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54 Cards in this Set
- Front
- Back
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What is Ting-Toomey's definition of culture?
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A learned system of traditions, symbolic patterns, and accumulative meanings that fosters a particular sense of shared identity-hood, community-hood, and communication rituals among the aggregate of its group members
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Implications of Culture-Based Conflict: Individualism
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Emphasizes individual identity over group identity, individual rights over group interests, and individual focused emotions over social-focused
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Implications of Culture-Based Conflict: Collectivism
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Emphasizes community over indiidual desires, and other-identity concerns over self-identity concerns
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Power Distance: Small Power Distance
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Equal power, symmetrical relations, mixture of positive and negative messages, equal rewards
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Power Distance: Large Power Distance
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Unequal power, asymmetrical relations, authoritative feedback, rewards based on status
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Self-Construal
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One's self-image and is composed of an independent and interdependent self.
• Face: identity respect and other-identity consideration issues • Independent self-construal positively associated with self-face concern and the use of dominating/competing conflict strategies • Interdependent self-construal positively associated with other-face concern and the use of avoiding and integrative conflict tactics • Mutual face concern: Concern for both people’s face. |
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Three approaches to studying conflict Styles
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Dispositional
Situational Systems Approach |
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Three approaches to studying conflict Styles: Dispositional
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Individuals have predominate and stable style tendencies; distal factors
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Three approaches to studying conflict Styles: Situational
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Proximal factors shape individuals approach and responses
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Three approaches to studying conflict Styles: Systems Approach
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Integrates both Situational and Dispositional
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Cross-Ethnic - African Americans
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Conflict styles are influenced simultaneously by both individualistic and collectivist value tendencies, and also by both small and large power distances
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Cross-Ethnic - Asian Americans
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The philosophy of Confucianism strongly influences proper face work rituals and conflict interaction performance.
Tend to use avoiding or obliging conflict styles to deal with the conflict at hand. |
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Cross-Ethnic - Latinos
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Tactfulness and considerateness are conveyed through the use of other-oriented face work behaviors such as the use of obliging or “smoothing over” conflict styles and the use of the avoidance conflict style.
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Cross-Ethnic - Native Americans
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Tend to prefer the use of verbal self-restraint and a verbal self-discipline mode in uncertainty conflict situations.
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Distal and Proximal Influences
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o Distal factors include:
• culture, gender, and relationship history o Proximal factors include: • goals, rules, emotions, and attributions |
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Distal and Proximal Outcomes
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o Proximal outcomes:
• reference integrative tactics o Distal outcomes: • concerns how over time conflict affects organizational culture |
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3 Phases of Conflict
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o Phase 1: Differentiation
• Involves raising issue and points of disagreement Communicative key: Information sharing (giving and receiving) o Phase 2: Mutual Problem Description • Involves getting both parties to agree on a mutually acceptable definition of the problem Without this, solutions very difficult Communicative key: compromise o Phase 3: Integration • Involves displaying cooperative tactics • Generating alternative solutions • Evaluating positive and negative aspects of each solution • Selecting and clarifying the solution to be implemented • Establishing a monitoring system to determine if solution is effective |
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4 Contexts of Organizational Conflict
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o Interpersonal
o Bargaining and Negotiation o Intergroup o Interorganizational |
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Parent-Toddler:
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Primary concern is how toddler uses communication to gain control of social world.
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Parent-Adolescent:
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Primary concern is how adolescent gains control over personal world.
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Constructive conflicts
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• People listen to each other’s perspectives, regulate their emotions, and create mutually satisfying solutions
Involve empathetic understanding and effective social support |
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Destructive Conflicts
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• Often prolonged and recurrent
Involve coercive and avoidant strategies • Examples: demand-withdraw patterns, Gottman’s four horsemen, negativity, aggression, and violence o Interparental conflict’s adverse effects on children o Focus needs to be on frequency, topics, intensity, types, and duration of conflict |
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Parent Child Conflict: Previous research vs. Current Research
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• Power differences in parent-child conflict
Parent attempting to gain child’s compliance Studied from a unilateral approach (i.e., how parents’ behavior influences children’s behavior) Current - Studied from a bidirectional approach |
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Source of Conflict: Self-serving bias
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• Individuals tend to attribute constructive conflict acts to themselves, whereas they attribute negative intent and destructive outcome to others
Interdependency among people’s perceptions and their subsequent conflict behaviors The importance of perspective-taking |
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Authoritative parents
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Balance high nurturance with control and clear communication about what is required of the child
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Authoritarian parents
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Dogmatic, strict, and lack warmth and reasoning with their children
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Permissive parents
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Lack control and effective monitoring by either neglecting or indulging their children
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Children’s Conflict/Aggression: Spillover effect
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• Children’s externalizing behaviors (e.g., aggression, acting out, engaging in risky behaviors) corresponds with a decline in marital satisfaction
Greater interparental conflict can result in more problem behaviors from children, which in turn can increase interparental conflict |
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Sibling relationships
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• Described as a love-hate or emotionally ambivalent relationship
• Sibling conflict typically increases with the transition to adolescence, but decreases over time |
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What myths are associated with common couple violence?
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o Myth 1: It is obvious
• Maxims a. Violence on a continuum b. Violence based on culture and individuals c. Violence seen differently by people o Myth 2: Violence is Gendered • Maxims a. Males victimized more (Common Couple Violence only, vs. Paternal Terrorism) b. Women engage in similar rates c. Women harmed more (but) d. Men adopting traditional gender attitudes more likely to harm o Myth 3: Female Violence Due to Self Defense • Maxims: a. Violence motives are complex b. Both men and women defend selves c. Disagreement based on observer vs. participant roles d. Violence often due to both people e. Blaming based on whose account? o Myth 4: Intimate Violence is Unilateral • Maxims A. Violence is mostly reciprocal B. Sex differences in CCV tend to show women perpetrate o Myth 5: Intimate Violence is Chronic • Maxim: Most violence is not stable 9-13% highly stable (once per week) 20% marriages CCV 1-2 violent acts in past year No violence in next two years o Myth 6: Male Violence About Power • Maxims All conflict is about power! Gender effects n.s. Need to control same Motives vary (e.g., anger, jealousy, getting attention) How is power conveyed by powerful? Expressive vs. instrumental violence o Myth 7: Intimate Violence is Harmful • Maxims: Many relationships involving violence are satisfactory (33% to 67% stayed same or IMPROVED) Violence of minor/less damaging forms Injuries are minor (e.g., only 28% of women and 22% of men require hospitalization !?!?!?) o Myth 8: Violence More Harmful than Verbal Aggression • Maxims Comm aggression more harmful to psychological well-being Comm aggression leads to physical aggression Threats can endure o Myth 9: Violence is Incompetent • Maxims Minor violence might help rels Reciprocation indicates acceptance Violence a critical juncture—conflict is out of hand Large percentages approve of violence in some form (p. 236, top) Violence has own rationality |
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What are Spitzberg’s maxims?
What is his Model? |
o A General Model of Violence
• Violence evolves from conflict • Transgressions lead to loss of face/identity • Face threats lead to defense/offense • Transgressions evoke negative emotions • Negative emotions escalate severity • Course depends of people’s competence |
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What is Mediation?
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o “Mediation is a process involving two or more parties who are in conflict with each other and an “uninvolved” third party (the mediator” (Hale and Thieme, p. 256).
o Mediator not a judge but a facilitator for parties to reach an agreement (not necessarily understanding). |
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Principles of Mediation:
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• Self-determination (Un-coerced, Autonomous)
• Informed decisions (Participation in mediation Commitments for (in)action) • Confidentiality |
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Goals of Mediation
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• 1. To help parties reach agreement
• 2. To help resolve emotional issues • 3. To help empower participants • 4. To help tell story |
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Stages of Mediation
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o Stage 1: Introductions
• Parties might not trust Each other - Mediation Process - Define mediation and role • Begin on positive note (e.g., congratulate) • Set ground rules (next slide) • Mediator sets expectations - Mediator establishes rules • Parties speak one at a time • No interruption • Listen to each other • No foul language -Mediator assures parties of confidentiality, though judges or others connected to the conflict will have right to know. o Stage 2: Telling the Story • Each side tells their story • Who requested mediation begins • Assure that both sides will be heard. o Stage 3: Identifying the Issues • Stories help mediator to identify issues Mediator must understand issues Mediator must listen and take notes Mediator asks when s/he does NOT understand a point of contention Mediators are not experts at discussion topics Mediators ask parties about interests Mediators focus on underlying issues Mediators obtain mutual problem description. o Stage 4: Generating Options • Parties generate options for themselves • Mediator can help generate options • Unfair options present a dilemma • Mediator must insist on fairness • Mediator must be neutral o Stage 5: Writing the Agreement • Agreement must be precise • Agreement written in a positive manner-what the parties will do • If parties agree to agreement, they sign • Alternative to agreement might be litigation, about which the mediator can remind parties |
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Protective Family
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• Conflict is a threat
• Communication is not values • Low Conversation and High Conformity |
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Consensual Family
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• Tension
• High Conformity and High Conversation • Both parties understand eachothers wants |
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Laissez-Faire Family
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• Avoidant and emotionally distant from each other
• Low Conversation and Low Conformity |
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Pluristic Family
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• High Conversation and Low Conformity
• Collaboration |
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Family Communication Patterns: Conformity
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• Obedience
• Seek Control • Competing • Avoidance |
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Family Communication Patterns:
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• Compromise
• Collaboration • Multiple voices • Open |
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Inter-Parental Conflict
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• Parent-to-Parent conflict can have devasting personal and relational effects on children
• Triangulation refers to involving the child as an ally • Children from divorced families better of than children from high conflict families if |
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Definition of Violence
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• Abuse – ongoing pattern of violence
• Aggression – implies intent to harm • Violence might result from accident or other motives |
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Types of Violence
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• Psychological violence – Undermining self
• Symbolic/verbal violence- words threaten or coerce another • Physical Violence – ranges from mild to severe |
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InterCultural Conflict Competence Criteria
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• Appropriateness
• Effectiveness |
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Filial Maturity
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Your ability to see your parents as individuals
• Accept weaknesses • See parents as Peer-Like |
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Filial Responsibility
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your responsibility to uphold certain responsibilities in your family
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National Conflict Styles
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Dominating - Competitive/Seek control
Avoiding - eluding/ignoring/denying Obliging - High concern for others/ accomodating Compromising - meet in the middle Integrating - win/win most time consuming |
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Stages of Mediation
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• Stage 1 – Introductions
• Stage 2 – Telling the Story • Stage 3 – Identifying the Issues • Stage 4 – Generating Options • Stage 5 – Writing the Agreement |
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Stages of Mediation – Introduction
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• Parties might not trust
o Each other o Mediation Process o Define mediation and role • Begin on positive note (ex. Congratulate) • Set ground rules • Mediator sets expectations o Mediator establishes rules o Parties speak on topic |
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Stages of Mediation – Telling the Story
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• Each side tells their story
• Who requested mediation begins • Assure that both sides will be heard |
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Stages of Mediation – Identifying Issues
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• Mediators are not experts at discussion topics
• Mediators ask parties about interests • Mediators focus on underlying issues • Mediators obtain mutual problem description |
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Stages of Mediation – Generating Options
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• Parties generate options for themselves
• Mediator can help generate options • Unfair options present a dilemma • Mediator must insist on fairness • Mediator must be neutral |
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Stages of Mediation – Writing the Agreement
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• Agreement written in a positive manner-what the parties will do
• If parties agree to agreement, they sign • Alternative to agreement, they sign • Alternative to agreement might be litigation, about which the mediator can remind parties |
