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Apr 2, 2019

27th European Congress of Psychiatry

CONFLICT MANAGEMENT IN THE SCHOOL CONTEXT: REVISION ON THE PRACTICE

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Conflict Management

School Context

Conflict

Abstract

Abstract

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Keywords

Conflict Management

School Context

Conflict

Abstract

Conflict is perceived differently in the literature. On a negative light Bilhim (1996) presents conflict as a process in which subject A tries to purposefully hinder subject B’s efforts towards the achievement of their goals and the development of interests, using any way of opposition that results in subject B’s frustration. On the other hand, Ferreira, Neves and Caetano (2011) understand conflict as necessary and positive, stimulating innovation and creativity in regards to behaviors, attitudes and cognitions. Torrego (2003) presents conflict mediation as a process in which a third person helps mediate the conflict resolution between two sides. In this way, and highlighting the advantages presented by Uranda (1998, cit. by Torrego 2003) in the school context, this poster summarizes strategies (Perrenoud, 2000), benefits and agents in this specific intervention area. Based on Piaget’s studies, Telma Vinha (1999, cit. by Leite & Löhr, 2012) refers that conflict is present on daily life. When conflict arises in the classroom it gives us clues about what the students need to learn. Because of this it becomes relevant to ponder the strategies that we can use in this context, so that children experience conflict as an opportunity for reflection and self-improvement.

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© Copyright 2019 Morressier GmbH. All rights reserved.

© Copyright 2019 Morressier GmbH.
All rights reserved.