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Conflict Resolution

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Conflict Resolution and Peacemaking

PSY/400
February 20, 2012
Jodi Clarke

Conflict Resolution and Peacemaking
People do and say what they think according to their identity. As individuals, needs, goals, principles, and ethics drastically vary from one person to another. Inevitably when two or more people or groups interact, the individual needs, and goals may vary creating conflict. Although every person in an independent nation possesses freedom of expression, sensitive issues, and controversial topics surface creating the need for conflict resolution and peacemaking.
Conflict within a group or among individuals normally results from an individual’s feeling of wrongdoing directed toward him or her, or over the pursuit of self-interests. Conflict results from incompatibility of activity or ambitions. Social parties become involved in conflicting situations when intelligently seeking self-interest and eventually apprehended in a commonly detrimental manner of conducting oneself. Society attempts to prevent conflict with implementing laws and guidelines that controls and regulates the egotistic behaviors and needs of individuals and groups (Myers, 2010).
Public schools experiences conflict with a large variety of issues, which delivers a huge impact on societies across the nation. One conflict that exists includes bullying and peer pressure among children in school. The conflict has an impact on the students, parents, and society, and the results may leave severe consequences for both the victim and the bully.
Impressionable describes children with acceptance and influences from peer’s extremely important giving concern among children. Children have needs, the need to feel acceptance among their peers, receive attention, and control for some individuals. People find difficulty performing under pressure, this includes children in schools that experience bullying and become ostracized. Children need safety physically and mentally as tension, fear, and insecurity distracts from the student reaching full potential and productivity in the learning environment. Bullying produces detrimental effects for the victim, including drug overdose, alcohol abuse, attempted suicide, and suicide. This type of harassment encourages students to skip school and reduces the student’s grade point average (GPA), and produces negative effects in the classrooms. Assaulted children rarely communicate the incident in fear of retaliation, or school staff ignoring the incident (Peterson, 2012).
Bullying becomes harsh and a very difficult conflict to bring to a successful conclusion. Parents, teachers, school staff, other children, and the community itself need to become involved in a resolution to control and stop bullying. The majority of the school systems have anti-bullying rules and programs to help victims of bullying and to assist children in understanding why this practice needs to cease and wrong. Programs also educate and counsel the victims; however, these techniques often do not stop bullying or remove detrimental effects the victim experiences. In 2011 two laws passed indicated to have an overwhelming impact within schools. “According to William A. Howe (Peterson, 2012, p. 2.) in his lecture The Public act No. 11-232, the first of the two passed on July 1st, strengthens school bullying legislation laws. Included in the protection is gender identity or expression.” The laws protect students, parents, faculty, and staff. “Howe also cited (Peterson, 2012, p. 2.) in the lecture, Public act No. 11-55 was passed on October 1st and prohibits discrimination against gender identity or expression in employment, public accommodations etc.”
Laws have good intentions although; when ignored or not implemented they become useless. Bullying, discrimination, harassment, whatever the label, escalates when no actions take place to prevent or stop the incidents and practices or when punishment does not deter the actions. When dealing with these actions of bullying authority figures need involved to observe to recognize that something is wrong among students such as hostility, increased tension, insecurity, agitation, or altercations creating a gap between students. One needs to seek the source of the current situation rather than approach and concentrate on the hostility and tension, the effects created. Understanding what is troubling the bully and communicating clearly becomes essential for a resolution (Peterson, 2012).
Conflict, a normal element of relationships becomes a part of life as differences exist in human nature. Conflict surfaces when individuals experience differences and disagree on perceptions, ideas, values, desires, and motivations. When strong feelings arise, a profound personal desire becomes the root of the dilemma, for instance to appear needed, a need for respect, or to experience security, protection, and safety. How these needs become satisfied varies with each individual and creates challenges in individual relationships or groups. “According to (Myers, 2010), to resolve a social dilemma, people must communicate. Communication can also activate altruistic norms.”
The method used to manage conflict determines a positive or negative reaction or conclusion. Negative conflict a result of mismanagement may harm a relationship. Conflict directed in a positive and respectful manner opens the potential for growth and enforcing a bond or relationship. Conflict creates strong emotions and stress hinders the ability for an individual to resolve successfully the conflict. To resolve conflict an individual needs self-evaluation to determine his or her purpose and core values that individuals anticipate indigenous to one another. Respect, considered extremely important in regard to each other demonstrates the ability to work with others resolving conflict regardless of personality conflict. Integrity displays an individual’s truthfulness and important during negotiations with others. Commitment allows the parties involved attaining a solution within a suitable manner demonstrating the individual’s ability for satisfying personal goals and those set by others. Responsibility demonstrates the individual’s ability to poses the capacity for moral decisions and capable of rational thoughts (Myers, 2010).
Conflict becomes a situation that both parties perceive a threat existing or not and grows when ignored and needs resolved with peacemaking. Response to conflict depends on one’s perception of the circumstances and not exactly the facts. One’s perception may receive influence from culture, beliefs, values, and life experiences. A healthy solution to conflict becomes achievable with calm and respectful nondefensive actions. The ability to compromise and recognize what matters to others and the belief the best solution for everyone concerned requires facing the situation, which leads to resolving conflict. .

References
Chen, G. (2009. December). Modern sex ed: should public schools provide condoms to students? Public School Review(174). Retrieved from http://www.publicschoolreview.com/articles/174
Myers, D. G. (2010). Social psychology (10th ed.). New York, NY: McGraw Hill.
Peterson, C. (2012, January). Lecturer explores peer pressure and bullying. The Daily Campus-News- University of Connecticut. Retrieved from http://www.dailycamppus.com/news/lecture-explores-peer-pressure-and-bullying-1.2754121

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