Mini Workshop:

Conflict Resolution

Julia Hohl, Laura Barros, Thien Do, & Rebecca Segars

Purpose & Rationale

The purpose of this mini-workshop is to provide The concepts and activities presented today may be

reasoning, encouragement, and ideas about small most beneficial in a group setting. In a group setting,

group experiences focused on conflict resolution. students inherently practice social skills, which are

Through research, future school counselors will see crucial in resolving conflicts. Furthermore, conflicts

that conflict resolution skills are best taught in a can only be resolved when all parties cooperate, so a

group setting. School counselors are encouraged to group setting is the ideal way to teach and learn

take note of the activities presented today in order about peacemaking skills. Conflict resolution skills

to implement them at their own sites. training will improve classroom experiences for all.
Target Group
The target group for this mini-workshop is
future school counselors. The information
presented is intended to aid school counselors in
planning and implementing small-groups
focused on conflict resolution.
Target group-members at future school
counselor’s sites will vary, and a site-specific
needs assessment will reveal who could benefit
from such a group. However, group members
will most likely include students who lack the
skills required to settle disputes amicably, are
noted for frequent bickering, and seen to be
aggressive.
Conflict Resolution

Conflict Resolution is the process of working through

opposing views in order to reach a common goal

or mutual purpose (Dharmik, 2013).

● Conflict resolution skills are essential in the workplace, classroom, and home
environment.
● These skills are often learned through modeling but can be supplemented or
taught in explicit lessons and through engaging activities.
Conflict Resolution Skills for Youth
● Active Listening
● Perspective-Taking
● Turn-Taking
● Assertiveness
● Respect for self and others
● Expressing feelings and emotions
● Negotiate and Compromise

(Chen, 2003)
Why A Group Setting?

1 Role Play 2 Mediation 3

● Students can act out ● Conflicts are often

conflict resolution skills solved quickly if a third,
with each other neutral party is involved
● Real-life application of ● This neutral party can
learned skills aid the opposing sides in
● Particularly useful as finding a compromise
conflict resolution is (Shahmohammadi, 2014)
intrapersonal
Research Supporting a Group Approach
Akgun, S. & Araz, A. (2014). The effects of conflict resolution education on conflict resolution
skills, social competence, and aggression in Turkish elementary school students, Journal of Peace Education,11(1), p. 30-45,
DOI: 10.1080/17400201.2013.777898

● They noted that children responded well to step-by-step instructions in resolving a conflict; for
example, first, listen to the other person, check your own feelings, and so on.

● The students were able to memorize these instructions and when paired with a few realistic
strategies, such as walk away or find an adult, the teachers’ reports of conflict and aggression
decreased.
Research Continued
Shahmohammadi, N. (2014). Conflict Management among Secondary School Students. Procedia - Social and Behavioral

Sciences, 159, 630–635. https://doi-org.libproxy.chapman.edu/10.1016/j.sbspro.2014.12.438

● Mediation is a process in which a neutral individual helps two individuals in conflict come to a
solution that is acceptable for both sides.
● In this study, students are taught the five steps of mediation to handle conflict. The five steps
are anticipate, prevent, identify, manage, and resolve.
● By training students to mediate peer conflict, it can improve their self-esteem, self-confidence,
and communication skills.
 Activities: Stop, Think, Act!
Can you recall a time when you
were very angry with another
person?
How did you react in this
moment?
Looking back on that moment
now, what would you do
differently?
Many of us already possess
great conflict resolution skills,
but we often fail to use them
in heated moments because
we do not take the time to
STOP, THINK, ACT!
Stop, Think, Act is a well-known PBIS self-regulation tool.

● It has been heavily researched, and authors McClelland

and Tominey (2016) found that students exposed to
Stop, Think, Act lessons in primary school were less
likely to be reported for fighting in later grades than
their peers who did not receive the training.

There are many ways to convey the Stop, Think, Act

lessons to students.

● Create laminated cards for kids to carry

around
● Create a remote control to remind kids they
can pause, slow down, and move forward.
● Hang posters around campus.

(All activities accompanied by classroom lessons)

(McClelland and Tominey, 2016)

Activity: Anger Ball Toss

1. Facilitator holds ball, then says one thing that makes them angry (I feel angry
when…)
2. Facilitator tosses ball to a student, who then states what makes them feel angry
3. Ball is passed between students, until everyone has had a turn.

We will do this popcorn style!

Anger Ball Toss variations

● Students may be asked to repeat the phrase said just before them, as well as add
their own.
● Students may be asked to repeat every phrase said before them, as well as add
their own.

(Both of these encourage students to learn what makes their peers angry)
 ● Stop, Think, Act lesson and activity ideas
can be found in many locations:
○ Stop, Think, Act: Integrating Self-Regulation in
the Early Childhood Classroom (a book)
○ Teachers Pay Teachers
○ Google Scholar for publications on evidence

Resources ● Anger Ball Toss Activity and Lessons

○ Leadership Inspirations provides detailed
instructions and debriefing questions
○ https://leadershipinspirations.com/2018/02/20/a
nger-ball-toss/
● Conflict Resolution Needs Assessment:
○ https://docs.google.com/forms/d/e/1FAIpQLSe
alA9RWqt3WyZU7oJeYN7W5S4kc-A4ewrQO
wPzGPJMpY5d_w/viewform
Resources: Handout
 Efficacy Please click the link, which has been
sent to you via GroupMe, or type it
in, and complete the survey. The
results will help us adjust this
workshop to be more effective next
Conflict Resolution Post-test time.

https://forms.gle/GQiWsB9hT2zsWvSz8
 References
Chen, D.W. (2003). Preventing Violence by Promoting the Development of Competent Conflict Resolution Skills: Exploring Roles
and Responsibilities. Early Childhood Education Journal 30, 203–208. https://doi.org/10.1023/A:1023379306124

Dharmik. (2013). Conflict Resolution - Families Groups Illness. Acharya Nagarjuna University.

McClelland, M. M., & Tominey, S.L. (2016). Stop, think, act: Integrating self-regulation in the early childhood classroom. New
York: Routledge.

Shahmohammadi, N. (2014). Conflict Management among Secondary School Students. Procedia - Social and Behavioral Sciences,

159, 630–635. https://doi-org.libproxy.chapman.edu/10.1016/j.sbspro.2014.12.438

Stevahn, L., Johnson, D. W., Johnson, R. T., & Schultz, R. (2002). Effects of Conflict Resolution Training Integrated Into a High

School Social Studies Curriculum. Journal of Social Psychology, 142(3), 305–331.