Workshop

"Conflicts in educational institutions: solutions"

Target: providing an opportunity for participants to gain experience in constructive conflict resolution.

Tasks:

familiarize with the methods of finding solutions in conflict situations;

analyze the conflict from the point of view of positive and negative impact on interpersonal relationships and on the attitude towards oneself in the student team;

show the main factors that determine behavior in conflict;

show the importance of the emotional sphere of the student and its influence on communication during the conflict;

to help students adjust their behavior in the direction of reducing its conflict potential (to teach the skills of the ability to prevent a conflict situation in the educational environment).

Time : 1 h 30 min

Concepts to master: conflict, conflict situation, incident, object and subject of conflict, conflict escalation, compromise.

Resource support: multimedia equipment, flip chart, white paper A-3, A-4, markers (felt-tip pens), notebooks (paper) for individual notes, pens, task cards, adhesive tape, handouts for practical work.

1 . Acquaintance "Know me". Participants pair up and tell each other three significant things about themselves (what you like, what you are fond of or some personal qualities, etc.), of which two are true and one is fiction. The discussion is held for 3 minutes. The interlocutor tells the audience the three versions he heard, and the task of the participants is to determine what is true and what is fiction.

The facilitator sums up the exercise, aiming the participants at what is very important in the prevention of conflict situations, listening and hearing the interlocutor and distinguishing important information from fiction. If necessary, clarify whether I correctly understood the information heard during communication.

2 . Adoption of the rules of the lesson with elements of training

1.Here and now - the subject of conversation can only be

emotions, thoughts, feelings that are happening at the moment.

2.One on the air - Respect the opinion of others. Only speaks

alone, I'm listening at this moment.

3. Principle "I" - all statements are built using personal pronouns - “it seems to me”, “I think”.

4. "Rule" Stop "- if the discussion of some personal experience of the participants becomes unpleasant or unsafe, the one whose experience is being discussed,

can close the topic by saying "stop".

5. "Privacy" - everything that is said in the group must remain within the group

6. Principle "Voluntariness" - participants, having an internal interest, express their opinion.

7. mutual respect - a friendly attitude to the opinions of others and the ability to hear and listen.

8. Offers of participants ……..

3. Exercise "The Tale of the Troika"

Purpose of the exercise: developing the skill of making a group decision, strategy and tactics for completing the task. Contribute to group cohesion and deepen the processes of self-disclosure.

Participants team up to play in threes. Each player assigns a designationBUT or IN or FROM.

The situation is complicated by the fact that each player is deprivedone channel of perception

Offer to blindfold, close your ears and sit still

A is a person who does not see, but hears and speaks.

B is a person who cannot hear, but can see and move.

C - a person who sees everything and hears everything, but cannot move

Then the facilitator reports the task: the trio must work out a common solution -what color to paint the fence .

Questions:

1. How long did it take the triplets to develop a common

solutions?

2. What helped you complete the task?

3. What strategy did the participants choose to achieve the goal?

4. What feelings did you experience?

5. What has changed in the moment?

6. Why did you choose this solution?

7. What communication tools did you use?

4 . Exercise "We write syncwines"

cinquain - a poetic form that allows you to summarize the actual or associative material on a topic.

cinquain consists of five lines and is built as follows:

line 1 – defined concept;

line 2 - two adjectives to it;

line 3 - three verbs to it;

line 4 - a phrase of four to five words;

line 5 - conclusion (generalized concept, synonym, etc.)

For example: DISPUTE

1. Form of activity.

2.Individual, group.

3. Compete, show, act.

4.Features of behavior, generalization and mentality.

5. Life style.

Here are the following concepts: dispute, conflict, conflict situation, incident. Try to define these words and what they mean.

After the participants of the training have expressed their opinion, the facilitator presents the theoretical definitions.

DISPUTE - a verbal contest, a discussion of something between two or more persons, in which each of the parties defends his opinion, his rightness.

CONFLICT SITUATION - conflicting positions of the parties on any occasion.

INCIDENT - case, incident (usually unpleasant), misunderstanding, collision.

CONFLICT - this is a clash of oppositely directed, incompatible with each other opinions associated with acute negative emotional experiences.

Based on the analysis of a large number of domestic and foreign works, N.V. Grishina proposes to define a socio-psychological conflict as a collision that arises and proceeds in the field of communication, caused by conflicting goals, ways of behavior, attitudes of people, in the conditions of their desire to achieve any goals.

Causes of conflicts

The causes of conflicts are the discrepancy:

knowledge, skills, habits, personality traits;

management functions;

emotional, mental and other conditions;

economic processes;

tasks, means and methods of activity;

motives, needs, value orientations;

attitudes and beliefs;

understanding, interpreting information;

expectations, positions;

assessments and self-assessments.

5. Exercise "Pros and Cons of Conflict"

You can look at the conflict, as probably, and at any phenomenon of reality from different points of view and find your pluses and minuses.

Participants remain in groups (in triplets). The first team will need to write down as many positive consequences of conflict situations as possible in the brainstorming mode, the second team, respectively, will need to describe the negative consequences of conflicts.

FROM You can get acquainted with constructive and destructive sides of the conflict on our website. The information is presented in the information booklet "Bypassing Sharp Corners".

N.V. Klyueva offers a description of the conflict:

Constructive sides of the conflict:

The conflict reveals the “weak link” in the organization, in relationships (the diagnostic function of the conflict).

Conflict provides an opportunity to see hidden relationships.

The conflict makes it possible to throw out negative emotions, relieve tension.

Conflict is an impetus to reconsider, to develop one's views on the familiar.

The need to resolve the conflict determines the development of the organization.

The conflict contributes to the rallying of the team in the confrontation with an external enemy.

Destructive sides of the conflict:

Negative emotional experiences that can lead to various diseases.

Violation of business and personal relationships between people, reduced discipline. In general, the socio-psychological climate is deteriorating.

Deterioration in the quality of work. Difficult recovery of business relations.

The idea of ​​the winners or the vanquished as enemies.

temporary losses. For one minute of conflict, there are 12 minutes of post-conflict experiences.

No matter how much we would like it, it is hardly possible to imagine and even more so to implement a completely conflict-free interaction between people.

Sometimes it is even more important not to avoid conflict, but to correctly choose a strategy of behavior in a conflict situation and bring the parties to a constructive agreement.

Any of the strategies presented by Thomas can be effective in different situations, since it has both positive and negative sides.

Types of behavior in a conflict situation (according to Thomas): accommodation, compromise, cooperation, ignorance, rivalry and competition.

K. Thomas identifies five ways to get out of a conflict situation.

Types of interaction in conflicts according to Thomas-Kilman

Competition(competition) involves focusing only on one's own interests, completely ignoring the interests of a partner.

Avoidance (avoidance) is characterized by a lack of attention to both one's own interests and the interests of a partner.

Compromiserepresents the achievement of "half" benefits by each party.

fixtureinvolves increased attention to the interests of another person, while their own interests recede into the background.

Cooperationis a strategy that takes into account the interests of both parties.

"sharks" use competition more often;

"turtles" - evasion;

"Cubs" - adaptation;

"foxes" - a compromise;

"owls" - cooperation.

In pedagogical practice, there is an opinion that the most effective ways out of the conflict are cooperation and compromise.

6. Exercise Test "30 proverbs"

Test instructions:

“Imagine that you are an examiner, evaluatemaking the judgments proposed below in such a way thatthose that satisfy you personally are evaluated byrank or deuce, and coinciding with your personal opinion or close to it - 4 or 5.

Grade 3 should not be used at all.

Each judgment is evaluated without special consideration.no thought, so as not to drag out the procedure of "examena". I do not recommend contacting you for adviceis determined according to your position as an examiner - marks are given according to the first clear impression opposite the numbers of judgments in the table below.

Dear specialists, please note that the answers depend more on sincerity and openness when passing the test.

After the participants evaluate all the proverbs,they can score the columns.

Test "30 proverbs"

A bad peace is better than a good quarrel.

If you can't make someone think what you want, make them do it.

Softly spread, but hard to sleep.

The hand washes the hand.

Mind is good, but two is better.

Of the two arguing, the one who is silent is smarter.

Who is stronger is right.

If you don't put it on, you won't go.

From a black sheep, at least a tuft of wool.

The truth is what the smart knows, and not what everyone is talking about.

Whoever strikes and runs away is brave enough to fight at least every day.

The word "victory" is clearly written only on the backs of the enemies.

Kill enemies with your kindness.

A fair deal does not cause a quarrel.

No one has a complete answer, but everyone has something to add.

Fight longer, but gain more mind.

The battle is won by those who believe in victory.

A good word will win.

You - to me, I - to you.

Only he who gives up his monopoly on truth canbenefit from the truth that another has.

Who argues - not worth a penny.

Who does not retreat - he puts to flight.

Affectionate calf sucks two queens.

Who gives - makes friends.

Bring your worries to the light and take advice with others.

The best way to resolve conflict is to avoid it.

Seven times measure cut once.

Meekness triumphs over evil.

A bird in the hand is worth two in the bush.

Sincerity, honor and trust will move mountains.

Test form "30 proverbs"

I

II

III

IV

V

Interpretation

I th type - "turtle". People of this type have a great desire to hidehide from problems under the "shell". These are representatives of the positive conservatism, they are valuable because they never lose their purpose. In a calmsituations a person of this type is with you in all matters, but in a complex situhe can cheat on you.

II -th type - "shark". For people of this type, the main thing is their goal, their work.They do not care about the attitude of colleagues ("Your love is of no use to me"). Minda good leader respects the purposefulness of the "shark" - you just need tohurt her claims. If the team consists of "turtles", it canto ensure that the "sharks" do not flourish. "Sharks" are very important forteam, because, moving towards their own goal, they can bring outteam from a difficult situation.

III -th type - "bear cub". People of this type try to smooth out theopen corners so that everyone in the team loves each other. Knowing the concerns and interests of everyone, they will serve tea on time, give flowers on their birthdayniya, sympathize, support in difficult times. But at the same time they cancompletely forget the ultimate goal of their activities, because forThe most important of these are human relationships.

IV -th type - "a fox". People of this type always strive to achievepromise. They don't just want everyone to be happy, they becomebeing active participants in any activity. But in relationship with“fox” people can deviate from the main commandments (they use the principle “If you don’t deceive, you won’t live”). People of this type are oftenunderstand why they are not appreciated by others.

V -th type - "owl". These are honest and open people. Representatives of thistype will never dodge, get away from the fight, they cansacrifice good relationships in the name of the chosen goal. They havea strategy of honest and open struggle, an honest and open goal.

conflict resolution technology

Where does it begin?

With the establishment of the causes of the conflict.

The difficulty here is that the true reasons are often masked, because they can characterize the initiator of the conflict not from the best side.

In addition, the protracted conflict draws more and more participants into its orbit, expanding the list of conflicting interests, which objectively makes it difficult to find the main causes.

The experience of conflict resolution has shown that the knowledge of conflict formulas is of great help in this.

The first formula of conflict

Conflict + Incident = Conflict

Consider the essence of the components included in the formula.

Conflict situation - these are the accumulated contradictions containing the true cause of the conflict.

Incident - this is a combination of circumstances that are the cause of the conflict.

Conflict - this is an open confrontation as a result of mutually exclusive interests and positions.

It can be seen from the formula that the conflict situation and the incident are independent of each other, that is, none of them is a consequence or manifestation of the other.

Resolving a conflict means:

* eliminate the conflict

* end the incident.

There are many cases in life when a conflict situation cannot be eliminated for objective reasons. The conflict formula shows that in order to avoid conflict, maximum caution should be exercised, not to create an incident.

Of course, the first is more difficult to do, but also more important.

Unfortunately, in practice, in most cases, the matter is limited only to the exhaustion of the incident.

Case from practice.

There was no relationship between the two employees. In a conversation among themselves, one used some unfortunate words. The second one was offended, slammed the door and wrote a complaint against the first one. The superior called the offender and forced him to apologize. "The incident is over," the leader said with satisfaction, meaning that the conflict had been resolved. Is it so?

Let's turn to the conflict formula.The conflict here is a complaint ; conflict situation - unsettled relations between employees; incident - accidentally spoken bad words.By forcing an apology, the supervisor really exhausted the incident.

What about a conflict situation? She not only remained, but also worsened. Indeed, the offender did not consider himself guilty, but he had to apologize, which only increased his antipathy towards the victim. And he, in turn, realizing the falsity of the apology, did not improve his attitude towards the offender.

Visual analogy. A conflict between people can be likened to a weed in a garden: a conflict situation is the root of the weed, and the incident is the part that is on the surface.

It is clear that by cutting off the tops of the weed, but not touching the root, we will only intensify its work in extracting nutrients from the soil that are so necessary for cultivated plants. Yes, and finding the root after that is more difficult. It is the same with conflict: without eliminating the conflict situation, we create conditions for deepening the conflict.

Thus, by his formal actions, the leader did not resolve the conflict, but only intensified the conflict situation (unsuccessful relationships) and thereby increased the likelihood of new conflicts between these employees.

What needed to be done?

Invite employees. Sit in a circle. Give both parties the opportunity to listen to each other. One person listens to the position of another and vice versa. Determine the cause of the conflict. And offer to decide together how we can get out of this situation.

Mediation Method

7. Exercise "A worthy answer"

Target : Practicing the skill of a constructive way outconflict situations.

Content : All participants sit in a circle. Everyone receives fromleading a card containing some remark about the appearance or behavior of oneof the participants.

All listeners in a circle (in turn) pronounce the phrase written on the card - a conflict generator, looking into the eyes of a neighboron the right, whose task is to adequately answer and say words that reduce the emotional intensity between the opponents. The responding participant then turnsto his neighbor on the right and read out the phrase from hisher cards. When everyone completes the task, that iswill visit both as a "forward" and as“victims”, the exercise ends and the groupgoes to the discussion.

What words do you know that reduce emotional intensity?

Verbalization of one's own state performs a dual role - on the one hand, it informs our partner about our feelings and reduces his tension, and on the other hand, it helps to regulate our own emotional state.

Phrases that can resolve conflict:

Let's think about how to solve the problem?

Let's stop fighting

ok i understand you

Let's look at it from a different angle

Help me understand you / Explain to me again what you mean

I heard you

I understand that this upsets you...

Yes you are right...

Let's take a break and think it over
and make a decision

Discussion:

was it easy for themto do a task,

did they take close to thedamn unflattering remark about yourself

Were there any difficulties in reducing the conflictogen

what feelings did you experience when the conflictogen was reduced

And what feelings, when spoke konfliktogen.

As a rule, theshatels say that rude remarks do not please themnovali because they did not perceive them asdirected specifically against themselves. Then all beforelay down various options for constructive searchka, which will help in real life conditionswiah also perceive negative informationfrom communication partners.

THEN. It is easier to prevent a conflict than to end it later.

You think too highly of yourself.

You act like you're the boss here.

You never help anyone

When I meet you, I want to cross the street.

You don't know how to dress well.

Why are you looking at everyone like a wolf?

You are not allowed to have any business relationship.

You are not of this world

You have such a scary look.

It's useless to negotiate anything with you.

You will forget everything anyway.

Look who you look like!

You talk too much nonsense.

Why are you always yelling at everyone?

You have absolutely no sense of humor.

You are too badly brought up.

8. Exercise "We are united with you"

Target: popsgiving a favorable emotional and energeticbackground andrebuilding relationships after conflict (feedback)

This exercise performed in a circle withusing the ball.The first player is the one who has the ball in his hands, throws it to one of his colleagues in the group, endsa clear phrase: "We are united by ..." (for example, "... love of travel" or "... the fact that we both prefer to resolve conflicts through negotiations" or "... zodiac sign"). The one with whom they teamed up catches the ball; if he agreeswith said, he says: "Yes, thank you"; if saidhe was surprised: "Thank you, I'll think about it." And unites withthe next player, re-ending the phrase: “We are with you unites ... "

Summing up: the book "Wisdom"

Target: receiving feedback.

Creating a recipe for conflict-free communication, we supplement the book "Wisdom" with our life experience.

Used Books :

G.B. Monina, E.K. Lutova-Roberts "Communicative training", S-P "Speech" 2007.

I. Avidon, O. Goncharova "Training of interaction in conflict", S-P "Rech" 2008.

I.A. Ageeva"Successful teacher: training and correctional programs", S-P "Rech" 2007.

V. Sheinov"Conflicts in our lives, the emergence, development and resolution of conflicts", online article.

Melnik Ksenia Sergeevna, Student, Murmansk Arctic State University, Murmansk [email protected]

Features of conflict resolution in an educational organization

Annotation. The article considers the manifestations of conflict in the educational environment, determines the specifics of the organization and work of the Reconciliation Services in Russia, analyzes the federal legal documentation that regulates the activities of the Reconciliation Services in the Russian Federation. The results of teaching students to resolve conflicts by the Sabon method are presented. Keywords: conflict, Sabon method, Reconciliation Service, educational environment, educational organization.

In everyday life, each person is faced with irritants and stresses that cause conflict situations that lead to conflict. Due to the huge information flow, a person is constantly in a conflict situation with someone (at work, in a store, in an educational or leisure organization, etc.), which leads to frustration or depressive manifestations in behavior. In the psychological dictionary, conflict is defined as "a contradiction that is difficult to resolve, associated with acute emotional experiences." However, this wording reveals only part of the concept of "conflict". A. Ya. Antsupov and A. I. Shipilov consider it as the most acute way to resolve significant contradictions that arise in the process of interaction, which consists in countering the subjects of the conflict and is usually accompanied by negative emotions. Conflict as a psychological phenomenon has its own signs. One of them is bipolarity, which means interconnectedness and mutual opposition at the same time. Since the conflict is based on the struggle of two different sides, the elimination of this contradiction is the next sign of the conflict, manifested in activity aimed at overcoming the contradiction. Another criterion for conflict is the presence of a subject or subjects as carriers of the conflict. Thus, conflict is a common feature of social systems, it is inevitable, since each individual has his own opinion, goals, worldview, desires and needs, and therefore it should be considered as a natural phenomenon in the life of people. Educational organizations as one of the types of social systems contain a large number of participants: students, their parents, teaching staff, administration of an educational institution. Most often, conflict situations between participants in the educational process arise for the following reasons: differences in values, goals, ways to achieve the goal, unsatisfactory communications, distribution of resources, interdependence, differences in psychological characteristics. These reasons are manifested in various types of conflicts: personal, interpersonal, intergroup and intragroup. The problem of conflicts and their prevention in the educational space has been studied in Russia for more than 13 years and, in parallel, a search is being made for optimal ways to solve it. On June 1, 2012, the President of Russia approved a national strategy in the interests children for 2012-2017. The National Strategy for Action for Children involves the large-scale introduction of innovative approaches that are designed to provide a new quality of life for children in society. One such approach has been the introduction of the “school reconciliation services” model at the federal level. The formation of these services is the result of the work of the interregional public center "Judicial and Legal Reform" and its partners. According to the Strategy, reconciliation programs should be carried out both for minors who have reached the age of criminal responsibility, and for children who have not reached this age. The national strategy sets the task of establishing interaction between courts, law enforcement agencies, psychologists, social educators, mediators (leaders of reconciliation programs) in order to work together to create a system of restorative justice for juveniles. The implementation of the government plan resulted in the preparation of a concept for the development of mediation services for minors. In July 2014, the Government of the Russian Federation approved a document that received the following title: “The concept of development until 2017 of a network of mediation services in order to implement restorative justice for children, including those who have committed socially dangerous acts, but who have not reached the age of criminal responsibility in Russian Federation.” To date, they have accumulated vast experience in their work in schools, PMSS centers, colleges, as well as in boarding schools and orphanages in various regions of the country (Perm Territory, the Republics of Sakha and Karelia, Volgograd, Krasnoyarsk, Samara regions, etc.). ).The work of school reconciliation services is based on restorative justice, that is, the restorative approach is a solution to problems that justice does not work with. Since the restorative approach refers to extrajudicial conflict resolution practices, its result is not investigation and punishment, but reconciliation of the parties, compensation for damage and the return of participants in the conflict to society. The main ideas of restorative justice are:

focus on healing the injured party;

resocialization of the offender;

Community Restoration. Restorative justice proposes that the offender's responsibility be seen as assuming certain responsibilities to the injured party and taking action to correct the harm done to them. Meeting the needs of the victim is one of the main goals of reconciliation programs. Conflict disrupts relationships between people. Participants in the reconciliation program have the opportunity to restore normal relations. Reparations are a means of restoring the situation of both parties, which helps to achieve the main goal of reconciliation and restoration of relations. The main element of restorative justice is mediation as a specially organized process. Reconciliation programs are conducted by a neutral mediator - the host of reconciliation programs, who helps the parties to hear each other and make independent decisions. Principles of the reconciliation program: 1. Neutrality of the leader (intermediary), the leader does not defend, does not accuse any of the parties. The most important indicator of whether the leader is maintaining a neutral position is the feelings and opinions of the parties themselves on this issue.2. Voluntary participation in the reconciliation program. The parties come to the reconciliation program voluntarily and can refuse to participate in the program at any time. This helps them feel independent and responsible for their decisions.3. Confidentiality. This principle also applies to the position of leader. If the parties are able to speak frankly with the facilitator, knowing that their words will not be used against them, then they will be able to trust the facilitator and speak sincerely about their needs. Note that the facilitator is a neutral intermediary. He is not a lawyer, judge or adviser. The host is not responsible for the obligatory reconciliation, but he is responsible for ensuring that both parties to the conflict understand the essence of the restorative way he proposes to get out of the current situation and for the awareness of the choice to use this method. He is also responsible for ensuring that the meeting creates all conditions for reconciliation of the parties and for observing the basic principles of organizing reconciliation programs. Thus, the goal of the facilitator in the reconciliation program is to provide an opportunity for the parties to the conflict to resolve the situation on their own, through negotiations. The facilitator of reconciliation programs can be a volunteer who has been trained in the training and has the practice of resolving conflicts together with experienced facilitators. Volunteers can be people of all ages and professions. Volunteers are indispensable assistants to the staff members of the Reconciliation Service. Reconciliation meetings are usually led by two facilitators, and at least one of them is a volunteer. The outcome of the reconciliation program should be focused on restoration of relations and justice. What will be the specific agreement between the parties depends on the situation, on the needs and decisions of the participants in the reconciliation program themselves. The algorithm of the work of the reconciliation service is as follows: the Reconciliation Service receives information about the conflict from the investigator, assistant judge (if there is a cooperation agreement with this body) , the school administration or from other sources. The Reconciliation Service analyzes whether it is possible to conduct a reconciliation program in this case and determines the facilitators who will work on it. The facilitators of the reconciliation programs contact the participants in the conflict, obtain their consent to the reconciliation program and hold separate preliminary meetings with each side. At the meetings, the facilitators clarify the position, interests of the parties, their desire to participate in the program and readiness for it. With the consent and readiness of the parties, the facilitators hold a conciliatory meeting, at which the following questions are discussed: 1. What are the consequences of the situation for both parties?2. How can the situation be resolved?3. How to make sure this doesn't happen again? .As a result of the meeting, a conciliatory agreement is signed. The results of the meeting are usually notified to the police, the investigative department, the court or the Commission on Juvenile Affairs (if these bodies were involved in the conflict). A conciliation agreement is an agreement between two or more parties following a discussion at a conciliation meeting on how to resolve conflict situation and how to avoid its recurrence. This agreement is necessary to consolidate the agreement and ensure the fulfillment of the conditions of reconciliation, as well as to take into account the results of the reconciliation program by official bodies (the administration of the educational institution, the Commission on Juvenile Affairs, the police, etc.). As part of the work Conciliation services use a variety of negotiating methods. One such method is the Sabon method. The Sabon method was developed by the United Nations in collaboration with peace education professor Johan Galtung. This method is used by peacekeepers and professionals working in conflict zones. The central elements of the method are seeing a person with opposing goals and predicting the consequences of behavior. Sabona's goal is to increase the manageability of counter goals and improve social skills. The Sabona method includes 7 tools. It is these 7 concepts of Sabona that make up the theoretical basis and the practical part, they help in choosing the right tools for an effective and quick exit from the conflict. The 7 concepts of Sabona are divided into 2 groups of tools. The first three tools are the basis. The basis helps and gives respondents the skills to analyze and understand the conflict. The four following tools are practical ways to resolve the conflict. There is a relationship between the tool and its serial number. Tool 1 incompatibility of ends and means

Fig.1. Tool illustration #1.

Sabona defines conflict as the incompatibility of ends and means. This tool is used to find incompatibilities. The curved arrows show the conflicting goals of the parties to the conflict, as well as the fact that the conflict, as a rule, includes more than two parties. If you try to identify right and wrong, then the conflict will only grow. To resolve a conflict means to agree that other participants in the conflict have their own goals and their own point of view. "Sabona" ​​believes that there are no incompatible people, there is an incompatibility of goals. Using Tool 1, participants look for inconsistencies without giving up their views and goals or trying to change them. Tool 2 is the end and the means.

Rice. 2. Tool illustration #2.

This tool is used to analyze and understand the difference and connection between the goal and the tool (method). Its purpose is to determine what the participant wants and feels, this is very important for him. The means is what he does to achieve the goal, this is what can be observed from the outside. If the action is easy to see, then it is not easy to see the purpose behind it. The ends and means can be good or bad. Sabona's attitude is an analysis and a clear understanding of the difference and connection between ends and means. This knowledge is vital, because with the help of this tool, behind negative means, you can always find positive and legitimate goals, as well as keep them. Tool 3 triangle ABC.

Rice. 3. Tool illustration #3.

This is the basic understanding of conflict. The triangle includes the three elements of any conflict. Angle A is the goal. A clash of goals leads to negative thoughts and feelings, this is what a person experiences and this is an invisible part. Angle B is the means, that is, the action. Negative thoughts and feelings lead to negative actions. And this is what a person does, this is his behavior and this is the visible part of the triangle. The C angle is the incompatibility, that's what happened between A and B. So tool 3 gives a basic understanding of any conflict. With it, you can analyze the conflict in detail. Tool 4 is a conflict parsing mat.

Rice. 4. Tool illustration #4.

This is the structure for the dialogue. It consists of 4 squares built on two main axes: past future, negative positive. Each square represents a point of view in the conflict. Square 1 positive future (dreams). Square 2 negative past (grievances), gives ideas of what we would like to avoid in the future. Square 3 positive past, gives focus on what was positive before. What a person wants to take with him into the future. Square 4 is a negative future, fears associated with the future. The choice that an individual makes or does not make is very important in the future. The rug is a tool that helps to determine one's own position and at the same time gives an understanding of the goals of others. These are four views of the world around. With the help of the rug, it is possible to use all four views to see the solution and new possibilities. Tool 5 is five diagrams of possible outcomes of conflict resolution.

Rice. 5. Tool illustration #5.

There are at least 5 ways out of every conflict. Tool 5 helps to identify, analyze the various ways out of the conflict.

Line 12 is the “war” diagonal, it determines who lost, won, right is guilty. Point 3 is the retreat position, the opportunity to go back, think, draw conclusions, collect additional information. Point 4 is all types of compromise. Everyone gives or receives something, everyone is satisfied or dissatisfied. Line 345 is the diagonal of the world, when all parties were heard in the conflict. Point 5 is a way out of the conflict that suits everyone legally. Tool 6 is a conflict resolution ladder that includes 3 steps (on each of which there are 2 focuses).

Rice. 6. Tool illustration #6.

Before resolving the conflict, you need to find all the participants in the conflict. Stage 1 is the stage of clarifying the situation, the process of finding the parties to the conflict and through the dialogue of finding goals. At this stage, a conflict analysis rug is used (tool 4). Stage 2 is legitimacy, the individual understands that the chosen means and ends do not violate the basic laws of society. Stage 3 is conflict resolution. After all parties are ready for dialogue and a goal is found, then a key decision is made aimed at a secure future. Truce Crossing Tool 7, including 5 fields, 1 crossroads and one dialogue.

Rice. 7. Tool illustration #7.

Misunderstandings or negative actions create a “knot” in relation to people, a conflict has occurred here; sector 1 (checkered square) is the bad thing that happened between people in the past. 2 and 3 are sectors of the parties to the conflict (white fields) arrows show relationships between people. In one sector (left) is the offender, the one who hurts the other. In the second sector - the victim, the one who suffered, who feels resentment and shame. Sector 4 (green square) is the sector of the present. This is one of the parties or a representative of one of the parties who wants to meet and correct the situation in which all parties to the conflict find themselves. Sector 5 (orange square) sector of the future. The offender and the victim differently, very subjectively look at the current situation. The crossroads is an arena for dialogue. The parties should not only say “I'm sorry” to each other, but also be able to explain the “what” and “why”. This tends to help the "wound healing process" and move on. The most commonly shown conflicts are the faces of adolescence and adolescence. This is due to the developmental crises experienced by the individual. Therefore, a person is almost constantly in confrontation with society and himself, which is the basis for the emergence of conflict situations and conflicts. The study was conducted in 2015 on the basis of the Murmansk Arctic State University (Murmansk). It involved 50 respondents aged 18-19 years. Therefore, to determine the individual characteristics of personality behavior in situations of conflict interaction, the Thomas Kilman test, as well as the test of frustration reactions by S. Rosenzweig, were used. (fight) -55%, they are less likely to have an exit strategy (5%). The choice of a fight strategy indicates a tendency to aggressive behavior in resolving conflict situations. It is easier for an individual to convince or impose his point of view than to conduct productive cooperation with another participant in the conflict, since this requires understanding and acceptance of the goals, desires and views of the other side.

The partnership strategy, as a possible form of behavior in the conflict, was identified in only 10% of the respondents, but in addition to it, the respondents were diagnosed with concomitant ones: reconciliation (15%) and compromise (15%). This indicates the inability to correctly and effectively, with a minimum expenditure of strength and nervous resources, by the respondents to get out of the conflict. This indicates that the respondents reduce frustrating situations to a minimum or do not attach any importance to them at all, and also do not take responsibility for what happened. The most common type of reaction in a frustrating situation is the reaction “with fixation on an obstacle” (11.45 ± 2.6), which indicates that we minimize the causes of frustration, or accept the frustrating obstacle as a kind of good. In adolescence, an open manifestation of aggression dominates, the desire to blame others for the occurrence of frustrating situations, which is seen as a way to protect one's own "I", as well as avoiding responsibility for one's own decisions. Work on conflict resolution was carried out using the Sabon method. A total of 10 sessions were held (1 session per week). The training course included theoretical and practical sessions, where analysis and resolution of conflicts and conflict situations were carried out. At the end of the training of respondents in the main steps of conflict resolution using the Sabon method, the following results were obtained. The dominant strategy of behavior in conflicts, according to the Thomas-Killman method, was the strategy of cooperation (40%), which indicates a reassessment of the means of behavior used in a conflict, a more competent and conscious choice of a strategy of behavior in a conflict, as well as defining the scope of a conflict situation. The predominant type of reaction has now become the reaction “with fixation on meeting the need” (10.9±2.4), and the prevailing direction of the reaction is intropuntive (10.1±2.8). Thus, the application of the Sabon method in resolving conflict situations and conflicts contributes to the development a sense of responsibility for their own decisions and actions, as well as initiative in resolving conflict situations, increases the communicative competence of the subjects, stimulates the development of the most rational and effective ways of behavior in conflict situations. Sabona's concepts contribute to the correct, that is, peaceful resolution of conflicts, which allows you to save the mental resources of people of both youthful and any other age.

St. Petersburg: Peter, 2006.2. Grishina, N.V. psychology of conflict [Text]: / N.V. Grishina. - St. Petersburg: Peter, 2005. - 464 p. 3. Decree of the Government of the Russian Federation of October 15, 2012 N 1916r “Decree of the Government of the Russian Federation of October 15, 2012 N 1916r On the plan of priority measures until 2014 to implement the most important provisions of the National Strategy for Action in the Interests of Children for 2012-2017.” [electronic resource]. – Access mode: http://base.garant.ru, free.4. Decree of the Government of the Russian Federation of July 30, 2014 No. 1430r “On approval of the Concept for the development until 2017 of a network of mediation services in order to implement restorative justice in relation to children, including those who have committed socially dangerous acts, but who have not reached the age from which criminal liability arises in RF" [electronic resource]. – Access mode: http://base.garant.ru, free.5. Rogatkin, D.V. How to create a reconciliation service?: a collection of materials [Text]: / ed. – compiled by: Rogatkin, D.V. and others; transl. from fin. lang.: Davydov, V., Kyllennen, I. - Petrozavodsk: 2014. -95 p.6. Decree of the President of the Russian Federation No. 761 of 06/01/2012 "National Strategy for Action in the Interests of Children for 2012-2017" [electronic resource]. – Access mode: http://minobrnauki.rf, free.7. Yasvin, V. A. Educational environment: from modeling to design [Text]: / V. A. Yasvin. M.: Smysl, 2001. -365 p..8. A. Marie and S. Faldalen, V. R. Faldalen and L. Thyholdt Sabona Searching for Good Solutions Learning Solving Conflicts. Kolofon Press, 2011.9. Dag Hareide.Conflict mediationa Nordic Perspective. Helsinki, 200610. Johan Galtung.Conflict transformation by Peaceful Means. United Nations, 2000.

Basic concepts: pedagogical conflict, interpersonal interaction.

The educational process is impossible without contradictions and conflicts, since they are the only source of development. Contradictions and conflicts in an educational organization are a natural phenomenon. There are practically no other social institutions in society that have such a heterogeneous number of parameters (education, age, interests, social status, needs, authorities, values, etc.) and at the same time such a large contingent.

Interpersonal interaction in an educational organization can be represented as horizontal and vertical links:

• - vertical: teacher - student; pedagogical worker - administration; student - administration, etc.;
• - horizontal: student - student; pedagogical worker - pedagogical worker; administrator - administrator; parent - parent;
• - mixed conflicts: teacher - student - teacher; teacher - student - parent; pedagogical worker - pedagogical worker - administrator; pedagogical worker - student - administrator.

In an educational organization, all conflicts are considered as pedagogical; they influence the solution of problems of training and education.

Pedagogical conflicts are caused by a number of circumstances.

Firstly, the activity of pedagogical workers is one of the most stressful. For example, studies of the psychology of labor, which were carried out in our country in the 1950s, indicate that the work of a teacher, in terms of its psychophysiological intensity, was equated with the activities of climbers and test pilots. Today, the activity of pedagogical workers has become even more intense and intense.

Secondly, the activity of a teacher is connected with the control and evaluation of students, the evaluation model of interaction is transferred to other people. A categorical, inadequate assessment of a person, event, phenomenon, since sometimes all circumstances and conditions are not taken into account, is a source of conflict. Consider the typical mistakes that teachers make when evaluating students, causing dissatisfaction and leading to conflicts. OA Ivanova distinguishes the following groups of errors.

• 1. Violation of the assessment procedure: unreasoned, unreasonable assessment (assessment for the sake of assessment; assessment of the student's personality, not his achievements; assessment of not the results of the student's educational activities, but his behavior; lack of cooperation and dialogue during assessment; taking into account the student's past experience when grading; uniformity in the types of evaluation).
• 2. Presentation of the assessment: negative comments accompanying the negative assessment; categorical assessment, the impossibility of its correction; manifestation of cruelty, dogmatism, rigidity of assessments.
• 3. The presence of subjective factors in the assessment: the subjectivity of the assessment, determined by the personal attitude towards the student; stereotyping and stereotyping in grading; “bias” is a negative concept from a wider range of a priori phenomena, i.e. preset™; student assessment is a tool for solving teacher's intrapersonal problems; inability to modify grades taking into account the living conditions and individual characteristics of students.
• 4. Violation of the ethical standards of evaluation: evaluation - punishment; high prevalence of negative assessments; defending a previously made assessment; excessive emotionality in grading; the presence of corruption in the evaluation of students' performance.

In the educational process, monologic methods (methods of influence) are most often used, which involve the orientation of students to fulfill certain requirements. Students are deprived of the opportunity to take initiative, and this leads to a decrease in the level of motivation for interaction and cooperation. Students do not develop the skills of dialogical interaction and cooperation (especially in conflict situations). They experience difficulties in managing their own mental states, emotions.

The teacher should remember that children who experienced a lack of parental warmth in childhood were deprived of maternal love, affection and care, more often than others, have defects in the emotional, ethical or intellectual spheres. A number of works note that outstanding people, as a rule, had good mothers. In families where there is violence, antisociality, children experience a high level of anxiety, aggressiveness, and conflict. They often enter into conflicts and resolve them from a position of strength.

In the works of S. K). Temina identified objective and subjective causes of pedagogical conflicts.

Objective reasons pedagogical conflicts: insufficient degree of satisfaction of the basic needs of the child; opposition of the functional-role positions of the teacher and the student; significant limitation of degrees of freedom; differences in ideas, values, life experience, belonging to different generations; dependence of the student on the teacher; the need for teacher assessment of students; ignoring the personal problems of students in formalized educational systems; the plurality of roles that the student is forced to play due to the different requirements placed on him; the difference between educational material and phenomena, objects of real life; social instability, etc.

TO subjective reasons include: psychological incompatibility of teacher and student; the presence of certain character traits in a teacher or student that determine a conflict personality (aggressiveness, irritability, tactlessness, sarcasm, self-confidence, rudeness, rigidity, pickiness, skepticism, etc.); lack of communicative culture of the teacher or student; the need to study this subject by all students and the lack of interest in it from a particular student; discrepancy between the intellectual, physical capabilities of this student and the requirements placed on him; insufficient competence of the teacher; the presence of a teacher or student of serious personal problems, severe nervous tension, stress; excessive workload of the teacher or student; forced inactivity of the student; lack of independence, creativity in the educational process; discrepancy between the student's self-assessment and the assessment given to him by the teacher, etc.

Socio-pedagogical conflicts have a dual nature. As a rule, they are caused by objective, subjective and objective-subjective features of society. Objective features are associated with dissatisfaction of the teacher with the status position, lack of clarity in the distribution of functional duties, discrepancy between rights and obligations, dissatisfaction with communication, violation of labor (educational) discipline, differences in goals, values, etc. Subjective features are due to the psychological incompatibility of the teacher and the student, the presence the subjects of interaction have character traits that determine the conflict personality (aggressiveness, irritability, tactlessness, rudeness, rigidity, etc.), a low level of communicative culture, as well as the use of conflictogens, etc. Objective-subjective factors are due to the transformation of social objects by subjects.

Problems that students have in the educational process, troubles at school often become the cause of disagreements and conflicts with parents. Sometimes children cannot solve problems at school on their own, get rid of experiences, they seek support from parents, teachers, but do not always get the one they expect. Sometimes chains of problems of the child, misunderstanding on the part of pedagogical workers form a vicious circle from which the child cannot get out on his own. Misunderstanding of the needs and problems of schoolchildren by teachers and parents becomes a source of conflict. Teachers sometimes try not to notice the problems of students or not to attach great importance to them. If a child asks for help, you need to act, and because of busyness or incompetence, this is not always possible. Therefore, sometimes teachers and parents pretend that nothing is happening and wait for the situation to resolve itself.

The causes of conflicts are used to typify conflicts, for example, K. M. Levitan describes six types of conflicts that are characteristic of pedagogical activity.

• 1. Conflicts caused by the variety of professional duties of a teacher. Awareness of the impossibility of equally well performing all their affairs can lead a conscientious teacher to an internal conflict, loss of self-confidence, disappointment in the profession. This process is a consequence of the poor organization of the teacher's work. It is possible to overcome it only by choosing the main, but at the same time real and wearable tasks and methods for solving them.
• 2. Conflicts arising from the different expectations of those people who influence the performance of the professional duties of a teacher.
• 3. Conflicts arising from the low prestige of individual subjects of the school curriculum.
• 4. Conflicts associated with the excessive dependence of the teacher's behavior on various directive prescriptions, plans that leave little space for amateur performance.
• 5. Conflicts, which are based on the contradiction between multifaceted responsibilities and the desire for a professional career. In the conditions of the school, the teacher has few opportunities to make a professional career - few teachers hold the posts of director and his deputies. At the same time, the teacher has unlimited opportunities for professional growth and personal self-realization.
• 6. Conflicts caused by a mismatch between the values ​​promoted by the teacher at school and the values ​​observed by students outside the school. It is important for a teacher to be psychologically prepared for the manifestation of selfishness, rudeness, lack of spirituality in society and at school in order to defend his professional position.

M. M. Rybakova identifies the following conflicts between a teacher and a student: conflicts of activity arising from the student's progress, the fulfillment of extracurricular tasks; conflicts of behavior (actions) arising from a student's violation of the rules of conduct at school and outside it; relationship conflicts that arise in the sphere of emotional and personal relations between students and teachers 1 .

Activity conflicts. They arise between the teacher and the student and are manifested in the student's refusal to complete the educational task or its poor performance. This can happen for various reasons: fatigue, difficulty in mastering the educational material, and sometimes an unsuccessful remark by the teacher instead of specific help in case of difficulties in work. Such conflicts often occur with students experiencing learning difficulties, or when the teacher teaches a subject in the classroom for a short time and the relationship between him and the student is limited to academic work. Recently, there has been an increase in such conflicts due to the fact that the teacher often makes excessive demands on the assimilation of the subject, and marks are used as a means of punishing those who violate discipline. These situations often cause capable, independent students to leave the school, while the rest have a reduced interest in learning in general.

Action conflicts. The pedagogical situation can lead to conflict if the teacher made a mistake when analyzing the student's act, did not find out the motives, and made an unreasonable conclusion. After all, the same act can be caused by different motives. The teacher corrects the students' behavior by evaluating their actions with insufficient information about their true causes. Sometimes he only guesses about the motives of actions, he does not know the relationship between children well, therefore errors in assessing behavior are quite possible. This causes quite justified disagreement of the students.

Relationship conflicts often arise as a result of the teacher's inept resolution of problem situations and are, as a rule, of a long-term nature. These conflicts acquire personal meaning, give rise to a student's long-term dislike for the teacher, and disrupt their interaction for a long time.

I. G. Gerashchenko notes the multidimensionality of pedagogical conflicts, which is manifested in the diversity of their types: horizontal and vertical conflicts, partial and general, superficial and deep, agonistic and antagonistic, interethnic, religious, etc.

Pedagogical conflicts are imaginary and real. Hostile relations between students or a teacher and his pupils at first glance seem to be easily explained by childish imbalance or failure to fulfill the requirements of the teacher, but upon careful analysis, the causes of conflicts turn out to be more significant: interethnic and interreligious contradictions, nervousness as a result of an unsatisfactory financial situation, uncertainty about the future, etc. .P. Studies show that in an interpersonal conflict between a teacher and a student, there is a high proportion of negative consequences (83%) compared to positive ones.

It is important that the teacher knows how 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 best way out of this situation. If the class starts to have fun together with the violator of discipline or takes an ambivalent position, this is fraught with negative consequences (for example, conflicts can become permanent).

For a constructive way out of the conflict, the relationship between the teacher and the parents of a teenager is important.

Often the teacher's communication with matured students continues to be based on the same principles as with primary school students, allowing the teacher to demand submission. This type of relationship does not correspond to the age characteristics of a teenager, first of all, a new idea of ​​himself, the desire to take an equal position in relation to adults. A successful conflict resolution is impossible without the psychological readiness of the teacher to move on to a new type of relationship with maturing children. The initiator of such relationships should be an adult.

OA Ivanova, based on the analysis of teachers' mistakes, developed a typology of conflicts, presented in Table. 5.51.

Table. 5.5

Typology of conflicts based on mistakes of teachers

1 Ivanova O. A. Preparing a teacher at a university for interaction in a conflict educational environment.

Conflicts that arise between subjects of education in the socio-educational environment can be classified:

By communicative orientation: horizontal, vertical, mixed;

The subject of controversy in domestic conflicts - household device. For example, the teacher suggested to make repairs or general cleaning in the classroom, but the students and their parents are against it. As a result, conflicts may arise between students, students and a teacher, a teacher and parents, administration and parents, etc., but the subject of disagreement is the repair of the classroom (general cleaning).

IN administrative conflicts the object of the collision is the authority claimed by one subject, while the other denies his right. For example, conflicts often arise in a school between the administration and parents, when some defend the right to study in a particular school, while others reject it.

As an object in professional conflicts acts as a professional activity. For example, a retrained teacher uses new non-traditional technologies in his work, while teachers working according to the traditional teaching system deny their effectiveness. As a result, a contradiction arises, which can develop into a professional conflict.

In the center ideological conflict lies the relation of the subjects to the same phenomenon of the value plan. For example, not enough textbooks were allocated to the class. Each of the students wants to have all the necessary textbooks. Students cannot share. The result is conflict.

center of controversy in psychological conflicts the psychological characteristics of a person come forward (temperament, thinking, imagination, sensation, etc.), i.e. one or both subjects feel uncomfortable when interacting with each other. For example, if the teacher is choleric, he tries to teach the lesson at a fast pace, requires instant answers from the students, and the student thinks slowly, his answers irritate the teacher, without listening to the student, he interrupts him. The student feels resentment, annoyance, and if at the same time the teacher calls him slow-witted, this contributes to the emergence of conflict.

object ambitious conflicts is reputation. Old teachers think young teachers have no right to disagree

(dispute) with their chokeberry point, since they do not have even a tenth of the experience they have accumulated. A similar situation can be observed in the teacher-student relationship. Currently, students have the opportunity to use a computer, watch various curricula and share this information with other students in the classroom, sometimes this information is somewhat contradictory with that offered by the teacher. Some teachers see this as an attack on their reputation.

IN ethical conflicts the object is the norms of behavior. For example, a child is constantly late for school, walks without a second shoe, has a casual appearance, pushes everyone in the dining room. This can lead to conflict, but it is possible that this norm of behavior was not instilled in him in the family. It is worth explaining to him, and the conflict will be settled.

"Empty" conflicts do not have a content component. They arise due to the unfavorable psychological, physical condition of one of the opponents. For example, a student is inattentive or does not work in class, but this state is not typical for a student. It is possible that some problems have arisen in the family, and the teacher begins to focus on this student, using various kinds of conflict generators, which will certainly lead to conflict.

Most conflicts between subjects of education can be classified as interpersonal. According to a number of psychologists and educators, interpersonal conflict can be viewed as a situation of collision between people in the process of their direct communication, caused by conflicting views, ways of behavior, attitudes of people in the conditions of their desire to achieve any goals.

Intrapersonal conflict can take many forms. One of the most common forms is role conflict, when conflicting demands are made on one person by significant others. For example, a student is subject to requirements that he perceives as incompatible: to study successfully, do his homework properly, do work at home, attend classes at a music school, play sports, etc.

If the requirements for education or for the implementation of one's immediate duties are not consistent with the personal needs or values ​​of the individual, then intrapersonal conflict may also arise. For example, a high school student is seriously interested in languages ​​and literature, in the future he is going to enter a university in this profile, but he studies at a school with a natural science bias. He is forced to study physics, chemistry, biology in depth, spend time, intellectual, energy resources on these disciplines, and at the same time devote much less time and effort to the area of ​​interest to him.

A conflict can also arise with a teacher if, for example, he is forced to devote maximum time, intellectual resources, energy to the preparation and conduct of training sessions, and at the same time he has practically no opportunity to take care of his family, solve his own problems, self-education and self-improvement.

Intrapersonal conflict may be due to overload or underload (training or work). Such a conflict is associated with low satisfaction with work (study), low self-confidence and organization, stress. For example, a teacher who receives low wages is forced to take on an additional workload, which affects both the quality of his work and his state of health. The reason for the intrapersonal conflict can also be the contradictions between the system of moral values ​​of the individual and socially encouraged in this group patterns of behavior. For example, student A participates in the aggressive games of his comrades, as he is afraid to remain isolated and become an object of ridicule, but internally protests against such entertainment.

The conflict between the individual and the group may be due to the fact that the expectations of the group are in conflict with the expectations of the individual. For example, students in this class have a very cool attitude towards the process of education, are content with average results, do not always do their homework, protest against large tasks, in their opinion, and so-called. But one of the students in the class takes his studies seriously, completes all the tasks, gets excellent marks, he is set as an example to other students. In such a situation, a conflict may arise between this student and the class (the “black sheep” effect). The conflict of the same kind, but at a higher level of personal development, was considered by A. Maslow: nor compare them with other people, they will certainly be better.

Between the individual and the group, the conflict arises if the individual takes a position that is different from the position of the group. For example, most of the students in the class decided to leave the lesson, and one student refused to do this, or, on the contrary, the class is set to study, a qualified teacher gives the necessary and interesting information, but one of the students constantly interferes and causes irritation and hostility among other students. The conflict between the individual and the group may be associated with a misunderstanding of the motives of the individual's behavior, sharp differences in views, ideas, interests, and the level of intelligence of the individual and the group.

Conflicts of this kind are also referred to as "adaptation conflicts". They arise between newcomers to a given group and the rules and norms of interpersonal communication. According to K. Levin, crossing the boundaries of a new group, "a person feels out of place and therefore becomes shy, inhibited, or goes too far in his actions." Uncertainty of position in the group can lead to the fact that a person takes a position on the border of the group. This is typical for people who differ from the majority of the group in social, national or religious affiliation.

The conflict between the group and the leader also belongs to this type of conflict. In school practice, this may be a conflict between the teacher and the given class. Such conflicts usually arise in classes in which students are a close-knit group, adhere to common principles and defend collective interests. As an example, we can cite the situation with the replacement of a teacher with whom the class has developed close, warm relations with a new teacher. In such cases, conflict often arises between the class and the new teacher, and the latter has to make considerable efforts to earn the trust of the students.

An intergroup conflict is distinguished by the fact that the conflicting parties are already social groups pursuing incompatible goals and hindering each other in their implementation. In pedagogical collectives, conflicts between groups can be caused by alternative positions of teachers on any topical issue, different attitudes towards administration policy, the introduction of innovations, obtaining certain positions, incentives, benefits, etc. In student groups, conflicts can arise on the basis of differences in assessment one or another significant event, rivalry in an effort to take a certain place, position, receive any dividends, with a sharp opposition of interests, aspirations, positions of different groups of students. Intergroup conflicts can be caused by students belonging to different social communities (according to ethnic, religious, property characteristics, social origin, place of residence - "yard to yard", etc.). Intergroup conflicts can also arise on the basis of students' fanatical commitment to various sports, musical groups, and specific individuals.

Interpersonal conflicts are the most common type of conflict in any organization. There are different views on the nature and nature of interpersonal conflicts. In interpersonal conflicts, actors can pursue interests that are incompatible when interacting with each other, strive to occupy a certain position, place, position in a sharp competitive struggle, be psychologically incompatible, experience acute hostility towards each other, etc.

Interpersonal conflict occurs when conflicting parties negatively perceive each other, mutually attack and seek to more or less consciously harm each other. In this case, it is not important whether a strong or weak attack is made, they attack only verbally or by other means. Hostile silence or demonstrative passivity are also negative actions. L. Koser defines interpersonal conflict as a struggle, so that behavior in conflict can be perceived as hostile actions that are committed by someone as a result of the development of the situation and the formation of participating parties with different strategies.

According to K. Levin, the frequency of conflicts in a group determines the level of tension in which a person and a group exist. In the classroom, this level of tension remains constantly high, which leads to conflict situations.

In the literature, there are attempts to highlight the features of pedagogical conflicts. So, for example, S. Yu. Temina among the specific features of conflicts at school identifies the following:

• - children are always involved in them;
• - the consequences of the conflict directly affect the personal development of students, and often the future fate of school graduates;
• - interests, values, ideas, functional role positions of representatives of different social groups collide;
• - the main role in resolving the conflict is given to the teacher or the administration;

a rather large number of participants is usually involved in the conflict, which, in the event of a protracted conflict, is constantly growing;

Socio-psychological dependence of the student on the teacher, etc.

Among the features of pedagogical conflicts A. Ya. Antsupov

and A. I. Shipilov distinguish the following:

• - the responsibility of the teacher for the pedagogically correct resolution of problem situations: after all, the school is a model of society where students learn the norms of relations between people;
• - participants in conflicts have different social status (teacher - student), which determines their behavior in the conflict;
• - the difference in the life experience of the participants gives rise to a different degree of responsibility for mistakes in conflict resolution;
• - a different understanding of events and their causes (the conflict is seen differently through the eyes of the teacher and the eyes of the student), so it is not always easy for the teacher to understand the depth of the child's experiences, and for the student to cope with emotions, to subordinate them to reason;
• - the presence of other students makes them participants from witnesses, and the conflict acquires an educational meaning for them as well; the teacher always has to remember this;
• - the professional position of the teacher in the conflict obliges him to take the initiative in resolving the conflict and to be able to put the interests of the student as an emerging personality in the first place;
• - any teacher's mistake in resolving the conflict gives rise to new problems and conflicts, which include other students;
• - the conflict in pedagogical activity is easier to prevent than to successfully resolve.

It should be noted that regardless of which of the subjects of education is a participant in the conflict, the conflict is always educational in nature, students acquire positive or negative experience of interaction in the conflict, learn ways to resolve conflicts. The teacher must remember that the experience of behavior in conflict, learned in childhood, remains for life, therefore both parents and teachers must be responsible for their actions and actions in a conflict.

Questions and tasks

• 1. List the causes and types of conflicts in an educational organization.
• 2. Describe the typology of conflicts in an educational organization.
• 3. Choose one of the given cases. Study the material and complete all the tasks of the case.

Case 1. Conflicts in the pedagogical process and ways to resolve them

“Letter of literature begins. Teacher Maria Petrovna turns to Sasha Sergeev, who is late, and asks to sit down in his place:

• “Sergeev, you are always late,” the teacher says with irritation.
• - Curious. You all notice, - the teenager taunts.

You are talkative again today. Let's check how you did your homework. By today, I had to learn one of Mayakovsky's poems. We listen to you. Maybe you can do something for us?

• “I didn’t learn,” Sasha admitted.
• - Why? - asks Maria Petrovna.
• “I didn’t learn everything,” the teenager echoes.
• - The wind in your head walks, Sergeev. You are an irresponsible person. You can’t rely on people like you for anything, the teacher concludes.
• Why can't you rely on me for anything? Sasha is outraged.
• - Because a person is manifested in the way he treats his duties. And you are irresponsible in your academic duties.
• - Just think, I didn’t learn one poem. Maybe I don't like Mayakovsky at all.
• - Tell me, please, what kind of critic was found. He does not like Mayakovsky. In general, who cares - do you love or do not love? Mayakovsky is a famous poet, he is in the program.
• - So what if he is in the program, - Sasha retorts.
• - Maybe the program does not suit you? the teacher asks.
• “Maybe it doesn’t suit you,” Sasha answers.
• - In that case, maybe our school does not suit you either? Then find yourself another one.
• - Why are you frightening me? And in general, why did you become attached to me with your Mayakovsky? Do you yourself, besides Mayakovsky, know anything? - disperses teenager.
• - How are you behaving, Sergeev! Get out of class! the teacher screams.
• - Well, I'll go out.

Task 2. Analyze the situation from the point of view of determining the true causes of the conflict, using psychological knowledge. Find out the teacher's mistakes and determine what her professional incompetence is. Suggest a dialogue option with Sasha Sergeev, which would convince him of the wrong (unacceptable) behavior when talking with the teacher. In this example, show how to prove to teenagers their mistakes and how it is possible and necessary to resolve conflicts.

Case 2. Conflicts in an educational organization

Task 1. Get to know the situation.

“Efrat Grigorievich, on the conviction of the guys - in! And suddenly it turns out that he leaves the school for family reasons. The farewell lesson was watered with tears, the girls openly cried. The teacher himself often took out his handkerchief, although he did not have a runny nose. In the seventh grade "mourning". Finding a new physics teacher is not easy. The school administration invited Olga Sergeevna, who had retired, to work temporarily. She is a woman of large, powerful constitution, the voice of the lowest register and of such power that it is heard on all three floors. All lessons began, but physics ended. She began by mercilessly scolding Efrat Grigorievich.

Which shoemaker taught you? she shouted. - You didn't even manage to memorize a single formula! Stupid, losers, hacks - this teacher had ample supply of swear words.

“Voenbaba” - without thinking for a long time, the guys called her.

At the first lesson, she conducted a “test” of knowledge and put deuces to everyone called to the board. Everything that the previous teacher achieved, the new “physicist” brought to naught. To mock the guys was her second profession.

Previously, students went to physics lessons like a holiday, now they have turned into hard labor. Nobody taught physics, they hated her, like the teacher herself. The strongest class in the school turned its back on physics categorically and irrevocably. The barracks nightmare under the command of Voenbaba lasted two months. Fortunately, a new teacher has been found. Getting acquainted with the class in the magazine, he was amazed by the “echelon” of deuces.

What then is going on in the souls and hearts of the guys? thought the new teacher. How do you get started with a class? How to fix everything?

Task 2. Analyze the situation. What pedagogical mistakes are made? What ways out of the situation existed, but the teacher did not see them? Suggest your solution to the problem with a theoretical justification.

Case 3. Conflicts in an educational organization

Task 1. Analysis of the problem situation.

A biology lesson in the seventh grade is taught by a young teacher. Five minutes after the start, the door opens with a noise and, brazenly asking “Can I come in?” Three students stop on the threshold. The teacher asks them to leave and enter the classroom properly. The students go out into the corridor. A minute later the door opens again and the teenagers crawl into the classroom on all fours.

Task 2. Formulate the educational problem that has arisen and offer a variant of its solution.

• Ivanova OA Conflicts in the school educational environment: study guide. St. Petersburg: IOV RAO, 2003; Her own. Preparing a teacher at a university for interaction in a conflict educational environment. St. Petersburg: IOV RAO, 2003.
Antsupov A. Ya., Shipilov A. I. Conflictology. Theory and practice. SPb. : Peter, 2013. S. 357-358.
• Spirin L. F. Theory and technology of solving pedagogical problems. M., 1997.

The educational environment is the totality of all opportunities for education, upbringing and personal development. It contains a large number of participants: students, their parents, teaching staff, administration of the educational organization. Each of them is characterized by their own opinion, their own picture of the world, their desires and needs, which can be the basis for the emergence of disputes, quarrels, conflict situations, conflicts in an educational organization.

One of the factors of successful learning is a healthy and positive socio-psychological climate in the team, which is difficult to maintain with constant quarrels and conflict situations.

The conflict, regardless of its nature, specific content and type, necessarily contains a moment of confrontation, a clash of conflicting or incompatible interests, positions, intentions. This confrontation of the parties that arises in the course of resolving a conflict situation is an "interference" for the educational process, which subsequently affects the learning outcomes and the psychological well-being of students.

Most often, conflict situations among participants in the educational process arise for the following reasons: differences in values, goals, ways to achieve the goal, unsatisfactory communications, distribution of resources, interdependence, differences in psychological characteristics. These causes are manifested in various types of conflicts: personal, interpersonal, intergroup and intragroup.

Conflict management is a targeted impact to eliminate (minimize) the causes that gave rise to the conflict, or to correct the behavior of the participants in the conflict.

To resolve the conflict, it is important to know all its hidden and obvious causes, to analyze the various positions and interests of the parties, and to focus on the interests, because they are the solution to the problem. What is important is a fair attitude towards the initiator of the conflict, a reduction in the number of claims, awareness and control of the leader of his actions.

Conflict resolution is the process of finding a mutually acceptable solution to a problem that is of personal importance to the participants in the conflict, and on this basis, harmonizing their relationship.

There are no universal ways to overcome conflict. For his "solution" the only possible is full involvement in the situation. Only by "getting used" to the situation that has developed in an educational institution can one study the problem of conflict and give recommendations on the optimal strategy of behavior and methods of overcoming it, which the leader needs to know.

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Strategies and Methods

Relevance of the project for an educational organization

The educational environment is the totality of all opportunities for education, upbringing and personal development. It contains a large number of participants: students, their parents, teaching staff, administration of the educational organization. Each of them is characterized by their own opinion, their own picture of the world, their desires and needs, which can be the basis for the emergence of disputes, quarrels, conflict situations, conflicts in an educational organization.

One of the factors of successful learning is a healthy and positive socio-psychological climate in the team, which is difficult to maintain with constant quarrels and conflict situations.

The conflict, regardless of its nature, specific content and type, necessarily contains a moment of confrontation, a clash of conflicting or incompatible interests, positions, intentions. This confrontation of the parties that arises in the course of resolving a conflict situation is an "interference" for the educational process, which subsequently affects the learning outcomes and the psychological well-being of students.

Most often, conflict situations among participants in the educational process arise for the following reasons: differences in values, goals, ways to achieve the goal, unsatisfactory communications, distribution of resources, interdependence, differences in psychological characteristics. These causes are manifested in various types of conflicts: personal, interpersonal, intergroup and intragroup.

Conflict management is a targeted impact to eliminate (minimize) the causes that gave rise to the conflict, or to correct the behavior of the participants in the conflict.

To resolve the conflict, it is important to know all its hidden and obvious causes, to analyze the various positions and interests of the parties, and to focus on the interests, because they are the solution to the problem. What is important is a fair attitude towards the initiator of the conflict, a reduction in the number of claims, awareness and control of the leader of his actions.

Conflict resolution is the process of finding a mutually acceptable solution to a problem that is of personal importance to the participants in the conflict, and on this basis, harmonizing their relationship.

There are no universal ways to overcome conflict. For his "solution" the only possible is full involvement in the situation. Only by "getting used" to the situation that has developed in an educational institution can one study the problem of conflict and give recommendations on the optimal strategy of behavior and methods of overcoming it, which the leader needs to know.

Strategies and methods for resolving conflicts

in an educational organization

Strategies conflict resolution in an educational organization

Methods conflict resolution in an educational organization

The strategy of conflict prevention is aimed at implementing a variety of measures to create a situation in which, in principle, they should not arise. At the same time, managers pay special attention to the organization of the production process and the management process in order to anticipate controversial issues in advance and eliminate possible causes of conflicts generated by the labor process. The conflict resolution strategy is aimed at eliminating the problems that have already arisen, which led to the confrontation between people, and restoring normal relationships in the team. Conflict resolution includes the diagnosis of the conflict, the choice of ways and methods of its resolution and direct practical activities to eliminate it. In the process of carrying out transformations, it is advisable to use both of these strategies, but this is hampered by the inherent contradiction between stability and change. It would seem that a conflict avoidance strategy is incompatible with change, since change itself is highly likely to cause conflict. Nevertheless, when planning changes in organizations, you can still and should keep it in mind. To plan and implement a strategy to prevent conflict in the process of change, the school principal needs to: Know, understand and be aware of the possibility of conflict in the process of change; Anticipate problems that will inevitably or are highly likely to arise during specific transformations and may provoke conflict; Take into account information about employees and departments whose interests will be infringed upon in the process and as a result of the planned changes, which may lead to resistance to changes and conflicts; Carry out preparatory work with the personnel of the organization - inform, clarify unclear points, support employees who need it; Plan the implementation of changes in such a way that employees can participate in them and perceive them without stress - in a certain order known to employees, without extreme haste and emergency work that aggravate an already difficult situation.

1. Organizational and structural methods of conflict resolution are associated with the establishment of order in the work of the organization, including in the organizational structure itself and in the division of labor between employees. They include: Clear formulation, consolidation in the relevant organizational and administrative documents and explanation to employees of their tasks, rights, powers and responsibilities. In the event of a conflict, contradictions are eliminated on the basis of the use of the norms enshrined in these documents. In addition, it is an effective method to prevent possible collisions in the future; The use of coordinating mechanisms existing in the organization - working groups working on transformation; specialized integration services, whose task is to link the goals of various departments (cross-functional groups, task forces, meetings of methodological associations, etc.); Reliance on corporate goals, common values ​​that unite employees and create a cohesive team. The likelihood of conflicts developing in the presence of well-known goals and values ​​is significantly reduced. Increasing the cohesion of the team and its "harmony" contributes to the awareness of all employees about the strategy, policy and prospects for the development of the organization and its divisions; Use of an incentive structure that eliminates the clash of interests of various employees and departments. 2. Administrative methods of conflict management involve direct intervention in its process. For example, to separate the conflicting divisions of the organization, administrative measures are used - breeding by resources (goals, means). This group of methods also includes conflict resolution based on the order of the leader or a court decision. 3. Interpersonal methods of conflict management include such methods of conflict management as evasion, "avoidance of the conflict"; confrontation; competition; fixture; conflict resolution through compromise; conflict resolution through cooperation. Avoidance, "avoidance of the conflict" implies that a person tries to be neutral, stay away from the conflict, so as not to be stressed. Confrontation, competition is an attempt to force one to accept one's point of view at any cost, without taking into account the opinion of other participants in the conflict. Accommodating actually means suppressing or smoothing out the conflict. In this case, the leader refuses to acknowledge the existence of a conflict and tries to maintain good relations in the team at any cost. He tries not to let out the signs of tension through calls and persuasions like "don't get angry, it doesn't matter much, we are all one team." At the same time, he pretends that everything is in order and continues to act as if nothing is happening. The result may be peace, but the problem that caused the conflict remains unresolved. Emotions are driven inside, but they live and accumulate, and in the end this can lead to an explosion. The resolution of the conflict through compromise means such behavior when the interests of each of the parties are moderately taken into account, i.e. for each of the parties, the decision will not be a losing one. Resolving a conflict through cooperation means acknowledging differences of opinion and being willing to learn from other points of view in order to understand the causes of the conflict and find a solution acceptable to all parties.

A system of measures to constructively resolve conflicts in an educational organization

Preventing conflicts is much easier than constructively resolving them. Prevention of conflicts consists in organizing the life of employees in such a way that excludes or minimizes the likelihood of conflicts between them. Conflict prevention is their prevention in the broad sense of the word. Her task iscreation of such conditions for the activity and interaction of people that would minimize the likelihood of the emergence or destructive development of contradictions between them.Conflict prevention is no less important than the ability to constructively resolve them. It requires less effort, money and time and prevents even those minimal destructive consequences that any constructively resolved conflict has.

1. ensuring favorable conditions for the life of employees in the organization;
2. fair and transparent distribution of organizational resources;
3. development of regulatory procedures for resolving typical pre-conflict situations;
4. creation of a recreational working environment, professional psychological selection, training of competent managers.

State budget educational institution

"Chelyabinsk Institute for Retraining and Advanced Training of Educational Workers"

Department of Pedagogy and Psychology

THE ROLE OF THE HEAD OF AN EDUCATIONAL INSTITUTION IN THE EFFECTIVE RESOLUTION OF CONFLICTS

Final attestation work on the additional professional educational program "Technologies of personnel management"

Scientific adviser:

candidate of psychological sciences,

Associate Professor of the Department of Management, Economics and Law

Chelyabinsk- 2011

INTRODUCTION..........................................................................................................3

1. THEORETICAL BASES FOR STUDYING CONFLICTS IN ORGANIZATIONS

1.1. The essence and causes of conflicts. ……………………………………… 6

1.2 Conflict management in organizations……………………………..13

Chapter Conclusions……………………………………………………………..19

2. THE ROLE OF THE LEADER IN CONFLICT MANAGEMENT

2.1. Analysis of diagnostic results…..………………………………………21

Chapter Conclusions ………… …………………………………………………. 33

CONCLUSION………………… … ………………………………………….35

BIBLIOGRAPHY............................................... … …………38

INTRODUCTION

Public life is unthinkable without a clash of ideas, life positions, goals, both of individuals and small and large teams, other communities. Differences and contradictions of various parties constantly arise, often turning into conflicts.

The head of the organization, according to his role, is usually at the center of any conflict and is called upon to resolve it by all means available to him. Conflict management is one of the most important functions of a leader. On average, managers spend 20% of their working time resolving various kinds of conflicts.

Equally important is the ability to manage conflicts in the organization. The main role in this is played by managers of various levels, and the successful work of this organization sometimes depends on how prepared they are for behavior in conflict situations.

The problem of the effectiveness of the work of a modern leader in conflict prevention at the initial stages determined the relevance and choice of the topic "The role of the head of an educational institution in the effective resolution of conflicts"

The problem of conflict interactions is disclosed in a number of works by domestic and foreign psychologists (K. Bowling, R. Dahrendorf, M. Deutsch, L. Koser, K. Levin, G. Simmel, etc.). In many of these works, theoretical approaches to the problem of organizational conflicts, their nature and content become the basis of explanatory models of personality.

7 availability of time for proper rest, etc.

An unsettled, failed, disrespected in the team and society, forever driven, a sick person is more conflicted, other things being equal, compared to a person who does not have these problems.

2. Fair and transparent distribution of organizational resources. An analysis of conflicts between employees of organizations with different forms of ownership shows that a typical objective reason for their occurrence is the lack of material resources and their unfair distribution. Rarely, the cause of conflicts is the unfair distribution of social and spiritual resources. It is usually associated with the improvement of professional training, promotions, awards, etc.

If there were enough material resources for all workers, then conflicts related to their distribution, apparently, would still be, but less often. The reason for the persistence of conflicts would be the growing needs of people and the distribution system itself that exists in modern Russian society. However, conflicts with sufficient material resources would be less acute and frequent. In the current conditions, the lack of money and other material resources creates an objective basis for conflicts over their distribution.

In addition to reducing the acuteness of resource shortages, the objective conditions for preventing interpersonal conflicts at the enterprise include their fair and open distribution. This condition is, to a certain extent, subjective at the same time. If scarce material resources are distributed among workers, firstly, fairly, and secondly, publicly, in order to exclude rumors related to the fact that someone was paid more, then the number and severity of conflicts related to the distribution of material resources will noticeably decrease.

The fair distribution of spiritual resources is based on a competent, objective and comprehensive assessment of the performance of employees. According to a well-known domestic conflictologist, every sixth conflict that arises in an organization is to some extent associated with shortcomings in assessing the activities of employees.

3. Development of regulatory procedures for resolving typical pre-conflict situations. An analysis of conflicts in the relationships between employees showed that there are typical problematic and pre-conflict situations that usually lead to conflict. Constructive resolution of such situations can be ensured by developing regulatory procedures that allow employees to defend their interests without coming into conflict with an opponent. Such situations include:

- humiliation by the leader of the personal dignity of a subordinate;

- determination of wages and other forms of material incentives;

- appointment to a vacant position in the presence of several applicants;

- transfer of an employee to a new place of work;

- dismissal of an employee, etc.

For example, in an organization, the position of the head of one of the structural divisions is vacated and, as usual, several managers apply for it, and quite reasonably. But not the most worthy of the applicants may be appointed to this position. In this case, the likelihood of conflict situations between the appointed employee and applicants who considered themselves more worthy of the appointment is high. Conflicts related to the appointment to a position could be minimized if a clear, fair, and well-known regulatory procedure for competitive appointment to a higher position is introduced in the organization in time.

4. Creation of a recreational working environment. The factors of the material environment that contribute to reducing the likelihood of conflicts include:

1 convenient layout of offices;

2 optimal characteristics of the air environment, illumination, electromagnetic and other fields;

3 color design of rest rooms in soothing colors;

5 no annoying noises.

In addition, the equipment of psychological relaxation rooms, the creation of gyms in the immediate vicinity of the places of work, the provision of the possibility of water procedures, etc., are of great importance.

five . Professional psychological selection. “Whoever you select, you will work with them” - this is the axiom of the personnel officer, personnel structures. Compliance of an employee with the maximum requirements that a position can impose on him is an important condition for preventing conflicts. The appointment of an employee to a position that he does not fully correspond to in terms of his professional, moral, other psychological and physical qualities creates the prerequisites for conflicts between this employee and his superiors, subordinates, and colleagues. Therefore, by appointing competent, decent, hardworking, healthy employees to positions, we thereby prevent the occurrence of many interpersonal conflicts.

8. Training of competent leaders. It is very difficult to find a leader who is well-trained, with a solid experience in managerial activity from the outside, from the outside. Usually managers grow up "at home", within the walls of their organization. Therefore, it is necessary to create conditions for the professional growth of any employee, and even more so - a leader. This is connected not only with his future and the future of the organization - it is, first of all, connected with the present. The stability and success of the organization are the result, first of all, of making optimal management decisions that determine the activities of other employees, especially subordinates. Incompetent managerial decisions provoke conflicts between the manager and those who will execute them and see their lack of thought. In addition, an unreasonable negative assessment of performance also contributes to the emergence of pre-conflict situations between the evaluator and the assessed.

Thus, taking into account by the head of a number of conditions that ensure the optimal functioning of the institution, to a large extent can reduce the overall level of conflict between employees. The task of conflict prevention is to create such conditions for the activity and interaction of people that would minimize the likelihood of the emergence or destructive development of contradictions between them.

Necessary and expedient areas of activity for conflict prevention:

1 ensuring favorable conditions for the life of employees in the organization;

2 fair and transparent distribution of organizational resources;

3 development of regulatory procedures for resolving typical pre-conflict situations;

4 creation of a recreational working environment, professional psychological selection, training of competent managers.

Chapter 2 Conclusions

Structural methods for resolving conflicts include clarifying production expectations, mechanisms for coordination and integration, setting higher levels of tasks and a reward system.

There are five conflict resolution styles. Evasion represents avoidance of conflict. Smoothing is behavior as if there is no need to be annoyed. Coercion is the use of legal power or pressure to impose one's point of view. Compromise - yielding to some extent to another point of view, is an effective measure, but may not lead to an optimal solution. Problem solving is a style preferred in situations that require a variety of opinions and data, characterized by open recognition of differences of opinion and the clash of these views in order to find a solution acceptable to both parties.

You can prevent conflicts by changing your attitude to the problem situation and behavior in it, as well as by influencing the psyche and behavior of the opponent. The main methods and techniques for changing one's behavior in a pre-conflict situation include:

1 ability to determine that communication has become pre-conflict;

2 desire to deeply and comprehensively understand the position of the opponent;

3 reduction of their general anxiety and aggressiveness;

4 the ability to assess their current mental state;

5 constant readiness for non-conflict problem solving;

6 ability to smile;

7 do not expect too much from others;

8 sincere interest in a communication partner;

9 conflict resistance and sense of humor.

To prevent interpersonal conflicts, it is necessary to evaluate, first of all, what has been done, and then what has not been possible:

The evaluator must himself know the activity well; give an assessment on the merits of the case, and not on the form;

The evaluator should be responsible for the objectivity - assessments; identify and communicate to assessed employees the causes of deficiencies;

Clearly formulate new goals and objectives; inspire employees to new jobs.

Compliance with these rules will help the conflicting parties to prevent conflict situations, and if they occur, then constructively resolve them and find the best way out of the conflict.

Conclusion

As a result of the study, the following conclusions can be drawn:

about the role of the head of an educational institution in the effective resolution of conflicts.

Firstly, to prevent social and psychological tension in the team, it is necessary to screen out candidates at the stage of personnel selection, whose behavior may subsequently cause conflicts in the team.

Secondly, in order to reduce staff turnover rates, it is necessary not only to ensure the level of wages that meet the expectations of employees, but also the necessary favorable working conditions and opportunities for both career and professional growth.

Thirdly, it is necessary to inform the staff about the activities and final results of the organization. Employees must be aware of the ultimate goal, both of their activities and the purpose of the work of the entire organization. Awareness of their role in the process of achieving the final result will allow employees to take a more responsible attitude to the performance of their duties, as well as increase their internal motivation.

Fourth, an important factor in the prevention of conflicts is the maturity of the team, which is manifested in the ability to see the positive aspects of each other, in tolerance for difficult character traits, in the ability to consciously smooth out the inevitable tense situations. In order to improve collectives with an insufficiently high level of development, to prevent the real danger of their collapse, various methods can be used, for example, using the services of specialists.

Positive traditions in the team can also serve as a good stabilizing factor. For each employee it is necessary to develop firm rules of activity. In any organization, there must be clear job descriptions that establish a set of responsibilities for employees, clearly defining the role of everyone in the group work.

Fifth, in order to avoid role conflicts, it is necessary that the personnel correspond to the profession and their role in the organization. Proper distribution of positions and responsibilities by more than a third increases the efficiency of the organization. Different types of activity make different demands on attention, memory, thinking and personal qualities of a person.

First of all, it is necessary to carry out a verified personnel policy. Proper selection and placement of personnel, taking into account not only professional, but also psychological characteristics, reduces the likelihood of conflicts.

At sixth, an important role in preventing conflicts in the team is played by the style of leadership and the individual qualities of the leader. Among the important qualities that allow him to perform his functions in managing the production process and the workforce are analytical skills, willingness to make decisions, high stress resistance, self-control and the ability to build relationships with others correctly.

An important factor that can prevent conflict is the authority of the leader. There should be only one leader in the team - the official one. It is good if he is also an informal leader, that is, a leader of communication.

An unfavorable psychological climate in the team often causes a decrease in labor efficiency, not to mention stress, emotional breakdowns and unconstructive behavior of employees.

It must be remembered: to prevent a conflict, that is, to eliminate the factors that give rise to it in advance, or to prepare for it in a timely manner and, therefore, to choose the right strategy of behavior is much better than to resolve it.

The hypothesis put forward: The dynamics of the conflict in an educational institution will be positively successful if the head of the educational institution has a sufficiently formed conflictological competence in which it is necessary to develop value-oriented, content-technological and technological components - it was fully confirmed;

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