: analysis of psychological and pedagogical literature on the research problem, sociometry, survey.

The methodological basis is the works of Antsupov A.Ya., Zhuravleva A.L., Grishin N.V., Cornelius H., Dubovskaya E.M., Petrovskaya L.A., Petrovsky A.V., Zhuravlev V.I., Kozyreva G.I..

Work structure. The course work consists of an introduction, two chapters, a conclusion, and a list of references, including 26 titles. The work contains 3 tables, 1 figure and 2 appendices.

CHAPTER I THEORETICAL FRAMEWORKS FOR THE STUDY OF CONFLICTS

1 The essence of the concept of “conflict” and its types

Conflict is always a complex and multifaceted social phenomenon. The English sociologist E. Giddens gave the following definition of conflict: By conflict I mean a real struggle between active people or groups, regardless of the origins of this struggle, its methods and means mobilized by each side.

“Conflict is the most important aspect of interaction between people in society, a kind of cell of social existence. This is a form of relationship between potential or actual subjects of social action, the motivation of which is determined by opposing values and norms, interests and needs.”

Conflict is understood as a collision of opposing tendencies in the psyche of an individual, in the relationships of people, their formal and informal associations, due to differences in views, positions and interests.

List of conflict elements:

) two participants or two parties to the conflict;

) mutual incompatibility of the values and interests of the parties;

) behavior aimed at destroying the plans and interests of the opposite party;

) use of force to influence the other party;

) opposition of actions and behavior of the parties;

) strategies and tactics of conflict interaction;

) personal characteristics of the participants: aggressiveness, authority, etc.;

) the nature of the external environment, whether a third party is present, etc.

Dynamics of conflict development:

) the emergence of a conflict situation,

)awareness of a conflict situation,

) conflict behavior itself - mutually directed and emotionally charged actions that make it difficult to achieve the goals and interests of the enemy and contribute to the realization of one’s own interests to the detriment of the other side;

) the unfolding of a conflict or its resolution depends on the participants, their personal characteristics, the intellectual and material capabilities that the parties have, on the essence and scale of the problem itself, on the positions of those around them, on the participants’ understanding of the consequences of the conflict, on the strategy and tactics of interaction.

Conflicts are divided into:

Intrapersonal conflicts.

The emergence of intrapersonal conflicts in primary school age is due to the contradiction of the primary school student with himself, which can be generated by such circumstances as the need to choose between two mutually exclusive options for action, each of which is equally desirable; discrepancy between external requirements and internal positions; ambiguity in the perception of the situation, goals and means of achieving them, needs and opportunities to satisfy them; drives and responsibilities; various kinds of interests, etc.

Interpersonal conflicts.

Interpersonal conflict is very closely related to intrapersonal conflict. There is no strict definition of interpersonal conflict. However, we can name the distinctive features of interpersonal conflict:

The confrontation between younger schoolchildren occurs directly on the basis of the clash of their personal motives; rivals come face to face.

They are distinguished by high emotionality and coverage of almost all aspects of relations between junior schoolchildren.

Affects the interests of the environment.

Intergroup conflicts in primary school age include motivational and role conflicts.

Interpersonal-group conflicts.

“Conflicts between an individual and a group are mainly caused by the discrepancy between individual and group norms of behavior, and intergroup conflicts are generated in the struggle for limited resources or spheres of influence.”

Intergroup conflicts arise when the interests of two social groups collide.

Thus, we have established that conflict is a process in which two (or more) individuals or groups actively seek an opportunity to prevent each other from achieving a certain goal, prevent the satisfaction of an opponent’s interests, or change his views and social positions, and also considered 4 types of conflicts at primary school age, namely: intrapersonal, interpersonal, interpersonal-group, intergroup.

2 Features of conflicts in classroom groups of junior schoolchildren

As noted in the review of school conflicts prepared by A.I. Shipilov, the most common leadership conflicts among students reflect the struggle of two (or more) leaders and their groups for primacy in the class. As well as conflicts in relationships with classmates, the cause of which is the peculiarity of age - the formation of moral and ethical criteria for assessing a peer and the associated requirements for his behavior.

The main role in the occurrence of conflicts is played by the so-called conflictogens (words, actions (or inactions) that can lead to conflict).

The onset of conflict is associated with at least three conditions:

) its first participant consciously and actively acts to the detriment of the other participant through physical actions, demarches, statements, etc.;

) the second participant is aware that these actions are directed against him;

) the second participant responds by taking active actions against the initiator of the conflict; from this moment we can consider it to have begun.

It follows from this that the conflict begins in the event of a confrontation between the parties.

The emergence of conflict is influenced by socio-psychological reasons:

) possible significant losses and distortions of information in the process of interpersonal and intergroup communication;

) people do not understand that when discussing a problem, especially a complex one, a discrepancy in positions can often be caused not by a fundamental difference in views on the same thing, but by an approach to the problem from different sides;

) people’s choice of different ways to evaluate each other’s performance and personality;

) psychological incompatibility;

)in-group favoritism, i.e. preference for members of one’s group over representatives of another group;

) a person’s limited ability to decenter, i.e., change his own position as a result of comparing it with the positions of other people;

)a conscious or unconscious desire to receive more from others than to give to them;

)desire for power, etc.

Psychologists identify the five most common strategies for behavior of younger schoolchildren in conflict.

Rivalry. With this strategy, the child strives to insist on his own, to achieve what he wants at any cost. He goes into open confrontation, does not take into account the needs and interests of his comrade, and does not value maintaining relations with him. Acts purposefully, assertively, actively defends his own position.

Compromise. In this case, schoolchildren in conflict with each other make mutual concessions. Compromise has a dual focus - on results and on preserving relationships. Both children will not lose out, but they will not fully achieve their interests and needs. This is a highly productive strategy.

Care. This is a strategy in which one or both parties to the conflict avoid a conflict, sacrificing both their own and their partner’s interests and relationships. The strategy is unproductive, but if friction is not significant, avoidance is acceptable. The cause of the conflict will be forgotten tomorrow, and the unpleasant collision simply did not happen.

Concession. In this case, one of the parties to the conflict makes concessions and refuses to get their way. Thus, the second achieves the result he needs, and the first adapts to the current situation. The strategy can be very harmful if the child does not know how, is afraid to defend his interests and is forced, due to his indecision, to endure what is unpleasant for him. It also happens differently: a child consciously sacrifices his needs for the sake of friendship or other higher interests, showing noble sacrifice.

Cooperation. With this strategy, both participants strive for mutual gain. These are joint active actions aimed at fully satisfying the interests of the conflicting parties while maintaining mutual respect. The most productive strategy. If in a compromise the participants strive to minimize losses, then in cooperation they strive to achieve maximum mutual gain.

Thus, we have established the causes of conflicts in primary school age. These are both personal-psychological reasons and socio-psychological ones; examined five main strategies for the behavior of younger schoolchildren in conflict. These are competition, compromise, withdrawal, concession, cooperation.

3 Psychoprophylactic measures for conflict behavior in younger schoolchildren

Conflict prevention is their prevention.

The goal of conflict prevention is to create conditions for activity and interaction that lead to the destructive development of emerging contradictions.

One of the methods for resolving interpersonal conflict with children who are egocentric towards the outside world is the principle of coercion. It is embodied in actions aimed at achieving the goals of one of the parties to the conflict, no matter what the cost to the opponent.

Another method of resolving interpersonal conflict, directly opposite in content and intensity, can be called the rule of joint problem solving . Its essence is the recognition of differences in opinions and the willingness to get acquainted with an open mind from a different point of view in order to understand the causes of the conflict and find a range of actions acceptable to both opposing sides. Anyone who uses this style (including a leader) does not seek to achieve his goal at the expense of others, but rather seeks the best option for jointly resolving a conflict situation.

One of the widespread and frequently used methods of resolving interpersonal conflicts is the style of compromise. It is characterized by accepting the other side's point of view, but only to some extent.

At primary school age, resolving interpersonal conflicts is a complex process, therefore “mediation” is the most suitable and widely used technique in elementary school.

It is as follows: the conflicting parties turn to a neutral third party, who is respected and his opinion is taken into account. The task of this method is to find the most acceptable and accessible way for those in conflict to resolve their confrontation, leading to the limitation of emotional and personal factors.

The ways and means of management influence that can prevent the occurrence of a conflict or narrow its range and scale exist as follows:

Clear definition of the goals of activity and behavior at the stage of setting a goal and motivating it to achieve it.

Studying the motivational structure of the activities of individuals in a class group.

Correct implementation of control in the classroom team.

Uniting the team into a single “team”.

Thus, we have listed the main methods of resolving interpersonal conflicts in primary school age. These include coercion, joint problem solving, compromise, and mediation.

We also found out that conflict management includes not only recognizing the causes of conflict situations and preventing them, but also purposefully influencing them when they appear. This is a clear definition of the goals of activity and behavior, the study of the motivational structure of the activities of individuals in the class team, the correct implementation of control in the class team, and the unification of the team into a single “team”.

CHAPTER II. EMPIRICAL STUDY OF INTERPERSONAL RELATIONS AND INTERPERSONAL CONFLICTS IN A CLASSROOM OF JUNIOR SCHOOL CHILDREN

1 Organization of the study

The organizational base of the empirical research is the MBOU "Novoselenovskaya Secondary School"

19 4th grade students took part in the study.

There are 11 girls and 8 boys aged 10-11 in the class.

The purpose of the work is to study conflicts in primary school age.

The object of the study is the communication skills of junior schoolchildren.

The subject of the study is interpersonal relationships in a group of junior schoolchildren.

The hypothesis of this work is based on the assumption that the teacher, knowing the characteristics of the behavior of class students in conflict situations, can prevent the emergence of conflict situations in the classroom by using the conflict resolution methods described in this work.

Objectives of empirical research:

) conduct sociometry in a class of primary schoolchildren;

) conduct a study of behavior strategies of younger schoolchildren in conflict situations;

) conduct a diagnosis of the types of interpersonal relationships of younger schoolchildren;

) process the results obtained;

) formulate conclusions.

Research methods:

) sociometry, which will reveal the cohesion of the group;

) study of behavior strategies of junior schoolchildren in conflict situations, which will identify typical ways of individual response

for conflict situations;

) diagnostics of the types of interpersonal relationships of junior schoolchildren, which will allow us to identify the individual properties of students that influence interpersonal relationships in the classroom.

2 Conducting research

Method 1. “Sociometry”

Sociometry is a survey method aimed at identifying interpersonal relationships by recording mutual feelings of sympathy and hostility among group members (in the educational team). It is based on criteria formulated in the form of questions, answers to them and serve as the basis for establishing the structure of relationships. Sociometry is carried out only in teams that have experience working (studying) together.

Goal: to identify group cohesion, as well as “stars”, “preferred”, “accepted” and “not accepted”.

Methodology: students are given one blank sheet of paper on which they must write their first and last name, and also list three people from their class, answering the question: “Which 3 people from your class would you like to invite to your birthday? »

Method results:

1. Student choice.

Table 1

Results of sociometry conducted in 4th grade

No. StudyChoice of18191Alina B.2132Rosa B.3123Angelina B.1324Masha D.1235Vika D.1326Nastya Z.3127Ilya K.1328Igor K.3129Slava K.21310Christina K.2 1311Diana L.32112Yulia M.32113Nastya N.13214Alena S.21315Ruslan S .21316Dima Sh.21317Yulia Sh.31218Kristin Sh.31219Sasha Sh.123Total 5231125932412311453

2.2.Position of student in the team:

·Star:

8 (Igor K.);

Preferred:

1 (Alina B.), 7 (Ilya K.), 18 (Kristina Sh.);

Accepted:

2 (Rosa B.), 3 (Angelina B.), 4 (Masha D.),

(Vika D.), 6 (Nastya Z.), 9 (Slava S.),

(Christina K.), 11 (Diana L.), 12 (Yulia M.),

(Nastya N.), 14 (Alena S.), 15 (Ruslan S.),

(Dima Sh.), 17 (Yulia Sh.), 19 (Sasha Shch.).

3.Scheme of relationships in the team:

Figure 1 Scheme of student selection according to sociometry conducted in 4th grade

.Mutual choice (number of mutual elections - 14)1) 1 (Alina B.) - 8 (Igor K.)

)1 (Alina B.) - 13 (Nastya N.)

)2 (Rosa B.) - 6 (Nastya Z.)

)3 (Angelina B.) - 5 (Vika D.)

)3 (Angelina B.) - 12 (Julia M.)

)3 (Angelina B.) - 14 (Alena S.)

)7 (Ilya K.) - 8 (Igor K.)

)7 (Ilya K.) - 9 (Slava S.)

)7 (Ilya K.) - 19 (Sasha Shch.)

)8 (Igor K.) - 16 (Dima Sh.)

)9 (Slava S.) - 19 (Sasha Shch.)

)11 (D. l.) - 17 (Yulia Sh.)

)14 (Alena S.) - 18 (Kristina Sh.)

)17 (Yulia Sh.) - 18 (Kristina Sh.)

Sociometry carried out in the 4th grade revealed that there are no “unaccepted” in this group, 15 out of 19 are “accepted” (Rosa B., Angelina B., Masha D., Vika D., Nastya Z., Slava S., Christina K., Diana L., Yulia M., Nastya N., Alena S., Ruslan S., Dima Sh., Yulia Sh., Sasha Sh.); “preferred” - 3 (Alina B., Ilya K., Kristina Sh.); “stars” in the team 1 out of 19 (Igor K.).

Methodology 2. “Study of behavioral strategies in a conflict situation”

Goal: to determine typical ways of responding to conflict situations.

Methodology: students are asked to choose one statement from 12 pairs of judgments that suits them best in their opinion. (The text of the methodology is presented in Appendix 1)

The results of the technique are presented in Table 2.

Table 2. Results of a study of behavior strategies of junior schoolchildren in conflict situations, conducted in 4th grade

№StudentsCareCooperationCompromiseRivalryConcession1Alina B. · · · · 2Rose B. · · · 3Angelina B. · · 4Masha D. · 5Vika D. · · 6Nastya Z. · 7Ilya K. · · · 8Igor K. · · 9Slava K. · · 10Christina K. · · 11Diana L. · · · 12Yulia M. · · 13Nastya N. · · 14 Alena S. · 15Ruslan S. · · · 16Dima Sh. · · · 17Yulia Sh. · · · 18Christine S. · · 19Sasha Shch. · ·

Conclusions: the majority of children do not clearly express a specific method of behavior in conflict, this suggests that they have a smooth strategy for behavior in conflict (16 students). The rest of the class has a clearly defined strategy for dealing with conflicts (3 students). Those who choose compromise (2) call for solidarity among their classmates, try to stay apart from everyone, and, in a convenient case for them, support the side of the strongest. Those who have chosen cooperation (1) recognize the right of others to their own opinion and are ready to understand them, do not try to achieve their goal at the expense of others, but look for a solution to the problem together.

Method 3. Diagnosis of types of interpersonal relationships.

Goal: diagnostics of individual properties that affect interpersonal relationships.

Methodology: students are asked to answer 50 questions, confirming the statement with a “+” sign or refuting it with a “-” sign. (The text of the methodology is presented in Appendix 2)

Method results:

Table 3 Results of diagnostics of types of interpersonal relationships among junior schoolchildren, carried out in 4th grade

Students authoritative, leading, independent, dominant, straightforward, aggressive, distrustful, submissive, dependent, cooperative, responsible, generous, insecure, Alina B. XXX, Rose B. Kh. ХХNastya N.Khalena S.ХRuslan S.ХХDima Sh.Khyulya S.H.Christine S.H.Sasha S.H.

Conclusions: After conducting a diagnostic study, we found that the majority of children (10) do not have a clearly limited type of interpersonal relationships, this suggests that these students have a smooth type of relationships when communicating with peers. The remaining students (9) have a clearly limited type of interpersonal relationships.

Thus, after conducting a diagnostic study, we determined that the majority of children feel favorably in the classroom and are able to establish relationships with classmates who mainly have a cooperative type of strategy in conflicts and interpersonal relationships. This, in turn, suggests that it is important for the teacher to know the characteristics of students in conflict situations in order to prevent the emergence of conflict situations in the classroom, relying on existing and emerging positive qualities, such as goodwill, responsiveness, responsibility, friendliness , humanity, generosity, etc.

interpersonal conflict schoolboy

CONCLUSION

As a result of the study, we came to the following conclusions:

) Conflict is a process in which two (or more) individuals or groups actively seek an opportunity to prevent each other from achieving a certain goal, prevent the satisfaction of an opponent’s interests, or change his views and social positions, and also considered 4 types of conflicts in primary school age, and namely: intrapersonal, interpersonal, interpersonal-group, intergroup.

) The causes of conflicts in primary school age are personal-psychological and socio-psychological.

) Five main strategies for behavior of younger schoolchildren in conflict: competition, compromise, withdrawal, concession, cooperation.

) The main methods of resolving interpersonal conflicts in primary school age are coercion, joint problem solving, compromise, mediation, and conflict management includes recognizing the causes of conflict situations and their prevention, purposefully influencing them when they appear.

) Sociometry conducted in the 4th grade showed that there are no “unaccepted” in this team, “accepted” - 15 out of 19, “preferred” - 3, “stars” in the team 1 out of 19, which indicates stable relationships between students, and this means that the atmosphere in the class is prosperous.

6) A study of the behavior strategies of junior schoolchildren in conflict situations showed that most children do not clearly express a certain way of behavior in conflict, this suggests that they have a smooth strategy of behavior in conflicts (16 students). The rest of the class has a clearly defined strategy for dealing with conflicts (3 students).

7) Diagnostics of the types of interpersonal relationships revealed that the majority of children (10) do not have a clearly limited type of interpersonal relationships, this suggests that these students have a smooth type of relationships in communication with peers. The remaining students (9) have a clearly limited type of interpersonal relationships.

8) The diagnostic study, in general, showed that most children are able to establish relationships with classmates, and therefore feel favorably in the classroom.

This, in turn, suggests that it is important for the teacher to know the characteristics of students in conflict situations in order to prevent the emergence of conflict situations in the classroom, relying on, firstly, the types of behavior in conflicts and interpersonal relationships of younger schoolchildren and, secondly, secondly, already existing and just emerging positive qualities, such as goodwill, responsiveness, responsibility, friendliness, humanity, generosity, etc.

In our study, we performed the following tasks:

· reviewed the theoretical foundations of conflicts;

· understood the peculiarities of conflicts in a team of junior schoolchildren;

· found out the basic methods of resolving interpersonal and intergroup conflicts in a team of junior schoolchildren;

· Conducted a diagnosis of conflicts in a group of junior schoolchildren.

We can say that our hypothesis that a teacher, knowing the characteristics of the behavior of younger schoolchildren in conflicts, can prevent the emergence of conflict situations in the classroom by applying conflict resolution methods from this work, was confirmed.

BIBLIOGRAPHY

1.Ministry of Education and Science of the Russian Federation. Federal State Educational Standard: primary general education (2010). Federal State Educational Primary General Education: - M.: Moscow, 2010.

2.Avdeev V.V. Psychotechnology for solving problem situations / V. V. Avdeev. - M.: St. Petersburg, 2004.

.Andreev V.I. Conflictology / V. I. Andreev. - M.: Moscow, 2007.

.Antsupov A.Ya. Prevention of conflicts in the school community / A. Ya. Antsupov. - M.: Moscow, 2003.

.Antsupov A.Ya. Conflictology: Interdisciplinary approach, review of dissertation research / A.Ya. Antsupov, S.L. Proshanov. - M.: Moscow, 2007.

.Antsupov, A.Ya. Conflictology: Textbook for universities / A.Ya. Antsupov, A. I. Shipilov. - M.: Voronezh, 2004.

.Psychology: psychology of conflict, study of conflicts in psychology / A.Ya. Antsupov, A.I. Shipilov; edited by N.V. Grishina. - M.: St. Petersburg, 2005.

.Borodkin F.M. Attention: conflict / F.M. Borodkin, N.M. Kornyak. - M.: Moscow, 2002.

.Brednikov V.A. Evolution and progress / A.V. Brednyakov. - M.: Belgorod, 2005.

.Giddens E. Conflictology / E. Giddens. - M.: Moscow, 2006

.Gitelmacher R.B. Conflict: socio-psychological aspect / R. B. Gitelmacher. - M.: Ivanovo, 2005.

.Grishina, N.V. Psychology of social conflict / N.V. Grishina. - M.: St. Petersburg, 2006.

.Dmitriev A.F. Conflictology / A.F. Dmitriev. - M.: Ekaterinburg, 2004.

.Dmitriev A.F. Introduction to the general theory of conflicts / A.F. Dmitriev V.N. Kudryavtsev S.N. Kudryavtsev. - M.: Ekaterinburg, 2005.

.Zaprudsky Yu.G. Social conflict / Yu.G. Zaprudsky. - M.: Yelets, 2005.

.Zdravomyslov A.G. Sociology of conflict / A.G. Zdravomyslov. - M.: Moscow, 2007.

.Siegert W. Lead without conflicts / W. Siegert, L. Lang. - M.: London, 2005.

.Zhuravlev V.I. Features of pedagogical conflictology / V.I. Zhuravlev. - M.: Irkutsk, 2005.

.Kondratyev, K.V. Conflicts and ways to resolve them / K.V. Kondratiev. - M.: Belgorod, 2007.

.Cornelius H. Everyone can win / H. Cornelius, S. Fair. - M.: London, 2008.

.Kornyak N.M. Conflict and how to avoid it / N.M. Kornyak. - M: St. Petersburg, 2003.

.Krichevsky R.L. Psychology of the small group. Theoretical and applied aspects / R.L. Krichevsky, E.M. Dubovskaya. - M.: Moscow, 2005.

.Petrovsky A.V. Personality. Activity. Team / A.V. Petrovsky. - M.: Voronezh, 2007.

.Ratanova T.A. Psychodiagnostic methods for studying personality: Textbook. Benefit / T.A. Ratanova, N.F. Nobles. - M.: Ekaterinburg, 2005.

.Rean A.A. Psychology of teacher cognition of students’ personality / A.A. Rean. - M.: Moscow, 2004.

.Psychology: psychology of conflict / K. Horney; edited by N.V. Grishina. - M.: St. Petersburg, 2001.

Tutoring

Need help studying a topic?

Our specialists will advise or provide tutoring services on topics that interest you.
Submit your application indicating the topic right now to find out about the possibility of obtaining a consultation.

Conflicts at school are an integral part of the educational process. In itself, conflict between peers is not something out of the ordinary. Such a conflict contains the opportunity for personal growth, since the need to learn to defend one’s position in front of classmates and to have one’s own point of view on any issue increases. Often conflicts at school are episodic in nature, that is, they break out from time to time between all students. A child, once in a children's group, must learn to live according to its laws. It is not always immediately possible to do this painlessly and easily. What are school conflicts, and should you try to avoid them?

Causes of conflicts at school

Like any phenomenon, conflicts among classmates have their reasons. Most often, conflicts arise between students of the same class and are based on a discrepancy in character, a clash of different opinions on a particular issue. Most conflicts occur during adolescence. The age of thirteen to sixteen years is characterized by increased impressionability, suspiciousness and anxiety. One careless word can provoke the development of a conflict. Young people and girls at this age do not yet have sufficient tolerance towards others. They see everything in black and white and give their own assessment to any phenomenon. Resolving such conflicts in some cases requires the participation of parents in the child’s life. What are the main reasons for conflicts among schoolchildren?

The struggle for authority

The most common cause of conflict is the struggle for the opportunity to be the leader among peers. A child with leadership qualities will strive to demonstrate his strength to others. Boys, more often than not, prove their superiority through physical strength, while girls learn to manipulate gracefully. In any case, there is a struggle for authority. The teenager tries with all the strength of his soul to be heard and thereby satisfy his deep need for recognition. This process cannot be called fast and calm. Sometimes years pass before yesterday's child understands which methods are acceptable and which ones are better to refuse.

Resentment and insults

Another reason for acute conflict with peers is multiple grievances and misunderstandings. The situation when the weak and defenseless are bullied in the classroom is, unfortunately, not uncommon today. The conflict, formed by the need to defend one’s individuality, leads to the formation of such qualities in the individual as distrust and isolation. School bullying is harmful not only to the person being bullied, but also to other students. Teenagers see a picture of unpleasant aggressive actions, which are often accompanied by complete impunity.

Resentments and insults among students of the same class necessarily lead to pronounced conflict. Whatever the reason for the glaring disagreements, it requires mandatory resolution. Children do not know how to hide their feelings; they want to understand the current situation immediately. At the same time, discipline and the general atmosphere in the team suffer. Teachers complain that students are becoming uncontrollable and aggressive.

Unrequited sympathy

An important cause of conflict in the classroom is the first love. During puberty, adolescents begin to become interested in peers of the opposite sex. There is a kind of strong leap in development. A boy or girl simply cannot continue to live in the old way. They begin to look for additional opportunities to please and impress. Unrequited feelings can lead to a dramatic outcome: apathy, inner emptiness and reluctance to reveal the depth of your experiences to anyone. It must be said that at this age, unrequited sympathy is very common. Moreover, there is a fair opinion that at one time in life every person experienced what it means to be rejected by the object of his adoration.

During their first courtship, many teenagers become nervous and irritable. This happens for the reason that they still have little experience in building trusting relationships. At the same time, every young person over the age of fifteen needs close relationships, wants to achieve maximum understanding and be heard by others. The discrepancy between one's own feelings and reality leads to the emergence of open conflicts that require immediate resolution.

Types of conflicts at school

Conflicts at school have their own specifics and are distinguished by the varying involvement of adults in this process. The degree of expression can be strong or quite weak. A hidden conflict often remains invisible to others, since its participants do not take active action for a long time. Examples of conflicts show how important it is to act at the first signs of trouble and psychological discomfort in a child. The following types of conflicts in school are distinguished.

Conflict between students

This type of conflict is characterized by the formation of persistent non-acceptance of some individuals by others. The warring parties create unbearable living conditions for each other and participate in various conspiracies. The participants in the conflict are children and adolescents. The unwritten rule of such conflicts is their duration, aggressiveness, and cruelty towards their opponents. Children not only do not try to understand each other, but also deliberately aggravate enmity with manifestations of contempt and demonstrative disrespect.

Example: there is a physically weak boy in the class, whom everyone makes fun of and mocks. Other students constantly provoke him into an open quarrel. The conflict worsens over time, but is not resolved in any way, because the young man does not want to respond with cruelty to the attacks of his classmates. Those guys who take his side are also persecuted by the leader and his group.

Teacher and pupil

A fairly common type of conflict is misunderstanding between the teacher and students. How often do students believe that they are unfairly given bad grades and make little effort to correct the situation! Neither the rejection of teachers nor the condemnation of classmates works. Sometimes, for some reason, a child becomes so immersed in himself and his own world that he stops noticing the events happening around him. This only prolongs the conflict, which does not contribute to its resolution. Meanwhile, in the “Teacher-Student” model, the child is not always to blame. The teacher, in any case, is older and wiser than any teenager, and therefore must try to eliminate the conflict or at least reduce it to a minimum. It must be said that teachers are also not always attentive to students. Bad mood, problems at home, personal ailments - all this leaves a serious imprint on the personality. Many teachers suffer from the fact that they attach negative labels to the child and treat him with prejudice from the very first mistake, without giving him the opportunity to correct it.

Example: a girl, a sixth grade student, is not doing well in the English subject. The teacher gives her unsatisfactory grades. The child, in desperation, tries to correct the situation, but she fails - she has neglected the subject too much due to a long-term illness. The teacher does not want to delve into these details, believing that the student must fill in the gap on her own.

Teacher and student's parents

Often a conflict occurs between the parents of one of the students and the teacher himself. Parents accuse the teacher of having a biased attitude towards their child. In this situation, everyone suffers and, first of all, the child. The teacher develops a negative opinion about a particular student, and he involuntarily ignores him in his work. The child gets used to being deprived of the teacher’s praise and in the future does not try to correct the situation. Parents are completely disappointed in the education system.

Example: parents of a second grade student start a showdown with the teacher for any reason, asking why the child got a B, why not an A? The conflict grows: the child develops a reluctance to learn, because before his eyes the parents behave incorrectly with the teacher. The teacher begins to seek help from the head teacher and the director.

Conflict resolution at school

Any conflicts need to be resolved. Otherwise, tension increases and problems only increase. How can school disagreements be minimized? In a dispute, everyone is confident that they are right. Meanwhile, if you try to understand your opponent, you can significantly reduce the impact of the conflict itself. All you need to do is put yourself in your opponent's shoes. Teachers should try to imagine how a child feels when he neglected school material (even through his own fault), but no one wants to understand him. Parents constantly scold for poor performance. How can a child independently find a way out of this situation if he is deprived of all support in advance?

Resolving conflicts in school should begin with taking responsibility for one's actions and actions. The student must be aware that he has responsibilities that must be fulfilled. Teachers should strive to see positive character traits in children, try to establish contact with each individual child, and present the material being studied in an intelligible and engaging manner.

Thus, the topic of school conflicts is not new at all. Every person has encountered it at least once in their life. The well-being of the child and the formation of his worldview depend on how quickly and correctly a significant disagreement between the parties to the controversy can be resolved.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Introduction

1. Theoretical foundations for research on the prevention of conflict behavior in children of primary school age

1.1 Definition of conflict, content, types and methods of occurrence

1.2 Features of conflict behavior in children of primary school age

2. Specifics of psychological prevention of conflict behavior in children

Conclusion

Bibliography

Introduction

Conflicts naturally come into our lives. Life changes, and the causes and forms of conflicts change. They can expect us in every encounter with a new person or new situation. It is impossible to avoid them, they are necessary for development, for growth, otherwise stagnation occurs. Interpersonal relationships in the process of development require adjustment, harmonization, and bringing to agreement.

To conflict constructively means to identify disagreements or opposition in order to direct the efforts of all conflicting parties to find and solve the problem that causes these disagreements and opposition. The technique of creative conflict management is a useful tool that mobilizes creative potential, frees a person from existing personal limitations and facilitates the choice of the best behavior. The emotional state during conflict is characterized by indecision and tension, which are the result of incompatible internal demands.

Relevance of this issue is to study the dynamics of the relationship between student and teacher in the process of age-related development of a junior schoolchild at the stage of formation of educational activity. It seems important to have a special analysis of the main contradiction in the relationship between teacher and student in the first phase of primary school age, as well as to study the specifics of constructing and resolving a productive relationship conflict as the main mechanism for the development of child-adult relationships within the framework of the normative development of age.

An object: conflict behavior in primary school age.

Item: psychodiagnostics of conflict behavior in children of primary school age.

1 . Theoretical foundations of the study children's conflict behaviorprimary school age

1.1 Definition of conflict, content, types and methods of occurrence

In order to skillfully use conflict in the pedagogical process, it is necessary, naturally, to have a theoretical basis: to know well its dynamics and all its components. It is useless to talk about the technology of using conflict to a person who has only an everyday understanding of the conflict process.

Conflict is an extremely common phenomenon in social life. It is known that not only people conflict. Conflicts occur between individual representatives of biological communities and between species, in public life - between people, social groups, classes, states.

The concept of “conflict” is used in a broad interpretation - it includes such phenomena as disagreements, conflicting intentions, divergent attitudes and expectations (expectations), competition, rivalry, hostility and other similar contradictory attitudes and actions. student teacher conflict

Conflicts can occur in two interrelated forms - contradictory psychological states and open contradictory actions of the parties (at the individual and group levels). The nature of interpersonal (and interrole) relationships sheds light on the internal (socio-psychological) mechanism, state and direction of development of the education sector.

Conflict is a form of social interaction between two or more subjects (subjects can be represented by an individual/group/oneself - in the case of internal conflict), arising due to a divergence of desires, interests, values or perceptions.

We are considering a pedagogical conflict, that is, a conflict whose subjects are the participants in the pedagogical process.

Typological division of conflicts:

· “genuine” - when a conflict of interests exists objectively, is recognized by the participants and does not depend on any easily changing factor;

· “accidental or conditional” - when conflict relations arise due to random, easily changeable circumstances that are not realized by their participants. Such relationships can be terminated if real alternatives are realized;

· “displaced” - when the perceived causes of the conflict are only indirectly related to the objective reasons underlying it. Such a conflict may be an expression of conflicting true relationships, but in some symbolic form;

· “incorrectly attributed” - when conflicting relationships are attributed to parties other than those between whom the actual conflict is playing out. This is done either intentionally with the aim of provoking a clash in the enemy group, thereby “obscuring” the conflict between its true participants, or unintentionally, due to the lack of truly true information about the existing conflict;

· “hidden” - when conflict relations, due to objective reasons, should take place, but are not actualized;

· “false” - a conflict that has no objective basis and arises as a result of false ideas or misunderstandings.

It is necessary to distinguish between the concepts of “conflict” and “conflict situation”; the difference between them is very significant.

A conflict situation is a combination of human interests that creates the ground for real confrontation between social actors. The main feature is the emergence of a subject of conflict, but so far the absence of open active struggle. That is, in the process of development of a conflict, a conflict situation always precedes the conflict and is its basis.

To predict a conflict, you must first figure out whether there is a problem that arises in cases where there is a contradiction, a mismatch between something and something. Next, the direction of development of the conflict situation is established. Then the composition of the participants in the conflict is determined, where special attention is paid to their motives, value orientations, distinctive features and behavior patterns. Finally, the content of the incident is analyzed. It is pedagogically important to monitor signals indicating the emergence of a conflict.

In practice, a social educator is more interested not so much in eliminating an incident as in analyzing a conflict situation. After all, an incident can be suppressed through “pressure,” while the conflict situation persists, taking a protracted form and negatively affecting the life of the team.

Conflict is looked at today as a very significant phenomenon in pedagogy, which cannot be ignored and which should be given special attention. Neither a team nor an individual can develop without conflict; the presence of conflicts is an indicator of normal development.

Considering conflict to be an effective means of educational influence on an individual, scientists point out that overcoming conflict situations is possible only on the basis of special psychological and pedagogical knowledge and corresponding skills. Meanwhile, many teachers negatively assess any conflict as a phenomenon indicating failures in their educational work. Most teachers still have a wary attitude towards the very word “conflict”; in their minds this concept is associated with the deterioration of relationships, violation of discipline, and a phenomenon harmful to the educational process. They strive to avoid conflicts by any means, and if they exist, they try to extinguish the external manifestation of them.

Most scientists believe that conflict is an acute situation that arises as a result of a clash between an individual’s relationships and generally accepted norms. Others define conflict as a situation of interaction between people either pursuing mutually exclusive or simultaneously unattainable goals for both conflicting parties, or seeking to realize incompatible values and norms in their relationships. This is a contradiction between people, which is characterized by confrontation as a phenomenon that creates a very complex psychological atmosphere in any group of schoolchildren, especially high school students. As an intractable contradiction associated with acute emotional experiences, as a critical situation, that is, a situation where the subject is unable to realize the internal needs of his life (motives, aspirations, values, etc.); as an internal struggle that gives rise to external, objectively given contradictions, as a state that gives rise to dissatisfaction with a whole system of motives, as a contradiction between needs and the possibilities of satisfying them.

It has been established that contradictions that arise among younger schoolchildren do not always lead to conflict. It depends on skillful and sensitive pedagogical leadership whether a contradiction will grow into a conflict or find its resolution in discussions and disputes. Successful resolution of a conflict sometimes depends on the position that the teacher takes in relation to it (authoritarian, neutral, avoidance of conflicts, expedient intervention in the conflict). Managing a conflict, predicting its development and being able to resolve it is a kind of “safety technique” for teaching activities.

There are two approaches to preparing for conflict resolution:

· study of existing advanced pedagogical experience;

· mastering knowledge of the patterns of development of conflicts and ways to prevent and overcome them.

V.M. Afonkova argues that the success of pedagogical intervention in student conflicts depends on the position of the teacher. There can be at least four such positions:

position of neutrality - the teacher tries not to notice and not to interfere in the clashes that arise among students;

Conflict avoidance position - the teacher is convinced that conflict is an indicator of his failures in educational work with children and arises due to ignorance of how to get out of the current situation;

position of expedient intervention in the conflict - the teacher, relying on good knowledge of the group of students, relevant knowledge and skills, analyzes the causes of the conflict, makes a decision either to suppress it or to allow it to develop to a certain limit.

The actions of the teacher in the fourth position allow you to control and manage the conflict. However, teachers often lack the culture and technique of interacting with students, which leads to mutual alienation. A person with a high communication technique is characterized by the desire not only to correctly resolve a conflict, but also to understand its causes. To resolve conflicts among younger schoolchildren, the method of persuasion is very appropriate as a way to reconcile the parties. It helps to show younger schoolchildren the inappropriateness of some of the forms they use to resolve conflict (fights, name-calling, intimidation, etc.). At the same time, teachers, using this method, make a typical mistake, focusing only on the logic of their evidence, without taking into account the views and opinions of the youngest student. Neither logic nor emotionality achieves the goal if the teacher ignores the views and experiences of the student.

According to their direction, conflicts are divided into the following types:

· socio-pedagogical - they manifest themselves both in relationships between groups and with individuals. This group is based on conflicts - violations in the area of relationships;

· psychological and pedagogical conflicts - they are based on contradictions that arise in the educational process in conditions of a lack of harmonization of the relationships that develop in it;

· social conflict - situational conflicts from case to case;

· psychological conflict - occurs outside of communication with people, occurs within the individual.

Conflicts are classified according to the degree of their reaction to what is happening:

· fast-flowing conflicts - characterized by great emotional overtones and extreme manifestations of the negative attitude of those in conflict;

· acute long-term conflicts - arise in cases where contradictions are quite stable, deep, and difficult to reconcile. The conflicting parties control their reactions and actions. Resolving such conflicts is not easy;

· mild, sluggish conflicts - typical for contradictions that are not very acute, or for clashes in which only one of the parties is active; the second seeks to clearly reveal its position or avoids, as far as possible, open confrontation. Resolving this kind of conflict is difficult; much depends on the initiator of the conflict;

· mild, fast-flowing conflicts are the most favorable form of conflict, but a conflict can be easily predicted only if there was only one. If after this similar conflicts appear that seem to proceed mildly, then the prognosis may be unfavorable.

There are conflict pedagogical situations:

By time - permanent and temporary (discrete, one-time);

In the sphere of psychological flow - in business and informal communication.

Business conflicts arise on the basis of discrepancies in the opinions and actions of team members when solving problems of a business nature, and the latter - on the basis of contradictions in personal interests. Personal conflicts may concern people’s perception and assessment of each other, real or perceived injustice in the assessment of their actions, work results, etc.

In conflict situations, their participants resort to various forms of defensive behavior:

· aggression (manifests itself in “vertical” conflicts, i.e. between a student and a teacher, between a teacher and the school administration, etc.; it can be directed at other people and at oneself, often taking the form of self-humiliation and self-accusation) ;

· projection (reasons are attributed to everyone around them, their shortcomings are seen in all people, this allows them to cope with excessive internal tension);

· fantasy (what cannot be achieved in reality begins to be achieved in dreams; achieving the desired goal occurs in the imagination);

· regression (the goal is replaced; the level of aspirations decreases; however, the motives of behavior remain the same);

· goal replacement (psychological tension is directed to other areas of activity);

· avoiding an unpleasant situation (a person unconsciously avoids a situation in which he failed or was unable to complete the intended tasks).

There are a number of stages in the dynamics of conflict development:

· Presumptive stage - associated with the emergence of conditions under which a conflict of interests may arise. These conditions include:

a) a long-term conflict-free state of a team or group; conflict-free development is fraught with conflicts;

b) constant overwork caused by overload, which leads to stress, nervousness, excitability, inadequate reaction to the simplest and most harmless things;

c) information-sensory hunger, lack of vital information, long-term absence of bright, strong impressions; at the heart of all this is the emotional oversaturation of everyday life;

d) different abilities, opportunities, living conditions - all this leads to envy of a successful, capable person. The main thing is that in any class, team, group no one feels deprived, a “second-class person”;

e) style of organizing life and managing a team.

· The stage of the emergence of a conflict is a clash of interests of various groups or individuals. It comes in three main forms:

a) a fundamental clash, when the satisfaction of some can be definitely realized only by infringing on the interests of others;

b) a clash of interests that affects only the form of relations between people, but does not seriously affect their material, spiritual and other needs;

c) the idea of a conflict of interests arises, but this is an imaginary, apparent conflict that does not affect the interests of people, members of the team.

· The stage of maturation of the conflict - a clash of interests becomes inevitable. At this stage, the psychological attitude of the participants in the developing conflict is formed, i.e. unconscious readiness to act in one way or another in order to remove the sources of the uncomfortable state. A state of psychological tension encourages an “attack” or a “retreat” from the source of unpleasant experiences.

· Stage of awareness of the conflict - the conflicting parties begin to realize, and not just feel, a conflict of interests. There are a number of options here:

a) both participants come to the conclusion that the conflicting relationship is inappropriate and are ready to abandon mutual claims;

b) one of the participants understands the inevitability of the conflict and, having weighed all the circumstances, is ready to give in; another participant goes to further aggravation; considers the other party’s compliance as weakness;

c) both participants come to the conclusion that the contradictions are irreconcilable and begin to mobilize forces to resolve the conflict in their favor.

1.2 Features of conflict behavior in children of primary school age

Schools are characterized by various types of conflicts. The pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transmitting and mastering social experience. Therefore, it is here that favorable socio-psychological conditions are needed that provide mental comfort to the teacher, student and parents.

In the field of public education, it is customary to distinguish four subjects of activity: student, teacher, parents and administrator. Depending on which subjects interact, the following types of conflicts can be distinguished: student - student; student - teacher; student - parents; student - administrator; teacher - teacher; teacher - parents; teacher - administrator; parents - parents; parents - administrator; administrator - administrator.

The most common leadership conflicts among students reflect the struggle of two or three leaders and their groups for primacy in the class. In middle school, a group of boys and a group of girls often conflict. A conflict between three or four teenagers and a whole class may arise, or a conflict between one student and the class may break out.

The personality of the teacher has a great influence on the conflict behavior of schoolchildren . Its impact can manifest itself in various aspects.

First, the teacher’s style of interaction with other students serves as an example for reproduction in relationships with peers. Research shows that the communication style and pedagogical tactics of the first teacher have a significant impact on the formation of students' interpersonal relationships with classmates and parents. Personal communication style and pedagogical tactics “cooperation” " determine the most conflict-free relationships between children and each other. However, a small number of primary school teachers master this style. Primary school teachers with a pronounced functional communication style adhere to one of the tactics (“dictation” or “tutelage”) that increase the tension of interpersonal relationships in the classroom. A large number of conflicts characterize relationships in the classes of “authoritarian” teachers and in high school age.

Secondly, the teacher is obliged to intervene in student conflicts , regulate them. This, of course, does not mean suppressing them. Depending on the situation, administrative intervention may be necessary, or perhaps just good advice. The involvement of those in conflict in joint activities, the participation of other students, especially class leaders, in resolving the conflict, etc. have a positive impact.

The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today cannot be called favorable, is a common part of reality. According to M.M. Rybakova, among the conflicts between teacher and student, the following conflicts stand out:

· activities arising from the student’s academic performance and his/her performance of extracurricular tasks;

· behavior (actions) arising from a student’s violation of the rules of conduct at school and outside of it;

· relationships that arise in the sphere of emotional and personal relationships between students and teachers.

Activity conflicts arise between a teacher and a student and are manifested in the student’s refusal to complete an educational task or poor performance of it. Similar conflicts often occur with students experiencing learning difficulties; when the teacher teaches the subject in class for a short time and the relationship between him and the student is limited to academic work. These situations often cause capable, independent students to leave school, and for others, their motivation to learn in general decreases.

It is important that the teacher is able to correctly determine his position in the conflict, since if the class team is on his side, then it is easier for him to find the optimal way out of the current situation. If the class begins to have fun with the disciplinarian or takes an ambivalent position, this leads to negative consequences (for example, conflicts can become permanent).

Relationship conflicts often arise as a result of the teacher’s inept resolution of problematic situations and, as a rule, are long-lasting. These conflicts acquire a personal meaning, give rise to long-term hostility between the student and the teacher, and disrupt their interaction for a long time.

It is known that during a conflict there is a decrease in discipline, a deterioration in the socio-psychological climate, and the idea of “good” and “bad”, “friends” and “strangers”, of the defeated and the winners as enemies arises. After the end of the conflict, the degree of cooperation decreases, it is difficult to restore trust and mutual respect.

The behavior of students, determined by the characteristics of their personality, as a cause of school conflicts. Academician I.S. Kohn sees the main obstacle to mutual understanding between teachers and students in the absolutization of role relationships. “A teacher, concerned primarily with academic performance, does not see the student’s individuality behind the grades.” The ideal student in his understanding is the one who most closely matches the social role of the student - disciplined, active, inquisitive, hardworking, efficient. One of the main reasons for misunderstanding and the emergence of conflictual relationships between teachers and students is that the student’s attitude towards the teacher is much more personal and emotional, while teachers have a predominant “activity” approach to students (assessment based on performance), that is, functional attitude. In the professional work of a teacher, the problem of conflict becomes particularly complex, because the child’s development occurs through overcoming objective (not created by us or by them) contradictions. A pedagogical conflict should not introduce additional, subjectively determined difficulties into the process of personal development. The ability not only to painlessly resolve, but also to prevent the occurrence of conflicts is one of the greatest professional and human abilities of a teacher.

A primary school student is characterized by fragility and short-term emotional experiences, unless, of course, we are talking about deep shocks and constant irritants that depress the child. Emotional switchability and a high degree of comfort contribute to the security of the psyche of a primary school student. Children of primary school age are characterized by the need for protection from adults and, above all, teachers. In any stressful situation, he directs his gaze towards the teacher and expects help and support from him. The greater the shock if his expectations are not met, if he is left alone with the experience. And it’s even worse when, instead of help from the teacher, the child receives the opposite.

In addition to sudden ones, conflicts also occur, the nature and course of which are typical. Here, in the teacher’s experience, there are usually already more or less worked out response scenarios. All that remains is to adjust them in connection with this situation.

Finally, the teacher must be aware of situations where they have to create a directed conflict, involve their students in resolving it, and thereby ensure progress.

Stressful events in the process of teaching primary schoolchildren are essentially not diverse. Three groups of student-teacher relationships dominate, where psychological trauma in schoolchildren occurs. They occur in the classroom and concern not the methodology in its own meaning, but the behavior of the teacher, that is, his tactics, style, reaction to the actions of students. The second group of conflict situations in primary school consists of the actions of teachers, which can be combined with the term “discrimination” in relation to students. The forms of their manifestation are not diverse. Discriminatory forms of communication between primary school teachers and children are quite persistent. And this is especially important for those who intend to reduce or eliminate traumatic forms of communication from their style of working with children.

Successful conflict resolution therefore typically involves a cycle consisting of identifying a problem, analyzing it, taking action to resolve it, and evaluating the outcome. In any given situation, the source of the conflict must be identified before policies can be developed to resolve it.

When resolving conflicts between a teacher and a student, it is necessary, in addition to analyzing the causes of the conflict, to take into account the age factor

Along with business conflict situations “teacher-student”, there are often contradictions of a personal nature. Finding himself in a conflict situation, a teacher can direct his activity either to better understand his interlocutor, or to regulate his own psychological state in order to extinguish the conflict or prevent it. In the first case, resolution of a conflict situation is achieved by establishing mutual understanding between people, eliminating omissions and inconsistencies.

The actual conflict between teacher and student can be analyzed at three levels:

· from the point of view of objective features of the organization of the educational process at school;

· from the point of view of the socio-psychological characteristics of the class, teaching staff, specific interpersonal relationships between teacher and student;

· from the point of view of age, gender, individual psychological characteristics of its participants.

A conflict can be considered productively resolved if there are real objective and subjective changes in the conditions and organization of the entire educational process, in the system of collective norms and rules, in the positive attitudes of the subjects of this process towards each other, in the readiness for constructive behavior in future conflicts.

Conflict often arises from the teacher’s desire to assert his pedagogical position, as well as from the student’s protest against unfair punishment, an incorrect assessment of his activities or actions. By correctly responding to the teenager’s behavior, the teacher takes control of the situation and thereby restores order. Haste in assessing what is happening often leads to mistakes, causes indignation among students at injustice, and gives rise to conflict.

2. Specifics of psychological work withconflict behavior

Conflict situations in lessons, especially in teenage classes, are considered by most to be typical and natural. To resolve them, the teacher must be able to organize the collective educational activities of teenage students, strengthening the business relationship between them; it comes to conflict, as a rule, with a student who is performing poorly or has “difficult” behavior. You cannot punish behavior with bad grades in a subject - this leads to a protracted personal conflict with the teacher.

In order for a conflict situation to be successfully overcome, it must be subjected to psychological analysis. Its main goal is to create a sufficient information basis for making a psychologically based decision in the conditions of the situation that has arisen. A hasty reaction from a teacher, as a rule, causes an impulsive response from the student, leading to an exchange of “verbal blows,” and the situation becomes conflictual.

Psychological analysis is also used to shift attention from indignation at the student’s actions to his personality and its manifestation in activities, actions, and relationships.

· Significant assistance to the social educator can be provided by predicting the responses and actions of students in conflict situations. This was pointed out by many teacher-researchers (B.S. Gershunsky, V.I. Zagvyazinsky, N.N. Lobanova, M.I. Potashnik, M.M. Rybakova, L.F. Spirin, etc.). So, M.M. Potashnik recommends either being forced to try on, adapt to the situation, or consciously and purposefully influence it, i.e. create something new.

MM. Rybakova suggests taking into account students’ responses in conflict situations as follows:

· description of the situation, conflict, action (participants, reason and place of occurrence, activities of participants, etc.);

· age and individual characteristics of participants in a conflict situation;

· the situation through the eyes of the student and teacher;

· the teacher’s personal position in the situation that has arisen, the teacher’s real goals when interacting with the student;

· new information about students in the situation;

· options for repayment, warning and resolution of the situation, adjustment of student behavior;

· selection of means and techniques of pedagogical influence and identification of specific participants in the implementation of set goals at the present time and in the future.

It is known from the literature that it is advisable to resolve a conflict situation using the following algorithm:

· analysis of data about the situation, identification of main and accompanying contradictions, setting educational goals, highlighting the hierarchy of tasks, determining actions;

· determination of means and ways to resolve the situation, taking into account possible consequences based on an analysis of interactions between teacher - student, family - student, student - class staff;

· planning the course of pedagogical influence, taking into account possible response actions of students, parents, and other participants in the situation;

· analysis of results;

· adjustment of the results of pedagogical influence;

· self-esteem of the class teacher, mobilization of his spiritual and mental strength.

Psychologists believe that the main condition for resolving a constructive conflict is open and effective communication between the conflicting parties, which can take various forms:

· statements that convey how a person understood words and actions, and the desire to receive confirmation that he understood them correctly;

· open and personally colored statements regarding state, feelings and intentions;

· information containing feedback regarding how the conflict participant perceives the partner and interprets his behavior;

· demonstrating that the partner is perceived as an individual despite criticism or resistance to his specific actions.

The teacher’s actions to change the course of the conflict can be classified as actions that prevent it. Then conflict-tolerant actions can be called unconstructive actions (postponing the resolution of a conflict situation, shaming, threatening, etc.) and compromise actions, and conflict-producing actions can be called repressive actions (contact the administration, write a report, etc.) and aggressive actions (breaking up a student’s work , ridicule, etc.).

As we see, the choice of actions to change the course of the conflict situation has priority. Here are a number of situations and the behavior of a social teacher when they arise:

· failure to fulfill educational assignments due to lack of skill, knowledge of motive (to change the forms of work with a given student, teaching style, correction of the level of “difficulty” of the material, etc.);

· incorrect execution of teaching assignments; adjust the assessment of the results and progress of teaching, taking into account the identified reason for the incorrect assimilation of information);

· emotional rejection of the teacher (change the style of communication with this student);

· emotional imbalance of students (soften the tone, style of communication, offer help, divert the attention of other students).

In resolving a conflict, much depends on the teacher himself. Sometimes you need to resort to self-analysis in order to better understand what is happening and try to initiate changes, thereby drawing the line between emphasized self-affirmation and self-criticism.

The conflict resolution procedure is as follows:

· perceive the situation as it really is;

· do not make hasty conclusions;

· When discussing, you should analyze the opinions of opposing parties and avoid mutual accusations;

· learn to put yourself in the other party’s shoes;

· do not let the conflict escalate;

· problems must be solved by those who created them;

· treat the people you interact with respectfully;

· always seek a compromise;

· conflict can be overcome by common activity and constant communication between those communicating.

The main forms of ending a conflict: resolution, settlement, attenuation, elimination, escalation into another conflict. Permission conflict is a joint activity of its participants aimed at ending opposition and solving the problem that led to the clash. Conflict resolution involves the activity of both parties to transform the conditions in which they interact, to eliminate 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. Conflict resolution 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. When a conflict ends, the contradiction underlying it is not always resolved.

Conclusion

Conflicts cover all spheres of life in Russian society. Understanding their nature, reasons for their occurrence and development will help to develop rules of conduct and ways of resolving them to the mutual consent of the warring parties.

Research has shown that by interacting with people around him, a schoolchild satisfies one of the basic social needs, and the need to satisfy the need for communication increases with age, reaching a maximum in early adolescence.

Being an important factor in the formation of a student’s personality, interpersonal relationships contain enormous pedagogical opportunities. This makes it necessary for pedagogy to examine objectively the positive and negative potentials inherent in the formation of interpersonal relationships. Pedagogy needs to determine the possibility of managing the communication of schoolchildren in order to stimulate its positive impact on the individual and level out negative motives. The implementation of these opportunities is necessary to increase the effectiveness of the educational process as a whole.

The main forms of ending a conflict: resolution, settlement, attenuation, elimination, escalation into another conflict. Conflict resolution is a joint activity of its participants aimed at ending opposition and solving the problem that led to the conflict. Conflict resolution involves the activity of both parties to transform the conditions in which they interact, to eliminate 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. Conflict resolution 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. When a conflict ends, the contradiction underlying it is not always resolved.

The cessation of conflict interaction is the first and obvious condition for the beginning of the resolution of any conflict. Until the two sides strengthen their position or weaken the position of a participant through violence, there can be no talk of resolving the conflict.

Thus, based on the above, we can conclude that the best way to resolve a conflict situation is the conscious choice of the optimal behavior strategy. The “color” of the conflict also depends on this, i.e. what role (positive or negative) he will play in the relationships of the team or group.

List of used literature

1. Andreev V.I. Fundamentals of pedagogical conflictology. - M., 1995.

2. Andreeva G.M. Social psychology. M. 1999.

3. Anikeeva N.P. Psychological climate in the team. - M.: Education, 1991.

4. Borodkin F.N., Koryak N.N. "Attention, conflict!", Novosibirsk. 2003.

5. Bozhovich L.I., Slavina L.S. Psychological development of the child and his upbringing. - M.: Knowledge, 1979. - 96 p.

6. Bityanova M.R. Child adaptation: diagnosis, correction, pedagogical support. M., 2003.

7. Brushlinsky A.V. "Conflictology" Moscow, Education, 2000.

8. Verenko I.S. "Conflictology" Moscow, Swiss concern, 2000.

9. Zhuravlev V.I. Fundamentals of pedagogical conflictology. - M., 1995.

10. Leontiev A.A. Psychology of communication. - M.: Smysl, 1995, 365 p.

Posted on Allbest.ru

How can a younger student avoid problems communicating with peers?

Before you give advice on resolving school conflicts, try to help your child establish relationships with classmates from the first days. Then maybe you won’t need protection?

To prevent younger schoolchildren from having problems communicating with peers, take the following steps:

First of all, if your child has any health problems, be sure to notify the teacher. Perhaps the child needs to take timely medication, or the baby suffers from a stutter or a skin disease, or has enuresis. In order to avoid conflicts between younger students, the teacher must be aware of such problems! In addition, the teacher will be able to protect the child from the ridicule of classmates.
Pay close attention to general school requirements. There’s no point in giving your daughter a “pink T-shirt and funny pants” for physical education if all the kids wear white T-shirts and black shorts. Such a discrepancy in form can cause a hail of ridicule from the baby’s classmates. You think the color of a T-shirt is not important, and it will be a tragedy for a girl when one of the boys starts pointing at her and shouting offensive nicknames. Please note that we are talking specifically about general school requirements for lessons, and not about indulging the child and rushing to buy “a pencil case as cool as Katya’s.”
To prevent conflicts in the school environment, help your child join the team and find friends - it is very important for him to learn to “live with the class.” Let your child, with your help, choose a club or section for himself and go to classes. Find out what studios, clubs or sections his classmates go to. Perhaps the coincidence of interests will help the guys make friends.
To avoid school conflicts between children, do not rush to pick up your child immediately after school; it is better to take your child to French and drawing classes not immediately “after school.” Usually children play for a while in the school yard; such joint games help to make friends. And parents, by the way, at this time can discuss some general class events, agree on joint excursions, organize a holiday or a “tourist trip”, a trip. Such events are especially good for bringing kids together.
In order to avoid conflicts in the school class, encourage your child’s desire to communicate with classmates - invite someone to visit or accept the invitation himself. Celebrating birthdays together is also a wonderful tradition in some elementary school classes. I know from experience that when children communicate not only in class, but also outside of school, there are much fewer conflicts and “squabbles” between them. Why? Children learn to find a “common language”, recognize each other’s strengths and weaknesses, and, to the best of their ability, try not to offend or be offended.
At home, talk to your child more, take an interest in his school and extracurricular activities. Pay special attention to your baby’s feelings and mood; they will help you notice in time if something goes wrong.
If a child increasingly “leaks from reality” and spends a lot of time at the computer, this is an alarm bell. Those children who have no one to play with in real life often become dependent on so-called gadgets. And those who are offended in life, who often become involved in conflicts between schoolchildren, go to the virtual world, where they feel strong and confident. In such a situation, try to devote more of your precious (without any irony!) time to the child. Go for walks together in the nearest park or forest, go to the theater and cinema, and even trips to the supermarket (with conversations along the way) will bring you and your baby closer.

Conflicts in the school class between students: examples and reasons for their occurrence

A striking example of school conflicts is calling students names. Calling is always a test of the child’s “I” for psychological strength... If we ask a child why they tease him, we will often hear a typical answer: they want to annoy me! As a psychologist, I naturally immediately want to ask a fundamentally important question: to bring to what? After all, this is where the whole meaning of the “teasing” situation lies. In how a potential victim behaves in this acute stressful situation, she will reveal herself very clearly. Actually, everything unfolds for the sake of this. It is not without reason that such an interpersonal conflict between junior schoolchildren is characterized by the following role alignment: aggressor - potential victim - observers (playing the role of a chorus in an ancient Greek tragedy). Usually these observers are always present. They form public opinion, evaluate the behavior of participants, and disseminate it throughout the world. It is no coincidence that newcomers are teased especially strongly and teased especially often during the period of showdown, when a children's group or class gradually takes shape as a structured community of different people.

Children of primary school age are good at coming up with nicknames and offensive teases. Let's figure out the purpose for which this is done.

To play. An approximate train of thought of the offender: “I’ll tease him - he’ll run after me, and we’ll play catch-up. Funny!"
Make those around you happy. The child did not even think of offending anyone, he just wanted to attract the attention of his peers, so he “joked” so that everyone would laugh.
Try for strength. Here the offender provokes another child to retaliate. Maybe because the “enemy” is somehow unpleasant, maybe in order to “measure strength” (boys especially use such “battles”).
Self-assertion. Moreover, to assert oneself at the expense of others. The offender is trying to “elevate himself” in his own eyes, to make sure that he is better, smarter, stronger, faster.
Attract the attention of adults. Unable to earn praise and having communication problems, school-age children often become insolent and behave badly. Thus - by calling names, teasing others - the baby literally “shouts” to the adults: “Pay attention to me! I don’t know how to do it any other way, but I want to be noticed!” (And they notice - they punish.)
Spit out aggression. But here to offend, to hurt more painfully is a conscious goal. His own anger (they took away a toy, pushed him, hit him in a game) seeks a way out and finds it in offensive screams.
Out of envy. Not only is “Aunt Masha jealous of Aunt Zina that her dress is from Paris.” A little offender may envy someone else’s toy, a beautiful outfit, or a brand new cell phone. And a decision arises in the soul to “restore justice”: “Of course, you have a new car, but you are a sleepy turtle, everyone overtook you in physical education!”
For self-defense. Few elementary school students will be able to resist calling the offender back.

The offender needs teasing and name-calling in order to vent and “solve” his own internal problems at the expense of other guys.

How to prevent communication problems in primary school age: conflict prevention

Keeping in mind the causes of school conflicts, parents should monitor what they say in the presence of children, even if it is assumed that they “do not hear” or “do not understand.” Most types of intolerance and ways to show it to children are “suggested” by parents. And it is useless to instill something in your child if your behavior remains unchanged. Do not “prompt” these teasers to your child yourself. Often adults provoke children into undesirable behavior by discussing “how fat Masha is from their group” or wondering “whether the children tease Maxim with glasses.”

The obvious is not the most important thing. To prevent school conflicts, parents must show their child that appearance, gender, nationality, and even behavioral characteristics are not so important. The instructive game “Candy” will help with this. Take a delicious candy and wrap it in an inconspicuous wrapper (you can make it yourself from plain paper). Let the child make sure that the candy is tasty. Talk to him about how it happens among people: the appearance is not very attractive, but inside the person is very kind and good.

Remember that we are talking about conflicts between primary schoolchildren, so games and fairy tales can be the main helpers in resolving disputes. Russian fairy tales are a storehouse of folk wisdom. Especially those where the heroes act together, solving some problem. For example, in the fairy tale “Teremok”, where at the end all the animals built a house together, or in the fairy tale “Turnip”, where all the characters were united by a common goal. When reading a fairy tale to your child, discuss the characteristics of each of the characters. Please note that they are all different, but each of them is good in its own way. Also play with your child, and let the plot of the game be based on a real situation when the child was intolerant of the shortcomings of others. During the game, consult with your child about what feelings the characters are experiencing and what is best for them to do. Through play and fairy tales, this “lesson” will be learned much more successfully than through moralizing and punishment.

Intolerance is replaced either by interest or sympathy. Intolerance is a strong feeling, and one must understand that either it will be replaced by other, more noble feelings, or it will not go away. Therefore, when eradicating intolerance, it is necessary to determine what will “grow” in this place later. To resolve school conflicts, intolerance can be replaced by interest (“I wonder why he behaves this way?”) or sympathy (“It must be difficult to live if you limp”). Interest can be generated by encouraging the child to think about what is happening, rather than simply stating or judging. Of course, this is a later stage of development, and very few preschoolers are capable of this. But the “seeds” of an interested view of the world can be planted now. In some cases, when the characteristics (in appearance or state of health) of another person are such that they cannot be changed, it is necessary to teach the child to show compassion and empathy so that he grows up to be a caring person.”

If you still fail to establish relationships with classmates (or specifically with one of them) and your child is teased, called names and bullied, use the following tips.

What should a child do if he is bullied by his peers at school: advice from a psychologist

Does your child lack life experience, communication experience, is he touchy or simply doesn’t know how to respond to teasing? There are simple, non-effective psychological defense techniques that you can teach your child. This will help him have in his arsenal a stock of possible responses to grievances.

If your child is bullied at school, listen to the following advice from psychologists:

Teach your child not to generalize. When the child says: “Everyone offends me!”, ask him: “Is Vitya offending you? No? And Dima? And Larisa? And Sonya? “Start with the names of children about whom you know for sure that they will not offend the baby. With such an “analysis,” the child himself will come to the conclusion that not everyone offends him, but only some. And if “not everyone” offends you (you can’t win everyone!), then you can show resistance.
Teach your child not to give in to provocations. The child must be able to refuse if he doesn’t want to do something, or it’s unpleasant, or “they take it weakly.” Discuss such cases with your child in advance, you never know what situation he will find himself in. For example, after school your son is waiting for you in the school yard, and you do not allow him to leave. Surely one of the children at some point will tease the baby and provoke him to break the ban. Prepare and learn the phrase with your child: “My parents are worried about me, and I gave my word of honor not to leave (not to take off my jacket, not to run to the construction site...). Like a real man, I keep my word.” The phrase is universal; the child must be able to substitute into it the words of prohibition that are necessary in a particular situation.
Prepare your baby for various “standard” situations if you understand that the child will be teased (the baby is red-haired, or fat, or has an unusual first name, or wears glasses, etc.). If peers bully your child at school, come up with and learn “answers” to teasing, preferably funny, amusing ones so that the child can use them.
The best defense against conflict among schoolchildren is attack. This technique applies specifically to those children who are “guaranteed” to fall under ridicule (see the previous paragraph). To protect yourself from insults, you must not hide your peculiarity, but make it your “brand name”. For example, stick funny smiley faces on the frames of your glasses. Or braid an intricate braid for your red-haired daughter, and let him say that such hairstyles really suit red-haired girls. Or, remembering the notorious Harry Potter, allow you to look and touch a scar, a large mole that has aroused interest among classmates. Do this openly, then it will become awkward for those who are interested.
Conflicts at school age can be avoided if you play “aggression” at home, stage the play “They took away a thing”, “Called them”, “They get into a fight”. You demonstrate to your child the types of “attack” and together you figure out how to defend yourself. You can fight as a joke, so the child can be both the defeated and the winner. The child must understand that in the classroom they can “test his strength” - will he respond if he is pushed? Call me? Should I grab or throw my pencil case off my desk? It is important to answer immediately and protect yourself. When giving your child examples of how to resolve school conflicts, teach him that under no circumstances should you start being the first to bully, but also not allow yourself to be offended. Sometimes you have to respond to an offensive word in the same way, to a blow - with a blow, albeit an inept one. This will make it clear to the offenders that the child will defend himself. Protective techniques that you rehearse at home will help your child avoid becoming a passive victim.
To prevent conflicts in a school community, the “three-step method” is very effective - a kind of instruction if verbal resentment develops into physical aggression. Usually, after using this method, the number of aggressive manifestations towards the baby decreases. But I want to warn you right away: this method is used in extreme cases! And it can be applied to boys; for girl offenders, only the first step is suitable.

Step one. In response to the words or actions of the offender, say in a calm, firm tone, without pleading or tearful intonations: “I don’t like (I don’t like) what you say (do).” The tone and expression of the child’s face are important, so rehearse at home in front of the mirror.

Step two. If the offender continues, say again in the same tone: “I don’t like (I don’t like) what you’re saying (doing). If you don't stop, I'll hit you."

Step three. If the warning has no effect, you can hit the offender. But, I repeat, this is an extreme case!

If a child is being bullied at school, these children's “psychological self-defense” techniques can be very effective.

Features of conflicts in primary school age and ways to resolve them

One of the features of school conflicts is that children offend those they do not respect. Therefore, teach your child to show his strengths. Kindness and responsiveness are always valued between children, justice is one of the strongest qualities for which children respect. This means that you should cultivate these qualities in your child and try to teach friendly communication.

And in this regard, we can remember two girls from the same elementary school graduating class. One girl is tall, skinny, with crooked legs like sticks, thin “tails” on her head and eternal “from two to three” in her diary... Can you imagine? And the second is an excellent student, a beauty with blue eyes and blond curls - a doll from a fairy tale! So the first one is the soul of the class, and then the school, the cheerful ringleader and the fairest “referee” in all disputes. No one ever called her names; on the contrary, in high school, all the boys fell in love. As for the “doll,” she was not liked in the class, and she changed several schools because of her habit of sneaking around and doing nasty things on the sly.

You will greatly help your child find a way to resolve school conflicts if you teach him how to respond to offenders. In unpleasant situations, it is important that the child has the “last word”; this often helps to avoid further offense.

It’s great if the kid has a sense of humor and can instantly “shave off” a word. But, unfortunately, the child usually gets lost and cannot find words in response to rudeness (as do many adults). Come up with several responses in advance, for example, to the tease “fat!” you can answer: “And I’m proud of it! There must be a lot of good people!”, “You don’t understand, I’m not fat, but respectable!” The main thing in these answers is not what is said, but how it is said. Calmly, with your head held high, confidently and looking the offender straight in the eyes. Practice in front of a mirror and let your baby learn to pronounce the phrase loudly and clearly.

You can say loudly, sharply and even angrily: “You can’t tease me!” Similar phrases: “I want you to leave me alone!”, “I want you to leave me alone!” Clarity and volume of speech are important here; train your child.

Many phrases are passed down from generation to generation, for example:“I hear from someone like that!”, “Whoever calls you names like that is called that himself!”, “It’s you, and who am I? “They are called excuses, they are pronounced automatically and for kids they have truly magical powers: like a boomerang, they return to the offender. And most importantly, in a conflict situation, when you are lost, you don’t need to invent anything, these phrases “pop up” by themselves. It's good if your child knows them too. Here are a few more excuses: “Black cash register, I have the key, whoever calls names is on himself!”, “A crocodile walked along, swallowed your word, but left mine!”, “And I’ll put up a ladder and rearrange all the letters!”, “Chicks -trucks - wall! (at the same time, the baby puts a “barrier” with his hand between himself and the offender).

If your child is called an offensive nickname, you can teach him the following response:“I didn’t even know that’s your name! It’s very nice, and I’m Petya!” Or when called names, for example, “Rasteryakha,” respond: “Hello, Rasteryakha, nice to meet you! My name is Seryozha!

If the offender does not lag behind and continues to say the same thing, you can “connect” irony or ridicule:“Is that all you can say? “,” “Yes, I wear glasses, but I’m not the dumbest one,” “Do you know anything smarter? »

When treated rudely, you can say:“While you’re talking to me like that, I can’t hear you” (option: “While you’re talking to me in that tone, I can’t hear you”), and move away, don’t talk, don’t pay attention to the offender - in a word, try not to to react. You can answer when the baby is called by name.

With each name-calling, ask again:"I'm sorry, what?"

Reply with exaggerated politeness, as if thanking you:“Thank you for paying such close attention to me!”

A few more phrases if the child feels that the name-calling is turning into insults:“This doesn’t suit you,” “For some reason I don’t want to be friends with you anymore,” “If you want, fight without me.”

Below are some more ways to resolve school conflicts.

Teach to change behavior tactics. Talk to your child, ask how conflict usually occurs and how the child reacts. Usually the schemes do not change, the actions of the participants are predictable, and the “spectators” expect the usual outcome. Come up with and act out some unusual action at home with your baby in response to an insult. For example, look into the eyes of the offender, smile and ask: “Why do you want to offend me? “Or start laughing along with the offender and the “spectators” (i.e. ruin their fun). Perhaps such unexpected behavior of the child will help take a step towards “reconciliation of the parties.” But the child must be prepared that they will not leave him immediately, and maybe they will also try to change tactics.
"And what?"- repeat for every name-calling or insult. It affects both children and adults, since any “evidence” is broken on this issue.
"Annexion below." This is the name of a communication technique in psychology, but it must be taught to children who are confident in their abilities and have adequate self-esteem. The technique consists of “agreement” - no matter what the offender says, the child agrees with him, laughing or ironic. For example, laughingly declare to a teaser: “Yes, exactly! That’s exactly who I am!” Or: “Right, right! You noticed correctly! True, others don’t see anything like that in me!” Or: “It’s strange, no one noticed that I was stupid. It’s so good that you told me!”
Keeping in mind the peculiarities of conflicts in primary school age, teach children techniques using laughter. True, before teaching such techniques, it is necessary to instill self-confidence in the child. When a child reacts to insults with tears and anger, he only provokes the offenders, because this is exactly the behavior they are trying to achieve. But to overcome the insult (“It’s difficult, baby, but it works!”) and not to give in in response, but only a strong person can laugh. You can respond by laughing at the offender with the words: “You talk so funny!” Or: “Well, you’re funny!” Ask again and “convict” of ignorance: “Am I an elephant? Who am I? Wow! Don't you know that elephants are huge and can't talk? And they don’t go to school!”
Ignoring. These are some of the basic techniques of “psychological self-defense.” It is the most difficult and the most effective, because without receiving an answer, the offender loses interest: what is the joy of calling names when you are an empty place for a “target”? The child needs to be explained that the weak are called names and teased, those who cannot assert themselves in any other way. So they are trying to “offend, hurt and rejoice.” “The child’s task is not to allow himself to be emotionally hooked. If someone calls you names, it's not you who is bad, but he who behaves badly. If your clothes were taken away, it’s not you who is bad, it’s him who behaves unacceptable. Therefore, it is one thing to get your clothes back (all participants understand that this is not a problem; parents are waiting outside for the child, who will come to his aid in any case), but another thing is to get excited, cry, try to take the clothes away, etc. You can’t do this.” There is no need to “stoop to the level of the weak”; you need to learn to be calm and confident. It is very difficult to restrain yourself when you are attacked and offended. And for that
To avoid showing your irritation, anger, or resentment outwardly (with your face, gaze, facial expressions, gestures) in conflicts, you need to practice at home, preferably in front of a mirror.

Examples of conflict resolution in a school environment between students

To avoid problems in communication between children of primary school age, teach your child to use the following techniques for “internal calm”:

“turn on your favorite song at full volume” in your head so that it “drowns out” the offensive words;
imagine that the offender is an empty place, he is not here;
imagine that you are in a large glass jar (or in a glass flask, in a glass house) and no sounds reach you through the thick glass;
imagine how you put an invisibility cap on the offender, and he disappears;
look in the other direction, remember a funny story and laugh;
turn away and start a conversation with another child;
do something else interesting or important (for example, turn your back on the offender and prepare for the next lesson).

“It’s still impossible to protect a child from such situations, so teaching them to react correctly is the only way; it will come in handy a hundred times in life. Then, when the child learns not to turn on, he will be able to practice and respond.

Turn any situation in your favor. Then the whole crowd will start laughing not at him, but at the offender, no one will want to get involved with him. But you can only be witty with a cool head, so learning not to react is the very first thing you need to do.” (Anonymous forum user.)

Finding the best ways to protect yourself. When you and your child are looking for a way out of “offensive” situations, ask him how he himself would like to be able to defend himself. Take a piece of paper and write down everything your child suggests. It’s not a fact that you will like the “I would kill him!” method. or “I’ll trip her and let her fall down the stairs!”, but now it’s easy to write down your case. When the fantasies of “scary places” are exhausted, suggest and write down several of your own methods (use the ones you just read about). Be sure to tell your child several cases from your own experience, let him know how you managed to cope with grievances and get out of conflict situations. Another good technique is to give examples from the lives of people whom the child loves and respects. These could be relatives, famous artists, movie characters. Of course, you need to prepare for such a conversation and remember the necessary examples. Also add suitable methods of self-defense to the list.

And then discuss point by point all the pros and cons of each technique. Let your child choose the ones that suit him and start training at home.

What to do if your child is bullied by classmates at school

How a child involved in conflict situations should behave, you get an idea. What should parents do if their child is bullied at school?

Please remember that schoolchildren react very sharply to parental interference in “their lives.” Any scandalous visit to a teacher or director will add problems to your child, they will tease him even more (“holding on to his mother’s skirt”, “mama’s boy”, “sneak, he brought his parents!”, etc.) Another big minus is your intervention will reduce the baby’s self-confidence and cause dissatisfaction with you: “I couldn’t cope on my own... And why did mom go to the director? I feel worse now, no one is friends with me in class...” Therefore, as Carlson said, “calm, only calm!”, Even if you are seething with indignation and are ready to “break everyone up.” The purpose of your visit is not a scandal, but a necessary measure to protect the child. So, what should you do if your child is bullied at school?

Before the meeting, outline what and how you want to say, decide for yourself what results of the conversation you want to achieve.
Politely and calmly arrange a meeting with your child’s class teacher
It may be worth asking that the school psychologist be present at the meeting.
During the conversation, keep in mind that the teacher may not know that your child is being bullied (although this is unlikely in primary school).
Be sure to provide specific examples of grievances, if you know, with the names of the offenders.
Listen to the teacher's opinion. Clarify on what facts (not on assessments of behavior - “he is a bully” or “she is a hooligan”) the teacher’s point of view is based.
If your child is bullied by classmates at school, ask how work is done in the classroom with discipline violators, and what measures the teacher uses.
Discuss in conversation what actions the teacher suggests to protect your child.
Arrange a new meeting after a certain period, for example, after two or three weeks, to find out what results have been achieved.
If you are dissatisfied with the result of the conversation or the meeting, in your opinion, will not lead to positive changes, you have the right to contact the school administration (the head teacher or director).
If the administration does not help, contact higher organizations - the district or city education department.
In cases where the conflict takes the form of bullying or child cruelty causes physical harm to your child, you can contact law enforcement.

Note. All applications that you submit (it’s better to go to the organization yourself) must be dated and signed by the receiving person.

This article has been read 3,581 times.

What is possible and not possible during the Nativity Fast?

In 2018, the Nativity Fast will begin on November 28. During this period, Orthodox believers prepare to celebrate Christmas...
A powerful prayer from her husband's mistress

Starting a family is the dream of most women. They want to have a loving husband and a bunch of kids. But it's not always a relationship...
Prayer to prevent divorce from your husband Prayer to keep your husband before divorce

This article contains: the most powerful prayer for divorce - information taken from all over the world, the electronic network and...
Strong prayer against quarrels and insults with your husband or wife Prayer not to divorce your wife

Information site about icons, prayers, Orthodox traditions. Prayer for scandals and quarrels in the family, with husband, with children...
Herring under a fur coat - a classic recipe

What would New Year be without champagne, tangerines, Olivier, aspic and everyone’s favorite “Herring under a fur coat”. With the last one...
How to make oatmeal cookies from oatmeal at home

Let's prepare the necessary ingredients for the cookies. The first thing to do is put the water to boil. We need...

2024-01-29 02:58:13

The financial director has it in his genes that the chief accountant must report to him. The difference between a financial director and a chief accountant.

Is it possible to register an employee for the position of financial director - chief accountant? The chief accountant claims...
2024-01-29 02:58:13

Development of enterprise budgets using the example of Uyut LLC Drawing up an annual budget for an enterprise

The head of a small business can easily manage the budget independently. CHECKED! If you manage...

2024-01-29 02:58:13

Place of a business plan in the life cycle

The creation of new projects involves a preliminary economic justification for their feasibility, subsequent...
2024-01-29 02:58:13

Development of a risk management program at the enterprise Risk report plan form

Reporting is generated by the RM, is agreed upon (approved) by the Risk Committee under the Management Board and transmitted to...

2024-01-28 03:22:01

Ecological tales about ladybugs

At the edge of a large, very large meadow, on a long emerald blade of grass lived a tiny Ladybug. God's little...
2024-01-27 04:33:53

Compatibility of Libra with other zodiac signs

Nowadays, it is quite common for people to turn to the stars. With the help of a horoscope a person can find out...

2024-01-27 04:33:53

Why do you dream of catching up with a man? Why do you dream of catching up with your loved one?

Business or friendly. If you were pursuing a stranger, it means your level of trust in the female sex...
2024-01-27 04:33:53

Dream Interpretation: Why do you dream about fish?

according to Freud's dream book If you dreamed about how you were fishing, it means that in real life you can hardly switch off...

2024-01-26 02:52:15
New Year's salad recipes (2016) Meat salad with prunes

The New Year's whirlwind will spin us around so quickly and rapidly that it's time to thoroughly think through the New Year's...
2024-01-26 02:52:15
Vinaigrette with homemade pickles

The article offers you some of the most delicious recipes for making vinaigrette. Vinaigrette is a delicious salad...
2024-01-26 02:52:15
Recipe: Cookies "Straws" - salted Recipes for salted straws for tea

July 4th, 2015 , 08:33 pm Lately, our Nastena has been completely giving up sweets (and thank God),...
2024-01-26 02:52:15
Soviet recipes for Negro kiss cake

Fragrant, very tasty chocolate cake, you can’t stop eating! The Negro’s Kiss cake is very easy to prepare,...
2024-01-25 01:29:08
Dream interpretation of a dead man being alive

Dream interpretation is an ancient art that allows you to at least assess the psychological status...
2024-01-25 01:29:08
Why accidentally break a mirror at home?

As soon as the first mirrors were born, people immediately endowed them with all sorts of mystical...
2024-01-31 04:57:39
What is possible and not possible during the Nativity Fast?

In 2018, the Nativity Fast will begin on November 28. During this period, Orthodox believers prepare to meet...

2024-01-31 04:57:39

A powerful prayer from her husband's mistress

Starting a family is the dream of most women. They want to have a loving husband and a bunch of kids. But it's not always...
2024-01-31 04:57:39

Prayer to prevent divorce from your husband Prayer to keep your husband before divorce

This article contains: the most powerful prayer for divorce - information taken from all over the world, electronic...

Tutoring

Causes of conflicts at school

The struggle for authority

Resentment and insults

Unrequited sympathy

Types of conflicts at school

Conflict between students

Teacher and pupil

Teacher and student's parents

Conflict resolution at school

Send your good work in the knowledge base is simple. Use the form below

Similar documents

How can a younger student avoid problems communicating with peers?

Conflicts in the school class between students: examples and reasons for their occurrence

How to prevent communication problems in primary school age: conflict prevention

What should a child do if he is bullied by his peers at school: advice from a psychologist

Features of conflicts in primary school age and ways to resolve them

Examples of conflict resolution in a school environment between students

What to do if your child is bullied by classmates at school

Random articles

Advertising

Low hemoglobin

ALT and AST

Lymphocytes

Leukocytes

New

Popular