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.
Listening and perceived responsiveness: Unveiling the significance and exploring crucial research endeavors
Guy Itzchakov and Harry T. Reis
Listening
Abstract
Listening and perceived responsiveness evoke a sense of
interpersonal connection that benefits individuals and groups
and is relevant to almost every field in Psychology, Management, Education, Communication, and Health, to name a few.
In this paper, we, researchers who have devoted their careers
to studying listening (first author) and perceived responsiveness (second author), address the necessity of integrating the
two constructs. Moreover, we offer several questions for future
research that we believe are crucial to produce a more profound and comprehensive understanding of this important
process. These research questions include empirical issues,
cross-cultural and inter-racial interactions, age differences, the
emergence of new technologies, and opportunities to bridge
political, ethnic, and social divides. By highlighting the undeniable impact of listening and perceived responsiveness on
interpersonal connection across diverse domains, we emphasize the need to integrate these constructs in future research.
Our proposed set of eight pivotal research questions is intended as a starting point for gaining a deeper and more holistic
understanding of this critical study area while building a strong
empirical foundation for interventions. By addressing these
questions, we can foster meaningful advances that have the
potential to bridge gaps, improve relationships, and enhance
the well-being of individuals and communities alike.
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The Power of Listening in Helping People Change
Guy Itzchakov, Avraham N. (Avi) Kluger
Listening
Giving performance feedback is one of the most common ways managers help their subordinates learn and improve. Yet, research revealed that feedback could actually hurt performance: More than 20 years ago, one of us (Kluger) analyzed 607 experiments on feedback effectiveness and found that feedback caused performance to decline in 38% of cases. This happened with both positive and negative feedback, mostly when the feedback threatened how people saw themselves.
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