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Conflict Resolution Course Correctional Services Unit V Correctional Policy Essential Question What are the methods of effective communication? TEKS §130.297(c) (3)(A)(B)(C) (4)(A)(B) (8)(A)(B)(C(D) (9)(C) Prior Student Learning Discussion on use of force continuum Estimated Time 2 to 3 hours

Rationale Conflict resolution is an essential skill needed in any correctional setting. In order to maintain security and decrease the likelihood of a deadly situation, staff must be able to effectively communicate and resolve conflicts in a safe manner. Objectives The student will be able to:

1. Identify methods of effective communication. 2. Demonstrate the four models of active listening. 3. Differentiate between styles of communication. 4. Critique the impact of an officer’s professional presence. 5. Compare the various aspects of communication strategies used in

dealing with the public. 6. Evaluate the elements that an officer must recognize and control in

every encounter. 7. Assess some helpful tools used in redirecting someone’s behavior,

using verbal persuasion. Engage Do an Internet search for a video waterboy medulla oblongata. Use a video clip as an impetus for discussion about conflict resolution. Use the Discussion Rubric for assessment. Key Points I. Effective Communication

A. Conflict is a state of discord caused by the actual or perceived opposition of needs, values, and interests.

1. Actual conflict occurs because of ignorance or poor communication, or lack of proper people management

2. Perceived conflict generally occurs when there are multiple paths to accomplishing the same goal

B. Recognize barriers to good listening 1. Tuning in vs. Tuning out 2. Acting as judge and jury 3. Jumping to Conclusions

C. Practice tone of voice 1. Communication is both intentional and unintentional 2. Up to 93% of your success in communicating depends on

your delivery system. 3. Tone equals attitude 4. When voice and role conflict, people believe the voice 5. Tone is responsible for 80 to 90% of all complaints 6. Harmonize role and voice

D. Combine the investigative approach with active listening skills


E. Identify the importance of body language, tone, and voice in communications

II. Models of active listening

A. Five Steps of Active Listening (S.O.L.E.R.) 1. Squarely face the person 2. Open your posture 3. Lean towards the sender 4. Eye contact maintained 5. Relax while “attending”

a) Eye contact b) Posture c) Gestures

B. Four Models of Active Listening 1. Emotional Labeling

a) 1st skill to use in active listening b) Response to emotion, not content, heard c) Demonstrates that you are listening and tuned in to

what the person is emotionally experiencing d) Do not tell the person how they are feeling

2. Paraphrasing a) Summarize what you heard in your words b) Demonstrates you are listening c) Creates empathy and rapport d) Clarifies content and allows you to obtain further

information 3. Reflecting/Mirroring

a) Repeat last word or phrase subject says b) Give exact feedback c) Be careful not to overuse

4. Open-Ended Questions a) Questions that require a narrative response b) Encourages subject to talk c) Gets away from “just the facts”

III. Styles of Communication

A. Passive 1. Your feelings are not expressed 2. Allow your rights to be violated 3. Very “safe” 4. Little eye contact and quiet tone 5. May explode after being passive too long

B. Aggressive 1. You must win/be right at all costs 2. Thinks they will always get their way 3. Risky for relationships 4. Angry and intimidating eye contact; loud & belittling;


manipulative and controlling C. Assertive

1. Healthiest form of communication 2. Goal is to respect and understand each other, and find a

solution to the problem 3. Eye contact; listens and validates; objective and

unemotional 4. Models active listening

D. Passive-Aggressive 1. Combination of passive and aggressive characteristics

IV. Professional Appearance

A. Critique examples of professional and non-professional appearance (See Activity 2)

V. Communication Strategies A. Command Presence – presenting yourself as a person with

authority (appearance, body language, behavior and speech) 1. Goals

a) Enhanced Professionalism b) Fewer complaints c) Less vicarious liability – When one person is liable

for the negligent actions of another person, even though the first person was not directly responsible for the injury. For instance, a parent sometimes can be vicariously liable for the harmful acts of a child and an employer sometimes can be vicariously liable for the acts of a worker

d) Less personal stress 2. Force Options

a) Almost all conflicts are resolved with command presence and verbal communications

b) Other methods: weaponless strategies, weapon strategies, deadly force

VI. Recognition and Control of a Conflict A. Four Elements of Reading a Scene (P.A.C.E.)

1. Problem a) Analyze and identify the problem b) Enables officer to plan an approach c) Problems often change as the confrontation

progresses 2. Audience

a) Everyone encountered is part of the audience b) Read audience and adapt tactics appropriately c) If a person has a friend in the audience you may try

to enlist their help. Ask the friend to help persuade the person to comply.


3. Constraint a) Determine if there are any barriers b) Eliminate them if possible

4. Ethical Presence a) An expression of self-control b) Use words to state purpose, not to express personal

feelings c) Maintain professional attitude d) Anything perceived as hasty, irrational, or unfair

makes an officer seem unethical e) There can be serious long-term consequences for

unethical behavior. VII. Redirecting Behavior with Verbal Judo

A. Methods of Redirecting Behavior (L.E.A.P.S) 1. Listen

a) Separate the real problem from the symptoms of the problem

b) Determine priorities you must respond to c) Determine the context of the event

2. Empathize a) Understand another person's state of mind b) To see through the eyes of another

3. Ask a) Use questions to gain control by causing others to

report to you b) Questions direct attention away from the problem c) Buys time d) Demonstrates concern

4. Paraphrase a) Repeat what you have learned in your own words b) Forces other person to stop talking and listen c) Helps to ensure that the corrections officer

understands the situation 5. Summarize

a) Allows the corrections officer to conclude the situation

b) Officer provides the bottom line c) State the resolution clearly

B. Limitations of Words (S.A.F.E.R.) 1. Security

a) Person seriously threatens bodily harm to a corrections officer or other person

b) An officer's control is compromised 2. Attack

a) A corrections officer's personal body danger zone is violated.


b) An inmate couples aggressive words with present ability.

c) *Example: an inmate threatens to hit you while lunging toward you

d) Words and gestures alone are not an attack. e) Sometimes a person displays conflicting signs;

words suggest one thing and actions suggest another.

f) A good principle to remember is: when words and actions disagree, trust actions.

g) Actions can also be misleading, but whenever words and actions disagree you should be alert and ready to use force.

3. Flight a) When an inmate begins walking or running away b) When an inmate escapes from custody

4. Excessive Repetition a) When a corrections officer is forced to repeat the

same words or ideas over and over, b) Conclude the officer is not being persuasive. c) Repeated refusal by an inmate to comply with a

reasonable request d) When an inmate is unreceptive to alternatives after

repeated appeals 5. Revised priorities

a) Possibly when the problem or constraints change b) Other events of greater importance occur

Activities 1. Effective Communication Activity: Divide the students into groups of 3-4.

Give each group a scenario. Set a timer, giving the students 3-5 minutes to create a solution. Groups should select 1-2 members to demonstrate effective positioning based on their scenario. Participants should formulate 3-4 open-ended questions to help resolve the conflict presented in each scenario. Students should practice active listening skills. The group will also brainstorm security precautions to be taken into consideration in determining their positioning. One student that is not demonstrating positioning or active listening is to present to the class the group’s discussion on security precautions and how the group reached its decision. The remaining student will present the groups possible solutions to the conflict. Use the following for assessment: the Individual Work Rubric, the Presentation Rubric, the Group Evaluation, and the Peer Evaluation.

2. Professional vs. Nonprofessional Appearance: Select students at random

from the class or have students bring pictures from home, using any media source that depicts examples of both professional and non-


professional appearance. Discuss what qualifies each picture/student as professional or non-professional and how the appearance impacts the person’s ability to be effective in a situation. Another variation is to tell students to dress in either professional or non-professional attire for a particular class period. Students will then present their attire in a fashion show and allow the other students to vote on pre-determined categories. Students must articulate their reasoning for their vote. Use the Discussion Rubric for assessment.

Assessments Conflict Resolution Exam and Key Conflict Resolution Scenarios Group Evaluation Peer Evaluation Discussion Rubric Individual Work Rubric Presentation Rubric Role Play Rubric Writing Rubric Materials Conflict Resolution computer-based presentation Conflict Resolution Scenarios Handout Resources Eastmond, Steven, LCSW. The Utah State Office of Education. “Passive,

Aggressive and Assertive Communication, Understanding Communication Styles”.

Findlater, Shawn. National Society of Black Engineers. “Conflict Resolution”. November 2008

Texas Commission on Law Enforcement Standards and Education. Crisis Communications, Course 2120. Revised April 2004

Texas Commission of Law Enforcement Standards and Education. Use of Force in a Jail Setting, Course 3504. August 1995

Accommodations for Learning Differences For reinforcement, students will analyze an argument they have had that was not resolved effectively. The students will write about their own and the other persons reactions that prevented a productive conversation and the responses that could have resolved it effectively. Students may also critique the scenarios other students put together. Use the Writing Rubric for assessment. For enrichment, students will create scenarios of people communicating ineffectively. Other students will analyze and discuss the scenarios’ communication barriers and potential resolutions. Use the Individual Work and the Discussion Rubric for assessment.


State Education Standards Texas Essential Knowledge and Skills for Career and Technical Education §130.297 Correctional Services (One to Two Credits) (3) The student utilizes verbal and oral communications skills necessary for a correctional officer. The student is expected to:

(A) relate the meaning of technical concepts and vocabulary associated with correctional services through effective oral communication;

(B) perform formal and extemporaneous presentations that demonstrate organizational strategy and delivery skill; and

(C) apply listen and speak effectively to contribute to group discussions and meetings.

(4) The student performs active listening skills to obtain and clarify information provided in oral communications. The student is expected to:

(A) perform listening skills in obtaining and clarifying information provided in oral communications; and

(B) perform oral communications to explain the meaning of technical concepts, knowledge and vocabulary related to correctional services.

(8) The student utilizes conflict resolution skills and knowledge to resolve conflicts among individuals in correctional environments. The student is expected to:

(A) examine the basic origins of conflict and the needs that motivate behavior;

(B) analyze different responses to conflict and the results they normally generate;

(C) utilize principle-centered conflict resolution processes in order to employ its use in the workplace; and (D) interpret visual and vocal cues to comprehend information

received from body language, eye movement, voice tone and voice inflection.

(9) The student analyzes hostile situations and executes anger/conflict management strategies to take charge of problems that arise in correctional settings. The student is expected to:

(C) appraise situations and select the appropriate degree of force including deadly force;

College and Career Readiness Standards III. Speaking

A. Understand the elements of communication both in informal group discussions and formal presentations

1. Understand how style and content of spoken language varies in different contexts and influences the listener’s understanding.

2. Adjust presentation to particular audiences and purposes. B. Develop effective speaking styles for both group and one-on-one


situations. 1. Participate actively and effectively in one-on-one

communication situations. 2. Participate actively and effectively in group discussions. 3. Plan and deliver focused and coherent presentations that

convey clear and distinct perspectives and demonstrate solid reasoning.

IV. Listening A. Apply listening skills as an individual and as a member of a group

in a variety of settings. 1. Analyze and evaluate the effectiveness of a public

presentation. 2. Interpret a speaker’s message; identify the position taken

and the evidence in support of that position. 3. Use a variety of strategies to enhance listening

comprehension. B. Listen effectively in informal and formal situations 1. Listen critically and respond appropriately to presentations. 2. Listen actively and effectively in one-on-one situations 3. Listen actively and effectively in group discussions.


Conflict Resolution Scenarios Parole Scenarios

1. You are supervising an offender with a history of assaults. He is on maximum supervision and has failed to report for the past month. He also tested positive for cocaine on his last urinalysis. He randomly appears at the office to check in. As you take him back to your office he tells you he will die before he returns to prison. You must address his parole violations of failure to report and drug use.

2. You have arrived for a home visit with an offender suffering from full-blown AIDS. His

condition has worsened and he has recently been approved for Hospice care. His mother meets you at the front door and yells at you for “harassing” her son who is dying.

Prison Scenarios 1. You are assigned as a rover for a general population dorm which holds 50 offenders.

The day room is inside the dorm. You notice two offenders standing in close proximity to each other. You observe an escalating argument. There are several other offenders standing around watching as well.

2. You have been assigned to the lobby where visitors check in for visitation. A mother

arrives to check in and see her son. She has traveled 4 hours for this visit. You check his visitation log and see that his girlfriend visited yesterday. He is not allowed another visit until next week. You see she is agitated about having to wait in the line to check in. She becomes extremely angry when you tell her that her son already had his visit for the weekend. She refuses to leave.

3. You and another officer are monitoring a recreation yard full of inmates. Two rival gang

members start a fight. Within a few seconds there are numerous offenders engaged in the fight.

4. You are responsible for monitoring the infirmary. As you allow an offender through the

front door, another offender, already in the exam room, grabs a nurse and a metal utensil. The offender places the knife against the nurse’s throat and threatens to kill her unless he is allowed to call his mother.

5. A young offender tells you that several other inmates physically and sexually assaulted

him. He has visible injuries on his head. He is visibly shaken and is afraid for his safety. He is especially frightened of retaliation for telling you about the assault.


Name_____________ _____ Date_____________ _______

Conflict Resolution Exam

1. _____Perceived conflict is defined as conflict in which you think you have a real problem.

a. True b. False

2. _____Which of the following is a barrier to good listening?

a. Tuning out what is being said b. Jumping to conclusions c. Acting a judge and jury d. All of the above

3. _____Successful communication is mostly based on what?

a. Tone of voice b. Body language c. Verbal communication d. Delivery system

4. _____Tone of voice is?

a. Intentional b. Unintentional c. Attitude d. All of the above

5. _____When voice and role conflict, people believe voice.

a. True b. False

6. _____All are forms of non-verbal communication except:

a. Active listening b. Eye contact c. Distance d. Body posture

7. _____Which is NOT one of the five steps of active listening?

a. Emotional labeling b. Lean towards the sender c. Squarely face the person d. Relax while attending

8. _____Which one is not an ABC of attending?

a. Paraphrasing b. Eye contact c. Gestures d. Posture


9. _____Emotional Labeling is defined as what? a. Demonstrates that you are listening and understand what a person is feeling b. Gives exact feedback c. Questions that require a narrative response d. Clarifies content and allows you to obtain further information

10. _____Which is NOT a model of active listening?

a. Mirroring/Reflecting b. Paraphrase c. Open-ended questions d. Attending

11. _____What percentage makes up the content of the message received?

a. 50-60% b. 80-90% c. 33-40% d. 7-10%

12. _____Body language is what percentage of the message received?

a. 33-40% b. 50-60% c. 33-40% d. 7-10%

13. _____Which is NOT a style of communication?

a. Command presence b. Passive c. Assertive d. Aggressive

14. _____Which style of communication has little eye contact and is very “safe”?

a. Passive b. Aggressive c. Assertive d. Passive-aggressive

15. _____Which style of communication uses intimidation, belittling and controlling behavior?


16. _____Which style of communication is healthiest and models active listening?



17. _____Your professional appearance does NOT impact your ability to communicate. a. True b. False

18. _____Which is NOT an aspect of command presence?

a. How you act b. How you speak c. How you look d. How old you are

19. _____The goal of command presence is diminished professionalism.

a. True b. False

20. _____Benefits of command presence include what?

a. Less vicarious liability b. Less stress c. Fewer complaints d. All of the above

21. _____97-98% of all conflicts are resolved at what level?

a. Command presence/verbal communication b. Weapon strategies c. Weaponless strategies d. Deadly force

22. _____The four elements of reading a scene include all except which of the following?

a. Positioning b. Audience c. Constraint d. Ethical Presence

23. _____Which model can be used for redirecting behavior?

a. S.A.F.E.R b. P.A.C.E. c. L.E.A.P.S. d. S.O.L.E.R.

24. _____What do you use when words fail?

a. P.A.C.E. b. S.A.F.E.R. c. S.O.L.E.R. d. L.E.A.P.S.

25. _____Conflict is a state of discord caused by the actual or perceived opposition of needs,

values and interests. a. True b. False


Conflict Resolution Exam Key

1. A 2. D 3. D 4. D 5. A 6. A 7. A 8. A 9. A 10. D 11. D 12. B 13. A 14. A 15. B 16. C 17. B 18. D 19. B 20. D 21. A 22. A 23. C 24. B 25. A


Name_______________________________ Date________________

Group Evaluation

Group 1 Did the group take the assignment seriously? No Yes 1 2 3 4 5 6 7 8 9 10

Could you tell what the group was trying to portray? No Yes 1 2 3 4 5 6 7 8 9 10

Was the group portrayal creative? No Yes 1 2 3 4 5 6 7 8 9 10

Did the group include the correct elements? No Yes 1 2 3 4 5 6 7 8 9 10

Would you like to see this group demonstrate their talent for you in the future? No Yes 1 2 3 4 5 6 7 8 9 10

Total Score_______ Group 2 Did the group take the assignment seriously? No Yes 1 2 3 4 5 6 7 8 9 10





Total Score_______







Total Score_______ Group 4 Did the group take the assignment seriously? No Yes 1 2 3 4 5 6 7 8 9 10





Total Score_______







Total Score_______






Total Score_______


Your Name___________________________________ Your Group Number_______

Peer Evaluation 1) Name of Student________________________________________ At what level of seriousness did they take this activity? Not Very Serious Very Serious 0 1 2 3 4

Did they make a significant contribution to the brainstorming process? No Yes 0 1 2 3 4

Did they make a significant contribution to preparing for the skit? No Yes 0 1 2 3 4

What was the level of their participation in the skit(s)? None A Lot 0 1 2 3 4

Would you want to work with this person in a group again based on their level of productivity? No Yes 0 1 2 3 4

Total Score_______ 2) Name of Student________________________________________ At what level of seriousness did they take this activity? Not Very Serious Very Serious 0 1 2 3 4





Total Score_______


3) Name of Student________________________________________ At what level of seriousness did they take this activity? Not Very Serious Very Serious 0 1 2 3 4










Total Score_______


5) Name of Student________________________________________ At what level of seriousness did they take this activity? Not Very Serious Very Serious 0 1 2 3 4










Total Score_______


Name_______________________________________ Date_______________________________

Discussion Rubric

Objectives 4 pts. Excellent

3 pts. Good

2 pts. Needs Some Improvement

1 pt. Needs Much Improvement

N/A Pts.

Participates in group discussion

Encourages others to join the conversation

Keeps the discussion progressing to achieve goals

Shares thoughts actively while offering helpful recommendations to others

Gives credit to others for their ideas

Respects the opinions of others

Involves others by asking questions or requesting input

Expresses thoughts and ideas clearly and effectively

Total Points (32 pts.)

Comments:


Name______________________________________ Date_______________________________________

Individual Work Rubric


3 pts. Good


1 pt. Needs Much Improvement N/A Pts.

Follows directions Student completed the work as directed, following the directions given, in order and to the level of quality indicated

Time management Student used time wisely and remained on task 100% of the time

Organization Student kept notes and materials in a neat, legible, and organized manner. Information was readily retrieved

Evidence of learning Student documented information in his or her own words and can accurately answer questions related to the information retrieved

*Research/Gathering information (if relevant) Student used a variety of methods and sources to gather information. Student took notes while gathering information


Comments:


Name:____________________________________ Date:_____________________________

Presentation Rubric

Comments:


3 pts. Good



N/A Pts.

Topic/Content

Topic discussed completely and in-depth

Includes properly cited sources (if used)

Creativity/Neatness

Integrates a variety of multimedia effects to create a professional presentation (transition and graphics) or appropriate visual aid used

Title slide, table of contents, bibliography are included, using acceptable format

Mechanics

Grammar, spelling, punctuation, and capitalization are correct

Image and font size are legible to the entire audience

Oral Presentation

Communicates with enthusiasm and eye contact

Voice delivery and projection are dynamic and audible

Audience Interaction

Presentation holds audience’s attention and relates a clear message

Clearly and effectively communicates the content throughout the presentation



Name:____________________________________ Date:_____________________________

Role Play Rubric

Comment

s:


3 pts. Good



N/A Pts.

Relates to the audience

Provides fluent rendition of the scenario

All required content is included

Acts with feeling and expression

Varies intonation

Presents characters appropriately

Gives the scenario its full range

Breaches are easily identified



Name:____________________________________ Date:_____________________________

Writing Rubric

Comments:


3 pts. Good



N/A Pts.

The writing has all required parts from introduction to conclusion in smooth transition.

The writing is interesting, supportive, and complete.

The writing demonstrates that the writer comprehends the writing process.

Accurate spelling, grammar, and punctuation

The content of paragraphs emphasizes appropriate points.

The writer shows an understanding of sentence structure, paragraphing, and punctuation.

All sources and references are clearly and accurately documented.


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