The rationale for this set of modules is that conflict is inherent in every facet of the programs that are part of CalSWEC’s mission. These conflicts include (but are not limited to) conflicts between family members, between clients and social workers, between social workers who collaborate on cases, between social workers and their supervisors, between supervisors and their administrators, and between administrators and the media. Most writers in the field recognize that workplace conflict is inevitable, and if unresolved, has negative impacts that reach far beyond the principal parties (Wilmot & Hocker, 1998). Learning to manage conflict in a non-violent manner can increase the ability to work more effectively with clients, staff, and other personnel. Theories of non-violent conflict management are based on the notion that becoming comfortable with the existence of conflict is necessary in order to learn how to manage it in a direct, yet supportive manner.

The most effective way to address this topic is through a combination of skill-building and philosophical discussion, to enable participants to become invested in the idea that non-violent conflict management is better, more effective, and more efficacious in the long run than either avoidance of conflict, or an aggressive approach that leaves some participants winners and others losers. Having workshops that specifically target the problems and challenges faced by child welfare employees is important because generic material is often seen as too idealistic to be realistically possible in the complex and chaotic world in which child welfare employees operate. The material in these modules needs to be transformative. It must be presented in a way that allows participants time to process the material, so that it becomes more and more useful over time.

One of the main purposes of weaving this coursework into the training received
by child welfare workers is that participants will become more effective at modeling (up and down the hierarchy) the kinds of conflict management behaviors that clients are encouraged to display towards their own family members, especially children. If it is desirable for parents to explain why a child is in danger without belittling or verbally or physically abusing that child, then workers will be more able to teach parents that skill, if they are not belittled by their supervisors when they make a wrong decision. Also, supervisors will be more able to effectively mentor and teach trainees if their managerial staff does not belittle them when problems emerge. From the newest line worker to the Director of the agency, all employees can operate more effectively in a climate where non-violent conflict management is promoted.

Child welfare is moving in a direction that promotes family decision-making and involvement with their own treatment plan, despite the fact that initially many of these families are involuntary clients. In working with involuntary clients, research has demonstrated that “clues to more positive outcomes appear to be based in client-practitioner interaction, including motivational congruence” (Rooney, 1992, p. 80). In other words, dealing with the conflict of being an involuntary client means forming a partnership and working together towards common goals.

Module I deals with the general elements of non-violent conflict resolution such as defining conflict; the phases of conflict, and how conflict can be escalated and deescalated; the different styles of conflict that people use, along with their results in terms of working effectively with people; the dynamics of cooperation and assertiveness that are present in conflict interactions; and the kinds of power that are used and misused in conflict situations. This module is appropriate and essential for beginning students who have limited knowledge about non-violent conflict management.

Module II focuses on anger and how to defuse it (one’s own and other’s), the use of communication skills such as I-messages and neutral language, active listening skills, and understanding how to surface underlying conflicts which may be blocking any kind of effective conflict management. This module stems from the basic assumption that angry people are out of control people, and that defusing anger is a necessary prerequisite to effective problem solving. Material that allows trainees to examine their own triggers, and effective methods of calming one’s own anger are also examined.

Module III focuses on negotiation and mediation, in terms of managing conflicts between groups of people, or as a neutral outside third party. It includes some issues related to working with cultural differences, which often impede effective negotiations. It also provides participants with skills to become more effective in a variety of areas that are incorporated within their job responsibilities by giving them confidence in their competence to manage conflicts between workers, or workers and family members.

These modules are appropriate for presentation in different lengths of training sessions, from one class to an entire semester. The author’s bias is that separating the modules over time allows more time for integration of skills, and more effective use of the second and third modules, which build upon the first.

CONTENTS
Introduction
Acknowledgments
Evaluation of Modules

Research Design
Sample and Data Collection
Instrument
Demographics of the Sample

Results

Pre- and Posttest Comparisons
Individual Questions

Competencies in Non-Violent Conflict Management, Dealing with Anger, Negotiation and Mediation
General Introduction to Modules
Module I: Non-Violent Conflict Resolution

Goals and Objectives
Definitions
Elements of a Conflict
Exercise – Escalation of a Conflict
“Baggage” Brought to Conflict Situations
Conflict Goals
Pejorative Language and Eccentricity Credits
Assumptions
Behavior Styles
Exercise – Conflict Styles Quiz
Issues Related to Power
Concluding Remarks

Module II: Dealing with Anger

Goals and Objectives
Definition of Anger
Exercise – Understanding Human Needs
Underlying Feelings
Exercise – Examining Triggers, Bodily Cues, and Calming Mechanisms
Use of “I-Messages”
Exercise – Using “I-Messages”
Defusing Other People’s Anger
Exercise – Defusing Anger
Concluding Remarks

Module III: Negotiation and Mediation

Goals and Objectives
Definitions
Negotiation
Exercise – Negotiation
BATNA – Best Alternative to a Negotiated Agreement
Mediation
Specific Mediation Skills
A Mediation Model
Issues Related to Diversity
Exercise – Understanding Cultural Diversity
Social Contracting Model
Exercise – Social Contracting
Concluding Remarks

References and Bibliography
Appendixes

Appendix A: Pretest Survey
Appendix B: Posttest Survey
Appendix C: Annotated Bibliography

Handouts
Module I:

Handout 1: Conflict Characteristics
Handout 2: Life Cycle of a Conflict (Six Phases).
Handout 3: What People Bring to the Conflict Situation
Handout 4: Operating Assumptions for Approaching Conflict
Handout 5: Conflict Situations Worksheet
Handout 6: Change and Conflict Strategies
Handout 7: Different Kinds of Power

Module II:

Handout 8: Four Basic Needs
Handout 9: Six Steps For Effective Confrontation
Handout 10: Defusing Skills

Module III:

Handout 11: Principled Negotiation
Handout 12: Breakdown Form
Handout 13: Specific Mediation Skills
Handout 14: A Mediation Model
Handout 15: Aspects of Cultural Norms and Values
Handout 16: Nine-Step Process: Social Contracting

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