Conflicts and conflict situations in the educational process
Content

Introduction........................................................ ........................................................ ....... 3

1. The essence of the conflict, the main types of conflicts and the causes of their occurrence.................................................... ........................................................ ................................... 4

1.1. Main types and types of conflicts.................................................. ........ 5

1.2. Causes of conflict in an organization.................................... 7

2. Conflict management................................................... ........................... 13

3. Conflicts and conflict situations in the educational process....... 18

3.1. The concept of “pedagogical conflict” in pedagogical literature 18

3.2. Choosing the right style pedagogical communication....................... 20

Conclusion................................................. ........................................................ .23

List of used literature................................................................... ................ 24

Introduction

In the process of updating modern society the function of education is increasingly determined by social orders. Educational institutions are no longer closed information environment, a place for acquiring knowledge for the sake of knowledge, but become a means of providing the opportunity to prepare for activities in the world of the future.

The requirements of society and professional structures at the moment for a person: not only to “accumulate” a certain amount of knowledge, but also to have personal potential to a fairly high degree, i.e. has skills to work in stressful situations, able, in particular, to resolve conflict situations

The ability to productively resolve conflict situations is acquiring enormous importance nowadays in our country, since life is significantly ahead of the development of legislative acts regulating new economic and social realities, in non-standard ones not provided for by relevant laws or regulations situations require an adequate perception of conflicts, a creative attitude towards them, as well as new mechanisms for their resolution.

1. The essence of the conflict, the main types of conflicts and the reasons for their occurrence

Conflict is the most important aspect of interaction between people in society, a kind of cell of social existence. This is a form of relationship between potential or actual subjects of social action, the motivation of which is determined by opposing values ​​and norms, interests and needs. An essential aspect of social conflict is that these subjects act within the framework of some broader system of connections, which is modified (strengthened or destroyed) under the influence of the conflict.

The sociology of conflict proceeds from the fact that there is conflict normal phenomenon public life; identifying and developing conflict is generally a useful and necessary thing. You should not mislead people with the help of the myth of universal harmony of interests. Society will achieve more effective results in his actions, if he does not turn a blind eye to conflicts, but follows certain rules aimed at regulating conflicts. The meaning of these rules is modern world is to:

· prevent violence as a way to resolve conflicts;

· find ways out of deadlock situations in cases where violent acts did occur and became a means of deepening conflicts;

· achieve mutual understanding between the parties opposing the conflict.

Since every organization is a kind of association of people for joint activities, in their development internal relations There are certain common features or symptoms, the understanding of which is extremely important. One of these common features is that every organization goes through a series of internal conflicts in its development; it cannot exist without internal tension and without clashes between certain positions represented in it, between groups of people, between so-called cliques.

There are various definitions conflict, but they all emphasize the presence of contradiction, which takes the form of disagreement if we're talking about about human interaction. Conflicts can be hidden or overt, but they are always based on a lack of agreement. Therefore, we define conflict as a process of interaction between subjects individuals or groups regarding the differences in their interests.

Lack of agreement is due to the presence of diverse opinions, views, ideas, interests, points of view, etc. However, it is not always expressed in the form of an overt collision. This happens only when existing contradictions and disagreements disrupt the normal interaction of people and prevent the achievement of their goals. In this case, people are simply forced to somehow overcome differences and enter into open conflict interaction. In the process of conflict interaction, its participants have the opportunity to express different opinions, identify more alternatives when making decisions, and this is precisely the important positive meaning of the conflict. This, of course, does not mean that the conflict is always positive.

There are four main types of conflicts: intrapersonal, interpersonal, between a person and a group, and intergroup.

This type of conflict does not fully correspond to our definition. Here the participants are not people, but various psychological factors of the inner world of the individual, which often seem or are incompatible: needs, motives, values, feelings, etc. Sometimes in life, not daring to make a choice, not knowing how to resolve intrapersonal conflicts, we become like Buridan’s donkey.

Intrapersonal conflicts associated with working in an organization can take various forms. One of the most common is role conflict, when a person’s different roles make conflicting demands on him. Internal conflicts can arise in production due to work overload or, conversely, lack of work when it is necessary to be at the workplace.

Interpersonal conflict is one of the most common types of conflict. It manifests itself in different ways in organizations. Many managers believe that the only reason for it is the dissimilarity of characters. Indeed, there are people who, due to differences in characters, views, and behavior, find it very difficult to get along with each other. However, a deeper analysis shows that such conflicts, as a rule, are based on objective reasons. Conflicts arise between a manager and a subordinate, for example, when the subordinate is convinced that the manager makes unreasonable demands on him, and the manager believes that the subordinate does not want to work to his full potential."

Based on subjective characteristics, the following types of interpersonal conflicts can be distinguished in the internal life of each organization:

a) conflicts between managers and managed within a given organization, and conflicts between a manager and an ordinary performer will be significantly different from conflicts between a first-line manager and lower-level managers;

b) conflicts between ordinary employees;

c) conflicts at the management level, i.e. conflicts between managers of the same rank.

Conflict between the individual and the group. It is known that informal groups establish their own norms of behavior and communication. Each member of such a group must comply with them. Deviation from accepted standards the group views it as a negative phenomenon, a conflict arises between the individual and the group.

Intergroup conflict. An organization consists of many formal and informal groups, between which conflicts can arise. For example, between management and performers, between employees of different departments, between informal groups within departments, between the administration and the trade union.

The entire set of conflicts that permeate certain organizations is in one way or another connected with methods of managing it. For management is nothing more than the activity of resolving conflicts for the sake of those goals and objectives that determine the essence of the organization. The manager is called upon to resolve private conflicts that arise between divisions of the organization, between managers and employees, between producers and consumers of products, producers and suppliers of raw materials in the name of the more general interests of the organization, which he considers as the goals of his management activities.

So, in general, two sides can be distinguished in the occurrence of conflicts - objective and subjective. The objective principle in the emergence of conflicts is associated with the complex, contradictory situation in which people find themselves. Poor working conditions, unclear division of functions and responsibilities - these types of problems are considered potentially conflict-producing, i.e. objectively are the possible ground on which tense situations easily arise. If people are placed in such conditions, then regardless of their mood, characters, relationships established in the team and our calls for mutual understanding and restraint, the likelihood of conflicts arising is quite high. For example, in one organization we were faced with insufficient clarity of the rights of employees of the technical control departments of a number of workshops. This led to chronic tension in relations between shop workers and quality control department workers, who were subject to systematic pressure. It is noteworthy that the unregulated nature of their relationship lasted for years, and the conflicts were just as protracted. The objectivity of this conflict situation was once again confirmed by the fact that the employees of the technical control department, like the workers in the workshops, changed over the years, but the conflict remained. Regardless of the specific characteristics of the people involved in it, the essence of the conflict was entirely determined by the contradictory situation in which its participants found themselves. It should be said that there are quite a few situations where the objective origin of conflicts is clearly visible in real production practice. The distribution of vacations is not carried out transparently enough, the schedule for their distribution is violated - and conflicts arise. The transfer of the team to team forms of work has not been thought through, their principles have been violated - conflicts and complications easily arise with management, and even in the relations of workers among themselves.

Elimination of conflicts caused by such reasons can be achieved only by changing the objective situation. In these cases, conflicts perform a kind of signaling function, indicating trouble in the life of the team.

The problem of conflict in an organization is complicated, as a rule, by the fact that the very position of the manager or leader of the organization turns out to be very complex and, to some extent, uncertain and contradictory. On the one hand, it acts as an important advantage and as an indicator of life success, but, on the other hand, it is also a position subordinate to the next, higher authorities in the management system of a given organization. This means that the leader is obliged to integrate all the internal impulses and problems of a given organization, to know its strengths and weaknesses, to constantly have all the information about the state of affairs in its most tense points, and, at the same time, he must at every moment represent the interests of this organization before its superiors, the board of directors or before external structures. Naturally, a leader, even the most democratic one, has one image in the eyes of his subordinates, but another in the eyes of his superiors. This is not explained by the moral defect of the individual or his hypocrisy, but by the different functions that the manager performs in the management hierarchy. The demands placed on him from above do not coincide with the demands placed on him from below.

One of the most important aspects in the activities of any organization is the relationship between the formal, official structure of this organization and the informal, not recorded anywhere, real relationships between people in the same organization. In the course of joint work, there is a spontaneous distribution of authority and respect for each other, which has great importance in terms of organizational effectiveness.

As a result, the more the formal and informal structures match, the more favorable the environment for organizational effectiveness. Conversely, mismatch or open conflict between structures blocks the organization’s activities. The leader's task is to know and feel this source of internal tension well and to conduct business in such a way as to bring the formal and informal structures of the organization as close as possible.

There are several main causes of conflict in organizations.

Resource distribution. Even in the largest and wealthiest organizations, resources are always limited. The need to distribute them almost inevitably leads to conflicts. People always want to receive more, not less, and their own needs always seem more justified.

Task interdependence. The potential for conflict exists wherever one person (or group) depends on another person (or group) to complete a task. For example, the head of a production department may attribute the low productivity of his subordinates to the inability of the repair service to quickly and efficiently repair equipment. The head of the repair service may, in turn, blame the human resources department for not hiring the new workers that repair workers so desperately need.

Differences in goals. The likelihood of these conflicts in organizations increases as the organization grows larger and is broken down into specialized units. For example, the sales department may insist on producing a greater variety of products based on demand (market needs); at the same time, production departments are interested in increasing the volume of production at minimal costs, which is ensured by the production of simple, homogeneous products. Individual workers are also known to pursue their own goals that do not coincide with the goals of others.

Differences in ways to achieve goals. Managers and direct executors may have different views on the ways and means of achieving common goals, i.e. in the absence of conflicting interests. Even if everyone wants to increase productivity and make work more interesting, people may have very different ideas about how to do this. The problem can be solved in different ways, and everyone believes that their solution is the best.

Poor communication. Conflicts in organizations are very often associated with poor communication. Incomplete or inaccurate communication of information or lack of necessary information at all is not only the cause, but also a dysfunctional consequence of conflict. Poor communication hinders conflict management.

Differences in psychological characteristics. This is another reason for conflicts to arise. As already mentioned, it should not be considered the main and main one, but the role of psychological characteristics cannot be ignored either. Every normal person has a certain temperament, character, needs, attitudes, habits, etc. Each person is original and unique.

Sometimes the psychological differences between participants in joint activities are so great that they interfere with its implementation and increase the likelihood of all types and types of conflicts. In this case, we can talk about psychological incompatibility. That is why managers are currently paying increasing attention to the selection and formation of “coherent teams”.

The existence of the listed sources, or causes, of conflicts increases the likelihood of their occurrence, however, even with a high possibility of conflict, the parties may not want to enter into conflict interaction. Sometimes the potential benefits of participating in a conflict are not worth the costs. Having entered into a conflict, as a rule, each side does everything to ensure that its point of view is accepted, its goal is achieved, and prevents the other side from doing the same. Here it is necessary to manage interaction in conflict. Depending on how effective it is, the consequences of the conflict will become functional or dysfunctional. This, in turn, will affect the likelihood of subsequent conflicts.

. Conflict management

At effective management conflict, its consequences can play a positive role, i.e. be functional, contribute to the further achievement of the organization’s goals.

There are structural (organizational) and interpersonal ways managing conflict interactions.

Works on management, especially early ones, emphasized the importance of the harmonious functioning of the organization. Representatives of the administrative direction believed that if a good management formula was found, the organization would act like a well-oiled mechanism. Within the framework of this direction, structural methods of “managing” conflicts were developed.

1. Clear formulation of the requirement. One of the best management methods to prevent dysfunctional conflicts is to clarify the requirements for the performance of each individual employee and the department as a whole; the presence of clearly and unambiguously formulated rights and obligations, rules for performing work.

2. Use of coordinating mechanisms. Strict adherence to the principle of unity of command makes it easier to manage large groups of “conflict situations”, since the subordinate knows whose orders he must carry out. If workers have disagreements on any production issue, they can turn to an “arbiter” - their common boss. In some complex organizations, special integration services are created whose task is to link the goals of various departments. In this case, it is this service that will be most susceptible to conflicts.

3. Establishment of common goals, formation of common values. This is facilitated by the awareness of all employees about the policies, strategies and prospects of the organization, as well as their awareness of the state of affairs in various departments. It is very effective to formulate the goals of the organization at the level of the goals of society. Having common goals allows people to understand how they should behave in conflict, making them functional.

4. Reward system. Establishment of performance criteria that exclude conflicts of interests of various departments and employees. For example, rewarding safety workers based on the number of safety violations identified will lead to endless dysfunctional conflict with production and operations teams. If all employees are rewarded for eliminating identified violations, this will lead to a reduction in conflict and increased safety.

Working with conflicts, of course, is not limited to the methods listed above. Depending on the situation, other effective organizational methods for managing conflict interactions can be found.

There are five main behavioral strategies in conflict situations.

Persistence (compulsion). Anyone who adheres to this strategy tries to force people to accept their point of view at all costs: they are not interested in the opinions and interests of others. At the same time, he either ignores the “price” in his relationship with his partner that will be paid as a result of his actions, or simply does not think about it. It is generally accepted that the more long-term relationships between the participants in the interaction (such as in a family or organization), the more appropriate it is to care not only about the immediate gain, but also about preserving the relationship. This style is associated with aggressive behavior and uses coercive and traditional authority to influence other people.

This style can be effective if used in a situation that threatens the organization's existence - and sometimes it simply has to be persistent. A significant disadvantage of this strategy is the suppression of the initiative of subordinates and the possibility of repeated outbreaks of conflict due to the deterioration of relationships.

Evasion (evasion). A person who adheres to this strategy seeks to escape conflict. Such behavior may be appropriate if the subject of disagreement is not of great value to a person, if the situation can resolve itself (this happens rarely, but it does happen), if now there are no conditions for a productive “resolution” of the conflict, but after some time they will appear . This strategy is also effective in the case of unrealistic conflicts.

Adaptation (compliance) presupposes a person’s renunciation of his own interests, the willingness to sacrifice them to another, to meet him halfway. This strategy can be recognized as rational when the subject of disagreement has less value for a person than the relationship with the opposite side, when in the event of a “tactical loss” a “strategic gain” is not guaranteed. If this strategy becomes dominant for a manager, then he most likely will not be able to effectively manage his subordinates.

Compromise. This style is characterized by accepting the other party's point of view, but only to a certain extent. The search for an acceptable solution is carried out through mutual concessions.

The ability to compromise in management situations is highly valued, as it reduces ill will and allows conflict to be overcome relatively quickly. But after some time, the dysfunctional consequences of a compromise solution may also appear, for example, dissatisfaction with “half-hearted solutions.” In addition, the conflict in a slightly modified form may arise again, since the problem that gave rise to it has not been fully resolved.

Collaboration (problem solving). This style is based on the belief of the parties to the conflict that differences of opinion are the inevitable result of smart people having their own ideas about what is right and what is wrong. With this strategy, participants recognize each other’s right to their own opinion and are ready to accept it, which gives them the opportunity to analyze the causes of disagreements and find a solution acceptable to everyone. One who relies on cooperation does not try to achieve his goal at the expense of others, but seeks a solution to the problem. Briefly, the attitude towards cooperation is usually formulated as follows: “It’s not you against me, but we are together against the problem.”

In accordance with the situation, taking into account the individual psychological characteristics of the participants in the conflict, the manager must apply various interpersonal styles of conflict resolution, however, the cooperation strategy should be the main one, since it is this that most often makes the conflict functional.

But it should be remembered that there are no universal ways to overcome conflict. To “resolve” the conflict, the only possible way is to fully engage with the situation. Only by answering all these questions, understanding the essence of a given organization, and “getting used to” the current situation at the company can one diagnose a conflict, study its nature and give recommendations regarding the optimal strategy of behavior and methods for overcoming it.

Strategic intervention is determined by several steps, that is, the main stages of conflict resolution. We will consider these steps as unique points where significant decisions should be determined and made - on the advisability of interventions, their types.

Parties to the conflict should strive for a positive resolution of the conflict and act accordingly with the help of a consultant. Therefore, it is very important to establish a good relationship with both parties, without giving preference to either of them, since in this case his activities will not be effective:

· install on early stage relationships with both parties;

· explain your intentions regarding this conflict situation;

· provide yourself with support.

It is necessary to clearly understand the structure of the parties involved in the conflict.

Unclear leadership, internal power struggles, and intense rivalry can become a significant obstacle to conflict resolution. It is very important to know informal leaders and know not only their opinion, but also the degree of their readiness for active participation in the conflict resolution process.

.Conflicts and conflict situations in the educational process

In order to determine ways to eliminate the destructive component and use the constructive potential of conflicts in the educational process, it is necessary to consider the concept of “pedagogical conflict” existing in the pedagogical literature. On this issue, the points of view of educational theorists and practitioners differ.

A number of authors consider the phenomenon of pedagogical conflict in its narrow meaning, that is, as a direct conflict between teacher and student. So, for example, M.M. Rybakova, summarizing the features of pedagogical conflicts, notes the following among them: different social status, age and life experience of those in conflict; different lashes, responsibility for errors when resolving it; the need for the teacher to take into account the presence of other students in a conflict; It is the teacher’s professional duty to put the student’s interests first. At the same time, conflicts are considered as a negative phenomenon, and among all strategies for resolving them, preference is given to suppression at the initial stage.

V.I. Zhuravlev sees the origins of pedagogical conflicts in “the contradictory nature of the pedagogical activity itself, in which people with heterogeneous properties are interconnected, personal characteristics, experience, etc.” However, when analyzing the main causes of conflict in high school and university, V.I. Zhuravlev also does not go beyond the “teacher-student” relationship, treating conflicts as a destructive phenomenon.

Often these conflicts are conventionally divided into three groups: conflicts arising due to pedagogical errors of teachers, pedagogical assessment, student knowledge and tactlessness of teachers.

The first group of reasons includes scientific narrowness and lack of erudition in teaching the subject; inability to prepare students to pass final and entrance exams; lack of interest in the material being taught or in general in the subject and its teaching; maintaining the same style of relationship with students regardless of the onset of their adulthood; use of inadequate methods of pedagogical influence; intimidation of students, etc.

The second group of causes of conflicts includes the following typical misunderstandings: substitution of evaluation functions (as punishment for behavior); bias and unfairness of teachers in grading; giving low scores; manipulations with assessments; grading by inertia; influence on the assessment of the teacher’s likes/dislikes or his momentary mood; distortion by the teacher of the knowledge testing technique; tendencies towards sudden control, etc.

The third group of reasons that give rise to conflicts between teachers and high school students includes the following: manifestations of pedagogical tactlessness; insults to high school students; invasion into the world of personal relationships between boys and girls; expression of assessments and demands in the forms of shouting, swearing, threats; abuse of students' frankness.

The authors identify about ten reasons for the emergence of such conflicts, some of which are similar to those discussed above, without departing from the negative attitude towards them. They note such pedagogical conflicts as;

1) conflicts with teachers due to discrepancies between the assessment and self-assessment of the student’s knowledge, underestimation of grades, substitution of criteria for assessing knowledge with assessment of class attendance, the influence of the teacher’s likes and dislikes on the assessment of students’ knowledge;

2) the teacher’s ignorance of his subject, outdated teaching methods;

3) the complexity of teaching and the uselessness of some university disciplines for future professional activities;

4) excessive amount of independent homework and strict requirements for template knowledge models;

5) poor organization of the educational process; teachers being late and absent from their classes;

6) tactlessness of teachers;

7) thunderstorms, intimidation with upcoming exams;

The style of pedagogical communication (management) is usually understood as the characteristics of the interaction between the teacher and the student: the characteristics of the teacher’s communicative capabilities, the achieved level of relationship between the teacher and students, as a reflection of the creative individuality of the teacher. The individual style of a teacher is determined by the totality of theoretical knowledge, a system of methods and techniques, refracted through the prism of talent, skill and creative qualities of the individual.

Defining style as a management method makes it possible to classify styles depending on the learning goals defined by these task goals, as well as conceptual approaches to training and education. There are various classifications of styles and pedagogical communication. The most common is the identification of authoritarian, liberal and democratic styles.

A number of authors (A.A. Alekseev, A.I. Shcherbakov), adhering to the traditional classification of communication styles, make it more detailed, highlighting autocratic (autocratic, authoritarian (overbearing), democratic (reliance on the team and: stimulating student independence), inconsistent (situational nature of the system of relationships with students) and ignoring: (practical removal from management of students’ activities, formal performance of one’s duties).

The liberal style is a permissive style, when the teacher reduces his demands to a level below the established norm. The liberal style often expresses a position of neutrality, gradually developing into indifference. The position of a liberal teacher has the following potential preconditions for conflict. Firstly, the level of knowledge of students becomes significantly lower than the level of knowledge of their fellow students. Secondly, the exam board's grades will not meet the students' expectations.

Finally, the democratic style is the optimal management style, which involves joint solution of assigned tasks. This is a style of collaboration and co-creation. The democratic teacher expresses his demands calmly and pays attention to the even progress of the work, and not to its pace. Being aware of everything that is happening in the team, such a teacher is more likely to feel the strain in relationships, the difficulties that arise in communicating with students and, using the respect and trust of the group, will easily prevent the brewing conflict at the pre-conflict stage of its development.

When choosing a management style for a team, the teacher must be guided by the characteristics of the given team. It can be noted that previous work experience always influences the choice of communication style.

The individual style of a teacher is determined not only by the characteristics of the team he joins, but also, first of all, by his characterological characteristics. The chosen style of pedagogical communication must be adequate to the personality of the teacher. To form an optimal communication style, the teacher must carefully analyze his behavior and eliminate his shortcomings of both a behavioral and characterological nature.

However, speaking about team management styles, it should be noted that each teacher rarely corresponds to any one communication style. Rather, a certain style predominates in the behavior of each teacher, along with the presence of elements of other styles. Therefore, the behavior of a teacher who predominantly uses one, including a democratic style of communication, can itself cause a conflict.

Conclusion

Conflict is one of the most common forms of organizational interaction, and indeed of all other human relationships. It is estimated that about 15% of staff time is spent on conflicts and their experiences. Managers spend even more time resolving and managing conflicts—in some organizations, up to half of their working time.

The economic reforms carried out in Russia have significantly changed the status of educational institutions. The market is a fundamentally new relationship between government organizations. In this regard, the relationships between all participants change educational process.

Having examined the theoretical prerequisites for the use of conflict in the educational process, we tried to reveal the specifics of pedagogical conflict as a complex process that occupies a certain place in the system of human relationships.

The possibility of justifying various strategies of behavior in conflict and choosing the optimal strategy in each specific case, as well as the possibility and necessity of teaching this, allows us to consider conflict as a pedagogical phenomenon.

The possibility of conflicts exists in all areas of activity. Pedagogical conflicts that arise on the basis of the contradictory nature of educational activities, connecting many people with heterogeneous individual qualities, occupy a special place due to their specificity.

List of used literature

1. Woodcock M., Fresis D. The liberated manager. - M.: Delo, 2004.

2. Vygotsky L.S. Educational psychology. – M.: Pedagogy, 2004.

3. Zhuplev A.V. Leader and team. – Stavropol: Book. publishing house, 2003.

4. Zdravomyslov A.G. Sociology of conflict. – M.: Pedagogy, 2004.

5. Kibanov A.Ya. Personnel management of organizations. - M.:INFRA-M, 2007.

6. Mastenbroek U. Conflict management and organizational development. - M.: Infra-M, 2006.

7. Meskon M., Albert M., Khedouri F. Fundamentals of management. lane from English - M.: Delo, 2002.

8. Utkin E.A. Personnel management in small and medium-sized businesses. – M.: AKALIS, 2006.

9. Tseynov V.P. Conflicts in our lives and their resolution. M.: Amalfeya, 2006.

10. Shekshnya S.V. Personnel management of a modern organization. - M.: Business school "Intel-synthesis", 2006.

Submitting your good work to the knowledge base is easy. Use the form below

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

Posted on http://www.allbest.ru

Ministry of Culture of the Russian Federation

FSBEI HPE "Kemerovo State University of Culture and Arts"

in the discipline "Theory and Practice of the Education System"

Conflict management in an educational institution

Kemerovo 2014

Introduction

Chapter 1. Conflicts in an educational institution and the problem of managing them

Chapter 2. Approaches to conflict management in an educational institution

Conclusion

References

Applications

INTRODUCTION

The problem of conflicts, theoretical understanding of its essence, recommendations practical work with conflicts are important for the administration of any educational institution. The nature and content of the contradictions experienced by an institution determine its constructive or destructive scenario of activity and serve as the fundamental basis for explanatory models of conflict management.

Conflicts are characteristic of all areas of human life. They are an integral part of human relations and therefore exist as long as a person exists. Modern science views conflicts as an inevitable phenomenon of social life, arising from the properties of human nature. Among the sciences that explore the problems of conflict, management occupies one of the leading positions. However, in management there has been a certain unevenness in the study of various types of conflicts in the organization.

Conflict is seen as the dominant element public relations. And the main question, therefore, is not to return to a conflict-free state, but to learn to live constructively with conflict, being aware of its stimulating effect in those cases where it develops within certain limits, and, realizing its destructive nature, when he outgrows these boundaries. Nowadays, management theorists and practitioners are increasingly inclined to the point of view that some conflicts, even in the most effective organization with the best relationships, they are not only possible, but also desirable. It is important to learn how to manage conflict interactions.

The relevance of this issue determined the topic of the essay: “Conflict management in an educational institution.”

The object of the study is conflicts.

The subject of the study is ways to manage conflicts in an educational institution.

Purpose of the study: to identify ways to manage conflicts in a modern educational institution.

Based on the purpose of the study, its objectives were determined:

1. Carry out a theoretical analysis of the problem under study, clarify the conceptual apparatus of the study.

2. Identify the causes of conflicts in an educational institution.

3. Consider technologies for managing conflicts in an organization.

4. Characterize the forms of conflict management in an educational institution.

The theoretical and methodological basis of the study was the works of the following scientists: A. V. Dmitriev, Yu. G. Zaprudsky, A. G. Zdravomyslov, D. P. Zerkin, L. Couser, M. Mescon, J. G. Scott, R. Kh. Shakurov and others.

The structure of the abstract reflects the content and results of the study. The work consists of an introduction, two chapters, a conclusion, and a list of references containing a description of 24 publications.

CHAPTER 1. CONFLICTS IN AN EDUCATIONAL INSTITUTION AND THE PROBLEM OF THEIR MANAGEMENT

1.1 Conflict: concept, essence, approaches to definition

Conflicts arise in the process of interaction between individuals and are characteristic of all spheres of human life. Modern science views conflicts as an inevitable phenomenon of social life, arising from the properties of human nature. Since conflicts are an integral part human relations, then we can conclude that they have existed for as long as the history of mankind.

Problems of conflicts and conflict situations have always interested scientists, philosophers, and public figures. Many works are devoted to the consideration of conflict interaction: from the technical direction (catastrophe theory) to the socio-philosophical one. Any philosophy, world religions operate with the concepts of conflict between the forces of good and evil, order and chaos. Historians are trying to identify the reasons for the rise and fall of states, deep crises and long-term prosperity in the lives of individual peoples. Despite significant interest and a long history, to date there is no generally accepted theory of conflicts and a unified definition of the concept of “conflict”.

HE. Gromova, A.V. Dmitriev, S.M. Emelyanov et al. describe the history of the emergence of social conflicts. The first attempts to rationally understand the nature of the conflict belong to ancient Greek philosophers. Anaximander (610-547 BC) argued that things arise from their constant movement of “apeiron” - a single material principle, leading to the separation of opposites from it. Heraclitus (530-470 BC) argued that everything in the world is born through enmity and strife, and the only law that reigns in the Cosmos is war - the father of everything and the king of everything.

In the Middle Ages, Thomas Aquinas (1225-1274), developing the idea that wars are acceptable in the life of society, defined another condition for a just war: the sanction of the state must be given. During the Renaissance, famous humanists (T. More, E. Rotterdam, F. Rabelais, F. Bacon) sharply condemned social clashes and social conflicts. Erasmus of Rotterdam (1469-1536) pointed out the presence of its own logic in the conflict that had begun, which was growing like a chain reaction, drawing more and more new forces, segments of the population and countries into the orbit of its influence. Francis Bacon (1561-1626) was the first to thoroughly theoretical analysis the totality of the causes of social conflicts within the country, examined in detail the material, political and psychological conditions of social unrest, as well as possible ways to overcome them.

In the XVIII - XIX centuries. English democrats (D. Priestley and others), French educators (D. Diderot, J.-J. Rousseau, Voltaire), and German philosophers (I. Kant, G. Hegel) sharply criticized armed conflicts. Immanuel Kant (1724-1804) believed that the state of peace between people living in the same neighborhood is not natural; rather, they are accustomed, if not to continuous hostile actions, then to their constant threat, which requires efforts to establish peace. According to Georg Hegel (1770-1831), the main cause of conflict lies in the social polarization between accumulated wealth on the one hand and the labor-bound class on the other; he believed that the state should represent the interests of the entire society and thus regulate conflicts.

The German sociologist Georg Simmel (1858-1918) introduced the term “sociology of conflict” into scientific circulation and made theoretical justifications. The main provisions of his theory are as follows:

the greater the intragroup strife and the more frequent the intergroup conflicts, the less likely it is that boundaries between groups should disappear;

the stronger the severity of the conflict, the less integrated the group, the greater the likelihood of despotic centralization of conflict groups,

the more acute the conflict, the stronger the internal cohesion of the conflicting groups;

the less acute the conflict, the more the social whole is based on functional interdependence, the more likely it is that the conflict has integrative consequences for the social whole;

the more frequent the conflicts and the less acute their severity, the better members of subordinate groups can get rid of hostility, feel like masters of their destiny, and support the integration of the system;

the less acute the conflicts and the more frequent they are, the more likely it is that rules will be created to regulate the conflict;

The longer and less intense the conflicts between groups with varying degrees of power, the more likely they are to adjust their attitudes toward power.

The provisions proposed by G. Simmel represent a fairly coherent theory that explained the phenomena of social life and showed the positive that conflict can bring in the social sphere, including organizations. There is great interest among conflict experts. XIX - beginning XX centuries caused by the sociological theory of Karl Marx (1818-1883), where it was considered possible in the future, after the destruction of private ownership of the means of production, to create conditions for the elimination of antagonistic relations as the basis of social conflicts, and as a result of revolutionary transformations, a conflict-free society should be created. Thus, at the turn of the nineteenth and twentieth centuries. noted interest in conflict theory.

Based on the theory of G. Simmel, a scientific direction arose - conflictology, which developed methods for resolving realistic conflicts based on finding a general value consensus and balance.

The main modern ideas about the essence of the conflict are as follows:

conflict is a normal social phenomenon, the nature of man himself is inherent in biological, psychological, social and other factors that inevitably give rise to numerous and varied conflict situations;

conflict performs positive functions in the process of social development, ensuring the progress of social life, contributes to the establishment of generally valid social norms and values;

the opposition between the ruling minority and the controlled majority is an inevitable phenomenon that causes all kinds of friction, collisions, and conflicts;

there is a dependence between changes in the economic, political, spiritual aspects of society and conflict situations that arise as a result of these changes.

In modern conflictology literature there are various definitions of conflict. Thus, the concept of conflict, formulated by the famous American theorist L. Couser, is widespread among foreign researchers. By it, he understands the struggle for values ​​and claims to a certain status, power and resources, in which the opponent’s goals are to neutralize, damage or eliminate the opponent. This definition reveals the conflict to a greater extent from a sociological point of view, because its essence, according to the author, is the clash of values ​​and interests of different social groups.

A common approach in the scientific literature is to define conflict through contradiction as a more general concept and, above all, through social contradiction. N.V. Grishina notes that the development of any society is a complex process that takes place on the basis of the emergence, development and resolution of objective contradictions. O. N. Gromova rightly notes that the problem of contradictions has been developed in Russian literature, which cannot be said about the theory of conflicts; essentially no attention was paid to her. Meanwhile, contradictions and conflict, on the one hand, cannot be considered as synonyms, and on the other hand, cannot be opposed to each other. Contradictions, opposites, differences are necessary but not sufficient conditions for conflict. Opposites and contradictions turn into conflict when the forces that bear them begin to interact. Thus, a conflict is a manifestation of objective or subjective contradictions, expressed in the confrontation of the parties.

Researchers, considering conflict in various aspects, interpret this concept ambiguously. Table 1 provides definitions this concept, present in modern sociological and psychological research on the problem of conflicts.

Table 1 - Definitions of the concept of “conflict”

	Antsupov A. Ya.	The most acute way to resolve significant contradictions that arise in the process of interaction, and is usually accompanied by negative emotions
	Babosov E. M.	An extreme case of aggravation of social contradictions, expressed in diverse forms of struggle between individuals and various social communities, aimed at achieving economic, social, political, spiritual interests and goals, neutralizing or eliminating a real or imaginary rival and not allowing him to achieve the realization of his interests
	Vishnyakova	The emergence of intractable contradictions, clashes of opposing interests based on rivalry, lack of mutual understanding on various issues related to acute emotional experiences
	Dmitriev A.V.	A type of confrontation in which the parties seek to seize territory or resources, threaten opposing individuals or groups, their property or culture in such a way that the struggle takes the form of attack or defense
	Zaprudsky	An explicit or hidden state of confrontation between objectively divergent interests, goals and trends in the development of social objects, a direct and indirect clash of social forces based on opposition to the existing social order, a special form of historical movement towards a new social unity
	Zravosmyslov	The most important aspect of interaction between people in society, a kind of cell of social existence. This is a form of relationship between potential and actual subjects of social action, the motivation of which is determined by opposing values ​​and norms, interests and needs
	Svetlov V. A.	Violent interpersonal confrontation associated with conscious infringement of the moral dignity and needs of the partner
		The interaction of business people, which is based on various kinds of real and illusory (invented), objective or subjective, to varying degrees, conscious contradictions between people. Very often, attempts to resolve them are accompanied by manifestations of various emotions.

Despite all the advantages expressed in capturing the diverse attributes of social conflict, the above examples do not include intrapersonal conflict. Here we are talking only about the parties to the conflict, starting from the struggle between individuals and higher. But there is also a struggle at the level of the individual, a confrontation between elements of the internal structure of the personality, which finds its expression in intrapersonal conflict. This conflict is a manifestation of contradictions not at the level of social groups or entire nations, but at the personal level, but this does not make it less relevant.

The current situation is explained by the fact that, according to some authors, intrapersonal conflict does not relate to the social, but only represents a psychological conflict that is not covered by the object of the concept “social” and has no direct relation to the social conflict. But A. Ya. Kibanov thinks differently: “Personality is a stable system of socially significant traits determined by the system of social relations, culture and biological features individual. Intrapersonal conflict involves the interaction of two or more parties. Several mutually exclusive needs, goals, values, and interests can simultaneously exist in one person. All of them are socially conditioned, even if they are purely biological in nature, since their satisfaction is associated with the whole system certain social relations. Therefore, intrapersonal conflict is also a conflict.”

Every conflict is a certain quality of interaction between people, which is expressed in the confrontation between its various parties. Such parties to interaction can be individuals, social groups, communities and states. In the case when the confrontation between the parties is carried out at the level of an individual, such parties are the various motives of the individual that make up its internal structure. In any conflict, people pursue certain goals and fight to assert their interests, and this fight is usually accompanied by negative emotions. All conflicts have common elements and common patterns of development, and it is the study of these common elements that can present the phenomenon of conflict in any of its specific manifestations.

A conflict arises only when its object is present. A clash between individuals or social groups is not groundless, but occurs only if its participants cannot “divide” something among themselves. This “something”, because of which the subjects of the conflict enter into confrontation, can be a variety of material and spiritual values: property, power, resources, status, idea, etc. The value about which a clash of interests of opposing parties arises, according to A. G. Zdravomyslov, is called the object of conflict. In a general sense, the object of conflict can be called that part of reality that is involved in interaction with the subjects of the conflict. In contrast, the subject of conflict is those contradictions that arise between interacting parties and which they try to resolve through confrontation.

So, the analysis of the literature allowed us to conclude that in order to solve the problem of conflict management, it is important to highlight the following:

· conflicts arise regarding any object, but their essence is expressed in the subject of the conflict. Therefore, the resolution or settlement of a conflict is primarily associated with the elimination not of its object, but of its subject. Although this does not exclude the possibility that both can occur simultaneously. Moreover, it also happens that the object of the conflict no longer exists, but the contradiction between the subjects of the conflict remains;

· the object of the conflict can be either true, real, or potential, false, illusory. People enter into a struggle not only for real material goods and resources, but also by asserting and defending illusory ideals and ideas. But the subject of the conflict is always real and always relevant; the struggle is also real, which is an expression of contradiction between opponents, even when utopian ideas are defended;

· the object of the conflict can be explicit or latent (hidden). But the subject of the conflict - the contradiction between its opponents - always appears clearly.

1.2 Types and causes of conflicts in an educational institution

Conflicts, which are a complex socio-psychological phenomenon, are very diverse and can be classified according to various criteria. From a practical point of view, the classification of conflicts is important, since it allows you to navigate their specific manifestations and, therefore, helps to evaluate possible ways to resolve them.

In conflictology, pedagogy, and psychology, there are multivariate typologies of conflict depending on the criteria that are taken as a basis. According to the nature of the causes, conflicts are divided into objective and subjective; according to the scope of their resolution - business or personal-emotional. Based on their direction, conflicts are divided into horizontal, vertical and mixed. In relation to an individual subject, conflicts are internal and external; the first include intrapersonal; the second - interpersonal, between the individual and the group, intergroup. According to their significance for the team, conflicts are divided into constructive (creative) and destructive (destructive). Based on their duration, conflicts can be divided into short-term and protracted. Conflicts are classified according to the degree of their reaction to what is happening: fast-moving; acute long-term; mild, sluggish; mild, fast occurring. Knowing the causes and conditions of conflicts in an educational institution, you can better understand the nature of the conflict itself, and therefore determine methods of influencing it or models of behavior in a given situation (Figure 1).

One of the broadest and most obvious grounds for classifying conflicts is their division by subjects, or parties to the conflict. From this point of view, conflicts are divided into: intrapersonal, interpersonal, between an individual and a group, intergroup, interstate (or between coalitions of states).

The content of intrapersonal conflict is expressed in acute negative experiences of the individual, generated by its conflicting aspirations. These conflicts, by their nature and content, are largely psychological and are caused by contradictions of motives, interests, values ​​and self-esteem of the individual and are accompanied by emotional tension and negative experiences of the current situation. In general terms, intrapersonal conflict can be formulated as a problem between reality and possibility, actual and potential. In its content and form, the intrapersonal conflict itself is not of the same type. It may be based on a variety of intrapersonal reasons, for example: contradiction of needs; contradiction between internal need and social norm; contradiction between different roles of the individual; difficulty choosing between different behavioral roles.

Figure 1. - Classification of conflicts in an organization

Interpersonal conflict is a clash between individuals in the process of their social and psychological interaction. Conflicts of this type arise at every step and for a variety of reasons. Examples of such conflicts are: confrontation between students over influence in the group; contradiction between a manager and a subordinate due to the amount of salary; between public transport passengers. Such confrontations can occur in various spheres of public life: everyday, economic and political. The reasons that led to the emergence of interpersonal conflict can also be very different: objective and subjective; material and ideal; temporary and permanent. As Shalenko V.N. notes, 75-80% of interpersonal conflicts are generated by the clash of material interests of individual subjects, although outwardly this manifests itself as a discrepancy in characters, personal views or moral values, since, in reacting to a situation, a person acts in accordance with his views and character traits, and different people behave differently in the same situations. In interpersonal conflict, the personal qualities of people, their socio-psychological and moral characteristics are of particular importance. In this regard, people often talk about the interpersonal compatibility or incompatibility of people who play a vital role in interpersonal communication.

Conflict between an individual and a group - this type of conflict has much in common with interpersonal conflict, however, it is more multifaceted. A group includes a whole system of relationships; it is organized in a certain way; as a rule, it has a formal and/or informal leader, coordination and subordination structures, etc. In addition to the intrapersonal and interpersonal causes of conflict, there are also those caused by the group organization. Conflicts between an individual and a group are mainly caused by a discrepancy between individual and group norms of behavior. Due to the fact that production groups establish norms of behavior and performance, it happens that the expectations of the group are in conflict with the expectations of individuals, and in this case conflict arises. A conflict between a group and an individual can arise when a leader makes obviously unpopular, tough, forced decisions.

Intergroup conflict is expressed in the clash of interests of different groups. Organizations are made up of many formal and informal groups. Even in the best organizations, conflicts can arise between them. Intergroup conflicts arise from differences in views and interests. Conflicts can arise in the interaction of stable micro-groups within a given group. Such groups, as a rule, exist within any small social community; their number ranges from two to 6-8 people, with mini-groups of 3 people most often appearing. More numerous subgroups, as a rule, are not very stable. Mini-groups play a big role in the life of the group as a whole. Their relationships influence the general climate of the group and productivity. The leader in his activities must also act with an eye on the reaction of mini-groups, especially those of them that occupy dominant positions.

The causes of conflicts in educational institutions are varied. Sometimes you can see several reasons at once, for example, the start of a conflict was caused by one reason, and another gave it a protracted nature. The teacher in his professional activity builds interpersonal relationships not only with children, but also with adults (colleagues, administration, etc.).

The causes of interpersonal conflicts can be:

- “dividing the common object of claims” (challenging material wealth, leading position, recognition of fame, popularity, priority); infringement of self-esteem; the source of conflict is often non-confirmation of role expectations;

Lack of interesting business, prospects, which increases hostility and masks selfishness, unwillingness to reckon with comrades and colleagues;

Substantive and business disagreements, on the one hand, they often contribute to joint activities and the search for possible ways to bring points of view together, but on the other hand, they can serve as a “camouflage”, an outer shell;

Divergence in norms of communication and behavior; a similar reason can cause conflicts between an individual and a group, representatives of different ethnic groups;

Relative psychological incompatibility of people who, due to circumstances, are forced into daily contact with each other;

Inconsistency of values.

But it is possible to identify specific causes of pedagogical conflicts:

Conflicts related to the organization of teachers' work;

Conflicts arising from leadership style;

Conflicts caused by teachers’ bias in assessing students’ knowledge and behavior.

The Teacher-Administrator conflict is common and the most difficult to overcome. Its specific reasons: insufficiently clear delineation of the sphere of managerial influence between school administrators, often leading to “double” subordination of the teacher; strict regulation of school life, the evaluative and imperative nature of the application of requirements; shifting “other people’s” responsibilities onto the teacher; unplanned (unexpected) forms of control over the teacher’s activities; inadequacy of the team's leadership style to the level of its social development; frequent change manuals; underestimation by the manager of the professional ambition of the teacher; violation of the principles of moral and material incentives for teacher work; uneven workload of teachers with public assignments; violation of principle individual approach to the personality of the teacher; biased attitude of the teacher towards students; systematic underestimation; unauthorized establishment by the teacher of the number and forms of testing students' knowledge, not provided for by the program and sharply exceeding the standard educational load of children.

For teachers, the greatest psychological burden is placed on such circumstances as the possibility of personal and professional self-realization and satisfaction with the leadership style of the teaching staff. One of the reasons for the dissatisfaction of the staff of an educational institution with the management style is the lack of leadership experience of the majority of school principals. Although they have quite a lot of experience in teaching, many of them do not have practical experience in management activities. As research by R. Kh. Shakurov shows, school principals note that they have friendly relations with members of teaching staff. Teachers, in turn, note that these relationships are only formal. This disproportion in answers (37.9% and 73.4%) suggests that many school principals do not have an objective idea of ​​the actual relationship between them and the teaching staff. The study showed that school principals have a very limited arsenal of conflict management tools.

R. Kh. Shakurov found that teachers aged 40 to 50 years often perceive control over their activities as a challenge that threatens their authority; after 50 years, teachers experience constant anxiety, which often manifests itself in severe irritation, emotional breakdowns leading to conflicts. The presence of crisis periods in personality development (for example, a midlife crisis) also exacerbates the possibility of conflict situations. Every fifth teacher considers the situation in the teaching staff to be quite difficult. The majority of directors believe that existing conflicts do not destabilize the work of the team. This once again confirms the underestimation by school leaders of the existing problem of conflicts in teaching staff.

The “Teacher-teacher” conflict is also not uncommon; its specific reasons:

Peculiarities of relationships between subjects: between young teachers and teachers with experience; between teachers teaching various items(for example, between physicists and linguistics); between teachers teaching the same subject; between teachers who have a title, official status (teacher of the highest category, head of a methodological association) and those who do not have them; between primary and secondary teachers. Specific causes of conflicts between teachers whose children study at school may be: teachers' dissatisfaction with the attitude of their colleagues towards their own child; insufficient assistance and control over the own children of teachers-mothers due to the enormous professional workload; the peculiarity of the position of the teacher’s child in school society (always “in sight”) and the mother-teacher’s feelings about this, creating a constant “field of tension” around her; the extremely frequent appeal of teachers to colleagues whose children study at school with requests, comments, complaints about their child’s behavior and studies.

- “provoked” (usually unintentionally) by the administration of the educational institution in the case of: biased or uneven distribution of resources (for example, classrooms, technical teaching aids); unsuccessful selection of teachers in one parallel from the point of view of their psychological compatibility; indirect “collision” of teachers (comparison of classes in terms of academic performance, performance discipline, elevation of one teacher at the expense of humiliation of another, or comparison with someone else).

Each of the conflicts is caused by its own reasons. Let us consider, for example, the possible causes of conflicts between a novice specialist and a teacher with extensive experience in school. A lack of understanding of the role of life experience in assessing the environment, especially the behavior and attitude of young teachers towards the teaching profession, often leads to the fact that a teacher over fifty years of age more often fixes his attention on the negative aspects of modern youth. On the one hand, the canonization of one’s own experience, the opposition of the moral and aesthetic tastes of generations by experienced teachers, on the other hand, inflated self-esteem and professional mistakes of young teachers can serve as causes of conflicts between them. A more in-depth study of the causes of conflicts of the “Teacher-teacher” type is one of the promising areas for studying conflicts in an educational institution.

Conflict, being a consequence of relationships between people, performs various functions, both positive and negative (Table 2).

Table 2 - Conflict functions

Positive	Negative
Relieving tensions between conflicting parties	Large material and emotional costs of participating in the conflict
Obtaining new information about your opponent	Dismissal of employees, decrease in discipline, deterioration of the socio-psychological climate in the team
Uniting the organization's team when confronting an external enemy	View of defeated groups as enemies
Stimulating change and development	Excessive involvement in the process of conflict interaction to the detriment of work
Removing the submissive syndrome in subordinates	After the end of the conflict - a decrease in the degree of cooperation between some employees
Diagnosis of opponents' capabilities	Difficult restoration of business relationships

It seems important to designate the structure of the reasons that provoke the manifestation of a conflict-generating state of both the individual student or teacher and the school society itself. Knowledge of these reasons allows us to objectively determine the conditions that give rise to them. And therefore, by influencing these conditions, it is possible to purposefully influence the manifestation of real cause-and-effect relationships, that is, what determines the emergence of a conflict and the nature of its consequences.

Thus, we can conclude that the considered typology of conflicts according to their subjects seems to be the most important, since it is the subjects of the conflict who enter into confrontation that mainly determine the nature of the conflict, its content and dynamics. Among the many socio-psychological problems associated with improving the activities of work collectives, the problem of regulating interpersonal conflicts occupies a special place.

CHAPTER 2. APPROACHES TO CONFLICT MANAGEMENT IN AN EDUCATIONAL INSTITUTION

2.1 Technology for managing conflicts in an organization

Conflict management can be viewed in two aspects: internal and external. The first of them is to manage one’s own behavior in conflict interactions. The external aspect of conflict management reflects the organizational and technological aspects of this complex process, in which the subject of management can be a manager (manager), a leader or an intermediary (mediator). The concept of “management” has a very wide scope of application: “management of self-organizing systems”, “management of technical systems”, “management of society”, etc. In relation to social systems, management is a targeted process of optimizing these systems in accordance with objective laws. As S. M. Emelyanov rightly notes, conflict management is a purposeful influence on its dynamics, determined by objective laws, in the interests of development or destruction of the social system to which the conflict is related. The main goal of conflict management is to prevent destructive conflicts and facilitate adequate resolution of constructive ones.

Technology (from ancient Greek - art, skill, skill; - thought, reason; methodology, method of production) - in a broad sense - a set of methods, processes and materials used in any branch of activity, and Also scientific description methods of technical production; in a narrow sense - a set of organizational measures, operations and techniques aimed at the manufacture, maintenance, repair and/or operation of a product with nominal quality and optimal costs, and determined by the current level of development of science, technology and society as a whole. Technology is clear and unambiguous knowledge (usually in the form of a set of rules or an algorithm) that allows you to obtain the desired final result from the initial components.

Depending on how effective the management technology is, the consequences of the conflict will become functional or dysfunctional. In turn, this determines the likelihood of subsequent conflicts. With effective conflict management, its consequences play a positive role, i.e. contribute to the further achievement of the organization's goals.

A.M. Bandurka, S.P. Bocharov distinguishes between structural (organizational) and interpersonal methods of conflict management. They believe that work on conflict management must begin with an analysis of its causes, structure and dynamics. The technology for using structural methods of conflict management includes the following areas.

1. Clear formulation of requirements. Availability of clearly and unambiguously formulated rights and responsibilities, rules for performing work.

2. Use of coordinating mechanisms. Strict adherence to the principle of unity of command facilitates the management of a large group of conflict situations, because subordinates know whose orders they must follow.

3. Establishment of common goals, formation of common values. This is facilitated by informing all employees about the policies, strategies and prospects of the organization, as well as their awareness of the state of affairs in various departments.

4. Reward system. This is the establishment of such performance criteria that exclude conflicts of interests of various departments and employees.

Working with conflicts, of course, is not limited to the methods listed above. Other effective structural methods of conflict management can be found according to the situation. V. Smolkov identifies several stages of the conflict for analysis.

1. The situation preceding the conflict is decisive for determining its causes.

2. One of the parties involved initiates a conflict by putting forward a series of demands or claims in order to obtain concessions or positive reaction. That is, conflict always begins with a clearly expressed challenge.

3. Initial reaction to the challenge. It can be defensive, evasive or offensive.

5. Conflict resolution.

6. The beginning of the end of summing up.

In our opinion, we can add another seventh stage - post-conflict.

A.M. Bandurka and S.P. Bocharov distinguishes 4 stages in the development of a conflict situation:

Stage 1 - the emergence of a conflict situation.

Stage 2 - awareness of the situation as a conflict by at least one of its participants.

Stage 3 in the development of a conflict is the stage of conflict behavior or interaction, which is usually understood as a system of mutually directed, emotionally charged actions that make it difficult to achieve the goals of the opposing party and thereby facilitate the realization of one’s own intentions.

Stage 4 in the dynamics of the conflict is the outcome predetermined by the nature of the interaction, or conflict resolution.

The outcome is often viewed as a summary of rewards received and losses incurred. We can say that two types of conflict outcomes are possible: mutual gain and one-sided gain, which is associated with much greater potential risk and in most cases involves the opening of confrontation between the parties. J. G. Scott suggests using the rational-intuitive method of conflict resolution, believing that this method from the very beginning involves our consciousness and intuition when choosing a course of action in a conflict situation, and one of the first steps in resolving conflicts is to suppress the emerging im emotions on the opposite sides.

To describe the types of behavior of people in conflicts, K. Thomas considers an applicable two-dimensional model of conflict regulation, the fundamental changes of which are cooperation, associated with a person’s attention and the interests of other people involved in the situation, and assertiveness, which is characterized by an emphasis on one’s own interests. According to these two main dimensions (cooperation and assertiveness).

1. Competition (competition) is the desire to achieve one’s interests to the detriment of another.

2. Adaptation - sacrificing one's own interests for the sake of the interests of another.

3. Compromise - an agreement based on mutual concessions, the assumption of an option that resolves the contradiction that has arisen.

4. Avoidance - lack of desire for cooperation and lack of tendency to achieve one's own goals.

5. Cooperation - participants in the situation come to an alternative that fully satisfies the interests of both parties.

K. Thomas believes that when conflict is avoided, neither party achieves success (Figure 2). In such forms of behavior as competition, adaptation and compromise, one of the participants wins, the other loses, or when making compromise concessions, both lose, and only in a situation of cooperation both parties win.

When analyzing conflicts based on the model under consideration, it is important to remember that the level of focus on one’s own interests or the interests of a rival depends on three circumstances:

2) values ​​of interpersonal relationships;

3) individual psychological characteristics of the individual.

Rice. 2 - Two-dimensional model of behavior strategies in conflict by K. Thomas

A special place in assessing the models and strategies of a person’s behavior in a conflict is occupied by the value of interpersonal relationships with the opposing party. If for one of the rivals interpersonal relationships with the other (friendship, love, camaraderie, partnership, etc.) are of no value, then his behavior in the conflict will be characterized by destructive content or extreme positions in strategy (coercion, struggle, rivalry) . And, conversely, the value of interpersonal relationships for the subject of conflict interaction, as a rule, is a significant reason for constructive behavior in a conflict or the direction of such behavior towards compromise, cooperation, withdrawal or concession.

Based on the above, it seems possible to supplement the two-dimensional model with a third dimension - the value of interpersonal relationships (ILR). It is shown schematically in Figure 3.

Figure 3. Three-dimensional model of behavior strategies in conflict

In actual practice of conflict management, it is important to take into account the preconditions, forms and methods of their resolution.

Prerequisites for conflict resolution:

* sufficient maturity of the conflict;

* the need of the subjects of the conflict to resolve it;

* availability of necessary means and resources to resolve the conflict.

Permission forms:

* destruction or complete subordination of one of the parties (assignment);

* coordination of interests and positions of conflicting parties on a new basis (compromise, consensus);

* mutual reconciliation of conflicting parties (care);

* transferring the struggle into cooperation to jointly overcome contradictions (cooperation).

Resolution methods:

* administrative (dismissal, transfer to another job, court decision, etc.);

* pedagogical (conversation, persuasion, request, explanation, etc.).

Thus, conflict management is a purposeful influence on its dynamics, determined by objective laws, in the interests of the development or destruction of the social system to which the conflict is related. The main goal of conflict management is to prevent destructive conflicts and facilitate adequate resolution of constructive ones. Conflict management technology is a set of organizational measures, operations and techniques aimed at preventing and constructively resolving conflicts in an organization.

2.2 Forms of conflict management in an educational institution

conflict educational management

In a market economy, the success of a manager is determined by the degree of development of his business and personal qualities, the ability to reach compromises, avoid interpersonal conflicts. . According to V. E. Shcherbak, conflict management is the ability of a leader to see a conflict situation, comprehend it and carry out guiding actions to resolve it. He argues that conflict management as a field of management activity has the following different stages: 1) perception of conflict and initial assessment of the situation; 2) study of the conflict and search for its causes; 3) searching for ways to resolve the conflict; 4) implementation of organizational measures.

In modern conflictology, there are two main types of conflict resolution in organizations:

1. Authoritarian type - conflict resolution through the use of authority. Its main features are that: the leader sees and hears only himself. Believes that employees are obliged to obey; doubts about the correctness of his decisions are unacceptable; the leader believes that he must “win” at any cost; conflicts are seen as human weaknesses; management of a conflict situation occurs in the interests of the organization; in doubtful cases, heads should roll. For this type of conflict resolution, the following methods are used:

a) persuasion and suggestion. They are practically inseparable. The leader tries to use his leadership position, authority, rights and, through the dictates of his will, influence the consciousness and activities of the conflicting parties by the power of logic, facts, and example;

b) an attempt to reconcile irreconcilable interests - this is one of the methods for bringing conflicting parties closer together; it allows us to achieve a mutually acceptable balanced conversation and relieve tension in relationships;

c) the “game” method, when one of the parties seeks to win over, for example, the management of an organization, and the other party, the trade unions.

The main advantage of the authoritarian type of conflict resolution is that, according to managers, time is saved when using it. Its main drawback is that the conflict is not resolved, it is outwardly suppressed and its return is possible.

2. Partnership type of conflict resolution - conflict resolution through the use of constructive methods. Its main features are that there is: a) constructive interaction between the leader and the conflicting parties. In order for the arguments of the head of the organization to be accepted or at least listened to, the manager needs to instill trust in himself, eliminate negative feelings, observe etiquette, and correctness in handling; b) perception of the arguments of the opposing side; c) willingness to compromise, mutual search for solutions; development of mutually acceptable alternatives; d) the desire to combine personal and organizational factors; d) perception as normal factor activities. The partnership type towards a real solution to the problem allows you to find unifying factors, i.e. satisfy (maybe not always fully) the interests of the parties.

M. Meskon, M. Albert, F. Khedouri divide effective ways to manage a conflict situation into two categories: structural and interpersonal. They note that when managing conflicts, a manager must begin by analyzing the actual causes and then use the appropriate methodology. They identified four structural methods for resolving conflict in an organization: clarifying work requirements; the use of coordination and integration mechanisms, the establishment of organization-wide integrated goals and the use of a reward system.

Clarifying job requirements - a management technique that prevents dysfunctional conflict - clarifying what results are expected from each employee or department. The important parameters here are the level of results to be achieved, who provides it and who receives the various information, the system of authority and responsibility, and clearly defined policies, procedures and rules.

Coordination and integration mechanisms. One of the most common mechanisms is the chain of commands. As M. Verderber and representatives of the administrative school noted, the establishment of a hierarchy of authority streamlines the interaction of people, decision-making and information flows within organizations. If two or more subordinates disagree on some issue, the conflict can be avoided by turning to their common superior, inviting him to make a decision. The principle of unity of command facilitates the use of hierarchy to manage a conflict situation, since the subordinate knows whose decisions he must obey.

Organization-wide, overarching goals require the collaborative efforts of individuals, teams, or departments to align everyone's efforts toward achieving a common goal. Reward is used as a method of managing conflict situations, influencing people's behavior to avoid dysfunctional consequences. People who contribute to organizational overarching goals, help other groups, and try to approach problems holistically should be rewarded with gratitude, bonuses, recognition, or promotions.

D.P. Zerkin identifies the following forms of conflict management:

Conflict prevention is an activity aimed at preventing its occurrence and destructive influence on one or another side, one or another element of the social system. Such activity represents the active intervention of a managing subject (one or both sides of the alleged conflict) in the real process of social relations between people. In this case, the spontaneous course of the process can be interrupted, subject to reasonable intervention, appropriate from the point of view of the interests of social forces.

Preventing conflict involves predicting it. A forecast is an idea of ​​a future conflict with a certain probability of indicating the place and time of its occurrence. The scientific and practical value of a forecast is determined by the level of its validity and reliability. The main forecasting methods include: extrapolation of a given situation to the future state of the system (subsystem); modeling of a possible conflict situation, static method, survey of experts. Forecasting a conflict is only a prerequisite for its prevention. It should also be taken into account that it is impossible to prevent any conflict.

A conflict prevention strategy includes a system of activities, a set of stages and methods for managing a specific process of contradictory relationships between social actors. There are stages of partial and complete conflict prevention, early warning and proactive resolution. Partial prevention becomes possible provided that one of the causes of the conflict is blocked and its negative impact on the interests of the warring parties is limited. The strategy of complete prevention involves neutralizing the effect of the entire complex of factors determining the conflict, which makes it possible to direct the interaction of subjects into the channel of their cooperation in the name of realizing coinciding interests. Proactive resolution of a conflict, as well as its earlier prevention, means nothing more than the coordination of the positions and interests of conflicting subjects in the space of their social unity, agreement on more important issues public life.

Coordination of interests is not always possible, therefore other models for preventing conflicts of interests are used: a certain combination of them, the subordination of non-main interests to the main ones, temporary ones to permanent ones, current ones to promising ones. Suppression of individual elements of the interests of both interacting subjects is not excluded. Finally, the tactic of separating conflicting interests is advisable. In the event of an impending clash between the employer and the workforce, the subject of dispute may be many interests of both sides. The best option to prevent a collision - to find a measure of the combination of these interests that satisfies everyone, in which no one interest is infringed. When this option is excluded, one has to look for other acceptable forms of interaction between conflicting interests. This makes it possible to find a compromise and smooth out tensions. The conflict prevention strategy provides for the implementation of such principles as timely actions to prevent possible conflicts, efficiency, and transparency.

Similar documents

The concept and essence of innovation in education. Features of methodological work in a preschool educational institution. Model for organizing methodological work in preschool kindergarten No. 4 in Kartaly. Teaching children with phonetic-phonemic speech underdevelopment.

thesis, added 11/08/2013


The concept of quality of education. Specifics of the work of a specialized correctional educational institution. Practical analysis management of the quality of education in an educational institution. Formative and control stages of experimental work.

course work, added 11/21/2015


The place of health-saving technologies in the educational environment of a preschool educational institution. General issues of managing the process of health preservation in the preschool educational institution "Child Development Center - Kindergarten No. 6 "Rodnichok".

course work, added 09/02/2014


Determination of the nature and description of conflict patterns in an educational institution. Revealing the specifics of conflicts between schoolchildren. Discrimination, tactlessness on the part of teachers and inadequate peer assessment criteria as causes of student conflicts.

course work, added 02/26/2015


Characteristics of the State secondary educational institution vocational education"Miass Automotive Technical College". Description of the conflict situation and methods for resolving it. Organization and conduct of diagnostic research.

course work, added 09/28/2011


Creation of a subject-development environment for organizing work on the development of constructive activities in a preschool educational institution. Methodological recommendations and instructions for carrying out constructive activities in preschool age.

course work, added 01/24/2013


Pedagogical conditions for organizing work on physical education for preschool children in a preschool educational institution. Development of the child’s abilities in the process of education and training. Health-improving physical education in childhood.

thesis, added 08/22/2012


Peculiarities legal regulation spheres of preschool education. The main directions of work to implement the rights of the child in a preschool educational institution. Model regulations on a preschool educational institution and its development program.

thesis, added 01/19/2012


Program requirements for methods of teaching mathematics to preschoolers in modern preschool educational institutions. The influence of the game on the formation of elementary mathematical abilities. Usage math competitions and leisure activities.

abstract, added 12/21/2017


The state of the methodological service in a preschool educational institution. Management of methodological work in a person-centered approach. The role of temperament in professional activity. Diagnostics of the organization of methodological work in preschool educational institutions.

Conflicts in an educational organization: causes and ways to resolve them.

The potential for conflict exists in all areas. Conflicts are born out of daily differences of opinion, disagreement and confrontation between different opinions, needs, motivations, desires, lifestyles, hopes, interests and personal characteristics. They represent an escalation of everyday rivalries and confrontations into matters of principle or emotion that disrupt personal or interpersonal peace.

In an organization as a complex social system, a wide variety of conflicts arise. Based on one reason or another, the following types can be distinguished:

1) depending on the number of participants - intrapersonal, conflicts between the individual and the group, interpersonal and intergroup conflicts;

2) depending on the direction of impact - vertical and horizontal;

3) depending on the degree of expression - open and closed (patent), potential, local, large-scale, etc.

4) depending on the impact on the functioning of organizations and consequences - functional and dysfunctional, positive and negative, constructive and destructive;

5) depending on the conflict attitude and methods of resolution - antagonistic and compromise, absolute and institutionalized;

6) depending on the causes of occurrence - labor, household, role, status, positional, psychological, etc.

The causes of conflicts may be contradictions associated with differences in ideas, goals, values, interests, and methods of activity. All causes of organizational and labor conflicts can be divided into objective and subjective.

Objective reasons are based on objective shortcomings of the organization (poor organization of work, imperfect organization, production and management, weak material and technical base, lack of financing, etc.).

Based on subjective reasons are subjective characteristics of members of the organization and their behavior, for example, incorrect actions of the leader or subordinates.

Conflicts in the socio-economic subsystem of relations and the reasons for their occurrence.

1. delay and non-payment of wages,
2. increase in work standards,
3. low earnings that do not meet the vital needs of organization members and their families,
4. imperfect work of stimulation. Unfair distribution of material wealth and wage funds.

Of the above reasons that cause conflicts in the economic sphere, the latter is of fundamental importance for understanding the contradiction between the head of the organization and employees

Conflicts in the administrative and managerial subsystem of relations.

The administrative and management subsystem of an organization, in fact, is one of the most important mechanisms for managing conflicts, both internal and external.

The occurrence, resolution and consequences of internal conflicts largely depend on the methods of management of the organization.

There are two main types of government: authoritarian and democratic. The first type of management offers strict formalization of all production relations, the second gives more scope for self-organization and self-regulation “on the ground.” The type of management largely depends on the type of organization itself and its goals, on the sociocultural characteristics of both managers and managed, and on external conditions.

The management of social organizations is a rather contradictory process that can not only manage conflicts, but also stimulate their emergence. The following types of conflicts are directly related to the functioning of the administrative and management system.

1. internal conflicts in the administrative and managerial apparatus;
2. conflicts between the central administration and the heads of individual departments (individual employees);
3. conflicts between the administration and trade unions;
4. conflicts between the administration and the majority of workers. They may be caused by the following reasons:

Economic reasons

Organizational and technological reasons,

Management's failure to fulfill its promises

Dismissal of employees without proper justification, without taking into account their interests,

Violation labor legislation from the administration.

Conflicts in the organization related to the functioning of the socio-psychological subsystem of relations.

Conflicts in the informal system of relations are conditioned. First of all, the socio-psychological properties of people and their personal and group interests. Let's name some of these conflicts:

Conflicts of goals, values, interests;

Role conflicts associated with a violation of the already established system of relations within the group;

Conflicts caused by violation of group norms;

Conflicts of dominance and leadership;

Interpersonal emotional conflicts;

Intergroup conflicts.

Informal relationships represent a mechanism for regulating people both in production and in non-production sphere. Therefore, the source of occurrence and some methods of resolving many conflicts that arise in various areas of the labor organization may be located in the socio-psychological subsystem of relations.

1.4 Conflicts in the sociocultural subsystem of relations.

An organization-wide corporate culture is formed and functions on the basis of values, beliefs, attitudes, patterns of conduct, etc. shared by all members of the organization. As is known, any corporatism represents the priority of the public over the private. Therefore, the main causes of conflicts that arise in the socio-cultural subsystem of relations are primarily due to violations of these same organizational values ​​and norms. Most often, such conflicts occur during the period of adaptation and socialization of new members of the organization. There are several options for conflict during this period:

- the “beginner” has not yet mastered the elements corporate culture and the violations are unintentional;

- a “newbie” strives to comply with the values ​​and norms accepted in the organization, but he does not always succeed in this;

- the “newcomer” is not completely satisfied with the values ​​and norms functioning in the organization and he violates them deliberately, trying to win for himself special conditions for membership in the organization.

Corporate culture, like any other, undergoes certain changes under the influence of various factors. At the same time, the abolition of old and the introduction of new values ​​and norms, as a rule, become the cause of various kinds of conflicts. And the more radical the reforms and changes in the organization’s culture, the more acute and uncompromising the conflicts that arise.

Very often, in a situation of conflict, we incorrectly perceive our own actions, dimensions and positions, as well as the actions, intentions and points of view of our opponent. Typical perceptual distortions include;

"Illusions of one's own nobility." In a conflict situation, we often believe that we are the victim of attacks from an evil enemy whose moral principles are very questionable. It seems to us that truth and justice are entirely on our side and testify in our favor. In most conflicts, each of the opponents is confident in his rightness and desire for a fair resolution of the conflict, convinced that only the enemy does not want this. The resulting suspicion often stems naturally from existing bias.

"Looking for the straw in another's eye." Each of the opponents sees the shortcomings and errors of the other, but is not aware of the same shortcomings in himself. As a rule, each of the conflicting parties tends not to notice the meaning of their own actions in relation to the opponent, but reacts with indignation to his actions.

"Double Ethics" Even when opponents realize that they are performing the same actions in relation to each other, each of them still perceives their own actions as acceptable and legal, and the opponent’s actions as dishonest and impermissible.

"Everything is clear." Very often, each of the partners oversimplifies the conflict situation, and in such a way that it confirms general idea that his virtues are good and correct, and his partner’s actions, on the contrary, are bad and inadequate. These and similar misconceptions, inherent in each of us in a conflict situation, as a rule, aggravate the conflict and prevent a constructive way out of the problem situation. If the perceptual distortion in conflict is excessive, there is a real danger of becoming trapped by one's own bias. As a result, this can lead to the so-called self-confirming assumption: assuming that the partner is exclusively hostile, you begin to defend against him, going on the offensive. Seeing this, the partner experiences hostility towards us, and our preliminary assumption, although it was incorrect.

Consequences of conflicts.

Depending on the nature of the conflict situation, the strategy of conflict behavior chosen by the parties to the conflict and the methods of resolution, conflict in an organization can have both negative and positive consequences. The negative consequences include the following.

Increased tension in relations between opponents, increased hostility, deterioration of social well-being and socio-psychological climate in the team;

Curtailment of interaction and communication between conflicting parties, reduction of cooperation in the future;

Reduction of business contacts contrary to functional necessity, extreme formalization of communication, growth of group and individual egoism;

The idea of ​​opponents as enemies;

A decrease in motivation to work due to a negative mood and uncertainty in a positive solution to the problems that have arisen; decreased labor productivity and increased staff turnover;

Distraction from work, loss of time and money for conflict management and elimination of its consequences;

A senseless waste of effort and energy on hostility and confrontation; subjective experiences and stress.

Excessive aggravation of conflict differences and prolonged confrontation between the parties can lead the organization to crisis and collapse.

The positive consequences of the conflict include the following:

Adaptation and socialization of organization members;

Relieving internal tension and stabilizing the situation, identifying and consolidating a new balance of power in the organization;

Revealing hidden shortcomings and miscalculations, stimulating change and development;

Radical solution to pressing organizational and technological problems, search for extraordinary solutions;

Activation of information processes;

Removing the submissive syndrome in subordinates, developing a sense of self-confidence;

Taking into account and balancing the interests of opposing parties and mutual control over their activities;

Developing the ability to negotiate and find compromises on the most complex issues.

Even a superficial look at the positive and negative consequences of conflict listed above allows us to conclude that the same types of conflicts, depending on their development and resolution, give diametrically opposite results.

In order to prevent the occurrence of conflict, it is necessary to monitor the level of social tension in the organization.

Signs of social tension can also be identified by ordinary observation. The following ways of manifesting a “maturing” conflict are possible:

1. growing dissatisfaction with the state of affairs in the organization;
2. increase in absenteeism;
3. mass layoffs at their own request;
4. spreading rumors;
5. increase in emotional tension;
6. increase in the number of local conflicts.

Identification of sources of social tension and resolution of conflict at an early stage of its development significantly reduces costs and reduces the possibility negative consequences conflict.

If the contradictions that arise cannot be resolved on their own (within the organization), then the conflicting parties can seek help from a conciliation commission or labor arbitration, the creation of which is provided for by the Law on the Resolution of Collective Labor Disputes.

One of the effective methods of regulating labor relations and resolving social conflicts, which are widely used in European countries, is the “development of a system of social partnership.”

This method involves mutual concessions, compromise and the use of negotiations as the main means to achieve mutually acceptable agreements. Social partnership can be formed within one organization, and then gradually develop as a system of relations between large social groups.

Conflict management in an educational institution

1.2 Types and causes of conflicts in an educational institution

Conflicts, which are a complex socio-psychological phenomenon, are very diverse and can be classified according to various criteria. From a practical point of view, the classification of conflicts is important, since it allows one to navigate their specific manifestations and, therefore, helps to evaluate possible ways to resolve them.

In conflictology, pedagogy, and psychology, there are multivariate typologies of conflict depending on the criteria that are taken as a basis. According to the nature of the causes, conflicts are divided into objective and subjective; according to the scope of their resolution - business or personal-emotional. Based on their direction, conflicts are divided into horizontal, vertical and mixed. In relation to an individual subject, conflicts are internal and external; the first include intrapersonal; the second - interpersonal, between the individual and the group, intergroup. According to their significance for the team, conflicts are divided into constructive (creative) and destructive (destructive). Based on their duration, conflicts can be divided into short-term and protracted. Conflicts are classified according to the degree of their reaction to what is happening: fast-moving; acute long-term; mild, sluggish; mild, fast occurring. Knowing the causes and conditions of conflicts in an educational institution, you can better understand the nature of the conflict itself, and therefore determine methods of influencing it or models of behavior in a given situation (Figure 1).

One of the broadest and most obvious grounds for classifying conflicts is their division by subjects, or parties to the conflict. From this point of view, conflicts are divided into: intrapersonal, interpersonal, between an individual and a group, intergroup, interstate (or between coalitions of states).

The content of intrapersonal conflict is expressed in acute negative experiences of the individual, generated by its conflicting aspirations. These conflicts, by their nature and content, are largely psychological and are caused by contradictions of motives, interests, values ​​and self-esteem of the individual and are accompanied by emotional tension and negative experiences of the current situation. In general terms, intrapersonal conflict can be formulated as a problem between reality and possibility, actual and potential. In its content and form, the intrapersonal conflict itself is not of the same type. It may be based on a variety of intrapersonal reasons, for example: contradiction of needs; the contradiction between internal need and social norm; contradiction between different roles of the individual; difficulty choosing between different behavioral roles.

Figure 1. - Classification of conflicts in an organization

Interpersonal conflict is a clash between individuals in the process of their social and psychological interaction. Conflicts of this type arise at every step and for a variety of reasons. Examples of such conflicts are: confrontation between students over influence in the group; contradiction between a manager and a subordinate due to the amount of salary; between public transport passengers. Such confrontations can occur in various spheres of public life: everyday, economic and political. The reasons that led to the emergence of interpersonal conflict can also be very different: objective and subjective; material and ideal; temporary and permanent. As Shalenko V.N. notes, 75-80% of interpersonal conflicts are generated by the clash of material interests of individual subjects, although outwardly this manifests itself as a discrepancy in characters, personal views or moral values, since, in reacting to a situation, a person acts in accordance with his views and character traits, and different people behave differently in the same situations. In interpersonal conflict, the personal qualities of people, their socio-psychological and moral characteristics are of particular importance. In this regard, people often talk about the interpersonal compatibility or incompatibility of people who play a vital role in interpersonal communication.

Conflict between an individual and a group - this type of conflict has much in common with interpersonal conflict, however, it is more multifaceted. A group includes a whole system of relationships; it is organized in a certain way; as a rule, it has a formal and/or informal leader, coordination and subordination structures, etc. In addition to the intrapersonal and interpersonal causes of conflict, there are also those caused by the group organization. Conflicts between an individual and a group are mainly caused by a discrepancy between individual and group norms of behavior. Due to the fact that production groups establish norms of behavior and performance, it happens that the expectations of the group are in conflict with the expectations of individuals, and in this case conflict arises. A conflict between a group and an individual can arise when a leader makes obviously unpopular, tough, forced decisions.

Intergroup conflict is expressed in the clash of interests of different groups. Organizations are made up of many formal and informal groups. Even in the best organizations, conflicts can arise between them. Intergroup conflicts arise from differences in views and interests. Conflicts can arise in the interaction of stable micro-groups within a given group. Such groups, as a rule, exist within any small social community; their number ranges from two to 6-8 people, with mini-groups of 3 people most often appearing. More numerous subgroups, as a rule, are not very stable. Mini-groups play a big role in the life of the group as a whole. Their relationships influence the general climate of the group and productivity. The leader in his activities must also act with an eye on the reaction of mini-groups, especially those of them that occupy dominant positions.

The causes of conflicts in educational institutions are varied. Sometimes you can see several reasons at once, for example, the start of a conflict was caused by one reason, and another gave it a protracted nature. In his professional activity, a teacher builds interpersonal relationships not only with children, but also with adults (colleagues, administration, etc.).

The causes of interpersonal conflicts can be:

- “dividing the common object of claims” (challenging material wealth, leading position, recognition of fame, popularity, priority); infringement of self-esteem; the source of conflict is often non-confirmation of role expectations;

Lack of interesting business, prospects, which increases hostility and masks selfishness, unwillingness to reckon with comrades and colleagues;

Substantive and business disagreements, on the one hand, they often contribute to joint activities and the search for possible ways to bring points of view together, but on the other hand, they can serve as a “camouflage”, an outer shell;

Divergence in norms of communication and behavior; a similar reason can cause conflicts between an individual and a group, representatives of different ethnic groups;

Relative psychological incompatibility of people who, due to circumstances, are forced into daily contact with each other;

Inconsistency of values.

But it is possible to identify specific causes of pedagogical conflicts:

Conflicts related to the organization of teachers' work;

Conflicts arising from leadership style;

Conflicts caused by teachers’ bias in assessing students’ knowledge and behavior.

The Teacher-Administrator conflict is common and the most difficult to overcome. Its specific reasons: insufficiently clear delineation of the sphere of managerial influence between school administrators, often leading to “double” subordination of the teacher; strict regulation of school life, the evaluative and imperative nature of the application of requirements; shifting “other people’s” responsibilities onto the teacher; unplanned (unexpected) forms of control over the teacher’s activities; inadequacy of the team's leadership style to the level of its social development; frequent changes in management; underestimation by the manager of the professional ambition of the teacher; violation of the principles of moral and material incentives for teacher work; uneven workload of teachers with public assignments; violation of the principle of an individual approach to the teacher’s personality; biased attitude of the teacher towards students; systematic underestimation; unauthorized establishment by the teacher of the number and forms of testing students' knowledge, not provided for by the program and sharply exceeding the standard educational load of children.

For teachers, the greatest psychological burden is placed on such circumstances as the possibility of personal and professional self-realization and satisfaction with the leadership style of the teaching staff. One of the reasons for the dissatisfaction of the staff of an educational institution with the management style is the lack of leadership experience of the majority of school principals. Although they have quite a lot of experience in teaching, many of them do not have practical experience in management activities. As research by R. Kh. Shakurov shows, school principals note that they have friendly relations with members of teaching staff. Teachers, in turn, note that these relationships are only formal. This disproportion in answers (37.9% and 73.4%) suggests that many school principals do not have an objective idea of ​​the actual relationship between them and the teaching staff. The study showed that school principals have a very limited arsenal of conflict management tools.

R. Kh. Shakurov found that teachers aged 40 to 50 years often perceive control over their activities as a challenge that threatens their authority; After 50 years, teachers experience constant anxiety, often manifested in severe irritation and emotional breakdowns leading to conflicts. The presence of crisis periods in personality development (for example, a midlife crisis) also exacerbates the possibility of conflict situations. Every fifth teacher considers the situation in the teaching staff to be quite difficult. The majority of directors believe that existing conflicts do not destabilize the work of the team. This once again confirms the underestimation by school leaders of the existing problem of conflicts in teaching staff.

The “Teacher-teacher” conflict is also not uncommon; its specific reasons:

Peculiarities of relationships between subjects: between young teachers and teachers with experience; between teachers teaching different subjects (for example, between physics and literature); between teachers teaching the same subject; between teachers who have a title, official status (teacher of the highest category, head of a methodological association) and those who do not have them; between primary and secondary teachers. Specific causes of conflicts between teachers whose children study at school may be: teachers' dissatisfaction with the attitude of their colleagues towards their own child; insufficient assistance and control over the own children of teachers-mothers due to the enormous professional workload; the peculiarity of the position of the teacher’s child in school society (always “in sight”) and the mother-teacher’s feelings about this, creating a constant “field of tension” around her; the extremely frequent appeal of teachers to colleagues whose children study at school with requests, comments, complaints about their child’s behavior and studies.

- “provoked” (usually unintentionally) by the administration of the educational institution in the case of: biased or uneven distribution of resources (for example, classrooms, technical teaching aids); unsuccessful selection of teachers in one parallel from the point of view of their psychological compatibility; indirect “collision” of teachers (comparison of classes in terms of academic performance, performance discipline, elevation of one teacher at the expense of humiliation of another, or comparison with someone else).

Each of the conflicts is caused by its own reasons. Let us consider, for example, the possible causes of conflicts between a novice specialist and a teacher with extensive experience in school. A lack of understanding of the role of life experience in assessing the environment, especially the behavior and attitude of young teachers towards the teaching profession, often leads to the fact that a teacher over fifty years of age more often fixes his attention on the negative aspects of modern youth. On the one hand, the canonization of one’s own experience, the opposition of the moral and aesthetic tastes of generations by experienced teachers, on the other hand, inflated self-esteem and professional mistakes of young teachers can serve as causes of conflicts between them. A more in-depth study of the causes of conflicts of the “Teacher-teacher” type is one of the promising areas for studying conflicts in an educational institution.

Conflict, being a consequence of relationships between people, performs various functions, both positive and negative (Table 2).

Table 2 - Conflict functions

Positive	Negative
Relieving tensions between conflicting parties	Large material and emotional costs of participating in the conflict
Obtaining new information about your opponent	Dismissal of employees, decrease in discipline, deterioration of the socio-psychological climate in the team
Uniting the organization's team when confronting an external enemy	View of defeated groups as enemies
Stimulating change and development	Excessive involvement in the process of conflict interaction to the detriment of work
Removing the submissive syndrome in subordinates	After the end of the conflict - a decrease in the degree of cooperation between some employees
Diagnosis of opponents' capabilities	Difficult restoration of business relationships

It seems important to designate the structure of the reasons that provoke the manifestation of a conflict-generating state of both the individual student or teacher and the school society itself. Knowledge of these reasons allows us to objectively determine the conditions that give rise to them. And therefore, by influencing these conditions, it is possible to purposefully influence the manifestation of real cause-and-effect relationships, that is, what determines the emergence of a conflict and the nature of its consequences.

Thus, we can conclude that the considered typology of conflicts according to their subjects seems to be the most important, since it is the subjects of the conflict who enter into confrontation that mainly determine the nature of the conflict, its content and dynamics. Among the many socio-psychological problems associated with improving the activities of work collectives, the problem of regulating interpersonal conflicts occupies a special place.

Analysis of the activities of the vocational pedagogical college of the Sverdlovsk region

Analysis of lesson No. 1 Date 01.11.2011 Zhdanova Oksana Aleksandrovna 315 PO PR PO and TVR Purpose: Matrix hair coloring Objective: to study Matrix coloring technology Lesson progress: No. Stages of the lesson...

Educational potential of games as a pedagogical tool

As developmental psychologists note, the leading activity of a preschool child is play. But, depending on the age of the child, play actions gradually become more complex, children master new skills. During the game...

Readiness of the teaching staff for innovations

The concept of “innovation” translated from Latin means “renewal, innovation or change”. This concept first appeared in research in the 19th century and meant the introduction of certain elements of one culture into another...

Preschool educational institution

I. General provisions 1. This Model Regulation regulates the activities of state and municipal preschool educational institutions of all types. 2...

Conflict as a pedagogical problem

The education system as a social institution interacts with all spheres of public life. Therefore, at the macro level, contradictions and conflicts in the socio-pedagogical process arise between the education system and society...

Psychological and pedagogical work with young children during a walk

A walk is a mandatory component of the daily routine in a preschool educational institution (DOU). In order to protect the life and health of children, the teacher and junior teacher, starting the working day (before children are received)...

Social and psychological problems of teaching staff management

Violation of labor cooperation by one of the team members. Most conflicts are related to violations of the norms of business interaction, i.e. due to functional reasons: dishonesty, indiscipline...

Conflict management in an educational institution

conflict educational management In a market economy, the success of a leader is determined by the degree of development of his business and personal qualities, the ability to reach compromises, and avoid interpersonal conflicts. . According to V. E...

Physical education at school

Physical education at school takes place either in a specially equipped gym, or on the street, also on a specially equipped site. Certain conditions are created both in the gym and on the playground, in accordance with state regulations...

Formation of teacher readiness to resolve conflicts in children of senior preschool age

teacher conflict preschool pedagogical Conflict (from Latin conflictus - clash of parties) of opinions, forces; the highest stage of development of contradictions in the system of relations between people, social groups, social phenomena, society as a whole...

School museum as a form of educational work

Goal: Acquaintance with types of conflicts, their signals, causes, functions. Developing the ability to analyze conflict situations and identify the causes of their occurrence. The word "conflict" is translated as "clash" - this is a situation...

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

Features of conflict resolution in an educational organization

Abstract. The article examines the manifestations of conflict in the educational environment, defines the specifics of the organization and work of the Reconciliation Services in Russia, and provides an analysis of the federal normative and legal documentation regulating the activities of the Reconciliation Services in the Russian Federation. The results of teaching students conflict resolution using the Sabon method are presented. Key words: conflict, Sabon method, Reconciliation Service, educational environment, educational organization.

In everyday life, every 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 with someone in a conflict situation (at work, in a store, in an educational or leisure organization, etc.), which leads to frustration or depressive symptoms in behavior. In the psychological dictionary, conflict is defined as “a difficult to resolve contradiction associated with acute emotional experiences.” However, this formulation reveals only part of the concept of “conflict”. A. Ya. Antsupov and A. I. Shipilov consider it as the most acute way of resolving significant contradictions that arise in the process of interaction, which consists in the opposition of the subjects of the conflict and is usually accompanied by negative emotions. Conflict as a psychological phenomenon has its own characteristics. 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 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 people’s lives. Educational organizations as one of the types of social systems contain large number 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, methods of achieving goals, unsatisfactory communications, distribution of resources, interdependence, differences in psychological characteristics. These reasons manifest themselves in various types of conflicts: personal, interpersonal, intergroup and intragroup. The problem of conflicts and their prevention in educational space has been studied in Russia for more than 13 years and, in parallel, a search is underway for optimal ways to solve it. On June 1, 2012, the President of Russia approved the national strategy in the interests of children for 2012–2017. The National Strategy for Children envisages large-scale implementation innovative approaches, which are designed to provide a new quality of life for children in society. One of these approaches was the introduction of the model of “school reconciliation services” at the federal level. The formation of these services is the result of the work of the interregional public center “Judicial 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 and law enforcement agencies with specialists - psychologists, social educators, mediators (leaders of reconciliation programs) with the aim of working together to create a restorative justice system for minors. 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 with the following title: “The concept for the 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 have not reached the age at which criminal liability in the 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, a restorative approach is a solution to problems that justice does not work with. Since the restorative approach refers to extrajudicial practices of conflict resolution, its result is not investigation and punishment, but reconciliation of the parties, compensation for damage and the return of conflict participants to society. The main ideas of restorative justice are:

focus on healing the injured party;

resocialization of the offender;

community restoration. Restorative justice proposes to view offender responsibility as accepting certain responsibilities to the injured party and taking action to correct the harm caused 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. Compensation is a means of restoring the position of both parties, which helps 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 facilitator of reconciliation programs, who helps the parties hear each other and make independent decisions. Principles of the reconciliation program: 1. Neutrality of the presenter (mediator), the presenter does not defend or blame any of the parties. The most important indicator of whether the presenter maintains a neutral position is the feelings and opinions of the parties themselves on this matter.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 leadership position. 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 communicate their needs sincerely. Note that the facilitator is a neutral mediator. He is not a lawyer, a judge or an adviser. The facilitator is not responsible for the obligatory nature of reconciliation, but he is responsible for ensuring that both parties to the conflict understand the essence of the restorative method he proposes to get out of the current situation and for the conscious choice to use this method. He is also responsible for ensuring that all conditions are created at the meeting 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 the parties to the conflict with the opportunity to resolve the situation independently, through negotiations. The facilitator of the reconciliation program can be a volunteer who has undergone training and has practice in conflict resolution together with experienced facilitators. People of all ages and professions can become volunteers. Volunteers are indispensable assistants to full-time employees of the Reconciliation Service. Conciliation meetings are typically led by two facilitators, at least one of whom is a volunteer. The outcome of a reconciliation program should focus on restoring relationships and justice. What the specific agreement between the parties will be depends on the situation, on the needs and decisions of the participants in the reconciliation program themselves. The algorithm of work of the reconciliation service is as follows: the Reconciliation Service receives information about the conflict from an investigator, an assistant judge (if there is a cooperation agreement with this body) , school administration or from other sources. The reconciliation service analyzes whether it is possible to conduct a reconciliation program in a given case and determines the facilitators who will work on it. The reconciliation program facilitators contact the parties to the conflict, obtain their consent to the reconciliation program and conduct separate preliminary meetings with each of the parties. 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 issues are discussed: 1. What are the consequences of the situation for both parties?2. How can the situation be resolved?3. How can I prevent this from happening again? .As a result of the meeting, a conciliation agreement is signed. The results of the meeting are usually notified to the police, the investigative department, the court or the Juvenile Affairs Commission (if these bodies were involved in the conflict). A conciliation agreement is an agreement between two or more parties based on the results of 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 compliance with the terms of reconciliation, as well as to take into account the results of the reconciliation program official bodies(administration of an educational institution, Commission on Minors, police, etc.). Within the framework of the work of the Conciliation Service, various methods of negotiation are used. One such method is the Sabon Method. The Sabon Method was developed by the UN together with peace education professor Johan Galtung. This method is used by peacekeepers and specialists working in conflict zones. The central elements of the method are seeing an individual with opposing goals and predicting the consequences of behavior. The goal of Sabona is to increase the controllability of counter goals and improve social skills. The Sabona method includes 7 tools. It is these 7 Sabon concepts that make up the theoretical basis and practical part, which assist in the correct selection of tools for an effective and quick exit from the conflict. The 7 Sabon concepts 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 subsequent tools are practical ways to resolve the conflict. There is a relationship between the tool and its serial number. Tool 1 incompatibility of goals and means

Fig.1. Tool illustration #1.

Sabona defines conflict as the incompatibility of goals and means. This tool is used to find incompatibilities. Curved arrows show the multidirectional goals of the parties to the conflict, and also that the conflict, as a rule, includes more than two parties. If you try to identify who is right and who is wrong, the conflict will only grow. Resolving a conflict means agreeing that other parties to the conflict have their own goals and their own point of view. Sabona thinks not incompatible people, there is incompatibility of goals. Using tool 1, participants look for incompatibility, without giving up their views and goals, or trying to change them. Tool 2 is the goal and means.

Rice. 2. Illustration of tool No. 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 to him. The means are 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 goal hidden behind it. Goals and means can be good and bad. Sabona's attitude is an analysis and a clear understanding of the difference and connection between the goal and the means. This knowledge is vitally important, since with the help of this tool you can always find positive and legitimate goals behind negative means, as well as retain them. Tool 3 triangle ABC.

Rice. 3. Illustration of tool No. 3.

This is the basic understanding of conflict. The triangle includes the three elements of any conflict. Angle A is the target. The clash of goals leads to negative thoughts and feelings, this is what a person experiences and this is the invisible part. Angle B These are means, that is, actions. 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. Seth Angle This is incompatibility, it is what happened between A and B. Thus, tool 3 gives a basic understanding of any conflict. With its help, you can analyze the conflict in detail. Tool 4 conflict analysis mat.

Rice. 4. Illustration of tool No. 4.

This is a structured plan for 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 about 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 has a very great value in the future. The mat is a tool that helps you determine your own position and at the same time gives you an understanding of the goals of others. These are four views of the world around us. With the help of the mat, it becomes possible to use all four views to see solutions and new opportunities. Tool 5 is five diagrams possible results exit from the conflict.

Rice. 5. Illustration of tool No. 5.

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

Line 12 is the diagonal of the “war”, it determines who lost, won, right is guilty. Point 3 is a position of retreat, 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 happy or dissatisfied. Line 345 is the diagonal of peace, when all parties have been heard in the conflict. Point 5 is a way out of the conflict that suits everyone legally. Tool 6 is a conflict resolution ladder including 3 steps (on each of which there are 2 focuses).

Rice. 6. Illustration of tool No. 6.

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

Rice. 7. Illustration of tool No. 7.

Misunderstandings or negative actions create a “knot” in relation to people, a conflict 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 the relationship between people. In one sector (left) there is an offender, someone who causes pain to another. In the second sector - the victim, the one who suffered, who feels a sense of 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 look at the current situation differently and very subjectively. A crossroads is an arena for dialogue. The parties should not only say “sorry” to each other, but also be able to explain the “what” and “why”. This, as a rule, helps the “process of wound healing” and moving on. People most often demonstrate conflicts in adolescence and young adulthood. This is due to developmental crises experienced by the individual. Therefore, the individual 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 Federal State Budgetary Educational Institution of Higher Education “Murmansk Arctic State University” (Murmansk). 50 respondents aged 1819 took part in it. Therefore, to determine individual characteristics Personal behavior in situations of conflict interaction was used by the Thomas Kilman test, as well as the test of frustration reactions by S. Rosenzweig. The results of the study on the Thomas Kilman test showed that the most common strategy of behavior in conflict is the strategy of coercion (struggle) - 55%, less common is the strategy of leaving (5 %).The choice of struggle strategy indicates a tendency towards 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 the concept and acceptance of the goals, desires and views of the other side.

The partnership strategy, as a possible form of behavior in a conflict, was identified in only 10% of respondents, but in addition to it, the respondents were diagnosed with accompanying ones: reconciliation (15%) and compromise (15%). This indicates the inability of respondents to exit the conflict correctly and effectively, with minimal expenditure of effort and nervous resources. The results obtained from the test of frustration reactions by S. Rosenzweig showed that in adolescence, impulsive reactions prevail (9.9 ± 3.1). This indicates that respondents reduce frustrating situations to a minimum significance or do not attach importance to them at all, and also do not take responsibility for what happened. Most frequent type reaction in a frustrating situation is a reaction “with fixation on the obstacle” (11.45 ± 2.6), which indicates us minimizing the causes of frustration, or accepting the frustrating obstacle as a kind of good. In adolescence, open manifestation of aggression dominates, the desire to blame others for the occurrence of frustrating situations, which is seen as a way of protecting 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 lessons were conducted (1 lesson per week). The training course included theoretical and practical classes, during which the analysis and resolution of conflicts and conflict situations were carried out. Upon completion of training respondents in the basic 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 revaluation of the means of behavior in conflict, a more competent and conscious choice of strategy for behavior in conflict, as well as defining the framework of a conflict situation. The predominant type of reaction has now become the reaction “with a fixation on satisfying the need” (10.9 ± 2.4), and the prevailing direction of the reaction is intropant (10.1 ± 2.8). Thus, the use of the Sabon method in resolving conflict situations and conflicts contributes to the development a sense of responsibility for one’s 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 preserving the mental resources of people of both youth and any other age.

St. Petersburg: Peter, 2006.2. Grishina, N.V. psychology of conflict [Text]: / N.V. Grishina. –SPb.: Peter, 2005. –464 p.3. Order of the Government of the Russian Federation of October 15, 2012 N 1916r “Order 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 of Action in the Interests of Children for 2012-2017.” [electronic resource]. –Access mode: http://base.garant.ru, free.4. Order 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 for children, including those who have committed socially dangerous acts, but have not reached the age at which criminal responsibility begins in RF" [electronic resource]. –Access mode: http://base.garant.ru, free.5. Rogatkin, D.V. How to create a reconciliation service?: collection of materials [Text]: /author. –comp.: Rogatkin, D.V. et al.; translation from Finnish language: 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 of action in the interests of children for 2012-2017” [electronic resource]. – Access mode: http://Ministry of Education and Science.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 SolvingConflicts. Kolofon Press, 2011.9. Dag Hareide. Conflict mediationa Nordic Perspective. Helsinki, 200610. Johan Galtung.Conflict transformation by Peaceful Means. United Nations, 2000.