View source | |
# 2022-01-12 - S.T.A.R. Plan and The Five A's | |
Found this content in an educational context. I am also including | |
Wikipedia content on conflict resolution and I-messages. | |
# S.T.A.R. Plan | |
* Stop yourself from choosing to say or do something that will | |
cause conflict. | |
* Think about why you want to appeal--and about which words to use. | |
* Appeal in a respectful way, using I messages and questions to | |
communicate facts, concerns, and preferences. | |
* Respond respectfully and accept the decision whether the appeal | |
is or is not granted. | |
This resembles the self-regulation technique Stop, Think, Act, Review | |
and also the book titled Stop, Think, Act by Megan C. McClelland and | |
Shauna L. Tominey. | |
# The Five A's | |
1. Admit what I did wrong. | |
2. Apologize for how my choice affected you. | |
3. Ask for forgiveness. | |
4. Accept the consequences. | |
5. Alter (change) my choice in the future. | |
These map to The Five Languages of Apology. | |
1. Admit = I was wrong | |
2. Apologize = I am sorry | |
3. Ask forgiveness = Requesting forgiveness | |
4. Accept consequences = Making restitution | |
5. Change = Genuinely repenting | |
The Five Languages of Apology | |
# Conflict Resolution In The Classroom | |
1. Clarifying and focusing: problem ownership. | |
Problem ownership is defined as deciding who should take ownership of | |
the behavior or conflict in the issue. The main person who is | |
bothered by the root problem is also the "owner" of the problem, and | |
thus the owner of a problem needs to be the one who takes primary | |
responsibility for solving the issue. It is important to ask | |
clarifying questions to really understand the root causes of the | |
conflict. | |
2. Active listening | |
Active listening is attending carefully to all aspects of what a | |
person says and attempting to understand or empathize as much as one | |
can. Active listening consists of continually asking questions in | |
order to test one's understanding. It also requires giving | |
encouragement to the speaker by letting them tell their story, and | |
paraphrasing what the speaker says so that an unbiased conclusion can | |
be made. Responding too soon with solutions can shut down the | |
speaker's communication and leave an inaccurate impressions of the | |
source or nature of the problem. | |
3. Assertive discipline and I-messages | |
The listener's comments should be assertive, emphasize I-messages, | |
and encourage the speaker to think about the effects of her or his | |
behavior. They should not be passive, apologetic, hostile or | |
aggressive, but matter-of-fact... | |
4. Negotiation | |
Negotiating is defined as methodically deliberating various options | |
and deciding on one if possible. Even though negotiation demands | |
time and energy, it often demands less time or effort ultimately than | |
continuing to cope with the problem. The results of negotiation can | |
be valuable to everyone involved in the situation. | |
From: | |
Conflict resolution @Wikipedia | |
# I-Message | |
An I-message is an assertion about the feelings, beliefs, values, | |
etc. of the person speaking, generally expressed as a sentence | |
beginning with the word "I", and is contrasted with a "you-message", | |
which often begins with the word "you" and focuses on the person | |
spoken to. I-messages are often used with the intent to be assertive | |
without putting the listener on the defensive by avoiding | |
accusations. They are also used to take ownership for one's feelings | |
rather than implying that they are caused by another person. | |
From: | |
I-message @Wikipedia | |
tags: article,conflict resolution,self-help | |
# Tags | |
article | |
conflict resolution | |
self-help |