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Navigating Conflict in PE Using Strengths-Based Approaches
- 1. 2022-23 Patient Engagement Lunchtime Learning Series NAVIGATING CONFLICT IN PE USING STRENGTHS-BASED APPROACHES
- 3. This Photo by Unknown Author is licensed under CC BY-NC-ND
- 4. What is Conflict? • Conflict is universal—meaning it occurs across-cultures, genders, and age groups. • It is crucial that we deal with conflict as appose to avoiding it.
- 5. Strength-based Approaches to Conflict Strength-based approaches : Emphasis on transformation, self-determination, empowerment, and professional ethics, rather than problem-solving alone; Focus on competence and abilities, as appose to deficits; Reframe our focus and help us design strategies that support and strengthen relationships and healthy ways to overcome conflict.
- 6. Understanding the Needs and Motivation Behind Conflict • As human beings we all need to feel a sense of connection, belonging, understood, nurtured, and supported • We all have differing needs for feeling comfortable and safe • When differing needs are examined in an environment of compassionate understanding, it opens pathways to creative problem solving, team building, and improved relationships
- 7. How Conflict is Perceived Based on our Own Perceptions Take a moment to reflect on: 1.How do I perceive conflict? 2.How do I approach conflict? 3.What are some feelings underlying my my experiences with conflict?
- 8. Conflict, Stress, and Emotions • Conflict can trigger strong emotions and lead to feelings of stress and discomfort. • When we prepare and are proactive, we are better equipped to resolve conflict in a healthy way. • Resolving conflict increases our understanding of one another, builds trust, and strengthens our relationship bond.
- 9. Nonverbal Communication and Conflict • 70-90 % of our communication is nonverbal. • Body language and nonverbal cues are key in how we convey and exchange information. • The most important information exchange during conflict is nonverbally—which is conveyed by emotionally driven facial expressions
- 10. Tips for Active Listening: • Listen to the reasons the other person gives for being upset. • Paraphrase. Making sure we understand what the other person is telling us—from his or her perspective. Ensuring what we are hearing is what the other person is saying.
- 11. • Summarize and ask if we have understood correctly. • Ask if anything remains unspoken, giving the person time to process before answering. • Resist the temptation to interject our own point of view until the other person has said everything they want to say and feels that we have listened to and understood their message. Active Listening
- 12. Here are a few helpful examples of responses when listening to other’s perspectives: • “Please help me understand what has upset you” • “I am interested to know what your hopes are” Active Listening
- 13. Active Listening Do not make assumptions. Clarify what the real problem or need might be, and letting the other person know that we care and want to understand: • "Can you say more about that?" • "Is that the way it usually happens?" • “How have you resolved this in the past?”
- 14. Active Listening Restate what you have heard • "It sounds like you weren't expecting that to happen.“ Reflect feelings (being as clear as possible). • "I can’t imagine how hard that must have been." It’s important to validate the concerns of the other person. • "I truly appreciate that we are talking about this" • "I am glad that together we are able to figure this out"
- 15. “I” Statements Using “I” statement(s) in a conflict is very powerful, as it de-escalates the situation and takes the blame, judgment, and criticism away from the other person. • For example: “I feel concerned when not everyone in the group is getting a chance to share their voice/perspective.”
- 16. SETTING THE STAGE TO ADDRESS CONFLICT SHOULD IT ARISE
- 17. PRINCIPLES OF PATIENT ENGAGEMENT AND TEAM WORK
- 18. Principles of Engagement • Prioritize Relationships • Share Power • Use Participatory Means • Build Capability
- 19. Important Aspects of Engagement • Making decisions together • All types of knowledges equally valued • Appreciating resiliency, creativity, and capability • Recognizing an abundance of experience, ideas and energy for change • Opportunities to collaborate at every level of decision-making • Slowing down to listen, connect and
- 22. CRITICAL REFLEXIVE PRACTICE THE INDIVIDUAL LEVEL
- 23. Readiness to Engage Workbook https://umanitoba.ca/centre-for-healthcare-innovation/tools-and-resources#
- 24. Critical Reflexive Practice What are my own personal values, experiences, interests, beliefs, and political commitments in the area of health we will be looking at/researching? How do these personal experiences relate to social locations and processes of oppression in the area of health we will be looking at/researching?
- 25. CRITICAL REFLEXIVE PRACTICE TEAM/GROUP LEVEL
- 26. Critical Reflexive Practice How can we become more aware of and take advantage of opportunities where we can challenge each others’ ideas and renegotiate power within our project/team? What does resilience look like, feel like, and sound like to you?
- 27. Deciding on an Engagement Strategy How do you think we can make sure that everyone’s perspectives are included, and that we address inequities as well as issues of social justice?
- 29. Deciding on an Engagement Strategy In what ways do you think we can work together to make sure everyone on the team, as well as any people involved in the project, feel safe?
- 30. • Trauma is a common experience; • The impact of trauma can be central to one’s development; • There is a wide range of adaptations people make in order to cope with and survive trauma; and • There is a relationship between trauma and substance use, as well as mental and physical health concerns. A Trauma-Informed Approach
- 31. Key Elements at a Glance • Resiliency • Bearing Witness • Non-judgment • Strengths-Based Affirmations • Critical Reflexive Practice • Choice and Collaboration • Safety and Trustworthiness • Empathy and Boundaries • Self-Care/Self-Compassion
- 32. SAFE SPACES • What does physical safety mean to you? • What does it look like to you? • What does it feel like to you? • What does emotional /psychological safety mean to you? • What does it look like to you? • What does it feel like to you?
- 33. SAFE SPACES • What does cultural safety mean to you? • What does it look like to you? • What does it feel like to you? • What does spiritual safety mean to you? • What does it look like to you? • What does it feel like to you?
- 34. GUIDING PRINCIPLES & VALUES • Work together to create list • Prominently displayed • Review at start of each session
- 35. CALLING OUT VS. CALLING IN
- 38. When Someone Causes Harm • Calling Out – Bringing public attention to an individual, group or organization’s harmful words or behaviour • Calling In – An invitation to a one-on-one or small group conversation to bring attention to an individual or group’s harmful words or behaviour, including bias, prejudice, microaggressions or discrimination » Harvard Diversity Inclusion and Belonging
- 39. Reasons • To stop the perpetuation and negative affects of harmful words or behaviour • To create a compassionate space • To lean into having tough conversations
- 40. Considerations • Influence • Safety • Openness • Urgency
- 41. Calling Out • “That’s not our culture here. That’s not our values.” • “It sounded like you said _______. Is that what you really meant?” • “I need to push back against that. I disagree. I don’t see it that way.” • “I need you to know how that comment just landed with me.” • “It sounds like you’re making some assumptions that we need to unpack a bit.”
- 42. Calling In • “I’m curious. What was your intention when you said that?” • “How might the impact of your words or actions differ from your intent?” • “How might someone else see this differently? Is it possible that someone else might misinterpret your words/actions?” • “Why do you think that is the case? Why do you believe that to be true?”
- 43. Tips • Criticize the behaviour, not the person • Be specific • Try not to condescend (integrity and respect) • Decide whether to call out or call in • Hope for the best, prepare for the worst
- 44. When You are Called Out or In • Pause • Listen • Acknowledge • Reflect • Repair the harm done
- 45. SELF-CARE
- 46. Self-Care • Having a debriefing plan; • Having accessible counseling resources on hand; • Having variety in your day and role; • Attending continuing education sessions that might include mindfulness-based stress reduction techniques; • Taking scheduled breaks throughout the day for reflection, socializing, exercise, eating • Setting realistic goals for yourself
Editor's Notes
- We would like to start off by acknowledging that we are gathered here today on Treaty 1 land, home of the Anishinaabeg, Cree, Oji-Cree, Dakota and Dene peoples, and homeland of the Metis Nation. In coming together today, we respect the Treaties that were made on these territories, we acknowledge the harms and mistakes of the past, we recognize the ongoing present day colonial violence that is faced by Indigenous peoples within health care, education, justice, childwelfare and government systems and we dedicate ourselves to moving forward in partnership in a spirit of reconciliation and collaboration. In talking about patient and public engagement in health research, it is in fact, Indigenous Research Methodologies that are at the forefront, and Indigenous scholars, researchers and communities that we should be looking to
- I will start the presentation with grounding— I will take the audience through a short mindfulness breathing technique. Conflict can bring about stressful feelings and breathing can help us remain calm in such moments and situations, so we can be proactive and engage in away that leads to learning and growth.
- An important component of an intersectional analysis is the exploration of power. In an intersectional analysis power is seen as: shaping subject positions and social categories; operating at both discursive and structural levels to exclude some types of knowledge and experience; and as relational – meaning a person can simultaneously experience both power and oppression in varying contexts at varying times. Relations of power include experiences of power over others, but also people working together to acquire power. One way intersectionality pays attention to power is through reflexive practice. Reflexivity acknowledges the importance of power at the micro level of the self and our relationships with others, as well as the macro levels of society. It recognizes the multiple truths and a diversity of perspectives, while given extra space to voices typically excluded from ‘expert’ roles. For researchers, reflexivity is an important practice skill that is central to working ethically in uncertain contexts and unpredictable situations, which can often be the case in the development of public research partnerships. Practicing reflexivity requires researchers and public research partners to commit to ongoing dialogues about tacit, personal and professional knowledges and the construction of expertise in academia. It exposes how researchers’ assumptions about social problems and the people who experience these problems, have ethical and practical consequences. Reflexivity can help to transform the process of public involvement in health research when both researchers and public research partners who are being engaged bring critical self-awareness about the assumptions and ‘truths’ in their own work. An example of this includes reflexive practices helping people to consider their individual connections to colonization which then helps to facilitate questioning around policy, practices and research (both past and present) that are used in the colonization of Indigenous peoples in Canada. A comprehensive public involvement in health research training curriculum for both researchers and public research partners must include teachings around reflexive practice. Adapting from Olena Hankivsky’s Intersectionality-Based Policy Framework (2012) as well as SAMSHA’s Guidance for a Trauma-Informed Approach (2014) here are a few types of questions that should be considered in a public involvement in health research context: What are my own personal values, experiences, interests, beliefs and political commitments in this area of research? How do these personal experiences relate to social and structural locations and processes in this area of health research? What assumptions do you think underlie the representation and framing of the research problem?
- We’re going to look at each component of safety (i.e. physical, psychological, emotional, cultural, and spiritual) and ask the following questions: What does “safety” mean to you? What does “safety” look like to you? What does “safety” feel like to you? For facilitators, examples might be: Listening and not talking over top of each other, taking the time to understand and respect differing viewpoints, no shouting, allowing me time to process things, etc. How does everyone feel about this list? Do you think we could use this list as our guide when we come together? Is there anything you would want to change or take out?
- We’re going to look at each component of safety (i.e. physical, psychological, emotional, cultural, and spiritual) and ask the following questions: What does “safety” mean to you? What does “safety” look like to you? What does “safety” feel like to you? For facilitators, examples might be: Listening and not talking over top of each other, taking the time to understand and respect differing viewpoints, no shouting, allowing me time to process things, etc. How does everyone feel about this list? Do you think we could use this list as our guide when we come together? Is there anything you would want to change or take out?
- With the list