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Conflicts


In general psychology, conflict is considered any clash of needs, motives, interests, thoughts, feelings, or behavioral patterns directed in opposition. Conflict represents a non-constructive way of externalizing accumulated emotions. It is accompanied by negative emotional processes that disrupt behavior and reduce the efficiency of an individual’s activities. Conflict can play either a positive or negative role for those involved in it.
The positive role of conflict is reflected through:
  • Reconsideration of positions between communication participants or among one or more individuals.
  • Message reformulation.
  • Improved feedback.
  • Self-awareness at a personal level.
  • Future self-control.
  • Social recognition from others (for instance, better understanding of personal, social, and psychological needs, hierarchical position within an organization, social statuses, and social roles). The individual in question undergoes psychological and social transformation, becoming predisposed to positive personal changes.

In general, most conflicts are related to the following sources:
  • Fundamental needs: These are the necessities essential for human survival, such as food, water, and air.
  • Differing values: For instance, individuals belonging to different religions may hold distinct values.
  • Diverse perceptions: These arise when people see or interpret things differently. For example, two individuals might argue over a color because they perceive it differently.


Additionally, conflicts can emerge:
  • Within groups of the same category of human resources.
  • Between individuals and groups, as well as between groups and managers.
  • Within educational organizations as a whole.


Student conflicts often stem from several common causes:
  • Competitive atmosphere in the educational process.
  • Low tolerance for frustration.
  • Limited communication skills.
  • Inability to express negative emotions.
  • Desire for affirmation at any cost.
  • Mutual envy and antipathy


  • Struggle for group dominance;
  • Lack of conflict resolution skills;
  • Wrong use of power by the teaching staff;
  • Unmotivated aggression from colleagues, criticism of their families, aggression from friends;
  • Arrogance, lies and ridicule of physical appearance.


In solving these conflicts, the teacher has a decisive role. He must be a peacemaker who uses the conflict constructively in order to achieve the established educational goals. This goal can only be achieved by knowing the concrete initial causes of the conflict that has arisen. The repeated and consistent use of conflict resolution techniques by teachers will make the students able, after a while, to resolve their conflicts by themselves and not bring them to the teacher every time. This has beneficial effects on the classroom atmosphere, contributing to the creation of an educational community where students support each other.

Questionnaire for students I
  1. Do you like being a student in your class?
  2. How do you rate your relationship with your colleagues?
  3. How often do you organize common activities outside of school?
  4. Can you rely on your colleagues if you have a problem?
  5. How often do you have conflict situations in class?
  6. To what extent are you involved in conflicts?
  7. How easily can you resolve conflicts that arise?
  8. Do your teachers help you in solving conflicts?
  9. How would you like teachers to help you in resolving conflicts?
  10. On whom does it depend that conflicts do not arise in your class?


Questionnaire for students II
  1. In the group I belong to, the most conflictive students are _______.
  2. In my group, the most violent students (thugs) are ______.
  3. I sometimes argue with a colleague: a) never; b) rarely; c) often.
  4. I happened to hit a classmate: a) never; b) rarely; c) often.
  5. I happened to be hit by a colleague from my current collective: a) never; b) rarely; c) often.