Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution
Abstract
Navigating conflicts is crucial for promoting positive relationships between
pupils, teachers, and parents. The objective of this paper is to present Social-
Based Learning and Leadership (SBL), an innovative approach to group dynamics
and conflict resolution within the school setting, aiming to foster meaningful
relationships and personal and social growth. The methods of SBL focus on
group evolution by navigating conflicts rooted in higher needs while balancing
the interplay of separation and connection. It proactively embeds prosocial
values and conduct into the school culture, with teachers prioritizing the
wellbeing of others, fostering shared problem-solving, and positive feedback
amid conflicts. Teachers acquire tools to transform the classroom into a “social
laboratory” and constructmeaningful partnerships with parents. Practical conflict
management within the SBL framework involves dynamic group discussions,
shifting fromother blaming to accountability, and reflective group introspection.
Experiential learning through crafted case studies and role-plays enhances
students’ conflict management skills by fostering perspective-taking and
inclusiveness.We conducted a qualitative case study in an SBL training in a school
from 2020 to 2023. These conflict management processes allow the school
community to reimagine conflict as an invaluable educational opportunity,
equipping pupils with essential soft skills for navigating the challenges of the
21st century.
Can listening training empower service employees? The mediating roles of anxiety and perspective-taking
Guy Itzchakov
Listening
Can improving employees’ interpersonal listening abilities impact their emotions and cognitions during difficult conversations at work? The studies presented here examined the effectiveness of listening training on customer service employees. It was hypothesized that improving employees’ listening skills would (a) reduce their anxiety levels during difficult conversations with customers, (b) increase their ability to understand the customers’ point of view (i.e., perspective-taking), and (c) increase their sense of competence. The two quasi-experiments provide support for the hypotheses. Study 1 (N = 61) consisted of a pre-post design with a control group and examined the effect of listening training on customer service employees in a Fortune 500 company. Study 2 (N = 33) conceptually replicated the results of Study 1 using listening training conducted in one branch of a company that provides nursing services compared to another branch of the company that did not receive training. The results indicated that listening training had lasting effects on employees’ listening abilities, anxiety reduction, and perspective-taking during difficult conversations. The discussion centers on the importance of interpersonal listening abilities to the empowerment and well-being of employees in the workplace.
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High-Quality Listening Supports Speakers’ Autonomy and Self-Esteem when Discussing Prejudice
Guy Itzchakov, Netta Weinstein
Listening
We examined how the experience of high-quality listening (attentive, empathic, and nonjudgmental) impacts speakers’ basic psychological needs and state self-esteem when discussing the difficult topic of a prejudiced attitude. Specifically, we hypothesized that when speakers discuss a prejudiced attitude with high-quality listeners, they experience higher autonomy, relatedness, and self-esteem than speakers who share their prejudiced attitudes while experiencing moderate listening. We predicted that autonomy needs satisfaction would mediate the effect of listening on speakers’ self-esteem even when relatedness, a well-documented predictor of self-esteem, is controlled for in mediation models. Two experiments that manipulated listening through in-person interactions with high-quality or moderate listeners supported these hypotheses. Theoretical and practical implications are discussed, with a focus on the role of experiencing high-quality listening for speakers’ state self-esteem during difficult conversations.
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