Mind the conflict: Empathy when coping with conflicts in the education sphere

Levi-Keren, Michal; Godeano-Barr, Shiri; Levinas, Shiri

doi:10.1080/2331186x.2021.2013395

Cited by 6 publications

(3 citation statements)

References 43 publications

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“…It is of particular concern that violence (verbal or emotional) was the most common response, which is in line with the persistence of punitive strategies in secondary school cited by Buendía-Eisman et al (2015) and Maeng et al (2020), and with the perceptions of adolescent students (Ministerio de Educación, 2010). In our view these punitive responses are related to teachers' difficulties in conflict management (Levi-Keren et al, 2022;OECD, 2020).…”

Section: Discussionmentioning

confidence: 94%

“…Moreover, these strategies may be effective at the time but, as they pursue a short-term goal (swift closure), they do not actually solve anything, as they perpetuate the conflicts (Valdés-Cuervo et al, 2018). Levi-Keren et al (2022) highlighted teachers' difficulties in conflict management and negative teacher-student interaction. According to Talis Report (OECD, 2020), around 50% of teachers in all OECD countries reported feeling unprepared to manage the classroom; in particular, in Spain this percentage is as high as 60%.…”

Section: Management Of School Conflicts By Teachers and Pupilsmentioning

confidence: 99%

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How do teachers and students deal with conflict? An analysis of conflict resolution strategies and goals

Vacas

Ruiz

2023

Rev. invest. educ.

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The public concern about school violence paints a threatening picture of students and overall relations at school, particularly in Secondary Education. However, from a constructive conflict resolution perspective as well as from student-voicing points of view, an analysis free of adult bias seems crucial to ensure the proper management of school conflicts. Hence, research has been conducted, applying situational questionnaires to 1768 pupils and 211 teachers from 16 Spanish Compulsory Secondary Education (ESO) schools in the Canary Islands and Asturias to better understand conflict resolution strategies and goals. Results showed that students are more frequently inclined to choose an Integrative and Discomfort-Avoiding coping style, advocating for Long-term goals, whereas their teachers primarily opted for coercive techniques (verbal and emotional abuse) and Short-term goals. The study concluded that students presented more constructive solutions to conflicts than teachers, underlining the need to educate teachers in these matters to improve their management of conflicts and become models for constructively addressing conflicts in the classroom. La alarma social generada en torno a la violencia escolar dibuja una imagen violenta del alumnado y de la convivencia escolar, especialmente en Secundaria. Sin embargo, desde la perspectiva positiva del conflicto y de la voz del alumnado se hace necesario un análisis libre de sesgos adultos acerca de la gestión de los conflictos escolares. Por ello, se analizaron las estrategias y metas de resolución de conflictos aplicando cuestionarios situacionales a 1768 estudiantes y 211 docentes de 16 centros escolares de Educación Secundaria Obligatoria (ESO) españoles de las comunidades de Canarias y Asturias. Los resultados indicaron que el alumnado eligió con más frecuencia el estilo Integrador y Evitador del Malestar y se mostró más de acuerdo con Metas a Largo Plazo, mientras que su profesorado se decantó más por técnicas coercitivas (violencia verbal y emocional) y Metas a Corto Plazo. Se concluye que el alumnado manifiesta soluciones más constructivas ante los conflictos y se subrayan las necesidades formativas del profesorado para mejorar su gestión ante los conflictos y servir de referente para su resolución de forma positiva.

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Section: Discussionmentioning

confidence: 94%

Section: Management Of School Conflicts By Teachers and Pupilsmentioning

confidence: 99%

How do teachers and students deal with conflict? An analysis of conflict resolution strategies and goals

Vacas

Ruiz

2023

Rev. invest. educ.

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“…This brings together the vision and intention of the program itself. This intervention program trains students in empathy, social skills, active listening, and a collaborative management style, aiming to solve interpersonal conflicts prior to the implementation of a peer-mediation program, which will facilitate awareness of the dialogical management of conflicts and will provoke the desire to demand peer mediation more often [56,57]. Additionally, peer support models such as peer mediation increase democratic participation and horizontal communication [28,43,58], reducing the imbalance in power caused by the dominance-submission axis [59], which is sustained in part by the structural violence in both institutions and the sociopolitical system [60].…”

Section: Fhace Up! Programmentioning

confidence: 99%

Effectiveness of the FHaCE Up! Program on School Violence, School Climate, Conflict Management Styles, and Socio-Emotional Skills on Secondary School Students

2022

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Communicative and socio-emotional skills are associated with conflict resolution and, thus, school violence prevention. However, without using a combination of techniques in peaceful conflict resolution, it is difficult to ensure such a relationship. The present study aimed to evaluate the effectiveness of the FHaCE up! program, an intervention based on training in communication and socio-emotional skills, as well as conflict resolution, using a collaborative style and mediation skills to reduce school violence and improve the school climate. This training developed in two consecutive stages. The design of the study was quasi-experimental, in which 561 students (aged from 11 to 17 years) from two public secondary schools in Valencia, Spain, participated. Convenience sampling was assigned to the experimental group (N = 264) and the control group (N = 297). The results showed a significant improvement in school violence and school climate perception, as well as communication and socio-emotional skills, in the experimental group after the intervention implementation. It is concluded that the FHaCE up! program significantly positively affected teenagers’ perception of violence and school climate.

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