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Conflict resolution
- 1. BN 506 Person-centred Care 1: Communication Skills Conflict Resolution & Assertiveness (Byxbe, 2012) BN 506: 2011
- 2. Session outcomes BN 506: 2011 1. Specify the characteristics of assertive communication 2. Define conflict 3. Describe factors that impact on effective conflict resolution 4. Examine strategies to conflict resolution 5. Employ foundational communication skills in a conflict situation 6. Recognition and strategies for de-escalation of volatile situations.
- 3. Conflict Resolution BN 506: 2011
- 4. Defining conflict… BN 506: 2011
- 5. Conflict = Tension • Content problem issue + relationship or process issue • Intrapersonal vs. interpersonal conflict • Powerful emotional component BN 506: 2011
- 6. Personal Responses to conflict… BN 506: 2011 Graffiti on the Berlin Wall
- 7. Personal Responses to Conflict Anger Annoyance Antagonism Anxiousness Bitterness Competitiveness Defensiveness Devaluation Embarrassment Frustration Humiliation Inferiority Intimidation Manipulation Resentment BN 506: 2011
- 8. Personal Styles Accomodation Competition Avoidance Collaboration Conflict Resolution BN 506: 2011
- 10. Factors Affecting Responses to Conflict… • Gender • Culture • Professional ethics and roles… BN 506: 2011
- 11. Why is conflict functional ? A component of an ever-changing health context What do you think? BN 506: 2011
- 12. Identifying Dysfunctional Conflict: • When emotion distorts the issue • Feelings that are denied/projected/misperceived/ overstated BN 506: 2011
- 13. Principles of Conflict Resolution X 1. Identify the issue 2. Know your own response to conflict 3. Separate the problem from the people 4. Stay focused 5. Identify all options 6. Look for good precedents BN 506: 2011
- 16. Assertive vs Aggressive • “To stand up for your rights without infringing on the rights of others and to reduce anxiety.” • Assertive statements contain “I” statements that take responsibility. • Tend to dominate and suppress the other persons rights. • Aggressive responses often consist of “you” statements that place blame and undue responsibility. Arnold & Boggs (2007) pg322-323 BN 506: 2011
- 17. Type of behaviour Passive Assertive Aggressive Making decisions Allowing others to make decisions for you Making your own decisions Making decisions for others Dealing with feelings Keeping quiet about own feelings and thoughts Tactfully conveying your own thoughts Aggressively conveying thoughts, without tact or consideration Achievement of goals Trying to reach goals indirectly with manipulation or flattery Reaching goals in a direct, self-respecting manner Reaching goals in an intimidating, overbearing manner Self perception Feelings of anxiousness, disempowered Belief in yourself and capabilities Domineering, belittling, poor perception of self Other’s perception Little or no respect Trustworthy Do not trust, or are scared of you BN 506: 2011
- 18. Four steps to assertiveness • Setting limits • Refusal, saying no • Persistence, using a broken record technique • Making a request BN 506: 2011
- 19. Assertive Responses BN 506: 2011
- 20. Assertive phrases • Address the persons behaviour “ When you..” • Use “I” statements “ I feel….” • Say what you would like “ I would like..” • Give time for feedback “Can you do that?” BN 506: 2011
- 21. Summary and conclusion BN 506: 2011
- 22. References Allnurses.com. (2009). Concept analysis: patient advocacy. Retrieved from http://allnurses.com/nursing-articles/concept-analysis-patient- 389357.html Arnold, E. C. & Boggs, K. U. (2007). Interpersonal relationships: professional communication skills for nurses (6th ed.). Saunders Elsevier: St Louis. Craven, R. F, & Hirnle, C. J. (2009). Fundamentals of nursing: human health and function (6th ed.). Lippincott Williams & Wilkins: Philadephia. Negarandeh, R, Oskouie, F, Ahmadi, F.; Nikravesh, M.; & Hallberg, I. R. (2006). Patient advocacy: barriers and facilitators. BMC Nursing, 5(3). Retrieved from http://www.biomedcentral.com/content/pdf/1472-6955-5-3.pdf Roger, B. E, Gates, B. & Kenworthy, N. (2003). Interpersonal communication in nursing: theory and practice (2nd ed.). London: Churchill Livingstone. Turnbull, J. et al (1990). Turn it around: short tem management of aggression and anger. Journal of psychosocial nursing, 28, 6-12 BN 506: 2011
Editor's Notes
- 5 mins: Ask group to brainstorm a definition of conflict.
- (5min)Conflict = tension arising from incompatible needs in which the actions of one frustrate the ability of the other to achieve a goal (Valentine, 1995, cited in Arnold & Boggs 2007)Conflict always has an emotional componentIntrapersonal = conflict within our selfInterpersonal = conflict between people.Relate to nursing role: intra, when personal morals do not match patient request, e.g terminationInter-personal with colleagues, patient or familyPotential Causes: misunderstanding/poor communication/differences in values/goals/personality differences/stress.
- (20 min)Lecturer to conduct exercise in understanding personal responses to conflict . Self-awareness of existing response is first step in developing increased ability to resolve conflict. Students participate in the Student Activity as outlined on Page 273 of Arnold & Boggs, 2007. or stage a conflict in class either with two students or two lecturers and ask students to identify their feelings in response to the tension in the classroom using slide 7 to support discussion.
- Assumptions: conflict is NOT uncommon; it is the nurse’s responsibility to attempt to resolve the conflict; self-awareness is essential in improving ability to resolve conflict; conflict involves a perceived threat to self in some way.Conflict can be worsened by: using accusatory or blaming toneOffering false sympathy or unrealistic reassuranceConveying a lack of understanding of client’s viewpointUnrealistic expectations of clientUsing authoritarian tone, seeing self as infallible
- 10 mins:Four Styles: Students to complete activity to identify own conflict resolutions style in lecturer resources10 mins: Lecturer led discussion exploring the four stylesAvoidance: most frequent style demonstrated by female nurses. Appropriate when the other party is more “powerful” or the cost of addressing outweighs benefit of resolution. Can lead to a lose-lose situation.Accommodation: very common response. Cooperative but not assertive. Maintains the peace. A “lose-win” situation.Competition: a style of conflict management characterised by aggression and lack of compromise with the goal of one party dominating the other.Authority may be invoked to bring change. Maybe appropriate for quick decision-making but in the long term ends in lose-lose situation.Collaboration: a solution-oriented approach: Characterised by directly confronting the issue, acknowleding feelings and using integrative approach.
- Explore issues underpinning conflict. Students actively discuss with lecturer, their experiences and reflections on material.Gender: Expression of emotions differs between genders Women are socialised to respond in ways different to men (“tend and befriend” response) Women tend to use accommodative styles Men tend towards collaboration … literature inconclusive on gender howeverCulture Behaviours are learned through cultural socialisation process Those from group-oriented cultures tend to use avoidance - those from individual-oriented cultures tend to use competitive/dominating styles.Professional ethics/role socialisation studies show that 75% of nursing ethical dilemmas relate to perceptions of inadequate care woman are often socialised to “not make waves” Intrapersonal conflict often arises from an ethical dilemma where there are two different options.
- Conflict is inherent in our world – it is not something that can be avoidedStop and discuss the potential benefits that can come about from successful resolution of conflict: Within selfBetween nurse and clientBetween nurse and colleaguesBetween nurse and society. Professional image in public arena. Perception of nursing compared to reality
- Emotion is integral component but can overrun the resolution process when they dominateEmotions must be recognised and acceptedEach party must accept ownership of their emotions and not project themParties must accept the potential for emotional responses to be misunderstood or expressed too intensely.Relate back to EI, how our self concept and management will impact on our emotional responses
- 1.) Be specific on the issue2.) Know your own triggers and buttons3.) Be aware of history of relationship issues and keep separate4.) Keep on track with the current issue and nothing else5.) Creatively consider the range of issues – consider options from both parties6.) Look for similar decisions that have been made that reflect fairness and objectivity.
- Links to next slide, characteristics of passive, assertive and aggressive responses
- 10 mins:Can students identify their own behaviours, responses. Can they identify people that they know from the descriptions above.
- defines who we are, involves making decisions for ourselves, how we will spend our time, how much privacy we need, letting others know how we expect to be treated, set the boundaries between ourselves and others.means making decisions based on how we feel – not on the basis of what others expect of us or what they want, we recognise our own needs as primary, we do not feel guilty about saying ‘no’ – avoid negative feelings, we still have regard for the needs or requests of others – but we don’t lose sight of our own. We do not have to justify a ‘no’means sticking to our position, repeatedly outlining our message clearly and positively until it is understood, try not to repeat ourselves ‘parrot-fashion’ - use a variety of language to convey a similar message, important to acknowledge we have heard the other person’s view, we will be seen as being prepared to stand up for ourselves – not submissive.it is a basic right to ask, in a reasonable manner, for what we want, be aware of what we want, state what we want in a non-threatening way – use clear assertive language, do not apologise when requesting what we want,aim for a win-win outcome.
- 25 mins . Assertiveness training: scripting assertive responses. Groups of 3, two to role play, third to decide if response assertive, passive or aggressive in lecturer resources Day 6.
- Use this slide to wrap up todays session and link back to conflict resolution.