prevention and conflict management training

CAPACITY BUILDING OF THE LAW ENFORCEMENT AGENCIES

FOR APPROPRIATE TREATMENT OF DETAINED AND SENTENCED PERSONS

MINISTRY OF JUSTICE

Directorate for Execution of Sanctions

TRAINER MANUAL

PREVENTION AND CONFLICT

MANAGEMENT TRAINING

Ten session programme

John Teasdale, G. Britain,

in cooperation with DECS Working Group

SKOPJE, 2015

*This publication has been produced with the assistance of the European

Union. The contents of this publication are the sole responsibility of the

Council of Europe and can in no way be taken to reﬂect the views of the

European Union.

TRAINER MANUAL

PREVENTION AND CONFLICT

MANAGEMENT TRAINING

Ten session programme

CONTENTS

FOREWORD 7

INTRODUCTION 9

PROGRAMME STRUCTURE 11

PROGRAMME STRUCTURE FOR DAY 1 12

SESSION 1: INTRODUCTION BY PARTICIPANTS AND TRAINERS, INFORMATION ABOUT THE

TRAINING’S OBJECTIVES AND EXPECTATIONS 13

SESSION 2: PROBLEM SOLVING 19

SESSION 3: NEGOTIATING SKILLS 23

SESSION 4: CONFLICTS AND CONFLICT MANAGEMENT STYLES 37

SESSION 5: OVERVIEW OF THE DAY 45

PROGRAMME STRUCTURE FOR DAY 2 46

SESSION 6: PREVENTING AND CONFLICT MANAGEMENT THROUGH BEHAVIOUR 47

SESSION 7: EMOTIONAL INTELLIGENCE 51

SESSION 8: PRO-SOCIAL MODELLING 59

SESSION 9: PRO-SOCIAL MODELLING 59

SESSION 10: OVERVIEW OF THE DAY AND THE TRAINING 71

APPENDIX 1: FOR THE TRAINER – PPT PRESENTATION FOR THE PROGRAMME –

SLIDES 1-8 73

APPENDIX 2: HAND- OUTS - SLIDE 4.2 90

APPENDIX 3: QUESTIONNAIRE WITH DIFFERENT STYLES OF CONFLICT MANAGEMENT -

SLIDE 4.3 91

APPENDIX 4: TABLE FOR ASSESSMENT OF VARIOUS CONFLICT MANAGEMENT STYLES -

SLIDE 4.4 94

FOREWORD

This Manual has been produced as part of a joint initiative between the

Council of Europe and the Directorate for the Execution of Sanctions. The

document is intended to enhance and enable Prison staff to promote good

practice, particularly in relation to managing conﬂict, within their prison es-

tablishments, both with other staff colleagues and all of those held in cus-

tody both convicted and awaiting trial.

Conﬂict and differences of opinion are commonplace within prison set-

tings where there are often large numbers of people with a broad range of

beliefs and attitudes, as well as differences in backgrounds, cultures, behav-

iours, skills and abilities. Dealing with these differences is an integral part of

everyday life for those living and working in prisons. Prison staff soon become

used to having to deal with conﬂict on a daily basis; consequently they need

to feel skilled, competent and conﬁdent in their ability to do so and hopefully

this Manual will help them achieve this.

The Manual, however, does not seek to replace any of the valuable for-

mal academic training that already takes place for those who have responsi-

bility for working in prisons, but to complement it. Secondly, this document

is not meant to frustrate or impinge on the legislative process. It is neither

a legal nor an academic treatise. It is a Training Manual, which is meant to

improve practice. It should assist those who are familiar with legislation and

the academic theories that govern the treatment of those in prison. It is in-

tended to help them manage conﬂict in practical ways, which takes account

of international standards and recognises the individuality of and dignity of,

all of those incarcerated.

This Manual acts as a starting point. It is not possible to train prison

staff to resolve conﬂicts within the workplace by way of a two day course.

The Manual contains some important information and introduces a range of

practices which can help both individuals and the Organisation as a whole

to manage these behaviours more effectively. It is however important to re-

member that there is no magic wand which tells us how to intervene to pre-

vent or to manage all conﬂicts effectively. Prison staff have a complex and

difﬁcult task which requires a range of knowledge, experience and skill which

is not possible to incorporate in any one document or training programme.

All of us who have been involved in the production of this Manual, hope

that some of the information contained in these pages will provide useful

practical advice which can contribute to the smooth running of prisons and

assist with the complexity of the task of preventing or managing difﬁcult sit-

uations. The Manual draws on a range of source material and we are grateful

to the Video Arts Organisation who have produced some excellent training

material related to the power of behavior and we are indebted to those who

have placed other information into the public arena for us to draw on and

utilise. As Andrew Coyle says in his Handbook for prisons:

“The proper behaviour of all staff towards prisoners is the key lesson

of this Manual. If staff do not behave in a way which respects the prisoner as

a person and which recognizes the inherent dignity of the person, then any

regard to human rights becomes impossible. Staff behavior and the humane

and digniﬁed treatment of prisoners should underpin every operational ac-

tivity in a prison. This is not only a question of human rights principles. In

operational terms it is also the most effective and efﬁcient way to operate a

prison.” (Handbook for Prison Staff – International Centre for Prison Studies,

London, 2009)

INTRODUCTION

The rehabilitation process is the fundamental objective of the prison

sentence in the Macedonian penitentiary system. Several preconditions

should be met for a successful rehabilitation of the prisoners and for imple-

menting the individual treatment programmes for prisoners and juveniles.

For this purpose, it is necessary that the prison staff has basic and specialised

skills for performing the tasks in the penitentiary and juvenile institutions.

The internal conﬂicts among various factors in the institutions can have neg-

ative inﬂuence on the prisoners and the prison staff, and it can cause seri-

ous difﬁculties in the institution’s functioning. Learning the conﬂict manage-

ment skills is one of the biggest challenges and it is of crucial importance for

successful implementation of individual treatment programmes for prisoners

and juveniles, and for improving the effectiveness of the staff’s team work.

The Trainer Manual titled: Prevention and Conﬂict Management

Training contains training programme for ten sessions and offers practical

strategies for solving inter-personal conﬂicts at work in the penitentiary

and juvenile institutions. This Manual will contribute to changing the atti-

tudes and behaviour of the individuals and will reduce the conﬂicts in the

institutions. The Programme is intended for employees in different sectors,

mainly the Rehabilitation Sector and the Prison Police. The drafting process

of the Programme and its Manual are part of the activities of the 2009 IPA

Project “Capacity Building of the Law Enforcement Agencies for Appropriate

Treatment of Detained and Sentenced Persons” implemented by Council of

Europe.

The Trainer Manual was prepared by Mr. John Teasdale from G. Britain,

Council of Europe international consultant, in cooperation with the work-

ing group established by the Directorate for Execution of Sanctions com-

posed of: Biljana Mladenovska – Member, Magdalena K. Dedik – Member and

Snezana Migeska – Member. The objective of this Manual is to assist the train-

ers in the training implementation and to increase the staff skills and knowl-

edge for giving presentations and implementing training in this speciﬁc ﬁeld.

The Manual is composed of structured programme for 2-day training for pre-

venting and managing conﬂicts, within a framework of ten sessions.

PROGRAMME STRUCTURE

The iceberg on the cover of this Manual represents the symbolism of

conﬂict management in inter-personal relations. The part of the iceberg

above the water surface is only a small part of the iceberg: only the visible

part in the conﬂict situation-the appearance and the behaviour of persons

involved in the conﬂict. But, below the water surface there is much bigger

part of the iceberg, which cannot be seen and this is the part that represents

the attitudes, feelings, motivations and values of the persons involved in the

conﬂict. The changes in these non-apparent contents will cause changes in

the visible part: behaviour, verbal and non-verbal communication in conﬂict

situations in inter-personal relations.

DAY ONE

Session 1: Introduction by participants and trainers, information about the

Training’s objectives and expectations

Session 2: Problem solving

Session 3: Negotiating skills

Session 4: Conﬂicts and Conﬂict Management Styles

Session 5: Overview of the day

DAY TWO

Session 6: Preventing and Conﬂict Management through behaviour

Session 7: Emotional Intelligence

Session 8: Pro-social modelling

Session 9: Pro-social modelling

Session 10: Overview of the day and the training

DAY 1

Morning session

WELCOME AND REGISTRATION

Session 1: Introduction by participants and trainers, information about the

Training’s objectives and expectations

Session 2: Problem solving

Lunch break

Afternoon session

Session 3: Negotiating skills

Session 4: Conﬂicts and Conﬂict Management Styles

Session 5: Overview of the day

NECESSARY MATERIAL FOR THE DAY 1:

• LCD projector, lap-top/computer

• Flipchart paper and easel

• Paper, envelopes, markers for the exercises

• Slides

• Printouts

• Hand-outs

SESSION 1 – INTRODUCTIONS

SLIDE NUMBER 1(1): WELCOME TO THE TRAINING COURSE

SLIDE 1(2)

OBJECTIVE:

At the end of this session participants will:

• Have started to meet each other and the trainers

• Feel welcomed and respected

• Understand the expectations for this course

• Understand the concept of setting objectives at different levels

• Be introduced to the issue of evaluation

MATERIALS REQUIRED:

Paper

Pens

Envelopes

TRAINER NOTES:

The trainer welcomes the group and introduces the training team members,

who each say something about themselves. At this point, each trainer will have

their own detailed script, but it should include an acknowledgement of what an

important course this is and how important the group is as they will be responsi-

ble for taking forward their learning and deliver training to other staff working in

prisons to a wide range of staff.

At this point, the trainer should explain the programme for prevention and

managing conﬂicts, introduce the participants with the Agenda for the day and

the break times.

EXERCISE – INTRODUCTIONS

This is an exercise ﬁrst in pairs and then in groups of four. This exercise

is intended to get people talking to each other who may not have met before.

The exercise should be conducted sensitively and is not intended to reveal

personal and private personal information about individuals to the group.

Find someone to pair whom you do not know.

• The first person of each pair spends about two minutes telling their

partner about themselves

• After two minutes the trainer signals them to swap around and

the other partner spends two minutes telling the other participant

about themselves

• At the trainer’s signal each pair joins with another pair and in turn

each member of the group introduces their original partner to the

new pair, using some of the information they learnt earlier in the

exercise

• You do not have to spend two minutes on each introduction; a few

key points will be enough.

Feedback: The trainer takes general feedback and explains that this is

an icebreaker exercise that could carry on until everyone has met everyone

else, but time prevents us from doing that.

TRAINER INPUT:

Now we have spent a little time to start to get to know each other it is

time to start the course. The starting point for us today and it should always

be the starting point for any course is what we call the Ground Rules or the

Learning Expectations. These are the behaviours we expect of each other to

ensure a constructive learning environment. Would anyone like to suggest

what the Ground Rules should contain?

TRAINER NOTES:

Trainer uses the ﬂipchart to record suggestions from the audience.

Depending on what is said, the trainer can ask if any are more important than

the others.

TRAINER INPUT:

Thank you for your suggestions which are very helpful. These were some

of our ideas.

SHOW SLIDE 1(3) GROUND RULES

SLIDE 1(3) GROUND RULES

• Always arrive on time and ready to learn

• Return from breaks promptly to avoid delaying the start of sessions

• Turn off mobile phones during sessions

• Treat all members of the group with equal respect and consideration

• Listen when others are talking – do not interrupt or talk over others.

Perhaps the most important reason for setting Learning Expectations

is to ensure that every member of the group feels included in the learning

experience. The next slide expands on that.

SHOW SLIDE 1(4) – VALUING INDIVIDUALS

SLIDE 1(4) VALUING INDIVIDUALS

• Each member of the group has a valid contribution to make, which

will be valued and listened to

• Where there are differences in views, these will be heard sensitively or

questioned in a way which is constructive and enabling to the process

of the group and its objectives

• We are all at different starting points. Some people may have more

knowledge and experience than others, but this does not mean that

the contributions of those with less knowledge or experience has less

value

• The group as a whole takes responsibility for each other’s learning

• Participants will support the principle of conﬁdentiality about

personal feelings or issues which are shared during our work together

• Naive questions will be considered the norm.

TRAINER INPUT:

This slide is one of the most important we will show you in this course.

It is important to establish an inclusive and positive atmosphere from the

start. Whoever we are outside of the training room, inside we are all learners.

As trainers you will be meeting many different people. Participants

come with different experiences, different lifestyles and different values and

attitudes. They may also come with different attitudes to and expectations

of training. What we want to establish is an atmosphere that values differ-

ence and diversity.

In conclusion then, we are a diverse group, we are different and it does

make a difference. But there are also things that bind us together and they

may transcend our job roles, status or experience. This does not mean there

are no restrictions; we must ensure that we all work within agreed boundaries.

In the training room we are equal and everyone is a valued member of a

group that shares an understanding of what is acceptable behaviour.

Now we turn to another important principle of training. Throughout

this course you will hear us talk about being clear about what you are doing

and why and what the purpose of our work is. We are expressing these as

objectives.

We can set objectives at different levels. For example, each day this

week we will be setting objectives for the day. Here are today’s:

SHOW SLIDE 1(5) – OBJECTIVES FOR DAY 1

SLIDE 1(5) OBJECTIVES FOR DAY 1

By the end of the day participants will:

• Have been introduced to each other and the trainers

• Understood the importance of Learning Expectations and atmosphere

in establishing an inclusive learning environment

• Be clear about the objectives of this training programme and have set

personal objectives for themselves

• Have a greater understanding of Managing and Preventing Conﬂict

and its importance.

You will note that these are expressed as a set of outcomes for you as

participants. They are known as Outcome Objectives and are very useful in

being precise about what you want to achieve. We have used this approach

to set objectives for the course as whole and also for each individual session

as you will see when you go through your manual.

To provide a comparison we have also given objectives for each section

of the course, which are expressed more generally. Again you will see these

in your manual.

Both are valid and you will decide which approach to take (and there

are others). The most important thing is that you have a set of clear objec-

tives to help you describe the purpose and intentions of the work.

Now it is time to introduce you to the overall Outcome Objectives for

this course.

SHOW SLIDE 1(6) – OVERALL OBJECTIVES FOR MANAGING

CONFLICT AND SENTENCE PLANNING COURSE

By the end of the week participants will:

Have an understanding of the importance of Managing Conﬂict and

Sentence Planning

• Understand the importance of Self-Management and Control

• Understand the importance of Planning and Preparation

• Be more aware of how Communication can aid effectiveness.

TRAINER NOTE:

Ask for any comments, reaction or feedback from the group.

TRAINER INPUT:

As well as the various levels of objectives set for the group or the course

we all come to training with our own expectations and hopes. These can also

be reﬂected as a set of personal objectives.

EXERCISE - MY PERSONAL OBJECTIVES

Principle – setting your own objectives helps you to focus on what you

hope to achieve and what you might need to do to get there. Reviewing these

at regular intervals is important and enables you to reﬂect on what has hap-

pened and what you need to do next.

This is an individual personal exercise.

1. Think for a few minutes about what you are expecting of this week

and what you are hoping to achieve

2. Express these as a set of outcome objectives for yourself. For

example, ‘by the end of this week I will....’

3. Write them on a piece of paper and seal them in an envelope with

your name on.

10 Minutes

Feedback: Trainer collects the envelopes in.

TRAINER INPUT:

At the end of the week we will re-open the envelopes and you will be

able to assess how far you have met your personal objectives.

This brings us on to the third major principle we want to introduce,

which is the importance of evaluation. It is very important that we build

into our work the capability to judge the impact we are having. Is the course

achieving what it is set out to do, are the participants learning and receiving

the information we want them to have?

By setting clear objectives we already have a way of testing the actual

outcome with what we set out to do. At the end of each day this week we will

spend some time reﬂecting on how far we met the day’s objectives and this

is a process of evaluation. You will also be able to test your learning against

the objectives set for each session or section of the course. Of course at the

end of the week we will review the overall objectives and you will open your

envelopes and see how far your personal objectives have been met.

What this shows is that evaluation is an on-going process, not an iso-

lated event at the end of a course.

Testing against objectives is not the only way to evaluate. You can

devise and use various check lists and questionnaires to assess sessions or

exercises.

TRAINER NOTE:

We will also be asking you to complete an evaluation of the course before

you leave this week. At different points in the course we will return to evaluation

and the main point to emphasize in this introductory session is that along with

Learning Expectations and Setting Objectives, Evaluation is one of the key ingre-

dients of effective training.

SESSION 2: PROBLEM SOLVING

SHOW SLIDE 2(1)

SESSION OBJECTIVES:

By the end of this session participants will:

• Understand the steps of problem solving

• Be more able to apply the skills of problem solving to their own

problems

• Be able to learn how applying problem solving skills successively

improves the more you practice them.

TRAINER’S INPUT:

This is the ﬁrst of two sessions which will look at Problem Solving,

Negotiation and Finally Dealing with Conﬂict in turn. All of these three skills

are again crucially important social skills, which allow individuals to manage

day to day living in an effective way without the need to resort to conﬂict,

verbal or physical violence and withdrawal from interactions with others.

They are essential personal tools and we have difﬁculty in managing without

them. We sometimes think the acquisition of these skills is complex and com-

plicated – however, we can teach them and help those with skill deﬁcits to

make progress and improve their abilities to put these skills to use. This ﬁrst

session that focusses almost exclusively on Problem Solving involves the use

of information giving, exercises and discussion to promote enhanced skills.

TRAINER NOTE:

Trainers may wish to adapt the exercise or substitute it for another, which

may be more familiar, however the focus of the session needs to clearly remain on

ensuring improvements in problem solving ability.

MATERIALS REQUIRED:

• Flipchart and Easel

• Paper, pens for exercises

• Power point slides etc.

TRAINER INPUT:

Display slide 2(1) and read out the objectives for this session.

TRAINER NOTE:

Explain that this session is the ﬁrst of three sessions, which will in turn deal

with problem solving, negotiation and ﬁnally decision making.

TRAINER INPUT:

These issues are important because one of the problems people often

face is that they want to achieve things very quickly and get everything right

from the beginning. Those working in prison often also have to deal with a

number of problems all at the same time. But there is no easy ﬁx, things take

time and you are bound to face obstacles and unexpected events, which will

effect whatever plans you have. You also can’t do this on your own. You will

need the help of other people; including colleagues and how well you engage

them to help you will determine how successful you are. So the issues of

problem solving, negotiating, decision making and working with others are

critical skills and the foundation for successful work practice.

Problem Solving involves dealing with what may be or feel like difﬁcult

situations and ﬁnding a route through, a solution, a resolution, which best

solves the situation or problem for both you and others.

SHOW SLIDE 2(2)

Problem solving in its simplest form requires you to undertake the fol-

lowing steps:

• Collecting information about the problem

• Sifting and sorting out information to ﬁnd a route through it

• Identifying a number of options and deciding on the consequences of

each option

• Making a decision on what is the best option to choose

• Implementing the option you have chosen.

EXERCISE 2.1

Understanding that most problems can have a number of solutions

and there is rarely one way of doing things, although whatever solution you

choose to pursue will have a range of consequences.

Divide the group into pairs and ask each pair to identify ten different

ways to get from where they are now to Skopje (if you are in Skopje then

choose another city as your destination). Ask each pair to consider the im-

plications of each way / mode of travelling e.g. ﬂy, walk, route chosen etc. –

Time taken, costs involved, and any other consequences of each of their ten

choices.

Discuss with each of the pairs within the large group, examples of the

choices each pair has made and the advantages and disadvantages and

consequences of each choice. This exercise is intended to open up thinking

about the whole issue of problem solving and should incorporate the steps

mentioned above which are the essential ingredients of problem solving.

EXERCISE 2.2

TRAINER INPUT:

The trainer divides the large group into small groups of 3-4 people and

each small group is given 30 minutes to complete the exercise before provid-

ing feedback to the large group.

You have been asked to prepare a meal for 4-6 colleagues one of whom

is leaving. You have to decide:

• Who to invite

• What to cook (you must assume you can cook) and what refreshments

to provide for your guests

• Where to sit people at the table

• Decide on a realistic budget. You have three hours to prepare the

meal and two hours to serve and eat it

• You have to decide on any rules and regulations, e.g. the time people

arrive and leave

• Decide how people are going to get to your venue and home again.

You must assume that some or all of them won’t have their own

transport

• Whether to have any entertainment, e.g. background or live music.

You have 30 minutes to complete this task. You will need to make notes

and write your decision on a ﬂipchart. You will also need to agree one person

from each group to feedback to the larger group.

Feedback from the Exercise.

TRAINER NOTE:

Each group feeds back in turn and you should allow questions from other

participants. The key issue is to explore how the group has solved the issues and

problems as a group. The simple steps outlined above should be displayed for the

group to refer to during the exercise and the group should focus on the problem

solving steps when giving feedback.

FINISH BY SAYING:

You should also recognize by now that problem solving is a step-by-step

process. Everyone by now should realize that problem solving is easy if you

take a step-by-step approach to it and if you break the problem down into a

number of manageable parts.

ACTIVITY 2.2 - END OF SESSION

• The trainer displays the session objectives and asks group members if

the objectives have been met

• Close session with group members in turn stating one thing they have

learned from the session about how to communicate more effectively

• Thank participants for their contribution.

SESSION 3: NEGOTIATION SKILLS

SHOW SLIDE 3(1)

SESSION OBJECTIVES:

By the end of this session participants will:

• Understand what you need to consider when negotiating with others

• Understand how to apply negotiated agreements when making minor

and major decisions in your daily life

• Understand about managing conﬂict: how to defuse, rather than

escalate situations, which could lead to a conﬂict between yourself

and others.

MATERIALS REQUIRED:

• Flipchart easel and pad for group exercises

• Written copies of the exercises for each participant

• Power Point slides etc.

• Flood description forms for exercise

• Hand-out.

TRAINER’S NOTE:

The purpose of this session is to get staff thinking about the very important

part that negotiation plays in most of our lives. If we are to be effective both in

our work and personal lives then compromise and negotiation are very important

skills we need to use on a daily basis. Some staff may have failed to learn this skill

adequately and will have problems in negotiating successfully. A lack of ability to

compromise, negotiate and see things from a range of perspectives and take into

account a range of views and attitudes can cause real problems for all involved.

It is therefore crucial that staff working in prisons begin to develop negotiating

skills as a priority. We have set three important objectives for this session and

have reﬂected these over a series of exercises. Trainers can of course use exercis-

es they know, which will have the same outcomes, although we recommend that

the focus of the session must result in improved recognition of the importance

of developing enhanced negotiation skills. Negotiation can almost always be the

best way to resolve conﬂict and disputes, so this session is one of the most impor-

tant in this section of the Manual.

3.1. TRAINER INPUT:

‘The aims of this session are shown on the screen slide 3(1). Negotiation

is about compromise, not competition, neither is it about escalating or mak-

ing a situation worse. It is about seeking a win-win situation, not a win-lose

situation. For most people, negotiation skills and learning how to reach a

compromise do not occur naturally but have to be learned. In many situa-

tions we will want a different outcome from what other people require and

we need to learn how to consider other people’s needs and wishes and how

we can reach a compromise with them. For example, if your spouse or partner

wanted to go to visit their mother when you would rather go to visit friends,

it would usually be better to negotiate what you should do, rather than ei-

ther of you imposing your wishes on the other person. If you did impose your

wishes on others, this could also escalate and make the situation worse.

When we face situations which can lead to conﬂicts, such as arguments or

verbal or physical disputes, it can be tempting to escalate a situation, particu-

larly if we feel emotionally upset or angry. However, there are negotiating tech-

niques we can learn to resolve or defuse a situation rather than escalating it’.

EXERCISE 3.2

3.2.1. Start this exercise as follows:

• “In your life, sometimes you have to negotiate with others often in

situations where there is no right or wrong answers. For example,

if a family member suddenly becomes seriously ill, the remaining

members of the family may have to negotiate about sharing their

care… or there may be situations, such as deciding where you want to

go for holiday with your spouse and children.”

At this point, ask each group member to give one example of a situa-

tion where they have had to negotiate with others and write these examples

on the ﬂipchart.

• “The exercise that I now want you to do concerns such a decision-

making process. You will probably not be faced in daily life with

the example given in this exercise, but this example points to the

problems we may face in daily life.”

3.2.2. Explain to the group members that in this exercise, they will have

to make a very serious decision about what items are important, in a

crisis situation.

3.2.3. Distribute

to all group members copies of the Flood Description Forms.

FLOOD DESCRIPTION FORM

You are returning home from a holiday and it has been raining in the

city where you live for three days without interruption. As soon as you

enter the house, it is announced from a police car that everybody has to

evacuate their homes due to the danger of the river bed ﬂooding. You

request a few minutes from the police ofﬁcer to enter your house and take

a few valuable things and ﬁnally the police ofﬁcer accepts it. When you

enter the house you realize that you have a maximum of ﬁve minutes to

decide what to take with you and you will be able to save up to four things

before leaving the house. Which four items from the list below would you

save? If you have the time, identify the four according to your priorities.

A wooden model of a sail ship that you have been working on for several

months and that you have prepared to submit to an annual competition.

A photo album of your child’s ﬁrst three years.

A radio.

The wedding ring of your grandmother, which was given to you or your

spouse or which you have been keeping for your wedding.

Your diary for the last year.

A ship model in a bottle, which you made when you were eleven and

sick in bed for six weeks.

An expensive guitar, which you bought by saving for a long time and

which gives a sound 50 times better than your previous guitar.

Membership records and receipts of a local football team (a group that

is important for you).

A pair of quality boots that you wear when walking and working.

Your address book.

Your school reports cards and exam result documents, which you have

kept since primary school.

A ﬁnely bound atlas from 1887 which you borrowed from a friend.

A valuable carpet, which your uncle brought from Isparta and which

you are proud to have on your living room ﬂoor.

A tray full of pot ﬂowers, which are known to be difﬁcult to grow, but

you managed to grow and which started to blossom recently.

A special stamp collection, which your father had been collecting since

the 1920s and which is worth thousands of YTL.

The love letters of your ﬁrst real boyfriend/girlfriend.

A CD which you kept for special days and which has special songs in it.

DON’T FORGET:

WHATEVER YOU FAIL TO SAVE WILL BE ALMOST DESTROYED BECAUSE

OF THE FLOOD. YOU HAVE FIVE MINUTES TO DECIDE.

Give them time to read, and allow ﬁve minutes for them to select the

four most important items. Remind them when there is only one minute left.

3.2.4. After everyone makes a selection of four items, divide the groups

into four or ﬁve and give each group ten minutes to select the four

materials they will rescue as a group. Emphasize that it is important for

them to reach a group decision.

3.2.5. Remind them of the time left when three minutes are left before

the time runs out.

3.2.6. Spokespersons: Ask each group to choose a spokesperson

and form a group of spokespersons in the middle of the room. The

spokespersons have to negotiate together to reach an agreement for all

members of the group. Ask both the spokespersons and the groups to

comply with the following rules while communicating with each other:

• “Group members may speak with each other and hear what their

spokesperson says; they may communicate with their spokesperson

only by writing notes.

• During the entire discussion, you may send only two written notes.

• The spokesperson may not answer messages sent by any of the group

members.”

3.2.7. Give the spokesperson ten minutes to negotiate a common

decision.

3.2.8. Allow at least 10 to 15 minutes for group discussion after an

agreement is reached within the group about the situation.

3.2.9. Open for discussion the main points of the negotiation process

on which a joint agreement has been reached, using the Notes to the

Trainer below. In addition, discuss the difﬁculties involved in expressing

the opinions of others. Where relevant, consult the Trainer Notes on

‘Working with Others’ (page 12).

TRAINER’S NOTES:

Please focus the group by bringing out the following points about negotiat-

ing a joint agreement:

Deﬁnition of ‘agreement’: If the group jointly reaches a decision af-

ter everyone in the group feels that their opinions have been sufﬁciently ex-

pressed, this is called an agreement. The group decision may not be the same

as the initial opinion of everybody. Certain compromises may be made, but

the best agreement is based on negotiating and persuading the group, rather

than putting pressure for group unanimity.

When is it appropriate to negotiate a decision with another individual

or amongst a small group of people?

The attempt to reach an agreement is appropriate where:

• The group is rather small or there is just one other individual involved

with yourself;

• Opinions overlap in the group or between you and the other individual

involved – if there is no longer ground between you, a negotiated

agreement is very difﬁcult to achieve;

• There are no clear right or wrong answers / decisions.

• There is time for everyone to state their opinion and it is not

necessary to make a sudden decision.

NEGOTIATING A JOINTLY AGREED DECISION:

ADVANTAGES AND DISADVANTAGES

ADVANTAGES of a jointly agreed decision:

* Usually, it is formed through combining the best opinion of everyone.

* Everyone has a part in the decision. It creates harmony within the

group.

* The persons in a minority within the group are less likely to think that

an unacceptable idea has been imposed on them.

* Everyone has the opportunity to state their opinion. This is not like a

vote where the situation appears very hopeless because a person in

the minority is well behind in numbers.

* Since it is necessary to reach a group decision, this prevents the

individuals in the group from competing with each other in order to

‘win’.

DISADVANTAGES:

* Negotiating an agreed decision may require a great deal of patience,

listening and understanding on the part of the group members.

* It may be very difﬁcult to make a decision if there are wide differences

between opinions.

Negotiating a jointly agreed decision: What does it take?

SHOW SLIDE 3(2)

MAKING AN AGREED DECISION REQUIRES THE FOLLOWING:

• Listening carefully

• Being ready for a compromise

• Patience

• Encouraging others to state their opinions

• Tolerating the opinions of a minority of members in the group

• Putting oneself in the place of others; being able to see things from

their point of view (empathy); and

• Checking any tendency you may feel that your initial view is the only

correct one.

NOTE: Do not act as if you were a spokesperson to restate your opin-

ions. Do not forget the group you represent. However, do not consistently

advocate the opinion of your own group on the road to reaching an agree-

ment even if this may sometimes look like a failure. In this way, you will assist

the negotiating process.

EXERCISE 3.3 TRAINER’S FEEDBACK

After this negotiation exercise and discussion is complete and a deci-

sion has been made, inform the group of any points you observed during the

game and wish to emphasize.

Training Note: Working with others:

• “Working with others is a situation we may face at every stage of

our lives. To be able to work efﬁciently, ﬁrst there must be a team;

in other words, the group must clearly determine what they will do

together, their aim.”

• “The forms of behaviour that negatively affect group work are as

follows: not allowing others to speak even one word, continually

interrupting others, interfering, raising disputes for no reason,

degrading others, wasting time by showing off, withdrawing oneself,

and not taking on responsibility.”

Ask “How healthy was the group process in negotiating an agreement?”

and the exercise with the group is discussed in the framework of the follow-

ing questions.

• Did the contributions made by each group member help to solve the

problem/to reach a decision?

• Was there a spirit of compromise or not?

• If any conﬂict emerged, how was it overcome?

• Did everyone participate in the negotiation?

• What issues were negotiated and how were the decisions made in the

group?

TRAINER INPUT:

After the last question is discussed, start to explain the negotiation

process by displaying and discussing the following issues.

• Your style and approach – Are you and the other person open to ideas

from the other person(s) and are you willing to compromise?

• Are you aware of your own and the other person’s “bottom line”, i.e.

what they or you are and are not willing to negotiate on?

• Can you ﬁnd a mutually acceptable compromise that gives you both

as much of what you want as possible?

• Who has what power in the relationship?

• Who controls resources? Who stands to lose the most if agreement

isn’t reached? What power does the other person have to deliver what

you want?

• Have you considered all of the possibilities and possible compromises

might there be?

• Do you consider creative solutions and alternatives when negotiating,

including proposing different solutions by introducing factors that

have not been considered?

• Do you avoid making a decision so that the matter is decided

elsewhere or by others?

Training Note: Did any of the following happen?

• Sharing information

• Exchanging information

• Be creative: for example, the subjects may be redrafted or comments

made on them

• Set out the alternatives: for example, if you decide to include a

subject, you may have to think about its effects on the rest of the

programme; and

• Determine the priorities.

TRAINER INPUT:

MAKING EFFECTIVE AGREEMENTS

Explain the subject of agreement as follows:

If everyone in the group reaches a joint decision after feeling that

their opinions have been sufﬁciently expressed, this is called agreement.

The group decision may not be the same as everyone’s initial opinion. Some

compromises may be made, but the best agreement is based on persuading

the group, rather than putting pressure for group unanimity. The attempt to

reach agreement is appropriate where:

• The group is rather small

• Opinions in the group always overlap

• There is not a clear right or wrong answer / decision

• There is time for everyone to state their opinions and it is not

necessary to make a sudden decision.

“Making an agreed decision requires listening carefully, being ready for

a compromise, patience, encouraging others to state their opinions, tolerat-

ing opinions in a minority within the group, putting oneself in the place of

others, for example, being able to see things from the viewpoint of others

(empathy) and checking the tendency to try to make a show of oneself.”

• Did the participants exhibit an effective listening skill?

• Was there a leader?

• If there was, did he/she emerge spontaneously or was he/she elected

by vote?

• What were the election criteria? Were they related to the task? (For

example, the knowledge of individuals).

• Were they hard-pressed in this task?

• Was the leader effective and how did he/she manage the conﬂict?

• How was the style of the leader? Did he/she have an aggressive

approach?

• Did he/she try to make a democratic decision?

• Did he/she waive his/her responsibilities?

• Was there anyone else who tried to act like a leader?

• Did the group effectively and correctly perform the speciﬁed task?

• How were the decisions made?

CONFLICT RESOLUTION

TRAINER NOTE:

The trainer needs to lead a group discussion about conﬂict resolution and

should write the feedback from group members on the ﬂipchart:

TRAINER INPUT:

“Conﬂict is a normal and necessary part of healthy relationships with

family, friends, colleagues and those who have authority over us. After all,

two people can’t be expected to agree on everything at all times. Therefore,

learning how to deal with conﬂict, rather than avoiding it, is crucial.

When conﬂict is mismanaged, it can harm your relationships with oth-

ers. But when handled in a respectful and positive way, conﬂict provides an

opportunity for growth, ultimately strengthening the bond between people.

By learning the skills you need for successful conﬂict resolution, you can face

disagreements with conﬁdence and keep your personal and professional rela-

tionships strong and growing.”

SHOW SLIDE 3(3)

• A conﬂict is more than just a disagreement

• Conﬂicts continue to fester when ignored

• We respond to conﬂicts based on our perceptions

• Conﬂicts trigger strong emotions

• Conﬂicts are an opportunity for growth

• A conﬂict is more than just a disagreement. It is a situation in which

one or both parties perceive a threat (whether or not the threat is real)

• Conﬂicts continue to fester when ignored. Because conﬂicts involve

perceived threats to our well-being and survival, they stay with us until

we face and resolve them

• We respond to conﬂicts based on our perceptions of the situation, not

necessarily to an objective review of the facts. Our perceptions are

inﬂuenced by our life experiences, culture, values, and beliefs

• Conﬂicts trigger strong emotions. If you aren’t comfortable with your

emotions or able to manage them in times of stress, you won’t be able

to resolve conﬂict successfully

• Conﬂicts are an opportunity for growth. When you’re able to resolve

conﬂict in a relationship, it builds trust. You can feel secure, knowing

your relationship can survive challenges and disagreements.

HAND-OUT 1.

Healthy and unhealthy ways of managing and resolving conflict

Unhealthy responses to conflict: Healthy responses to conflict:

• An inability to recognize and

respond to the things that matter

to the other person

• Explosive, angry, hurtful, and

resentful reactions

• The withdrawal of love, resulting

in rejection, isolation, shaming

and fear of abandonment

• An inability to compromise or see

the other person’s side

• The fear and avoidance of conflict;

the expectation of bad outcomes.

• The capacity to recognize and

respond to the things that matter

to the other person

• Calm, non-defensive, and

respectful reactions

• A readiness to forgive and forget,

and to move past the conflict

without holding resentments or

anger

• The ability to seek compromise

and avoid punishing

• A belief that facing conﬂict head

is the best thing for both sides.

TRAINER INPUT:

SHOW SLIDE 3(4)

• Successful conﬂict resolution depends on your ability to regulate

stress and manage your emotions

Conﬂict triggers strong emotions and can lead to hurt feelings, disap-

pointment and discomfort. When handled in an unhealthy manner, it can

cause irreparable rifts, resentments and break-ups. But when conﬂict is re-

solved in a healthy way, it increases our understanding of one another, builds

trust, and strengthens our relationship bonds.

If you are out of touch with your feelings or so stressed that you can

only pay attention to a limited number of emotions, you won’t be able to un-

derstand your own needs. If you don’t understand your needs, you will have a

hard time communicating with others and staying in touch with what is really

troubling you. For example, couples often argue about petty differences - the

way she hangs the towels, the way he parts his hair, rather than what is really

bothering them.

SHOW SLIDE 3(5)

The ability to successfully resolve conﬂict depends on your ability to:

• Manage stress quickly while remaining alert and calm

• Control your emotions and behavior

• Pay attention to the feelings being expressed

• Be aware of and respectful of differences.

TRAINER NOTE:

Here is some extra detail to help explain the power point slide.

• Manage stress quickly while remaining alert and calm.By staying

calm, you can accurately read and interpret verbal and nonverbal

communication

• Control your emotions and behavior.When you’re in control of your

emotions, you can communicate your needs without threatening,

frightening, or punishing others

• Pay attention to the feelings being expressed,as well as the spoken

words of others

• Be aware of and respectful of differences.By avoiding disrespectful

words and actions, you can resolve the problem faster.

In order to do this, you will need to learn and practice two core skills:

the ability to quickly reduce stress in the moment and the ability to remain

comfortable enough with your emotions to react in constructive ways even

in the midst of an argument or a perceived attack. We will say more about

this in tomorrow’s session on Emotional Intelligence.

Exercise 5.5. Ask the group members to work in pairs and give each

other an example of a situation where they have faced conﬂict with a friend,

family member, colleague or person who has authority over them. Ask each

pair to provide between them one example where the actions of one of them

escalated the situation and the conﬂict and one example where their actions

diffused the situation.

Ask the group to refer to the information from the last slide as to what

they did to escalate or diffuse the conﬂict.

Take feedback from each pair and discuss some of their examples to de-

termine what their behaviour meant to them when they escalated a conﬂict

and what they could have done to deescalate it. Lead a discussion of what

group members could do in future to manage conﬂicts. Write the responses

and solutions on the ﬂipchart.

EXERCISE: OVERVIEW OF THE DAY

• The Trainer displays the session objectives and asks group members if

the objectives have been met

• Close the session with group members in turn stating the one thing

they have learned from the session about how to communicate more

effectively

• Thank the participants for their contribution.

SESSION 4: CONFLICTS AND CONFLICT MANAGEMENT STYLES

SESSION OBJECTIVES

By the end of the session the participants shall increase their:

SHOW SLIDE 4(1)

CONTENTS OF THE SLIDE:

• familiarity with the reasons why conﬂicts occurs

• shall understand some of the methods of conﬂict management

• shall establish skills to be applied in establishing safety and order

• shall be introduced with Conﬂict Management styles.

MATERIALS REQUIRED:

Flipchart

Pens paper

Hand-outs

NOTE FOR THE TRAINER:

The trainer notes on a ﬂipchart the reasons that lead to conﬂict that the

participants identify following a question: According to you, what are the most

frequent reasons for conﬂict situations? Then he leads the participants to think

of conﬂict situations, how they impacted them, and what kind of reactions arose.

He divides the participants in pairs and tells them to discuss it with the part-

ner. Once the pairs ﬁnish discussing, a discussion in the group is initiated and

based on the discussion the most effective ways of conﬂict resolution are being

identiﬁed.

SHOW SLIDE 4(2)

CONTENTS OF THE SLIDE:

• Forcing - forms of expression are: outspeaks the other person, forces

the other person, convinced to be right, not caring about the other

person’s feelings

• Giving in - forms of expression are: talking to the other person and

saying you are not right and you want to prove that you are learning

from you mistakes

• Avoiding - forms of expression are: withdrawal when there are

differences, postponing the discussions about the issue to a future

point in time, redirecting the issue with jokes for example

• Discussion and cooperation - forms of expression are: orientation

towards the solution, examining and calculating the motives, needs,

etc.

• Looking for compromise - forms of expression are: readiness

for agreement, both sides bring the same inﬂuence and power,

professional and practical behavior.

The trainer explains that there are ﬁve styles of conﬂict management:

Forcing - the person who uses this style is primarily oriented towards

the objective he wants to achieve and does not pay attention to his attitude.

This style is based on force; all means to achieve the proper goal are used. It

is a style that leads to win or lose. Forcing can be useful in situations in which

it is required to make a quick decision or when somebody is hesitant to cut

the knot.

Giving in - opposite of forcing. The person who yields is neglecting his

own task in favor of the other. The yielding is applied in situations in which

you are trying to get points with the other demonstrating your good side or

in a situation in which the issue is not of signiﬁcance for you, while it is very

important for the others. In yielding the attitude is considered a more impor-

tant than the task itself.

Avoiding - the person who avoids solving a conﬂict is not oriented nei-

ther towards his talks, nor his attitude. He simply does not enter into con-

ﬂict. It happens in situations in which it is considered that the issue is not

important. Or in situations in which it is so much tense that it is cleverer to

wait for the situation to calm down. Avoiding means diplomatic avoiding,

postponing or withdrawing from threatening situations.

Discussion and cooperation - contrary to avoiding. A person who coop-

erates is ready together with the other person to invest time, money, energy

in concentrated work towards solution. You are ready to share your opinion,

desires and emotions with the other person and to respect his.

Looking for compromise - means looking for acceptable completion of

the tasks and professional attitude. Both parties cooperate to come to solu-

tion. The compromise is applied in situations in which the parties have little

time, but it is necessary to ﬁnd a quick solution. Or it is used in situations

when other styles did not lead to results.

Exercise: Conﬂict management styles

Principle - The trainer gives an instruction for the group to think of

situations in which their desires were different than the desires of the oth-

ers. How do they react in such situations? The purpose of this exercise is to

identify from the given statements the possible behavior in a given situation

and to mark the attitude that is most close to their behavior. The answers are

given as A and B and the participants respond by marking the right answer

without consulting each other.

SHOW SLIDE 4(3)

HAND-OUT

1. A – I sometimes allow others to take the responsibility for solving the

problems.

B – Instead of negotiating about things that we disagree on, I am

trying to put an emphasis on the things that we disagree on.

2. A – I am trying to ﬁnd a compromise.

B – I am trying to satisfy all my and others’ interests.

3. A – I am strictly determined to achieve my objectives.

B - I am trying to satisfy all my and all his interests.

4. A – I am trying to ﬁnd a compromise.

B – I am sometimes sacriﬁcing my own needs in favour of others’

wishes.

5. A – I am asking the other person for help in order to come up with

solution.

B – I am trying to do what is necessary in order to prevent unnecessary

tension.

6. A – I am trying to prevent unpleasant situations for myself.

B – I am trying to win with my position.

7. A - I am trying to postpone the issue for a while in order to think about

it.

B – I am giving up the issue in exchange for other issues.

8. A – I am strictly determined to realize my own objectives

B – I am immediately trying to get an insight into all interests and

disputes.

9. A – I consider that it is not always worth it to get upset about the

differences that exist

B – I am somewhat engaging to be pleased.

10. A – I am determined to achieve my own objectives.

B – I am trying to immediately get a compromise solution.

11. A – I am immediately trying to get an insight into interest disputes.

B – I am sometimes trying to calm the other person down in order to

preserve our relationship.

12. A – Sometimes I am not allowing myself to take position which can

lead to controversy.

B – I am trying to concede on my stance if the other is not conceding

his.

13. A – I am asking for assistance from the other person in order to come

up with solution

B – I am trying to prove my position to the end.

14. A – I am expressing my opinion and I ask for his.

B – I am trying to demonstrate the logic and the advantages of my

position.

15. A – Sometimes I am trying to calm the other person down in order to

preserve our relationship.

B – I am trying to do what is necessary to prevent tense situations.

16. A – I am trying not to hurt the other person’s feelings.

B – I am trying to convince the other about the advantages of my

position.

17. A – I am strictly determined to achieve my objectives.

B – I am trying to do what is necessary to prevent unnecessary

tensions.

18. A – If the other person is happy, I am not changing his point of view.

B – I am conceding somewhat my stance, if the other person is doing

so too.

19. A – I am trying to immediately get an insight into all interests and

disputes.

B – I am trying to delay the issue for a while in order to think about it.

20. A – I am trying immediately to deeply analyze our differences.

B – I am trying to ﬁnd a reasonable combination of proﬁt and loss for

both of us.

21. A – I am approaching the negotiations with a due consideration about

the other’s wishes.

B – I always intend to discuss the problem straightforward.

22. A – I am trying to meet the other person in the middle.

B – I stick to my wishes.

23. A – Very often I set the objective to satisfy all our needs.

B – I sometimes let others be responsible for solving the problem.

24. A – If the position of the other person is very important to him, I

would try to satisfy his needs.

B – I am trying to convince him to be satisﬁed with a compromise.

25. A – I am trying to demonstrate the logic and the advantages of my

position.

B – In my approach to the negotiations I am trying to take in

consideration the wishes of the other.

26. A – I propose to meet in the middle.

B – Almost always I set as an objective to satisfy all our needs.

27. A – I am sometimes trying to take position which lead to controversy.

B – If that makes him happy, I am not changing his ideas on the

subject.

28. A – I am usually uncompromised in the attempt to realize my

objectives.

B – I am usually asking others for help in devising a solution.

29. A – I propose to meet in the middle.

B – I think that it is not always worth it to get upset about the existing

differences.

30. A – I am trying not to hurt other people’s feelings.

B – I always consider that the other is a partner in ﬁnding a joint

solution to the problem.

SHOW SLIDE 4(4)

CONTENTS OF THE SLIDE:

TABLE: CONFLICT MANAGEMENT STYLES

No. Forcing

Discussion and

cooperation

Looking for

a compromise

Avoiding Giving in

1 А B

2 B А

3 А B

4 А B

5 А B

6 B А

7 B А

8 А B

9 B А

10 А B

11 А B

12 B А

13 B А

14 B А

15 B А

16 B А

17 А B

18 B А

19 А B

20 А B

21 B А

22 B А

23 B А

24 А B

25 B А

26 А B

27 А B

28 А B

29 B А

30 B А

Styles Forcing

Discussion and

cooperation

Looking for

a compromise

Avoiding Giving in

Total:

Trainer input: The results obtained shall be inserted in the table by the

trainer. The table demonstrates the styles of conﬂict management and col-

umns with possible results with 0-very rarely used to 12 very often used.

NOTES FOR THE TRAINER:

After the management style of each of the participants is identiﬁed, the

trainer tells that one style is not better than the other. The situation should de-

termine which style is the most efﬁcient at a given moment.

SESSION 5: OVERVIEW OF THE DAY

Session 5 is a thirty minute opportunity at the end of the day, to review

what has been learnt throughout the day and to ensure the learning objec-

tives have been met. It provides an opportunity to ask any outstanding ques-

tions and clarify any outstanding issues.

SLIDE 5(1) OVERVIEW OF THE DAY

QUESTIONS:

What I learned during the day and how will I apply it in my daily work?

Was the day positive?

What should be improved?

What should be discussed?

Comments, suggestions for the trainers

Comments about the general feeling in the group

DAY TWO

Morning

Session 6: Preventing and Conﬂict Management through behaviour

Session 7: Emotional Intelligence

Lunch break

Afternoon

Session 8: Pro-social modeling

Session 9: Pro-social modeling

Session 10: Overview of the day and the training

Programme evaluation (ﬁlling the evaluation forms)

NECESSARY MATERIAL FOR DAY 1:

• LCD projector, lap-top/computer

• Flipchart paper and easel

• Paper, envelopes, markers for the exercises

• Slides

• Printouts

• Hand-outs

SESSION 6: PREVENTION AND CONFLICT MANAGEMENT BY

USING YOUR BEHAVIOR

SLIDE 6(1) OBJECTIVES

By the end of the session participants will:

• Understand the importance of behaviour in relation to staff

effectiveness

• Understand the contribution personal behaviour can make to

preventing conﬂict

• Understand the contribution personal behaviour can make to

managing conﬂict.

MATERIALS REQUIRED:

Pens

Paper

Power point slides etc.

TRAINER INPUT:

Contemporary prison management is about creating a safe and secure

environment, which has a positive ethos and in which staff and prisoners are

able to make a contribution. Prison staff’s ability to do this is often limited

to the quality of relationships that they form and develop with other people

and the way they exercise their authority.

BEHAVIOUR AND INFLUENCE

Inﬂuencing is the means of getting people to do what you want them

to do. It is the means or method to achieve two ends: operating and improv-

ing. But there’s more to inﬂuencing than simply passing along orders. The

example you set is just as important as the words you speak. And you set an

example – good or bad – with every action you take and word you utter, on or

off duty. Through your words and example, you must communicate purpose,

direction and motivation.

SLIDE 6(2)

You are your behaviour – what you say, what you do and how you ap-

pear are the things that people see and they are the things that deﬁne you

and allow people to make judgments about you – behaviour and the way

you behave towards others is critical to your effectiveness. What you think,

what you feel, what motivates you and what you believe can all be reﬂected

through the way you behave and the way you appear to others.

You can use your behaviour to great advantage to reduce and manage

conﬂict, if you understand the following.

SLIDE 6(3)

BEHAVIOUR BREEDS BEHAVIOUR

• You reap what you sow in terms of your own behaviour

• People mirror and reﬂect the behaviour of others

• Being helpful almost always elicits a positive response

• Being obstructive almost always makes the situation more difﬁcult

Behaviour

Appearance

SEEN

UNSEEN

Attitudes

Feelings

Motivation

Values

SLIDE 6(4)

YOU CAN CHOOSE YOUR BEHAVIOUR

• Behaviour isn’t ﬁxed; you choose how to behave 90 percent of the

time

• Choosing the right behaviour at the right time is critical to being

effective

• It isn’t particularly difﬁcult to do

• It’s about awareness and discipline.

SLIDE 6(5)

YOU CAN USE YOUR BEHAVIOUR TO HINDER A TRANSACTION

• People under stress behave irrationally and often make the wrong

choices

• Responding emotionally makes things worse and rarely improves the

situation

• Behaving in these ways does not demonstrate effectiveness.

SLIDE 6(6)

YOU CAN USE YOUR BEHAVIOUR TO HELP YOUR INTERACTIONS

WITH OTHERS

• Responding helpfully is the quickest way to a successful outcome

• It’s easier on ourselves in the short and long term.

SLIDE 6(7)

BEHAVIOUR IS EXPRESSED

• Verbally – by what we say

• Visually – by our body language

EXERCISE: Ask the participants to identify two occasions when they

used their behavior to resolve a difﬁcult situation – what did they do and

what was the outcome and secondly, ask them to identify two situations

when their behavior escalated the difﬁculty of a situation – what did they do

and what was the outcome. Ask individuals to share this experience in small

groups and discuss. Feedback to the large group. Each group should feed-

back at least two positive outcomes and two negative.

TRAINER NOTE:

This session on behavior is timed to last approximately one hour. The ﬁnal

thirty minutes of this session (if not required for questions or discussion can be

used to move on to the next session on Emotional Intelligence, which includes

much more content and therefore could beneﬁt from the extra time).

SESSION 7: EMOTIONAL INTELLIGENCE

SLIDE 7(1)

OBJECTIVES

By the end of the session participants will:

• Understand the importance of self–awareness when dealing with

conﬂict

• Understand the importance of self–management when dealing with

conﬂict

• Understand the importance of social awareness when dealing with

conﬂict

• Understand the importance of relationship management when dealing

with conﬂict.

MATERIALS REQUIRED:

Pens

Paper

Power point slides etc.

A leadership quality that we need to consider is Emotional Intelligence.

During the last decade this quality has become ever more important and

recognized as an essential part of the Leader’s toolkit. In 1980 Reuven Bar-on

was researching the qualities that lead to success. He was able to demon-

strate that IQ and traditional intelligence were not enough on their own and

developed the concept of Emotional Intelligence or EQ (Emotional Quotient)

as it is sometimes known.

In 1985 an inﬂuential psychologist called Howard Gardner also chal-

lenged the traditional view of intelligence.

The idea that success in both life and work - at least where managing

people is a signiﬁcant factor - became highly credible and organizations have

begun to recognize how their best leaders and managers need to develop an

understanding of themselves and others.

In 1995 Daniel Goleman published the best – seller “Emotional

Intelligence”, which has done a great deal for popularizing the subject.

Recent research says that it accounts for as much as 85% of our

effectiveness.

This research has been developed mostly over the last ﬁfteen years.

We know from studying the results of IQ testing that roughly 50% of the

population will score between 90 and 110, 25% of the population will score

between 110 and 130 and the remaining 25% less than 90.

We generally assume that those scoring highest are likely to be most

successful and those scoring lowest will not achieve as much and some will

require help and support to fulﬁl their potential.

As parents we usually want our children to attend school, work hard

and do well and we almost all hope that they will develop their academic abil-

ity and be successful in life and work.

We almost all attribute and attach great importance to academic abil-

ity and prize it as something of great value - and it is - but recent research

into intelligence says that other abilities or intelligences which we also pos-

sess do not attract such attention, but are also of great value to us all.

Research into intelligence would say that some people possess

Kinaesthetic Intelligence – the ability to use your body or parts of your body

in an intelligent way. If we think of sportsmen and women we begin to under-

stand they demonstrate this ability.

Potters who can fashion ceramic forms from a lump of clay, woodcarv-

ers who can turn a piece of wood into a work of art and weavers, sewers and

others who can produce beautiful carpets, woven textiles etc.

We often describe these people as gifted, talented and even blessed but

what they appear to have developed and reﬁned is Kinaesthetic Intelligence.

Consider what the research calls Emotional Intelligence and says is an

ability which is essential for those working with, for and amongst people –

Managers, Leaders, Teachers, Social Workers and others.

We know and understand that we can all get angry; anger is an emotion

which we have all felt ourselves and witnessed in others: - We all get angry

and this can be easy to do. When we are angry if we shout, bang doors or

stamp our feet - then we are not using emotional intelligence. However, if we

can contr ol our anger and channel it in constructive and positive ways - this

is Emotional Intelligence.

Aristotle the great philosopher said – “Anyone can be angry – that is

easy – But to be angry with the right person, to the right degree at the right

time for the right purpose and in the right way – this is not easy”.

Emotional Intelligence, however, is not just about your level of self-con-

trol and awareness, but also how you engage in inter-personal relationships.

SLIDE 7(2)

EMOTIONAL INTELLIGENCE IS THE ABILITY TO ENCOMPASS:

• Self – Awareness

• Self – Management

• Social Awareness

• Relationship Management

Self-Awareness – The ability to recognize your own emotions and how

they affect your thoughts and behaviour: Know your strengths and weakness-

es: Have self-conﬁdence.

Self-Management – The ability to control impulsive feelings and behav-

iours: Manage your emotions in healthy ways: Take initiatives: Follow through

on commitments: Adapt to changing circumstances.

Social Awareness – The ability to understand the emotions, needs and

concerns of other people: pick up on emotional cues: feel comfortable so-

cially: and recognize the power dynamics in a group or organisation.

Relationship Management – The ability to develop and maintain good

relationships: communicate clearly: inspire and inﬂuence others: work well in

a team: manage conﬂict.

TRAINER INPUT:

Quick stress relief: The ﬁrst core conﬂict resolution skill

Being able to manage and relieve stress in the moment is the key to

staying balanced, focused, and in control, no matter what challenges you

face. If you don’t know how to stay centered and in control of yourself, you

will become overwhelmed in conﬂict situations and unable to respond in

healthy ways.

TRAINER NOTE:

You may wish to use the following driving analogy to describe the three

most common ways people respond when they’re overwhelmed by stress.

TRAINER INPUT:

• Foot on the gas. An angry or agitated stress response. You’re heated,

keyed up, overly emotional, and unable to sit still.

• Foot on the brake.A withdrawn or depressed stress response. You shut

down, space out, and show very little energy or emotion.

• Foot on both gas and brake.A tense and frozen stress response. You

“freeze” under pressure and can’t do anything. You look paralyzed, but

under the surface you’re extremely agitated.

SHOW SLIDE 7(3)

Stress interferes with the ability to resolve conﬂict by limiting your

ability to:

• Accurately read another person’s nonverbal communication

• Hear what someone is really saying

• Be aware of your own feelings

• Be in touch with your deep-rooted needs

• Communicate your needs clearly.

TRAINER INPUT:

Is stress a problem or you?

You may be so used to being stressed that you’re not even aware you

are stressed. Stress may be a problem in your life if you identify with the

following:

• You often feel tense or tight somewhere in your body

• You’re not aware of movement in your chest or stomach when you

breathe

• Conﬂict absorbs your time and attention.

Emotional Intelligence: The second core conﬂict resolution skill

Emotional Intelligence is the key to understanding yourself and others.

If you don’t know how you feel or why you feel that way, you won’t be able

to communicate effectively or smooth over disagreements. Although know-

ing your own feelings may seem simple, many people ignore or try to sedate

strong emotions like anger, sadness, and fear. But your ability to handle con-

ﬂict depends on being connected to these feelings. If you’re afraid of strong

emotions or if you insist on ﬁnding solutions that are strictly rational, your

ability to face and resolve differences will be impaired.

Why emotional intelligence is a key factor in resolving conﬂict?

Emotional Intelligence - consciousness of yourmoment-to-moment emo-

tional experience -and the ability to manage all of your feelings appropriately

is the basis of a communication process that can resolve conﬂict.

Emotional Intelligence helps you:

• Understand what is really troubling other people

• Understand yourself, including what is really troubling you

• Stay motivated until the conﬂict is resolved

• Communicate clearly and effectively

• Attract and inﬂuence others.

Assessing your ability to recognize and manage emotions

The following questions can help you assess your level of emotional

intelligence. Answer the following questions with:almost never, occasionally,

often, very frequently,oralmost always. There is no right or wrong response,

only the opportunity to become better acquainted with your emotional

responses.

QUESTIONS. WHAT KIND OF RELATIONSHIP DO I HAVE WITH MY

EMOTIONS?

• Do I experience feelings that ﬂow, encountering one emotion after

another as your experiences change from moment to moment?

• Are my emotions accompanied by physical sensations that you

experiencein places like your stomach or chest?

• Do I experience discrete feelings and emotions, such as anger,

sadness, fear, joy, each of which is evident in subtle facial expressions?

• Can I experience intense feelingsthat are strong enough to capture

both your attention and that of others?

• Do I pay attention to your emotions?Do they factor into your decision

making?

If any of these experiences are unfamiliar, your emotions may be turned

down or turned off.

Nonverbal communication plays a big role in conﬂict resolution

The most important information exchanged during conﬂicts and argu-

ments is often communicated non-verbally. Non-verbal communication is

conveyed by emotionally-driven facial expressions, posture, gesture, pace,

tone and intensity of voice. The most important communication is wordless.

When people are upset, the words they use rarely convey the issues and

needs at the heart of the problem. When we listen for what is felt, as well as

said, we connect more deeply to our own needs and emotions and to those of

other people. Listening in this way also strengthens us, informs us and makes

it easier for others to hear us.

When you are in the middle of a conﬂict, paying close attention to the

other person’s non-verbal signals may help you ﬁgure out what the other per-

son is really saying, respond in a way that builds trust and get to the root of

the problem. Simple non-verbal signals, such as a calm tone of voice, a reas-

suring touch, or an interested or concerned facial expression can go a long

way toward relaxing a tense exchange.

Your ability to accurately read another person depends on your own

emotional awareness. The more aware you are of your own emotions, the

easier it will be for you to pick up on the wordless clues that reveal what oth-

ers are feeling.

Humour, judiciously used, can effectively defuse conﬂict

Once stress and emotion are brought into balance your capacity for joy,

pleasure and playfulness is unleashed. Joy is a deceptively powerful resource.

Studies show that you can surmount adversity, as long as you continue to

have moments of joy. Humour plays a similar role when the challenge you’re

facing is conﬂict.

You can avoid many confrontations and resolve arguments and disa-

greements by communicating in a playful or humorous way. Humor can help

you say things that might otherwise be difﬁcult to express without creating

a ﬂap. However, it’s important that you laugh with the other person, not at

them. When humor and play is used to reduce tension and anger, reframe

problems, and put the situation into perspective, the conﬂict can actually

become an opportunity for greater connection and intimacy.

Tips for managing and resolving conﬂict

Managing and resolving conﬂict requires the ability to quickly reduce

stress and bring your emotions into balance. You can ensure that the pro-

cess is as positive as possible by sticking to the following conﬂict resolution

guidelines:

• Listen for what is felt as well as said. When we listen we connect more

deeply to our own needs and emotions, and to those of other people.

Listening in this way also strengthens us, informs us, and makes it

easier for others to hear us.

• Make conﬂict resolution the priority, rather than winning or “being

right”. Maintaining and strengthening the relationship, rather than

“winning” the argument, should always be your ﬁrst priority. Be

respectful of the other person and his or hers viewpoint.

• Focus on the present. If you’re holding on to old hurts and

resentments, your ability to see the reality of the current situation

will be impaired. Rather than looking to the past and assigning blame,

focus on what you can do in the here-and-now to solve the problem.

• Pick your battles.Conﬂicts can be draining, so it’s important to

consider whether the issue is really worthy of your time and energy.

Maybe you don’t want to surrender a parking space if you’ve been

circling for 15 minutes. But if there are dozens of spots, arguing over a

single space isn’t worth it.

• Be willing to forgive.Resolving conﬂict is impossible if you’re unwilling

or unable to forgive.Resolution lies in releasing the urge to punish,

which can never compensate for our losses and only adds to our injury

by further depleting and draining our lives.

• Know when to let something go.If you can’t come to an agreement,

agree to disagree. It takes two people to keep an argument going. If a

conﬂict is going nowhere, you can choose to disengage and move on.

Exercise 5.5. Ask the group members to work in pairs and give each

other an example of a situation where they have faced conﬂict with a friend,

family member, colleague or person who has authority over them. Ask each

pair to provide between them one example where the actions of one of them

escalated the situation and the conﬂict and one example where their actions

diffused the situation. Ask the group to refer to the information from the last

slide as to what they did to escalate or diffuse the conﬂict.

Take feedback from each pair and discuss some of their examples to

determine what their behaviour meant to them when they escalated a con-

ﬂict and what they could have done to deescalate it. Lead a discussion of

what group members could do in the future to manage conﬂicts. Write the

responses and solutions on the ﬂipchart.

EXERCISE

• The trainer displays the session objectives and asks group members if

the objectives have been met

• Close session group members in turn stating one thing they have

learned from the session about how to communicate more effectively

• Thank participants for their contribution.

SESSIONS 8 AND 9: PRO-SOCIAL MODELLING

TRAINER NOTE:

POWER POINT SLIDES FOR SESSION 8 ALSO COVER SESSION 9.

OBJECTIVES – BY THE END OF THE DAY PARTICIPANTS WILL:

SLIDE 8(1)

• Understand the meaning of pro-social modelling in relation to theory

and practice

• Have considered its application in the workplace

• Recognize that it builds on existing skills and can enhance

effectiveness

MATERIALS REQUIRED:

Pens

Paper

Powerpoint slides etc.

TRAINER NOTE:

Show slide

SLIDE 8(2)

‘What Works’

• Risk clariﬁcation

• Criminogenic Needs

• Responsivity

• Community Base

• Treatment Modality

• Programme Integrity

TRAINER INPUT:

Research indicates brieﬂy that:

Risk Classiﬁcation – resources should be targeted at those who present

the greatest risk, whether that risk be to others, self or reoffending.

Criminogenic needs – Workers should concentrate on those factors

that cause people to commit crime if they want to change their criminal

behaviour.

Community Base – there is some evidence to suggest that programmes

aimed at changing criminal behaviour are most successful when operated in

the communities where people live rather than in institutions.

Treatment Modality – If a programme is developed to operate in a

particular way using speciﬁc approaches and methods, these should not be

changed / amended / altered by individual workers charged with delivering

the original programme. To change approaches and methods of working mid

–programme has been found to be unhelpful.

Programme Integrity – Staff delivering programmes of work, which

have been evidenced to produce the required outcomes should not alter the

programmes whilst they are in progress.

Explain to the group that it is the principle of responsivity that we are

going to look at today because not only does it apply to our work with offend-

ers, but it also works effectively in our work with each other.

Chris Trotter (Monash University, Australia) has done a lot of research

linking some of the principles of responsivity to the approach we adopt to

our work, the way we work with offenders and the way we work with each

other. His work focuses on the skills of Problem Solving, Reﬂective Listening

and Pro-Social approaches and it is the Pro-Social approaches that we are

going to look at today.

TRAINER NOTE:

Show Slide 3(8) Pro-Social Approach and talk through each slide.

SLIDE 8(3)

PRO-SOCIAL APPROACHES

• Reduces anti-social behaviour

• Increases positive attitudes

• Uses prisoner and staff skills to advantage

• Motivates

• Helps to engage people positively

• Increases rapport

• Increases job satisfaction

• Increases morale

SLIDE 8(4)

WE WANT TO ENCOURAGE

• Safe environment for staff and prisoners

• Positive life skills

• Good relationships

• Good coping skills

• Increased self-worth

• Reduction of conﬂict

• Achievement of targets

• Improved listening skills

SLIDE 8(5)

WHAT PRO-SOCIAL MODELING IS

• The way we work with others

• The way we work with each other

• Positive interventions

• Positive change

SLIDE 8(6)

WHAT PRO-SOCIAL MODELING IS NOT?

• A simple solution

• New

• Difﬁcult

• Something to be afraid of

• Charter to do what you like

TRAINER INPUT:

The key ingredients of adopting this approach involve:

SLIDE 8(7)

PRO-SOCIAL MODELING – KEY INGREDIENTS

• High Quality Relationship

• Modeling

• Re-enforcement

• Disapproval

TRAINER NOTE:

Talk through the slide giving some detail about each of the ingredients and

then introduce the following exercise.

EXERCISE

The purpose of this exercise is to get participants thinking about what

qualities are required to build and maintain high quality relationships with

others. All high quality relationships will have some of the same elements e.g.

trust, boundaries and limits.

In does need to be remembered however that professional and personal

relationships are different and will have some qualities that are not the same

in each case, e.g. personal relationships will probably contain some level of

intimacy, which high quality professional relationships do not require.

Divide the large group into small groups of 3 or 4 and ask them to

list the essential ingredients of a high quality relationship. Allow 10 – 15

minutes.

Take feedback and list their responses on a ﬂipchart – spend a small

amount of time in discussion about what they have written.

TRAINER NOTE:

When you have done this, show slide 2(14) and talk it through.

SLIDE 8(8)

HIGH QUALITY RELATIONSHIPS

• Worker style – open, warm ﬂexible, attentive, understanding and

enthusiastic

• Freedom to express opinions, feelings and share experiences

• Mutual liking and respect

• Humour

• Frequent contact

• Shared understanding of limits/boundaries.

TRAINER INPUT:

Acting as a positive role model and leading by example is the next es-

sential ingredient of effective leadership.

EXERCISE – WHAT MAKES A GOOD ROLE MODEL?

Ask the group again in the same small groups as the previous exer-

cise, the following question – What qualities would you expect to see from

a good Role Model?

Ask the group again to make a list and take feedback.

TRAINER INPUT:

Show the following series of slides and talk them through:

SLIDE 8(9)

EFFECTIVE MODELING

• Concrete and vivid demonstration

• Detailed description

• Emphasis on rewards

• Recognition of fear and distrust

• Emphasizes common humanity.

SLIDE 8(10)

WHAT COULD BE DESCRIBED AS MODELLING PRO-SOCIAL

BEHAVIOUR?

What can we say and do?

• Be punctual and reliable

• Be honest and open

• Respect other people’s feelings

• Respect offender’s feelings

• Understand the offender’s point of view.

SLIDE 8(11)

WHAT COULD BE DESCRIBED AS MODELLING PRO-SOCIAL

BEHAVIOUR? CONTINUES

• Express views about the negative effects of criminal behaviour

• Be open about problems you may have had which are similar to the

offender’s

• Express positive views about the value of social pursuits, such as good

family relations, non-criminal friends.

TRAINER INPUT:

The New Zealand Prison Service has developed the following guidelines

to assist staff:

Modelling is the most potent source of inﬂuence. It is a background fac-

tor, rather than a direct method of response. A prisoner is more likely to be

inﬂuenced by your words and behaviour if it appears that you have ‘got your

act together’.

SLIDE 8(12)

YOU WILL DEMONSTRATE PSM WHEN YOU SHOW:

• respect of rules and legitimate authority

• self-control

• rejection of violence

• honesty and reliability

• respect for others.

SLIDE 8(13)

RESPECT FOR RULES

The following are some examples of showing respect for rules and le-

gitimate authority:

• Always follow correct (prison) procedures, including completing

incident reports and misconducts as appropriate

• Always be fair and impartial ensuring that personal biases do not

inﬂuence on-the-job behaviour or decision-making

• Carry out the technical, though often mundane, aspects of the job

thoroughly and conscientiously

• Be punctual, well-presented and well-groomed

• Avoid any collusion with prisoners’ claims to innocence, having been

‘set-up’, persecuted by Police etc.

SLIDE 8(14)

SELF-CONTROL

The following are some examples of showing self-control:

• Manage your own emotions effectively - avoid any display of foul

temper, bad language, etc.

• Maintain composure in the face of hostility and provocation

• Deal with conﬂict ﬁrmly, but patiently.

SLIDE 8(15)

REJECTION OF VIOLENCE

The following are some examples of showing rejection of violence:

• Consistently use verbal skills to defuse situations where violence

threatens

• Do not respond in kind to prisoners’ intimidating / threatening

behaviour

• Avoid any comments, remarks, jokes, etc. which imply validation of

violence

• If physical force is necessary (e.g. C&R) carrying this out humanely and

using minimum necessary levels of force.

SLIDE 8(16)

HONESTY AND RELIABILITY

The following are some examples of showing honesty and reliability:

• Always speak the truth

• Always carry out what you have promised

• Admit when you are wrong. Do not attempt to falsify information to

cover mistakes.

SLIDE 8(17)

RESPECT FOR OTHERS

The following are some examples of showing respect for others:

• Have a respectful attitude to colleagues, prisoners and visitors

• Avoid any racist or sexist remarks or jokes

• Demonstrate helpfulness and interest in the individual.

TRAINER INPUT:

Reinforcing pro-social behaviour is the third ingredient of this approach

and it is used to ensure we continually reinforce the kinds of behaviour we

wish to promote by rewarding them as they happen.

TRAINER NOTE:

Show the following series of slides and talk them through.

SLIDE 8(18)

EFFECTIVE REINFORCEMENT

• Strong, emphatic and immediate

• Clear reasons

• Distinct from ‘background’ support, concern and interest

• Empathic.

SLIDE 8(19)

WHAT REWARDS CAN WE OFFER?

• Praise

• Time

• Positive comments in ﬁles and reports

• Advocacy

• Increased/decreased levels of contact

• Going an extra half mile.

TRAINER NOTE TO SLIDE 8(19):

Time - Using time is an interesting concept and can be used to both rein-

force and deter particular types of behaviour – it is the way in which YOU use the

time which is important!!! You can, if you choose to spend extra time with people

to help, assist and encourage them or you can use time to give extra control and

manage difﬁcult behaviours. Time is an important feature of this approach but it

why you give people extra time that is important not the time itself and you need

to be explicit about this.

Advocacy is a way of offering extra support to someone by helping them

and speaking or advocating on their behalf, for example with an employer or with

an educational establishment so they can access them more easily.

Increasing or decreasing levels of contact can also be supportive if you are

explicit why you are doing it. E.g. I am giving you extra contact because I believe it

will help you to achieve your aims or I am decreasing our level of contact because

you are doing so well on your own and I can see you are self-motivated. It is why

you do it that is important and your professional judgment and knowledge about

how the individual works that is important here.

Going an extra half mile simply means doing something extra for that per-

son as an acknowledgement of their progress making extra efforts on their be-

half over and above what you might do in ordinary circumstances.

SLIDE 8(20)

REINFORCEMENT

Praise is the most powerful reinforcement currently available to staff

• It is most important that the reinforcement is clearly linked to a

speciﬁc piece of behaviour and is explicit enough for the offender to

be able to make the link

• Reinforcement should never be general

• Reinforcement should be genuinely meant and not automatic

• Automatic reinforcements soon lose their impact

• Reinforcement should always be contingent on behaviour.

TRAINER NOTE: SLIDE 8(20)

Reinforcement should never be general. This means if you are giving rein-

forcement for a speciﬁc piece of behavior, you need to say more than - that was

good – this kind of statement is what would be classed as background support

and too general for someone to learn from. You need to always be speciﬁc about

exactly what you liked. Reinforcement should always be genuine, otherwise it has

no impact; people will not believe you and you will come across as patronizing

and insincere.

Automatic reinforcements are like wage packets - you get them regularly

and after a while they lose their impact as a reward and encouragement – re-

wards and encouragements work much better when they are unexpected.

TRAINER INPUT:

Expressing disapproval about unacceptable behaviour is the fourth

ingredient of Trotter’s pro-social approach. Disapproval should not seek to

blame, punish or judge – these approaches are doomed to failure and we shall

say something about that later. When we talk about expressing disapproval,

we need to ensure the following:

TRAINER NOTE:

SHOW SLIDES 8 (21) AND 8 (22) AND TALK THEM THROUGH.

SLIDE 8(21)

EFFECTIVE DISAPPROVAL

• Strong, emphatic and immediate

• Elaboration of reasons

• Contrast to previous levels of warmth, interest and concern

• Immediate response to change.

NB 4:1 RULE

Behaviour not person

Realistic targets

TRAINER NOTE FOR SLIDE 8(21):

4:1 Rule – we have a tendency to emphasize the things that people do

wrong and focus upon their weaknesses and mistakes. What this research says is

that we should concentrate on the things people do well and give more positives

than negatives – concentrate on peoples’ strengths, not their weaknesses, i.e. 4

positives for every negative.

SLIDE 8(22)

WHAT APPROACHES CAN BE USED?

• Delayed response

• Explaining why you disagree

• Negative comments in ﬁles/reports

• Increased / decreased contact.

TRAINER NOTE FOR SLIDE 8(22):

Delayed response Many people learn as they go through life that they can

quickly gain attention by misbehaving or diverting or subverting what is going

on – this research recognizes this and says that sometimes it is appropriate to ig-

nore this diversionary behaviour and not provide the attention that the diverter

craves – in this way, the unwanted behaviour will reduce - staff need to be less

reactive to these situations in order to manage them – this takes skill and profes-

sional judgment but can work well at times.

SESSION 10: OVERVIEW OF THE DAY

Session 10 is a thirty minute opportunity at the end of the day, to re-

view what has been learnt throughout the day and to ensure the learning

objectives have been met. It provides an opportunity to the sessions to ask

any new outstanding questions and clarify any outstanding issues.

QUESTIONS:

What I learned during the day and how will I apply it in my daily work?

Was the day positive?

What should be improved?

What should be discusses?

Comments, suggestions for the trainers

Comments about the general feeling in the group

What did I learn during the training and how will I apply it in my daily

work?

APPENDIX 1 – PPT PRESENTATION FOR THE TRAINER

SLIDE NUMBER 1(1) WELCOME TO THE TRAINING COURSE

SLIDE 1(2) OBJECTIVES:

At the end of this session participants will:

• Have started to meet each other and the trainers

• Feel welcomed and respected

• Understand the expectations for this course

• Understand the concept of setting objectives at different levels

• Be introduced to the issue of evaluation.

SLIDE 1(3) GROUND RULES

• Always arrive on time and ready to learn

• Return from breaks promptly to avoid delaying the start of sessions

• Turn off mobile phones during sessions

• Treat all members of the group with equal respect and consideration

• Listen when others are talking - do not interrupt or talk over others.

SLIDE 1(4) VALUING INDIVIDUALS

• Each member of the group has a valid contribution to make, which

will be valued and listened to

• Where there are differences in views, these will be heard sensitively or

questioned in a way which is constructive and enabling to the process

of the group and its objectives

• We are all at different starting points. Some people may have more

knowledge and experience than others, but this does not mean that

the contributions of those with less knowledge or experience has less

value

• The group as a whole takes responsibility for each other’s learning

• Participants will support the principle of conﬁdentiality about

personal feelings or issues, which are shared during our work together

• Naive questions will be considered the norm.

SLIDE 1(5) OBJECTIVES FOR DAY 1

By the end of the day participants will:

• Have been introduced to each other and the trainers

• Understood the importance of Learning Expectations and atmosphere

in establishing an inclusive learning environment

• Be clear about the objectives of this training programme and have set

personal objectives for themselves

• Have a greater understanding of Managing and preventing Conﬂict

and its importance.

SLIDE 1(6) – OVERALL OBJECTIVES FOR MANAGING CONFLICT

AND SENTENCE PLANNING COURSE

By the end of the week participants will:

• Have an understanding of the importance of Managing Conﬂict and

Sentence Planning

• Understand the importance of Self-Management and Control

• Understand the importance of Planning and Preparation

• Be more aware of how Communication can aid effectiveness.

SLIDE 2(1) SESSION OBJECTIVES:

By the end of this session participants will:

• Understand the steps of problem solving

• Be more able to apply the skills of problem solving to their own

problems

• Be able to learn how applying problem solving skills successively,

improves the more you practice them.

SLIDE 2(2) PROBLEM SOLVING IN ITS SIMPLEST FORM REQUIRES

YOU TO UNDERTAKE THE FOLLOWING STEPS:

• Collecting information about the problem

• Sifting and sorting out information to ﬁnd a route through it

• Identifying a number of options and deciding on the consequences of

each option

• Making a decision on what is the best option to choose

• Implementing the option you have chosen.

SLIDE 3(1)

By the end of this session participants will:

• Understand what you need to consider when negotiating with others

• Understand how to apply negotiated agreements when making minor

and major decisions in your daily life

• Understand about managing conﬂict: how to defuse rather than

escalate situations which could lead to a conﬂict between yourself

and others.

SLIDE 3(2) MAKING AN AGREED DECISION REQUIRES THE

FOLLOWING:

• Listening carefully

• Being ready for a compromise

• Patience

• Encouraging others to state their opinions

• Tolerating the opinions of a minority of members in the group

• Putting oneself in the place of others; being able to see things from

their point of view (empathy); and

• Checking any tendency you may feel that your initial view is the only

correct one.

SLIDE 3(3)

• A conﬂict is more than just a disagreement

• Conﬂicts continue to fester when ignored

• We respond to conﬂicts based on our perceptions

• Conﬂicts trigger strong emotions

• Conﬂicts are an opportunity for growth.

SLIDE 3(4)

• Successful conﬂict resolution depends on your ability to regulate

stress and manage your emotions.

SLIDE 3(5) THE ABILITY TO SUCCESSFULLY RESOLVE CONFLICT

DEPENDS ON YOUR ABILITY TO:

• Manage stress quickly while remaining alert and calm

• Control your emotions and behavior

• Pay attention to the feelings being expressed

• Be aware of and respectful of differences.

SLIDE 4(1)

• Familiarity with the reasons why conﬂicts occurs

• Shall understand some of the methods of conﬂict management

• Shall establish skills to be applied in establishing safety and order

• Shall be introduced with conﬂict management styles.

SLIDE 4(2)

• Forcing-forms of expression are: outspeaks the other person, forces

the other person, convinced to be right, not caring about the other

person’s feelings

• Giving in-forms of expression are talking to the other person and

saying you are not right and you want to prove that you are learning

from you mistakes

• Avoiding –forms of expression are withdrawal when there are

differences, postponing the discussions about the issue to a future

point in time, redirecting the issue with jokes for example

• Discussion and cooperation-forms of expression are orientation

towards the solution, examining and calculating the motives, needs,

etc.

• Looking for compromise-forms of expression are readiness for

agreement, both sides bring the same inﬂuence and power,

professional and practical behavior.

SLIDE 4(3)

1. A – I sometimes allow others to take the responsibility for solving the

problems.

B – Instead of negotiating about things that we disagree on, I am

trying to put an emphasis on the things that we disagree on.

2. A – I am trying to ﬁnd a compromise.

B – I am trying to satisfy all my and others interests.

3. A – I am strictly determined to achieve my objectives.

B - I am trying to satisfy all my and all his interests.

4. A – I am trying to ﬁnd a compromise.

B – I am sometimes sacriﬁcing my own needs in favour of others’

wishes.

5. A – I am asking the other person for help in order to come up with

solution.

B – I am trying to do what is necessary in order to prevent unnecessary

tension.

6. A – I am trying to prevent unpleasant situations for myself.

B – I am trying to win with my position.

7. A - I am trying to postpone the issue for a while in order to think about

B – I am giving up the issue in exchange for other issues.

8. A – I am strictly determined to realize my own objectives.

B – I am immediately trying to get an insight into all interests and

disputes.

9. A – I consider that it is not always worth it to get upset about the

differences that exist

B – I am somewhat engaging to be pleased.

10. A – I am determined to achieve my own objectives.

B – I am trying to immediately get a compromise solution.

11. A – I am immediately trying to get an insight into interest disputes.

B – I am sometimes trying to calm the other person down in order to

preserve our relationship.

12. A – Sometimes I am not allowing myself to take position which can

lead to controversy.

B – I am trying to concede on my stance if the other is not conceding his.

13. A – I am asking for assistance from the other person in order to come

up with solution

B – I am trying to prove my position to the end.

14. A – I am expressing my opinion and I ask for his.

B – I am trying to demonstrate the logic and the advantages of my

position.

15. A – Sometimes I am trying to calm other person down in order to

preserve our relationship.

B – I am trying to do what is necessary to prevent tense situations.

16. A – I am trying not to hurt other person’s feelings.

B – I am trying to convince the other about the advantages of my

position.

17. A – I am strictly determined to achieve my objectives.

B – I am trying to do what is necessary to prevent unnecessary

tensions.

18. A – If the other person is happy, I am not changing his point of view.

B – I am conceding somewhat my stance, if the other person is doing

so too.

19. A – I am trying to immediately get an insight into all interests and

disputes.

B – I am trying to delay the issue for a while in order to think about it.

20. A – I am trying immediately to deeply analyze our differences.

B – I am trying to ﬁnd a reasonable combination of proﬁt and loss for

both of us.

21. A – I am approaching the negotiations with a due consideration about

the other’s wishes.

B – I always intend to discuss the problem straightforward.

22. A – I am trying to meet the other person in the middle.

B – I stick to my wishes.

23. A – Very often I set the objective to satisfy all our needs.

B – I sometimes let others be responsible for solving the problem.

24. A – If the position of the other person is very important to him, I

would try to satisfy his needs.

B – I am trying to convince him to be satisﬁed with a compromise.

25. A – I am trying to demonstrate the logic and the advantages of my

position.

B – In my approach to the negotiations I am trying to take in

consideration the wishes of the other.

26. A – I propose to meet in the middle.

B – Almost always I set as an objective to satisfy all our needs.

27. A – I am sometimes trying to take position which lead to controversy.

B – If that makes him happy, I am not changing his ideas on the

subject.

28. A – I am usually uncompromised in the attempt to realize my

objectives.

B – I am usually asking others for help in devising a solution.

29. A – I propose to meet in the middle.

B – I think that it is not always worth it to get upset about the existing

differences.

30. A – I am trying not to hurt other people’s feelings.

B – I always consider that the other is a partner in ﬁnding a joint

solution to the problem.

SLIDE 4(4) CONTENTS OF SLIDE

TABLE: CONFLICT MANAGEMENT STYLES

No. Forcing

Discussion and

cooperation

Looking for a

compromise

Avoiding Giving in

1 А B

2 B А

3 А B

4 А B

5 А B

6 B А

7 B А

8 А B

9 B А

10 А B

11 А B

12 B А

13 B А

14 B А

15 B А

16 B А

17 А B

18 B А

19 А B

20 А B

21 B А

22 B А

23 B А

24 А B

25 B А

26 А B

27 А B

28 А B

29 B А

30 B А

Styles Forcing

Discussion and

cooperation

Looking for a

compromise

Avoiding Giving in

Total:

SLIDE 5(1) OVERVIEW OF THE DAY

QUESTIONS:

What I learned during the day and how will I apply it in my daily work?

Was the day positive?

What should be improved?

What should be discussed?

Comments, suggestions for the trainers

Comments about the general feeling in the group.

SLIDE 6(1) OBJECTIVES

By the end of the session participants will:

• Understand the importance of behaviour in relation to staff

effectiveness

• Understand the contribution personal behaviour can make to

preventing conﬂict

• Understand the contribution personal behaviour can make to

managing conﬂict.

SLIDE 6(2)

SLIDE 6(3) BEHAVIOUR BREEDS BEHAVIOUR

• You reap what you sow in terms of your own behaviour

• People mirror and reﬂect the behaviour of others

• Being helpful almost always elicits a positive response

• Being obstructive almost always makes the situation more difﬁcult.

SLIDE 6(4) YOU CAN CHOOSE YOUR BEHAVIOUR

• Behaviour isn’t ﬁxed; you choose how to behave 90 percent of the

time

• Choosing the right behaviour at the right time is critical to being

effective

• It isn’t particularly difﬁcult to do

• It’s about awareness and discipline.

Behaviour

Appearance

SEEN

UNSEEN

Attitudes

Feelings

Motivation

Values

SLIDE 6(5) YOU CAN USE YOUR BEHAVIOUR TO HINDER

A TRANSACTION

• People under stress behave irrationally and often make the wrong

choices

• Responding emotionally makes things worse and rarely improves the

situation

• Behaving in these ways does not demonstrate effectiveness.

SLIDE 6(6) YOU CAN USE YOUR BEHAVIOUR TO HELP YOUR

INTERACTIONS WITH OTHERS

• Responding helpfully is the quickest way to a successful outcome

• It’s easier on ourselves in the short and long term.

SLIDE 6(7) BEHAVIOUR IS EXPRESSED:

• Verbally – by what we say

• Visually – by our body language

SLIDE 7(1) OBJECTIVES

By the end of the session participants will:

• Understand the importance of self–awareness when dealing with

conﬂict

• Understand the importance of self–management when dealing with

conﬂict

• Understand the importance of social awareness when dealing with

conﬂict

• Understand the importance of relationship management when dealing

with conﬂict.

SLIDE 7(2) EMOTIONAL INTELLIGENCE IS THE ABILITY TO

ENCOMPASS:

• Self – Awareness

• Self – Management

• Social Awareness

• Relationship Management.

SLIDE 7(3) STRESS INTERFERES WITH THE ABILITY TO RESOLVE

CONFLICT BY LIMITING YOUR ABILITY TO:

• Accurately read another person’s nonverbal communication

• Hear what someone is really saying

• Be aware of your own feelings

• Be in touch with your deep-rooted needs

• Communicate your needs clearly.

SLIDE 8(1)

• Understand the meaning of pro-social modelling in relation to theory

and practice

• Have considered its application in the workplace

• Recognize that it builds on existing skills and can enhance

effectiveness.

SLIDE 8(2) ‘WHAT WORKS’

• Risk clariﬁcation

• Criminogenic Needs

• Responsivity

• Community Base

• Treatment Modality

• Programme Integrity

SLIDE 8(3) PRO-SOCIAL APPROACHES

• Reduces anti-social behaviour

• Increases positive attitudes

• Uses prisoner and staff skills to advantage

• Motivates

• Helps to engage people positively

• Increases rapport

• Increases job satisfaction

• Increases morale.

SLIDE 8(4) WE WANT TO ENCOURAGE

• Safe environment for staff and prisoners

• Positive life skills

• Good relationships

• Good coping skills

• Increased self-worth

• Reduction of conﬂict

• Achievement of targets

• Improved listening skills.

SLIDE 8(5) WHAT PRO-SOCIAL MODELLING IS?

• The way we work with others

• The way we work with each other

• Positive interventions

• Positive change

SLIDE 8(6) WHAT PRO-SOCIAL MODELLING IS NOT?

• A simple solution

• New

• Difﬁcult

• Something to be afraid of

• Charter to do what you like

SLIDE 8(7) PRO SOCIAL MODELLING – KEY INGREDIENTS

• High Quality Relationship

• Modelling

• Re-enforcement

• Disapproval

SLIDE 8(8) HIGH QUALITY RELATIONSHIPS

• Worker style – open, warm ﬂexible, attentive, understanding and

enthusiastic

• Freedom to express opinions, feelings and share experiences

• Mutual liking and respect

• Humour

• Frequent contact

• Shared understanding of limits/boundaries

SLIDE 8(9) EFFECTIVE MODELLING

• Concrete and vivid demonstration

• Detailed description

• Emphasis on rewards

• Recognition of fear and distrust

• Emphasizes common humanity

SLIDE 8(10) WHAT COULD BE DESCRIBED AS MODELLING PRO-

SOCIAL BEHAVIOUR?

WHAT CAN WE SAY AND DO?

• Be punctual and reliable

• Be honest and open

• Respect other people’s feelings

• Respect offender’s feelings

• Understand the offender’s point of view

SLIDE 8(11) WHAT COULD BE DESCRIBED AS MODELLING PRO-

SOCIAL BEHAVIOUR? CONTINUES

Express views about the negative effects of criminal behaviour

• Be open about problems you may have had which are similar to the

offender’s

• Express positive views about the value of social pursuits such as good

family relations, non-criminal friends.

SLIDE 8(12) YOU WILL DEMONSTRATE PSM WHEN YOU SHOW:

• respect of rules and legitimate authority

• self-control

• rejection of violence

• honesty and reliability

• respect for others

SLIDE 8(13) RESPECT FOR RULES

The following are some examples of showing respect for rules and le-

gitimate authority:

• Always follow correct (prison) procedures, including completing

incident reports and misconducts as appropriate

• Always be fair and impartial ensuring that personal biases do not

inﬂuence on-the-job behaviour or decision-making

• Carry out the technical, though often mundane, aspects of the job

thoroughly and conscientiously

• Be punctual, well-presented and well-groomed

• Avoid any collusion with prisoners’ claims to innocence, having been

‘set-up’, persecuted by Police etc.

SLIDE 8(14) SELF-CONTROL

The following are some examples of showing self-control:

• Manage your own emotions effectively – avoid any display of foul

temper, bad language, etc.

• Maintain composure in the face of hostility and provocation

• Deal with conﬂict ﬁrmly but patiently.

SLIDE 8(15) REJECTION OF VIOLENCE

The following are some examples of showing rejection of violence:

• Consistently use verbal skills to defuse situations where violence

threatens

• Do not respond in kind to prisoners’ intimidating / threatening

behaviour

• Avoid any comments, remarks, jokes, etc. which imply validation of

violence

• If physical force is necessary (e.g. C&R) carrying this out humanely and

using minimum necessary levels of force.

SLIDE 8(16) HONESTY AND RELIABILITY

The following are some examples of showing honesty and reliability:

• Always speak the truth

• Always carry out what you have promised

• Admit when you are wrong. Do not attempt to falsify information to

cover mistakes.

SLIDE 8(17) RESPECT FOR OTHERS

The following are some examples of showing respect for others:

• Have a respectful attitude to colleagues, prisoners and visitors

• Avoid any racist or sexist remarks or jokes

• Demonstrate helpfulness and interest in the individual.

SLIDE 8(18) EFFECTIVE REINFORCEMENT

• Strong, emphatic and immediate

• Clear reasons

• Distinct from ‘background’ support, concern and interest

• Empathic

SLIDE 8(19) WHAT REWARDS CAN WE OFFER?

• Praise

• Time

• Positive comments in ﬁles and reports

• Advocacy

• Increased/decreased levels of contact

• Going an extra half mile

SLIDE 8(20) REINFORCEMENT

Praise is the most powerful reinforcement currently available to staff

• It is most important that the reinforcement is clearly linked to a

speciﬁc piece of behaviour and is explicit enough for the offender to

be able to make the link

• Reinforcement should never be general

• Reinforcement should be genuinely meant and not automatic

• Automatic reinforcements soon lose their impact

• Reinforcement should always be contingent on behaviour.

SLIDE 8(21) EFFECTIVE DISAPPROVAL

• Strong, emphatic and immediate

• Elaboration of reasons

• Contrast to previous levels of warmth, interest and concern

• Immediate response to change

NB 4:1 RULE

Behaviour not person

Realistic targets

SLIDE 8(22) WHAT APPROACHES CAN BE USED?

• Delayed response

• Explaining why you disagree

• Negative comments in ﬁles/reports

• Increased / decreased contact

SLIDE 10(1) OVERVIEW OF WHAT WAS LEARNED

QUESTIONS:

What have I learned during the day and how can I apply it in my every-

day work?

Was the day positive?

What needs to be improved?

What needs to be discussed?

Remarks for the trainer, suggestions

Remarks for the group’s atmosphere

What have I learned during the training and how can I apply it in my

everyday work?

APPENDIX 2 – HAND-OUTS

Healthy and unhealthy ways of managing and resolving conﬂict

Unhealthy responses to conﬂict: Healthy responses to conﬂict

• An inability to recognize and re-

spond to the things that matter to

the other person

• Explosive, angry, hurtful, and re-

sentful reactions

• The withdrawal of love, resulting

in rejection, isolation, shaming,

and fear of abandonment

• An inability to compromise or see

the other person’s side.

• The fear and avoidance of conﬂict;

the expectation of bad outcomes.

• The capacity to recognize and re-

spond to the things that matter to

the other person

• Calm, non-defensive, and respect-

ful reactions

• A readiness to forgive and forget,

and to move past the conﬂict

without holding resentments or

anger

• The ability to seek compromise

and avoid punishing

• A belief that facing conﬂict head

is the best thing for both sides.

APPENDIX 3 – QUESTIONNAIRE FOR CONFLICT MANAGEMENT

STYLES

1. A – I sometimes allow others to take the responsibility for solving the

problems.

B – Instead of negotiating about things that we disagree on, I am

trying to put an emphasis on the things that we disagree on.

2. A – I am trying to ﬁnd a compromise.

B – I am trying to satisfy all my and others interests.

3. A – I am strictly determined to achieve my objectives.

B - I am trying to satisfy all my and all his interests.

4. A – I am trying to ﬁnd a compromise.

B – I am sometimes sacriﬁcing my own needs in favour of others’

wishes.

5. A – I am asking the other person for help in order to come up with

solution.

B – I am trying to do what is necessary in order to prevent unnecessary

tension.

6. A – I am trying to prevent unpleasant situations for myself.

B – I am trying to win with my position.

7. A - I am trying to postpone the issue for a while in order to think about

B – I am giving up the issue in exchange for other issues.

8. A – I am strictly determined to realize my own objectives.

B – I am immediately trying to get an insight into all interests and

disputes.

9. A – I consider that it is not always worth it to get upset about the

differences that exist

B – I am somewhat engaging to be pleased.

10. A – I am determined to achieve my own objectives.

B – I am trying to immediately get a compromise solution.

11. A – I am immediately trying to get an insight into interest disputes.

B – I am sometimes trying to calm the other person down in order to

preserve our relationship.

12. A – Sometimes I am not allowing myself to take position which can

lead to controversy.

B – I am trying to concede on my stance if the other is not conceding

his.

13. A – I am asking for assistance from the other person in order to come

up with solution

B – I am trying to prove my position to the end.

14. A – I am expressing my opinion and I ask for his.

B – I am trying to demonstrate the logic and the advantages of my

position.

15. A – Sometimes I am trying to calm other person down in order to

preserve our relationship.

B – I am trying to do what is necessary to prevent tense situations.

16. A – I am trying not to hurt other person’s feelings.

B – I am trying to convince the other about the advantages of my

position.

17. A – I am strictly determined to achieve my objectives.

B – I am trying to do what is necessary to prevent unnecessary

tensions.

18. A – If the other person is happy, I am not changing his point of view.

B – I am conceding somewhat my stance, if the other person is doing

so too.

19. A – I am trying to immediately get an insight into all interests and

disputes.

B – I am trying to delay the issue for a while in order to think about it.

20. A – I am trying immediately to deeply analyze our differences.

B – I am trying to ﬁnd a reasonable combination of proﬁt and loss for

both of us.

21. A – I am approaching the negotiations with a due consideration about

the other’s wishes.

B – I always intend to discuss the problem straightforward.

22. A – I am trying to meet the other person in the middle.

B – I stick to my wishes.

23. A – Very often I set the objective to satisfy all our needs.

B – I sometimes let others be responsible for solving the problem.

24. A – If the position of the other person is very important to him, I

would try to satisfy his needs.

B – I am trying to convince him to be satisﬁed with a compromise.

25. A – I am trying to demonstrate the logic and the advantages of my

position.

B – In my approach to the negotiations I am trying to take in

consideration the wishes of the other.

26. A – I propose to meet in the middle.

B – Almost always I set as an objective to satisfy all our needs.

27. A – I am sometimes trying to take position which lead to controversy.

B – If that makes him happy, I am not changing his ideas on the

subject.

28. A – I am usually uncompromised in the attempt to realize my

objectives.

B – I am usually asking others for help in devising a solution.

29. A – I propose to meet in the middle.

B – I think that it is not always worth it to get upset about the existing

differences.

30. A – I am trying not to hurt other people’s feelings.

B – I always consider that the other is a partner in ﬁnding a joint

solution to the problem.

SLIDE 4(4) CONTENTS OF SLIDE

TABLE: CONFLICT MANAGEMENT STYLES

No. Forcing

Discussion and

cooperation

Looking for

a compromise

Avoiding Giving in

1 А B

2 B А

3 А B

4 А B

5 А B

6 B А

7 B А

8 А B

9 B А

10 А B

11 А B

12 B А

13 B А

14 B А

15 B А

16 B А

17 А B

18 B А

19 А B

20 А B

21 B А

22 B А

23 B А

24 А B

25 B А

26 А B

27 А B

28 А B

29 B А

30 B А

Styles Forcing

Discussion and

cooperation

Looking for a

compromise

Avoiding Giving in

Total:

CIP - Каталогизација во публикација

Национална и универзитетска библиотека «Св. Климент Охридски», Скопје

005.334.2

TEASDALE, John

Prevention and conﬂict management training : trainer manual : ten

session programme / John Teasdale. - Skopje : Council of Europe,

2015. - 96 стр. ; 24 см

Содржи и: Appendix

ISBN 978-608-65890-0-4

а) Управување со конфликти - Спречување - Обуки

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