Chapter 9: Difficult Interactions
Chapter Assessment
1. A conflict response style where the discrepancy between one’s goals and another’s goals
is ignored is known as
A. accommodating style
B. avoidance style
C. collaborative style
D. competitive style
2. Which of the following is not a common cause of conflict in schools?
A. conflict between individuals with different goals
B. conflict within individuals
C. conflict about power
D. conflict with school administrators
3. Lack of homeostasis is a potential fear underlying resistance and refers to
A. a type of avoidance used in conflict mediation
B. feeling threatened by the person initiating change
C. the tendency to prefer sameness to change
D. concerns about the loss of one’s personal power from change
4. Which of the following may cause unclear communication that negatively affects
personal interactions?
A. Conflict between individuals with different goals
B. Conflict between individuals with the same goals
C. Conflict about power
D. Conflict within individuals
5. Which is not true concerning IDEA and difficult interactions?
A. Negotiation and mediation are part of IDEA.
B. Mediation and dispute resolution are part of IDEA.
C. Parents and school professionals are encouraged to use collaboration approaches.
D. Parents and schools are not encouraged to use adversarial approaches.
6. This conflict style is sometimes associated with the use of power, as people who use it
might attempt to overpower others.
A. Competitive
B. Avoidance
C. Accommodative
D. Compromising
7. All of the following are principles for successful negotiations except
A. Focus on issues, not people, whenever you experience conflict.
B. Keep the conflict focused on issues that have the potential to be agreed on.
C. Begins with an orientation—that is, an explanation to all participants of the
ground rules.
D. Reduce the emotional component of the conflict.
8. Which of the following is not a school administration and organizational variables that
influence conflict?
A. Principal leadership style
B. Lack of clarity in procedures
C. Pattern of communication among individuals
D. A pattern of turning away from conflict
9. Which step in negotiation includes give-and-take among participants?
A. Clarify issues
B. Make and respond to offers
C. Set expectations
D. Discuss issues
10. Which of the following is not a strategy for addressing difficult interactions in diverse
groups?
A. Use talk heavily
B. Create options for using visual presentations
C. Identify a shared emotion
D. Make and respond to offers
11. True or False Persuasion techniques are generally not helpful in addressing resistance.
12. True or False An accommodative style may make one feel taken advantage of by those
involved in the conflict.
13. True or False A competitive conflict management style might be desirable when ethical
issues are at stake.
14. True or False The collaborative style to responding is always the best approach when
responding to conflict.
15. True or False When a school’s culture is collaborative, conflict is viewed as a normal
occurrence.
16. True or False The school’s master schedule is an example of conflict between
individuals with the same goals.
17. True or False Homeostasis may result from change fatigue.
18. True or False Negotiation is a conflict management technique.
19. True or False The object of negotiation is for there to be one winner.
20. True or False The sense of urgency for conflict resolution may vary by culture.
21. Discuss, and give examples, when it would be appropriate to use a compromising style
when addressing conflict, including the benefits and drawbacks of using this style.
22. Define and give examples of conflict.
23. List and explain five potentially positive results from conflict.
24. Discuss why education has not evolved a systemic means of considering conflict as part
of the work environment nor developed models for resolving it.
25. Define and give examples of resistance.
26. Discuss three principles for successful negotiation as they relate to professional
interactions in schools.
27. Describe three common indicators of resistant behavior.
Chapter 9: Difficult Interactions
Chapter Assessment
