Examples of cases of reconciliation service at school. School Reconciliation Service "Road to Peace"

Slide 5

All these methods do not provide an opportunity for the teenager himself to resolve the current situation and take responsibility for what happened.

Obviously, the probability of a repetition of what happened remains very high.

Slide 6

How to resolve school conflict?

A conciliation meeting is a negotiation between the parties to the conflict.

Such negotiations allow people to discuss the situation and find the best way out of the conflict. Negotiations are conducted by a specially trained facilitator. He is not on anyone's side. The facilitator ensures that the dialogue proceeds respectfully and without pressure. He helps the meeting participants better understand each other and discuss issues:

• Why did the conflict happen? What consequences did it lead to?
• How can this situation be resolved?
• How can we ensure that this situation does not happen again?

Slide 7

Conciliatory meeting

Resolving a conflict through negotiations gives a teenager self-confidence, and this, in turn, allows you to build a more open relationship with the other party. As a rule, the other side responds in kind. And isolation and powerlessness are replaced by openness and self-confidence.

Slide 8

I. Collection of information:

• obtaining information about the conflict,
• collecting additional information (who else may be involved in resolving the situation).

Slide 9

Stage II. Preliminary meeting

(separately) :

“about events and facts” (please tell us about the situation that happened from the point of view of the conflicting parties);

- “about the state, feelings” (so that the person “let off steam”);

“about the consequences of what happened” (how his life changed after the situation);

- “On possible ways and means of correcting the situation” (talk about responsibility);

Proposal for a meeting (about participation in the reconciliation program);

The goal is to obtain consent to participate in reconciliation

Slide 10

Rules of conduct at a conciliation meeting:

• You can't insult each other
• can't interrupt
• confidentiality of the meeting,
• participation in the meeting is voluntary (you can leave the meeting at any time),
• you can leave the office with the presenter for a while and discuss an exciting issue (if it’s unpleasant to talk in front of everyone),
• The host can take the participant out for some time.

Slide 11

Algorithm for holding a conciliation meeting

Stage III. Conciliation meeting:

The presenter welcomes the meeting participants, thanks them for coming, reminds them of the rules of the meeting, and asks the participants to tell about their vision of the situation.

Reflect feelings! To clarify!

Reflection of feelings - conversation about the consequences - collection of proposals (the best options are accepted) - conclusion of an agreement (what each party will do - the participants themselves write).

Slide 12

Both parties come to the meeting voluntarily!

• The presenter does not find out who is right and who is wrong!
• He neither accuses nor defends anyone!
• The presenter takes a neutral position!
• He is a mediator who helps the parties understand each other better!

Slide 13

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Municipal budgetary educational institution

Tyumentsevskaya basic secondary school

Tyumentsevsky district of Altai Territory

Head teacher

T.F. Kaluzhina

Order No. 20 of 08/30/2013

Maintenance program

School Reconciliation Service

The program was compiled by:

Baklykova E.V.

Tyumantsevo 2014

Explanatory note.

At school, children spend most of their time, communicate with a huge number of people and often face situations where they need to make a decision on their own (without the participation of parents: with advice or initiative), without delaying it until later. It turns out that at school our children learn to live. Many parents and teachers name independence among the qualities they believe our children need. But at the same time, adults forget that the condition for the formation of that same independence is to provide the child with the opportunity to solve difficult issues himself and find ways out of conflict situations. It seems to the people around the teenager that if his independently made decision is implemented, the student will “break the woods” and therefore, out of good intentions, we rush to tell him a way out of the situation, or even actively participate in resolving it. At the same time, each adult pursues his own goal: the teacher - maintaining discipline and high levels of children’s behavior at school, parents - to avoid being called to school, to be able to tell relatives, friends, colleagues, etc. about the child’s successes.

What does the teenager want in this situation? Satisfy his needs: to be heard, understood, to prove that his word is worth something. There is a completely legal way to give him such an opportunity, when the conflict situation is resolved with the participation of a third party. This activity is usually called mediation.
Mediation is a special type of activity that consists in optimizing, with the participation of a third party, the process of finding a solution to the problem by the conflicting parties, which allows ending the conflict. Mediation is one of the most ancient and universal methods of conflict resolution

To resolve various types of conflicts (not only school ones), it is possible to use the mediation method. The family reconciliation program is about overcoming injustice in intrafamily relationships, since it is precisely in the dysfunctionality of the family that the reasons for the deviant behavior of a teenager are often laid. In this case, the task is to overcome the interactions of its members that are generally destructive for the family. A family crisis may require deeper forms, such as family therapy, but a reconciliation program will provide an opportunity for family members to take a step toward recognizing the need for their own efforts and changes. Another example of using this method is a school conference (resolving conflicts between classes, student and class, class and teacher).

Based on the above information, we can come to the conclusion that in modern society there is a need to create a School Reconciliation Service, in which this method of resolving conflict situations is widely used.

This program reveals the structure of the work of this service in the Tyumentsevskaya secondary school.

The goal of this program is the socialization of students through constructive communication technologies (formation of a legal culture).

Priority tasks:

ensuring collaborative relationships between teachers and students;

Target group: students, employees, parents of students at the Tyumentsev secondary school.

Course content :

Topic 1 - School reconciliation services.

The training is an analysis and discussion of the features of the work of the reconciliation service in school. The psychological, pedagogical and socio-legal aspects of the work of this service are considered. - 1 hour.

Topic 2: “Conflicts and their resolution”

People's reactions to conflict. Defense mechanisms and self-justification. Values ​​and interests of the parties to the conflict. Ways of responding to conflicts and delinquency of adolescents by specialists and institutions, their impact on the participants in the conflict. Strengthening (aggravation), displacement and constructive resolution of the conflict. How to turn a conflict into a constructive direction. Mutual understanding-2 hours

Topic 3: Mediation as a way to resolve conflicts.

Restorative mediation: principles and goals. Mediator position. How to transfer responsibility for finding a solution to the parties to the conflict. Stages of working with conflict in the process of restorative mediation - 1 hour

Topic 4: “Meeting with the parties to the conflict to transfer responsibility to them”

How to competently propose mediation. Opening remarks by the mediator. Workshop “Preliminary meeting and transfer of responsibility” with the parties to the conflict. Work in mini-groups, demonstration and general discussion of each mini-group - 1 hour.

Topic 5: Workshop on mastering emotions.

Temperament. Mastering techniques for managing one’s emotional background, determining external signs of a person’s emotional state. Working with strong emotions (resentment, anger, fear, etc.). Shame: stigmatizing or reintegrating - 2 hours

Topic 6: Workshop “Communication skills of a mediator.”

Active listening, paraphrasing, summarizing, reflecting, deconstructing,The training examines in detail the process of communication, difficulties that arise during conflict communication that a mediator may encounter, “ordinary” communication and restorative communication as an activity to restore understanding, mastering the technique of active listening.

During the training, the communication skills necessary for the successful implementation of rehabilitation programs are developed. - 2 hours.

Topic 7: “Conciliatory meeting of the parties to the conflict.”

Features of a conciliation meeting. Workshop “Conciliatory meeting”. Work in mini-groups, demonstration and general discussion of the result. – 1 hour

TOTAL - 10 hours

Required documentation:

Regulations on the School Reconciliation Service (Appendix No. 1).

Charter of the School Reconciliation Service (Appendix No. 2)

Case Log (Appendix No. 3)

Registration card (Appendix No. 4).

Conciliation agreement (Appendix No. 5)

This program is designed for 1 academic year. In accordance with this, the following work plan for the School Reconciliation Service was drawn up.

Work plan

School Reconciliation Service

for the 2014 -2015 academic year. G.

2014

Providing information on the school website about the school reconciliation service

October 2014

Speech during class hours with a story about the work of the school reconciliation service

October - November 2014

Design of an information stand, publication of booklets on ShSP

October - November 2014

Conducting awareness-raising work among parents

December 2014

Meeting of members of the reconciliation service

2nd week of every month

Collection of applications for consideration

During the year

Visit to the District Court

February 2015

Conducting reconciliation programs at the request of inspectors of the Department of Internal Affairs of the ODN, providing the latter with reports on the restoration work carried out

By request

Summing up the work of the service

May 2015

Thematic planning of a training course for mediators.

2. Conflicts between parents and children.

3. Conflicts between teachers and students

4. Conflicts between a student and a group of students in the same class.

5. Conflicts between two students in the same class.

6. Conflicts between parents and the class teacher.

7. Task “Like in a fairy tale”

8. Task “Staging”

9. Consolidation.

Mediation as a way to resolve conflict

Empathy. Theoretical foundations. “Change the ending” task.

Task “Changing Roles”

Meeting with parties to the conflict to transfer responsibility to them

Workshop “Preliminary meeting and transfer of responsibility”

Mediator communication skills

1. Theoretical aspects.

2. Task “Be careful”

3. “Long-short” task

4. “Listen and repeat” task

5. Task “Free translation”

6. Task “Tricky cipher”

7. Task “Why”

8. “Guess” task

9. Task “Resume”.

10. Consolidation.

Managing Emotions

1. Theoretical aspects.

2. Task “Funny faces”

3. Task "Transformation"

4. Task “Sad Smiles”

5. Task “What do we feel and why?”

6. Task “Compliment”

7. Task “Declaration of love”

8. Task “Bad-Good”

9. Consolidation.

Conciliatory meeting of the parties to the conflict

1. Theoretical aspects.

2. Task “Louder!”

3. Task “One of two”

4. Task for processing paraphrasing techniques.

5. Consolidation.

TOTAL

References
1. Zedgenidze V. Ya. Prevention and resolution of conflicts in preschool children: a manual for practical workers of preschool educational institutions. - M.: Iris - press, 2006. - 112 p.
2. Konovalov A. Four steps to restorative work with the school space // Restorative juvenile justice. Collection of articles. M.: MOO Center "SPR", 2005, p. 113

3. Konovalov A.Yu. School reconciliation services and restorative relationship cultures: A practical guide. /under the general editorship of Karnozova L.M. – M.: MOO Center “Judicial and Legal Reform”, 2012. – 256 p.
4. Lukmanov E.V. Psychology of school conflict // Handbook of the deputy director of the school. - No. 5 - 2008. - p. 61 - 67.
5. Ovchinnikova T. S., Pavlovich G. A. Reconciliation service in an educational institution. - Tyumen: Publishing house of entrepreneur V.V. Zayakin, 2008. - 54 p.
6. Ovchinnikova T. S. Technology of restorative justice in social and pedagogical activities. - Tyumen: Tyumen Publishing House, 2006. - 29 p.
7. Workbook of the facilitator of restorative justice programs, Center “SPR” -31p.
8. Modern conflictology in the context of a culture of peace. Moscow, 2001. - 415 p.

9. School service for restorative mediation (reconciliation). Mediator training system. Grades 5-9: practical classes, training sessions / author. – comp. O. A. Uvarova. – Volgograd: Teacher, 2014.
10. School reconciliation service: from idea to action // “Pedagogical Review” - November 2010 No. 10 (107) p. 8-9
11. Shneider L. B. Deviant behavior of children and adolescents. - M.: Academic Project, 2005 - 336 p.

Applications.

Appendix No. 1.

Position

about the School Reconciliation Service

1. General provisions.

   1. The Reconciliation Service is a social service operating at the school based on the voluntary efforts of students.

      The reconciliation service operates on the basis of current legislation, the school Charter and these Regulations.

Goals and objectives of reconciliation.

1. The purpose of the reconciliation service is to promote crime prevention and social rehabilitation of participants in conflict and criminal situations based on the principles of restorative justice.

   The objectives of the reconciliation service are:

   1. Conducting reconciliation programs for participants in school conflicts and situations of a criminal nature.

      Teaching schoolchildren methods of conflict resolution.

3. Principles of activity of the reconciliation service.

3.1. The activities of the reconciliation service are based on the following principles:

3.1.1. The principle of voluntariness, suggesting both the voluntary participation of schoolchildren in organizing the work of the service, and the mandatory consent of the parties involved in the conflict to participate in the reconciliation program.

3.1.2. The principle of confidentiality, which implies the obligation of the conciliation service not to disclose information obtained during the process. The exception is information about possible damage to life, health and safety.

3.1.3. The principle of neutrality, which prohibits the reconciliation service from taking the side of one of the parties to the conflict. Neutrality presupposes that the conciliation service does not clarify the issue of guilt or innocence of one or another party, but is an independent mediator who helps the parties independently find a solution.

4. The procedure for forming a reconciliation service

4.1. The conciliation service may include schoolchildren in grades 7-10 who have been trained to conduct conciliation programs.

4.2. The head of the service may be a social teacher, psychologist or other teaching staff member of the school, who is assigned responsibilities for managing the reconciliation service by order of the school director.

4.3. Issues of membership in the reconciliation service, requirements for schoolchildren included in the service, and other issues not regulated by these Regulations may be determined by the Charter, adopted independently by the reconciliation service.

5. Operating procedure of the reconciliation service.

5.1. The reconciliation service can receive information about cases of conflict or criminal nature from teachers, students, school administration, and members of the reconciliation service. The reconciliation service makes decisions on the possibility or impossibility of conciliation programs in each specific case independently. If necessary, school officials are informed of the decision.

5.2. The conciliation program begins if the conflicting parties agree to participate in this program. If the actions of one or both parties may be classified as an offense, parental consent is also required to conduct the program.

5.3 If a conciliation program is planned at the stage of inquiry or investigation, then the school administration is notified about its implementation and, if necessary, coordination is carried out with the relevant internal affairs bodies.

5.4. Negotiations with parents and officials are conducted by the head of the reconciliation service.

5.5. If the conflicting parties have not reached the age of 10, the conciliation program is carried out with the consent of the class teacher.

5.6. The conciliation program cannot be conducted for offenses involving drug use or extreme violence. Persons with mental illness cannot participate in the conciliation program.

5.7. The Reconciliation Service independently determines the timing and stages of the program in each individual case.

5.8. If during the conciliation program the conflicting parties come to an agreement, the achieved results are recorded in the conciliation agreement.

5.9. If necessary, the conciliation service provides a copy of the conciliation agreement to the school administration.

5.10. The conciliation service exercises control over the fulfillment of the obligations assumed by the parties in the conciliation agreement, but is not responsible for their implementation. If problems arise in fulfilling obligations, the conciliation service helps the parties understand the reasons for the difficulties and ways to overcome them.

5.11. If necessary, the reconciliation service assists in providing participants in the reconciliation program with access to social rehabilitation services.

6. Organization of the activities of the reconciliation service.

6.1. The reconciliation service, in agreement with the school administration, is provided with premises for gatherings and conducting reconciliation programs, as well as the opportunity to use other school resources - such as equipment, office equipment, stationery, media and others.

6.2. School officials assist the reconciliation service in disseminating information about the activities of the service among teachers and schoolchildren.

6.3. The reconciliation service has the right to use the services of a psychologist, social educator and other school specialists.

6.4. The school administration assists the reconciliation service in organizing interaction with social services and other organizations.

6.5. If the conciliation program was carried out on the basis of a criminal case, the school administration should request that the conciliation agreement, as well as other documents be included in the case materials as materials characterizing the identity of the accused, confirming voluntary compensation for property damage and other actions aimed at making amends for the harm caused to the victim.

7. Final provisions.

7.1. This provision comes into force from the moment of approval.

7.2. Changes to this provision are made by the school director at the suggestion of the reconciliation service or school government bodies.

Appendix No. 2

Charter

School Reconciliation Service

General provisions

1. School Reconciliation Service is a voluntary self-governing public organization of teenagers.

2. The service is created and operates in accordance with the International Convention on Human and Child Rights and the regulations on the School Reconciliation Service.

Goals and objectives

1. Goal: socialization of students through technologies of constructive communication (formation of legal culture).

2. Priority tasks:

creating conditions for the implementation of reconciliation programs for participants in school conflicts;

self-expression of each member of the service through participation in the work of the Service;

ensuring collaborative relationships between teachers and students;

early prevention of delinquency and crime.

Motto, symbols, principles of activity of the Reconciliation Service

1. Motto " Peace to our home"

2. Service symbol –"Dove of peace"

3. Basic principles of activity:

principle of voluntariness

principle of confidentiality

principle of neutrality

Conditions and procedure for admission to the School Reconciliation Service

Members of the service are students in grades 6-9

Regulations on adult members of the Service

1. Adults in the school conciliation service are responsible for protecting the rights of the child.

2. Adults must organize the children’s activities to achieve the goal of the service.

3. Adults are the main assistants to children in the activities of the service.

4. Introducing children and adolescents to universal human norms, developing tolerance.

The School Reconciliation Service promotes:

Supporting socially significant initiatives of teenagers, developing and implementing social projects, developing volunteerism.

Functions and powers of the School Reconciliation Service:

Organizational.

Representative.

Information and propaganda.

Methodical.

Within these functions, the school service has the following powers:

represent the school reconciliation service in front of the school’s children’s groups, teaching staff, parent community, and in public and government structures;

plan and conduct conciliation meetings;

study, analyze and promote interesting work experience;

make decisions on issues of public life of the school reconciliation service.

Rights and responsibilities of members of the School Reconciliation Service:

1. A member of the School Reconciliation Service has the right:

Any student in grades 6-9 at school, a high school student or an adult who is interested in the activities of the organization, who considers the activities of such a service useful, recognizes this Charter, and also takes part in the activities of the organization can become a member of the reconciliation service;

participate in planning and adjusting the activities of the service and implementing the adopted plan;

preserve and develop the traditions of your team;

participate in the work of school bodies;

admission to the Reconciliation Service is carried out on a voluntary basis;

equal rights and responsibilities;

to protect their rights and interests.

2. Members of the School Reconciliation Service are obliged to:

fulfill all the requirements of the Charter and take an active part in the activities of the School Reconciliation Service;

not to disclose information obtained during reconciliation programs, with the exception of information about possible damage to life, health and safety;

be an independent mediator who helps the parties to the conflict independently find a solution.

Final provisions

1. This Charter comes into force from the moment of approval

2. Changes to the Charter are made by the head of the Service at the proposal of members of the Service.

Appendix No. 3

Appendix No. 4

Registration card

“Ticks” are placed in the places indicated by squares.

Appendix No. 5

CONCILIATION AGREEMENT

Participants in the recovery program (mediation, community circle, school conference, family conference) represented by:

held a personal meeting at which they discussed the situation that

________________________________________________________

and came to the following conclusions (agreements):

________________________________________________________

_________________________________________________________

Verify compliance with the terms of the agreement and notify mediators of their successful completion

_________________________________________________________

__________________________________________________________

A meeting for an analytical conversation will take place (place, date, time)

__________________________________________________________

To prevent this from happening again in the future, we agreed to do the following.

___________________________________________________________

1. We understand that a copy of this agreement may be provided to the administration and other persons interested in the decision. The mediator will not tell anyone what was discussed at the conciliation meeting.

2. If this agreement is not fulfilled and we still have problems, we agree to return to mediation.

Last names, first names and signatures Date

(Conversation - dialogue)

Goals and objectives:

Develop ethical standards of behavior in society;

Foster a culture of speech and behavior in public places; respect for the individual.

Progress of the class hour.

Food for thought.

Discussion of the problem: “culture of behavior in public places.”

Teacher.

Guys, count how many people you meet every day. At home you communicate with your parents, brothers and sisters, and neighbors; at school - with teachers, schoolmates, librarian; in a store - with sellers, cashiers, strangers; on the street - with passers-by, old, young, adults, peers. It’s hard to count how many people you’ll see in one day: some you’ll just greet, some you’ll talk to, some you’ll answer a question, some you’ll ask yourself.

Conclusion : a person is in constant communication with acquaintances and strangers at home, at school, in the cinema, in the library, in a store, in transport.

The behavior of another person, a friendly or rude word spoken, often leaves a mark on the soul for the whole day. Often a good mood depends on whether a person was given attention, whether they were friendly and kind when communicating with him, and how offensive it can be from inattention, rudeness, or an evil word. Life in society requires that all people follow the rules of communication, which are mandatory for everyone: for adults, for boys and girls, for the calm and the playful.

Discussion: “Rules that are binding for everyone”

I suggest you discuss 3 rules.

Accuracy rules . Work, social work, and entertainment are often collective, when success depends on everyone. Therefore, a well-mannered person must be precise. Precision is needed in everything: in work, in studying, in arriving on time at school, at a meeting, at the cinema, at the theater. Accuracy must be in the fulfillment of promises. You gave your word - keep it, you promised - come on time.

Rules of delicacy. You need to help another person delicately, without emphasizing that you are doing a good deed, without bragging about it. After all, help is not provided in order to attract attention. You must be able to accept help, not refuse advice, not think that you are better than everyone and can do everything yourself.

Rules of politeness. You must address other people politely, behave correctly in someone else’s home, be a hospitable host, be able to listen to others, know who you can call “you” and who you can address with “you,” be able to restrain yourself, and not be hot-tempered or irritable. It is necessary to learn to be easy to communicate; for this you need to be able to recognize a person’s state, his mood by appearance. First of all, you need to learn to recognize the mood of the closest people by their eyes: mom, dad, grandmothers, grandfathers, brothers and sisters. And depending on what you saw, build your behavior. It is difficult and not difficult. It’s difficult if you don’t understand why you need to take other people into account and don’t want to understand their condition. It’s easy if you think that although you are still small, you can already alleviate the grief or trouble of another person, and rejoice in other people’s joys.

Discussion of situations: “Children’s behavior in public places (in the cinema, library, store, in the yard, on the street, in the school locker room, canteen).

1st situation for discussion.

Here are the children leaving the hall in a crowd after watching the film. Pushing. Some guys want to get out into the street quickly, so they push their neighbors with their elbows. There is a crowd at the exit. A boy walking down the stairs tripped and fell. How did the guys around you react?

One rushed to the rescue, trying to help the boy get up, the other shouted: “Well, why are you pushing?!” the third laughed loudly and remarked: “What a clumsy one! The bear is clubfoot." The rest passed by indifferently, without even looking at the victim.

One can imagine both the feelings of the fallen boy and the grief of those caught in the crowd created by the guys pushing each other and trying to get out first, without waiting in line.

2nd situation for discussion.

The class goes on an excursion to a museum. From a distance you can hear that a lot of guys are walking: they are talking loudly and laughing. Some try to trip up the person in front. But then we came across an Ice Cream kiosk. Immediately a crowd formed at the kiosk. Everyone wants to buy ice cream quickly. The children don't even hear the teacher. Finally, the class comes to a stop. The bus is approaching. Many guys come in with ice cream in their hands. It melts, drops fall on the clothes of passengers, who, of course, express dissatisfaction and indignation.

In this situation, we again meet people who bring trouble to others.

To avoid grief and quarrels, everyone needs to remember the very important rules of cultural behavior and be guided by them in everyday life.

You must be able to live among people, behave politely, delicately, respect, spare and take care of each other.

Introducing the "Don't" laws

Teacher.

Please take a closer look at this “Not.” This will come in handy.

(Two students read alternately)

Don't be in a hurry to be the first to sit down at the table.

Don't talk while eating.

Remember to close your mouth when you chew.

Don't slurp.

Don’t rush to be the first to jump out at the door.

Don't interrupt the speaker.

Don't wave your arms.

Don't point your finger at anyone.

Do not imitate the speaker, even if he stutters.

Do not sit before your elder without his permission.

Don’t extend your hand first, wait until the older one greets you.

Don't forget to take off your hat when entering the house.

Don't repeat "I" too often.

Don’t pretend on a trolleybus or tram that you don’t notice the old man standing.

Don't interfere in someone else's conversation without saying "excuse me."

Don't forget to apologize if you accidentally pushed someone.

Don’t sneeze “into space”, sneeze into a handkerchief.

Don't keep your hands in your pockets.

Don’t comb your hair anywhere, there’s a corridor and a foyer for that.

Don't do anything that might bother other people.

Don't say words whose exact meaning you don't know.

Do not consider yourself the center of the Universe; this will always help you choose the right tone in communicating with others.

(Reading and discussion of the story by M. Coreys, D. Fall “The School of Politeness”,

Situations for discussion with children.

1st situation.

Lena urgently needed to contact the teacher, and she was talking to her friend the teacher. Lena ran up to the teacher and said: “Elena Petrovna...”

What error did you notice?

What advice would you give to a girl?

2nd situation.

Misha came to Petya’s house to do homework together. They worked conscientiously and seriously. At this time, Petya’s mother came, loaded with bags, and said: “Petya, help me carry the bags to the kitchen.” Petya said: “Mom, we are busy with serious business - lessons.”

Express your opinion about the boys' behavior. What mistakes in their behavior did you notice?

Conclusion:

Training session “I AM A MEDIATOR” for leading school reconciliation services.

Target: nurturing in the younger generation the need and readiness for constructive interaction with people.

Upon entering, each participant chooses a figure (a certain color, shape and written number).
Participants are seated in groups as desired.

1) Exercise “One sentence”
All groups stand up.
- Everyone raise their heads and look at the ceiling.
- Looking at the ceiling, remember what was “the best” for you in recent days.
- Whoever remembers, choose a keyword for this “very-very” one.
- Whoever is ready (that is, picked up), sits down.
On the group piece of paper, each person should write their own keyword. Change the leaves into groups.
- From all the words written down by the neighboring team, compose one sentence (you can add words and change endings)
- Send a messenger with your proposal to the team that compiled the list of words.
- The messengers read the proposals to the teams - the authors of the lists. Whoever hears his word claps his hands.

Participants are seated in groups according to the color of the figures.

2) Exercise “Snowball”
The first person says his name and subject (favorite activity, favorite dish, favorite music, adjective about himself), the second person repeats everything that the first one said and says the same about himself, etc.

3) Exercise “Either or”
This exercise will help you understand what you value, what you want, and who you are. Stand in a circle and on command you will divide into two groups, choosing what suits you best.
Find a partner and discuss what drove your decision.
Why do they look like this and not that?
Plus - minus
Coach - team
Cutlet - chop
Ear - eye
Mouth - ear
Leopold the Cat - Puss in Boots
Scissors - tape
Autumn–winter
We present to your attention an excerpt from the cartoon “The Bridge”
(0.0 – 1. 21)
So, we have gathered today to learn how to resolve conflict situations.
The tale begins:
“Three states lived not far from each other. Some owned a large wide river, others a forest, and others a plain. They lived prosperously, well and calmly, until one day a wanderer, an impoverished king, appeared. For this reason he was angry, bitter, and envious. He decided to quarrel between the two states and re-seat the throne. He started a rumor that the residents of the district decided to attack the forest dwellers and take possession of the forest.”
In the next exercise we will try to get accurate information.

4) Exercise “Mediator”
Come up with 8 words related to the school conciliation service, each of which uses one letter from the word “Mediator”. For example,

Explain the meaning of the word “Mediator” (leader of the conciliation program, neutral mediator)
Participants are seated in groups according to the shape of the figures.
The tale continues:
“The forest dwellers did not figure out what was going on, they believed everything and attacked first. The people of the district did not understand the situation and sent their messengers to find out what was going on. The messengers greeted them very aggressively, with rude statements. A dispute broke out"
The purpose of the following exercises is to show how important it is to be able to assess your condition and your feelings.

5) Exercise “Gallery of Emotions”
The presenter invites you to visit the gallery of emotions (posters and photographs “Emotions and Feelings” are hung on the board)
Photos are presented here. Try to see the emotions that are expressed in these photographs. The names of the emotions are written on the cards. You will need to take a card and find a photo that matches this emotion. You determine the number of cards you will work with yourself.” (Cards - resentment, sadness, surprise, determination, horror, passion, admiration, grief, anxiety, fear, interest, joy, excitement.) Thus, under each photo the names of 2-4 emotions appear. This is followed by discussion and verification.
Why are all the photographs of children?
Attention! Now I invite you to take part in a quick survey:
1.According to the classic description, this feeling corresponds to slightly elongated lips, raised and elongated eyebrows, raised and elongated upper eyelids, tense lower eyelids. This reminded the author of a Russian folk saying. Name this feeling. (Fear)
2. One of Vasnetsov’s paintings depicts two birds with human faces. In the title of the painting, in addition to the names of the birds – Sirin and Alkonost – two basic opposing emotions are mentioned. Name them. (Sadness and Joy)
3. This emotion occurs in unexpected situations. If the situation turns out to be safe, it turns into interest, if pleasant, into joy, if dangerous, into fear. Name the emotion. (Astonishment)
4. All three photographs express the same emotion. Name it. (Disgust)
5.Attention, excerpt from dialogue.
Consultant. How did you feel when you found out that you were being deceived?
Client. Well, you can probably guess for yourself.
Consultant. I can only imagine how I would feel if I were you. But it would be nice if you could name your feelings yourself.
Client. Yes, I just almost beat him up! I felt... amazing. (Anger, indignation)
Checking answers. As a gift - a smile sticker.

6) Exercise “Reflection of feelings”
It is necessary to identify the feeling that is hidden behind the statement and ask about it. For example,
Do you feel offended?
Did you feel offended?
Are you offended?

Maybe I did something wrong? Uncertainty, anxiety, doubt
I tried to explain to her that I was not to blame for anything, but she attacked me like let’s yell, so I couldn’t stand it. Irritation, resentment, indignation, anger
Now at least I can sit in class. Let them not talk, but they don’t call them names. Calm, confidence
How could she do this to me, I was her friend. Regret, resentment, humiliation, betrayal
He called my sister names, and why should I remain silent? Anger, indignation
I didn’t do anything, I just wanted to crack him after his words. Anger, anger, irritation
I don’t understand what I did wrong, why he did this. Doubt about one's actions, uncertainty, powerlessness
I don't want to talk to you about anything, leave me alone. Resentment, irritation, anger
What if he starts calling me names again? Anxiety, worry, fear
I'm doing everything wrong! Fear, irritation, grief
This is all nonsense! Resentment, anger, indignation
I won't go to school anymore! Anxiety, resentment, fear, protest

Participants are seated in groups according to the written number.
The tale continues:
“Without understanding the situation, the messengers returned home. Several proposals were made at the council. Some suggested leaving this shore, throwing away everything they had acquired, swimming to the other shore and living in peace again. Others suggested fighting to the bitter end. Still others suggested sitting down at the negotiating table and discussing the current situation. The fourth relied on others, remained quietly silent, avoided discussion, and did not make any attempts to resolve the conflict.”

7) Exercise “Ways of behavior in conflict”
What ways of dealing with conflict do you see among board members? (advance, discussion, retreat, avoiding conflict)
What method is used in restoration technologies, what is attractive about it? (“discussion”, because the emotional state in this case is the most positive).
The tale continues:
“A respected elder stood up from the table and proposed discussing the current situation on the neutral side of two warring states, in the presence of a third country. Finding out the reasons for the conflict, the third party asked a simple question: “Why was this necessary? Someone remembered the wandering king and his evil sayings."

8) Exercise “Reflection of needs”
Imagine that you are leading a reconciliation program. Your interlocutor says the following phrase. What will you tell him?
Start a sentence with:
“It’s important for you that...”
I don't like being yelled at. He has no right. It is important for you to be respected.
It is important for you to be spoken to in a normal tone.
If I make peace with him, then everyone will think that he won and I lost. It's important for you to win.
It is important for you not to lose your authority.
I don't think our meeting will change anything. It is important for you to consider different options for resolving the situation.
It is important for you to resolve this issue yourself.
Why does he force me to wear something I don't like? I want to wear the clothes I want. It is important for you to make your own decisions.
I want to answer him in the same way. Let him know how it was for me. It is important for you to restore justice.
It's important for you to stand up for yourself.
It's important for you to take revenge.
I don’t even know what to say, it’s like I didn’t do anything wrong. It is important for you to think about it in order to tell it.
It is important for you to avoid punishment.
Why should I apologize? He must. It is important for you to prove that he is guilty.

9) Exercise “Working with media material”
from the movie “Lilya forever” (0:26:10 – 0:29:10)
Analyze the video from the mediator’s point of view.
1) What feelings do the participants in the conflict experience?


2) What needs do the conflict participants have?
The offender _____________________________________________________
Victim ______________________________________________________________
3) What options for resolving the conflict are possible?
4) If the conflict is resolved, what benefits will the parties receive?
5) In what cases might it be difficult for a mediator to maintain a neutral position?
Participants are seated in groups as originally
(optional).
The tale continues:
“Sitting at the round table, the conversation turned to more pressing matters. The three states came to the conclusion that they need to unite and live together.”

10) Exercise “Paraphrasing”
Paraphrase the rules of conversation between conflicting parties at a reconciliation meeting.

Communicate your emotional state.

Refer to facts, not interpretation.

Find a specific solution in a specific situation.

Offer options for getting out of the situation.

In conclusion, here is another excerpt for your attention:
from the cartoon “The Bridge” (1.46 – ...)

Resolve conflicts in a civilized manner!
I wish you great patience, hope, good luck and good psychological health.
Thank you for your attention!