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This section concerns the basic question of dealing with conflicts constructively in your immediate environment.
Perception and Interpretation
In order to solve conflicts, they first need to be perceived. Perception of a situation and the (normally unconscious) interpretation of this situation precede each activity. In order to clarify premature interpretation frequently characterized by prejudice and hostile images and the characteristics, convictions and intended actions related to this, one needs to become aware of perception and interpretation as a process. This can be practiced using stories involving pictures.
Further information: Working with Stories Involving Pictures
Alternatives for Action
Constructive solutions to conflicts frequently fail due to the lack of alternatives for action. Violence and antisocial behavior frequently finds voice if other alternatives are not available, or the promise of success is minimal.
Parents, teachers and young people are continually confronted with the challenge of having to act in uncertain situations on a daily basis and at school. Problematic patterns of behaviour (exceeding norms, the use of violence) are often fallen back upon here within the range of alternatives for action.
Such a step can lead to fatal misunderstandings or result in a process of escalation. The first important step in expanding individual potential for action involves clarifying that several forms of action are always possible in every situation. This can, for instance, be practiced by developing scenarios.
Further information: Developing a Scenario
Solving Everyday Conflicts
Everyday conflicts can often be solved easily and in an uncomplicated fashion if specific rules are followed. These rules need to be introduced, discussed and upheld. The rules formulated here as an example relate to dealing with the everyday conflicts of children and young people.
Further information: Rules for Everyday Conflicts
Central importance in all attempts to solve conflicts is ascribed to communication. Communication can contribute to dealing with conflicts effectively if the basic rules of communication are known and observed. But since communicative behavior has normally been developed and formulated over years, these rules need to be practiced time and time again.
Further information: Rules of Communication
If conflicts escalate it can often help to introduce a third party. Peer mediation at school is seen as an important process here.
Further information: Peer Mediation in Schools
Lesson and School Structure
Additional elements for dealing with conflicts at school need to be added to peer mediation. These 'components' affect both teacher-student communication, interrelational rules, events in the classroom and the whole structure of the school.
[Author: Günther Gugel, Tübingen Institute for Peace Education; Editor: Ragnar Müller]