Wall Newspaper: Conflicts Arise Because of…

Duration: 5–10 minutes

Wall Newspaper: Types of Behaviour in Conflicts

Duration: 5–10 minutes

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After 10–15 minutes, the participants discuss in small groups (of three to four people).

Printed out charts for all participants The chart for printing on A4 paper, prepared for being filled out, is available for downloading here

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Workshop Example

Game

Life on an Island

Type of exercise: Role play

Duration: 70–90 minutes

Materials: Flipchart paper, markers

Exercise description

The participants split into small groups (of 5 to 7 people). They are told that they find themselves on a desert island – each small group on its own island – and that there is no way to leave. To organise life on the island, they have to agree on and establish a common system of rules. They have 10 minutes to agree on their rules, and then they present them in the plenary.

In the next step, get one volunteer from each group. Volunteers are taken out of the room and told that they will be going back to a different “island”. Their task is to defy the rules agreed on by the group on their new island and to try to change the rules or to boycott them.

After 10 minutes of the volunteers being on their new islands, the exercise is stopped and followed by evaluation.

Evaluation

Suggested questions to evaluate the exercise:

Ask each group: What happened? Then tell them about the instructions given to the new islanders.

How did the newcomers feel about their role as rule-breakers, and how did the islanders feel about their system being disrespected?

Who was the victim and who was the aggressor? How does this experience relate to real life?

Note

If some of the participants are familiar with this exercise from before, you can ask them to be observers and contribute valuable insights to the evaluation.

Conflict Barometer

Duration: 30 minutes

Exercise description

The barometer method

Suggested statements for the barometer:

• Every conflict is bad.
• Conflict is the same as violence.
• You should show your emotions in a conflict.
• The victim also bears responsibility for the conflict.
• I am responsible for the conflicts in my society.
• If there are opposing interests, the conflict cannot be resolved.
• Power determines how the conflict will be resolved.

Wall Newspaper: Conflicts Arise Because of…

Trajanje: 5–10 min.

Zidne novine: Vrste ponašanja u sukobu

Duration: 5–10 minutes

Wall Newspaper: Types of Behaviour in Conflicts

Type of exercise:

Duration: 5–10 minutes

Discussion of Behaviours in Conflict Situations in Small Groups

Type of exercise: Work in small groups

Duration: 25–30 minutes

Exercise description

Split  into  small  groups  (of  four,  for  example). Discussion topics:

• What do I find hardest in conflicts?
• What dilemmas do I have?
• In which situations do I find myself at a loss about how to respond?
• What can help?

Alternative version of the exercise

Discussion topics:

–     Behaviours in communication with others (among the group, during the training) that I liked.

–     Behaviours that I perceived as creating fertile ground for conflict.

–     Behaviours that do not contribute to conflict transformation.

Or:

Everyone remembers a conflict that has been transformed or that is still ongoing and writes down:

–     a description of the conflict,

–     their own behaviours in the conflict,

–     their own feelings in relation to the conflict.

Then they discuss in small groups, without feedback in the plenary.

Note

This alternative version of the exercise is especially useful if there are animosities in the group or simmering conflicts, as a space for reflection and to encourage communication about such difficulties.

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• “Put all the chairs in a circle. You have 10 minutes to complete the task.”
• “Put all the chairs by the door. You have 10 minutes to complete the task.”
• “Put all the chairs as far from the door as possible. You have 10 minutes to complete the task.”

You should have roughly the same number of each of the instructions. Ask the participants not to show or tell others what their instruction card says. The exercise starts at your signal and you should let it proceed for 5–10 minutes.

Evaluation Suggested questions to evaluate the exercise: What happened? Did you follow the instructions you were given? (Inform the group about the types of instructions that were available.) How did you behave? Did you get into confrontations, try to persuade others, try to snatch chairs, retreat, try to cooperate? What was your perception of the others?

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Alternative version of the exercise

Discussion topics: – Behaviours in communication with others (among the group, during the training) that I liked. – Behaviours that I perceived as creating fertile ground for conflict. – Behaviours that do not contribute to conflict transformation.

Or:

Everyone remembers a conflict that has been transformed or that is still ongoing and writes down: – a description of the conflict, – their own behaviours in the conflict, – their own feelings in relation to the conflict.

Then they discuss in small groups, without feedback in the plenary.

The post Then they discuss in small groups, without feedback in the plenary. appeared first on CNA Priručnik.

Step 1: View of the conflict from the perspective of group A – others speaking

Place two chairs in front of the others and invite two people who are not of nationality A, but belong to the “opposing” ethnic group B or are neither A nor B, to sit in them. Their task is to put themselves in the shoes of someone who is of nationality A and try to answer the following questions:

–     What problems and difficulties do you face (because of your nationality)?

–     What fears do you have?

–     What injustices pain you?

–     What are your needs?

–     What do you hope for?

The key terms for the exercise – fears, injustices, needs, hopes – are written on four pieces of paper as a reminder.

Step 2: View of the conflict from the perspective of group A – group A speaking

Then persons who are of nationality A get a turn to add to what was said, but they are asked not to correct what was already said and to focus only on adding.

Step 3: View of the conflict from the perspective of group B – others speaking

The exercise is repeated, but now the two chairs are meant for persons that do not belong to ethnic group B (if possible, it would be best if they were from the opposing ethnic group A). Their task is to try to put themselves in the shoes of people of nationality B and try to answer the same questions.

Step 4: View of the conflict from the perspective of group B – group B speaking

Then persons who are of nationality B can add to what was said.

Evaluation

If needed, the above steps can be followed by feedback about the exercise in plenary: What was it like? What struck you?

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• a conflict that isn’t yours, but you’re implicated in it;
• a conflict you like;
• a conflict you find tiresome;
• a conflict that taught you something important.

Thinking of the conflict, the participants may make notes to use as reminders. Then they split into small groups (of three or four people) and discuss, without feedback in plenary.

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Between these two poles is a progression of positions. The trainer reads the first statement and the participants arrange themselves along the barometer to reflect their attitude, i.e. degree of agreement or disagreement with the statement. A number of participants then explain why they took their particular position. The explanations are given from one end of the barometer to the other, but the direction of movement (from Agree to Disagree and the other way around) may be switched from statement to statement. Then the next statement is read out.

It is important not to comment on what others have said, but instead to try and articulate our own opinion, without expressing agreement or disagreement with other people along the barometer. The trainer leading the exercise should not ask questions or engage the participants in dialogue. The aim of the barometer method is not to find the right solution, but to exchange opinions and come to understand that seemingly proximate positions can be based on completely different considerations, just as seemingly diverse attitudes can be based on similar starting points, and that endeavouring to understand others is key to identifying similarities and differences.

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