Transcript Unit 2 Conflict Resolution and Personal Safety

What do I know about anger
management?
• Take 3-4 min to complete page 87 in your
workbook.
• Use your textbook to complete page 88 in
your workbook.
Key Terms
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conflict
internal conflicts
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interpersonal conflicts
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intra-group conflict
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inter-group conflict
conflict-resolution
skills
mediation
peer mediation
adjudication
Dealing with Conflict
• The positive approach
– Solving the problem in a collaborative way
– Taking responsibility for your actions
– Opening your mind to others opinions
• The negative approach
– Being aggressive and
confrontational
– Taking no sense of
personal responsibility
– Only winners and losers
Types and Triggers of Conflict
Internal Conflicts
Interpersonal Conflict
Intra-Group Conflict
Inter-Group Conflict
Internal Conflicts
The opposing emotions you feel within yourself.
Example:
buying a leather coat and having strong beliefs about
cruelty to animals.
Interpersonal Conflict
A dispute with someone else.
A friend may have a different view on a topic.
Example: the death penalty.
Intra-Group Conflict
Conflict among members of a group or team.
Example: different opinions within the Liberal Party.
Inter-Group Conflict
Conflict among different groups or teams.
Example: different sports teams.
Conflict-Resolution Skills
• Empathy – The ability to
put yourself in another
person’s shoes. It is a
matter of treating others
with the same degree of
respect that you would
want from them and
identifying with their
concerns.
• Patience and
tolerance – Think
before you speak
or act. Giving
others the time to
explain their case
to you.
• Clear and direct
messages –
Express yourself
clearly and in a nonthreatening way.
Try to keep your
emotions in check.
• Creative thinking – Think “outside the
box.” Brainstorm as many possible
solutions as you can.
• Critical thinking –
Being able to think
about all of the
aspects of the
problem at hand.
Find out the root cause
of the problem and
come up with…
“workable solutions”.
• Assertiveness – Always use “I messages,”
maintain eye contact and use confident
body language.
• Active listening – Indicate that you are
listening either in a verbal or nonverbal
manner
Seat Work
Read page 264-267 and complete page 89 in your workbook.
In partners complete the case studies on page 90 in your workbook.
Anger-Management Strategies
• Dealing with anger:
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Determine the causes
Use relaxation techniques – Deep breathing, going for a walk, etc.
Avoid triggering conflict – Be aware of situations that cause conflict.
Keep your feelings in check – Avoid the things that trigger your anger.
• Take responsibility for your actions
• Chill out: walk away from a conflict – Take
yourself away from the situation for a brief
period of time to cool down.
Mediation
• Establish the ground rules
• Hear both sides of the story, taking into account each person’s point of view
Step 1&2 and how each is feeling
• Find out whose best interests are being served by the possible outcomes of
the conflict
Step 3&4 • Come up with two or three solutions that serve the interests of both sides
Step5&6
• Evaluate each option using objective criteria
• Arrive at an agreement that is acceptable to both sides
Adjudication
An adult in a position of authority decides
upon the appropriate solution
Adjudicator listens to both sides
of the story:
Asks each party
what they think
the best solution
is
Considers the
consequences of
each solution
Adjudicator makes the final decision
Both parties have
previously
agreed to accept
this decision
Peer Mediation
• A voluntary, confidential process that can
be used to settle differences or disputes
between students.
An alternative to:
– Adult involvement
– Adult decision making
– Fighting, detention, or suspension
Conflicts that can be mediated:
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Rumours
Friendship and relationship issues
Misunderstanding
Personal property grievances
Seat Work
• Read pages 270-272
• Answer Questions 3,8,11
on page 273
• Answer page 92 in
your workbook
Key Terms
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abuse
violence
gang violence
bullying
cyber-bullying
dating violence
• sexual
harassment
• hate crime
• racism
• ethnic violence
• homophobia
Definitions of Violence
• Physical Violence: threatened or actual use of
force to injure or hurt another person.
• Non-Physical Violence:
verbal and or
emotional threats or abuse directed towards
another
• Assault: a physical attack or threat of attack.
• Harassment: unwanted
verbal/physical/emotional behaviour directed
toward an individual or group.
• Homophobia: irrational fear, dislike or
hatred of gays and lesbians
• Sexual Harassment: unwanted sexual
behaviour that ranges from making sexual
comments to forcing another person into
unwanted sex acts.
• Racism: behaviour that discriminates
against people who are members of a
certain racial or ethnic group
• Sexism:particular set of attitudes and
behaviour towards females because of
their gender.
• Bullying: an attempt by people to hurt or
frighten those who are perceived to be
smaller or weaker.
• Extortion: threat of violence in order to
remove clothing, money or other
belongings from an individual.
• Intimidation: abuse that frightens victims
by actions, gestures, use of loud voice or
destroying property.
• Hate Crimes:crimes motivated by
religious, racial, ethnic, sexual orientation
or other bias.
Forms of Abuse
Physical
Hitting
Kicking
Pushing
Slapping
Pinching
Using weapons
Sexual touching
(inappropriate or unwanted)
Non-Physical
-Verbal e.g. name-calling, taunts,
threats, swearing, making
racial/sexual/gender comments
-Emotional/ Psychological e.g.
mean looks (intimidation), ordering
someone around, embarrassing
comments, peer pressure,
accusation, gossip/ slander
Discussion
Within your group of 2-3 students discuss
the following relationship facts & myths.
Decide which are facts and which are
myths.
Relationship Myths or Facts
1.
Most teens do not get along with their parents.
2.
What people want in friend and dating relationships
changes during adolescence.
3.
Teens who grow up in families where there is violence
will be violent as adults.
4.
Relationship skills can be taught the same way
basketball skills or math can be taught.
5.
If one of my friends chooses to be in an abusive
relationship, there is nothing I can do to help him or
her.
6.
Use of alcohol and/or drugs causes violence.
7.
Excluding someone from a group or spreading rumours about a
person can be as harmful as physical violence.
8.
Teens in gay/lesbian relationships face the same kinds of issues
as teens in heterosexual relationships.
9.
Bullying usually happens when someone abuses his/her power
over someone else.
10.
Bullying is mainly something that happens in elementary school.
11.
Bullying is usually something done by males.
Abuse and Violence
• Abuse:
– Mistreating someone verbally, physically, or
emotionally
– Direct and overt or disguised and covert
• Violence:
– Acts of aggression and abuse that cause, or
are intended to cause, injury or harm to
another person
Psychological / Emotional Abuse
Direct:
• Verbal and/or emotional threats or abuse directed
towards another
• Can include intimidation and harassment
• Controlling behaviour in a relationship
Indirect:
• Excluding someone from a group
• Rumour spreading
• Cyber harassment/bullying
Physical Abuse
• Threatened or actual use of force to injure
or hurt another
Financial Abuse
• extortion (threat of violence so that an
individual has to pay to avoid violence or
unpleasant consequences)
• blackmailing
• continuously borrowing money (the lender
does not feel like s/he has a choice)
Sexual Abuse
• Rape, incest, unwanted sexual touching,
date rape, harassment
Although psychological abuse has its own
category, ALL forms of violence have a
psychological impact on victims.
Types of Violence Scenarios
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5.
Identify the type(s) of violence:
A grade eleven student makes a grade
nine student pay money to get down a
certain hallway at school
Calling someone “fat” every day
Calling someone a fag/lesbian/dyke
Ignoring your dating partner because
they were talking to someone else
Threatening to hit your partner
Violence Scenarios Con’t
6. Borrowing money from a friend on a regular
basis, but never paying it back
7. Threatening to fight with someone if they tell
on you about something you have done
8. Spreading rumours about someone in your
class
9. A group of friends makes fun of the way
another student dresses each day
10.Forcing someone to participate in sexual
activity
Images of Violence in the Media
Video Games
• The current games are more realistic than ever and are
very violent in nature. They are believed to have harmful
effects on people who spend a great deal of time playing
them. Video games promote acts of violence so much
so that suggested minimum ages for each game are now
given.
Television and Movies
• Young people spend
a great deal of time
watching television.
Continuous
exposure to negative
and violent images
can have an impact
of the youth of today.
Music and Music Videos
• Some song writers write music that deals
with violence or the glorifying of violence
and might include the use of vulgar
language. This can have a negative
impact on the youth that might listen.
Pornography
• It can be offensive to women and men alike.
Media Content Ratings
• Music, movies and video games are
subject to warnings and ratings are visible
to consumers.
• Images of Violence - Statistics
• television programs present 8 acts of violence per hour
during prime time on the 3 major networks
• the average Canadian child watches 22 hours of
television per week
• the average child in the United States watches 18 000
murders and 100 000 other violent acts on television by
the time he/she leaves elementary school
• by the time boys reach age 18, they have seen an
average of 26 000 murders, mainly committed by men
• the video game industry is aimed at boys 7-14 years old;
the most popular games are extremely violent, promoting
male dominating, racist behaviour as glamorous
• children who watch a lot of violent television act out and
tolerate a lot more aggressive behaviour from each other
• A study on the internet usage of nearly 6000 Canadian
children aged 9-17 years found:
• more than 1/4 of 9-10 year olds indicate they go to
private and adult-only chat rooms, the rate increases
with age to 66% for 15-17 year olds
• 15% of all young internet users have met in person at
least one individual whom they first met on the internet.
12% of them say they had a bad experience
• more than ½ of young internet users have received
pornographic junk mail; the vast majority did not tell their
parents
• almost 1/4 of youth (24%) have received pornography on
the internet from someone they met online
Desensitization:
“Desensitization is the process of
lessening a person’s response to
certain things by overexposing that
person to these same things. People
who witness actual occurrences of
violence in their homes and
communities also become
desensitized. The danger of becoming
desensitized is that a person no longer
recognizes dangerous and wrong types
of behaviour that are associated with
the likelihood of violence.”
Bullying
• Male bullying:
– Used to consist of more direct, physical aggression
– Now includes more indirect forms: taunts, threats, intimidation, extortion,
and exclusion
• Female bullying:
– More likely to use indirect forms: exclusion, spreading rumours, using
emotional blackmail, ostracism, and manipulation
• Cyber-bullying:
– Using websites, e-mail, and phone or text messaging to threaten,
intimidate, or antagonize others
– Can also include breaking into e-mail accounts, using e-mail to spread
hurtful gossip, spamming, and creating demeaning websites
Bullying - Roles People Can
Play
Perpetrator
• Person or persons acting in a violent or
aggressive way
Victim
• Person being targeted by perpetrator(s) in
that particular situation
Passive Bystander
• People who watch the events unfolding and do
not intervene
• The presence of bystanders can increase the
intensity of the violence because it creates an
audience effect
Examples:
• 1) People who look the other way when
someone is yelling at their girlfriend in a parking
lot
• 2) A group of students gathering around a fight
that is taking place and yelling
Instigator
• Someone who helps to start a conflict, or
encourages a peer to be violent, but may
not be directly involved in the conflict
themselves
• Example: Someone who spreads rumours
or encourages someone to pick a fight
with another person
Defender of Victim
• Someone who tries to stand up for
somebody being bullied, harassed or
targeted by someone else
• This can include direct defending (such as
telling a bully to stop) or indirect defending
(such as inviting a targeted victim to join a
different group)
Help Seeker
• Someone who tries to get help from an
adult or other peers
Examples:
• 1) a student who tells a teacher that a fight
is going to happen after school
• 2) a student talking to a guidance
counsellor because he or she is worried
that a friend is being abused by a dating
partner
Mediator / Peace Maker
• Someone who tries to help problem solve
a conflict or situation, typically before it
becomes violent
• Example: two students who are usually
friends have got into an argument and
rumours are starting that there is going to
be a fight - a third friend talks to both of
the friends separately and finds out what
each is most upset about, and then helps
the two friends talk things out in a calm
manner
If You Are Being Bullied
• Try to walk away and ignore the person
• Tell an adult or an authority figure
• Find people who share your interests and
spend time with them
– Support and stick up for one another
• Don’t blame yourself
If Someone Else Is
Being Bullied
• Tell an adult or an authority figure
• Encourage the victim to talk to an adult
• Talk to the bully about his or her actions
• Lend support to the victim
• Don’t participate: a bully’s power comes
from having an audience
Sexual Abuse and
Dating Violence
• Abusive relationships:
– Anger, jealousy, possessiveness, cruelty, and
manipulation
– Victims are often afraid of what will happen if he or she
ends the relationship
• Dating violence:
– Any sexual, physical, or psychological attack made on
one partner by the other in a dating relationship
Getting Out of an Abusive
Relationship
• Why do people stay
in abusive
relationships?
• How could you help
a friend who is in an
abusive
relationship?
Sexual Harassment
• Any unwanted sexual behaviour of any
kind, including:
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Suggestive remarks of a sexual nature
Unwelcome sexual invitations or requests
Inappropriate touching
Unwelcome or repeated remarks about a person’s body,
appearance, or sexual orientation
Hate Crimes
• A crime committed against a person or
group of people because of their:
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Colour
Race
Religion
Ethnic origin
Sexual orientation
Racism
• Belief in the superiority of a particular race
• The prejudice, antagonism, or violence
shown toward other races
• Ethnic violence:
– Violence toward other groups, based on differences of
religion or culture
• Violence and harassment motivated by
racism is considered a hate crime in
Canada
Homophobia
• The fear of, or contempt for, other people
because of their sexual preference or gender
identification
• Considered a hate crime in Canada
• Prevent homophobic violence by:
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Accepting people’s sexual preference or gender identification
Discarding prejudices
Keeping language free of biased terms
Showing kindness and acceptance to all students
Safer Schools,
Safer Communities
• Be inclusive – reach out to all students
• Lead by example – never walk past an act of aggression without
doing something positive to prevent it – report it
• Tell someone you trust – it takes courage to tell someone that
you feel hurt or threatened – having an adult that you can count on is
important to have
• Take advantage of school and community
resources – building a sense of community within your school can
make it a safer one