Listening

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.
Guy Itzchakov, Liad Uziel , Wendy Wood
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Attitudes
Changing attitudes does not necessarily involve the same psychological processes as changing behavior, yet social psychology is only just beginning to identify the different mechanisms involved. We contribute to this understanding by showing that the moderators of attitude change are not necessarily the moderators of behavior change. The results of three studies (Ns = 98, 104, 137) employing an ego depletion manipulation indicate that although people are more likely to agree with a persuasive message when executive control is reduced they are not more likely to change their behavior. Rather, under conditions of ego depletion, attitudes became less correlated with behaviors after persuasion. Moreover, in Study 3, we provide an explanation for this phenom- enon: People are more likely to agree with a persuasive message when depleted but are also more likely to fall back on habits that may conflict with their new evaluations. A mini meta-analysis of the data indicated that ego- depletion had a medium effect size on the difference between attitude change and behavior change, N = 339, d = −0.51, 95% CI [−0.72, −0.29]. Jointly, these studies suggest an integrative, resource-based explanation to attitude-behavior discrepancies subsequent to persuasion.
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Guy Itzchakov , Netta Weinstein , Mark Leary , Dvori Saluk, and Moty Amar
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Listening
Disagreements can polarize attitudes when they evoke defensiveness from the conversation partners. When a speaker talks, listeners often think about ways to counterargue. This process often fails to depolarize attitudes and might even backfire (i.e., the Boomerang effect). However, what happens in disagreements if one conversation partner genuinely listens to the other’s perspective? We hypothesized that when conversation partners convey high-quality listening—characterized by attention, understanding, and positive intentions—speakers will feel more socially comfortable and connected to them (i.e., positivity resonance) and reflect on their attitudes in a less defensive manner (i.e., have self-insight). We further hypothesized that this process reduces perceived polarization (perceived attitude change, perceived attitude similarity with the listener) and actual polarization (reduced attitude extremity). Four experiments manipulated poor, moderate, and high-quality listening using a video vignette (Study 1) and live interactions (Studies 2–4). The results consistently supported the research hypotheses and a serial mediation model in which listening influences depolarization through positivity resonance and nondefensive self-reflection. Most of the effects of the listening manipulation on perceived and actual depolarization generalized across indicators of attitude strength, specifically attitude certainty and attitude morality. These findings suggest that high-quality listening can be a valuable tool for bridging attitudinal and ideological divides.
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