978-0078036934 Chapter 2 Solution Manual

Activities and Discussion Questions

Hocker: Interpersonal Conflict, 9e IM-8

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Chapter 2: Perspectives on Conflict

Activities and Discussion Questions

Conflict Metaphors: Creating Solutions

Note: This exercise may be used as a follow-up to the activity from Chapter One titled, “What is

Conflict Anyway?”

1. Ask students to write a description or draw a representation of their metaphors for conflict.

(You can use the metaphors from the Chapter Two or new metaphors.) Provide example

metaphors such as:

a. Like an airplane flying toward the ground

b. Like a snowball rolling down the hill

c. Like biting your lip—it hurts but you do it anyway

2. Ask students to share their metaphors and discuss them in light of the categories identified in

Chapter Two. Assess how many of the students’ responses are limiting, neutral, or expanding.

a. Limiting Metaphors

Conflict is warlike and violent

Conflict is explosive

Conflict is a trial

Conflict is a struggle

Conflict is an act of nature

Conflict is animal behavior

Conflict is a communication breakdown

b. Neutral Metaphors

Conflict is a game

Conflict is a heroic adventure

Conflict is a balancing act

c. Transformative Metaphors

Conflict is a bargaining table

Conflict is a tide

Conflict is a dance

Conflict is a garden

3. Next round: Use the students’ metaphors to generate practical solutions. For example, if you

think that conflict is like flying an airplane into the ground, then what do you need to do? An

example response would be to “jump out of the plane” or “call for help.” Transform that into the

real-life behaviors. In this example, maybe the person needs to exit the relationship, or just needs

a two-day break.

Another way to phrase this is, “What are the options inside the metaphor?”

4. Conclude with a discussion about ways to move metaphors into the transformative type.

Activities and Discussion Questions

Hocker: Interpersonal Conflict, 9e IM-9

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Conflict: Life Learning Inventory

“None of the ideas and formats in this book are more important than your own coming–to-terms

with your life learnings [about conflict]–which to keep, which to challenge, which to change,

and which to discard because they no longer fit your needs.”

Take a few moments and jot down responses to the following questions. In a few minutes you

will be discussing your responses with one other person. You may choose what information to

share and control the depth of the disclosure of your life experience with conflict. You may

choose to include or omit whatever you like. Be prepared to discuss your responses with your

partner.

1. Which of the conflict metaphors and/or terms for conflict generated in today’s session are

most prominent in your own orientation toward conflict? Explain.

2. What impressions of conflict do you recall from your childhood?

What were the norms for conflict with the adults in your life?

How did you experience conflict as a child?

Did adults and children engage in conflict together or was conflict reserved for either

adults or children?

What did you learn from what you experienced?

3. As an adult, what conflict situations are you most comfortable in?

4. As an adult, what conflict situations are you least comfortable in?

5. Recall a recent conflict in which you were a participant. As you became aware of the

conflict, did it become more intense or otherwise play itself out? What was your primary

response? How did you feel?

6. Consider a second, significantly different, yet recent conflict and answer the questions listed

above in question number five.

7. What conclusions do you draw about the influence your early life experience may have on

your responses to conflict as an adult?

Activities and Discussion Questions

Hocker: Interpersonal Conflict, 9e IM–10

manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Conflict Is Like…*

*(This activity is similar to the Metaphor activity, but different because it asks students to

express their perceptions of conflict, either verbally OR visually. As the instructor, you can use

either or both, depending on the learning styles of your class.

—–

1. Individually–Ask students to generate a list at least five different responses to the statement,

“In my experience, conflict is/is like…”

2. Collectively (in groups of 5)–Share as many of the images, metaphors, etc. you have on your

list that you are comfortable sharing. Discuss similarities and differences in your responses.

THEN as a group, choose or create on image that you can all agree is consistent with your

perceptions of conflict.

For your written response, develop a visual image to convey to the class. What would it look

like? (Examples: two rams butting heads, a long walk off a short pier, etc.) Be prepared to share

your images with the rest of the class.

3. Large Class Discussion: Ask students to first share the images. Then discuss:

a. What do these have in common?

b. What are the differences?

c. What may account for the similarities and differences?

d. How many participants are portrayed in the images and descriptions?

e. What conclusions can you draw about people’s views of conflict?

f. In what ways do our views influence our actions?

g. What difference does it make if we have consistently negative views of conflict?

4. Conclude with a discussion about the paradox of Danger and Opportunity. We tend to focus

on the danger, but what are the opportunities inherent in conflict situations? What do we need to

do in order to take advantage of those opportunities rather than squander them?

Activities and Discussion Questions

Hocker: Interpersonal Conflict, 9e IM–11

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Learning from History

Note to Instructor: In the 9th edition, this activity was written for the final chapter. The

directions in the next couple of paragraphs have been adapted so you can ask students to talk

about “learning from history” both at the beginning and end of the semester. You actually could

do the activity twice and use the responses for comparison/contrast.

—–

The authors of the text indicate that we can indeed learn from our conflict history. Take a few

minutes and write a few paragraphs about a conflict you had before this term, and one you had

recently. Make some notes about how you acted in both conflicts. What, if anything, have you

done differently in the more recent conflict, now that you:

a) are beginning to increase your awareness about conflict? (beginning of term)

b) have had the chance to understand more about the dynamic nature of conflict? (middle or

end of term)

Write a letter to the person with whom you had a conflict before the term and explain to them

how you might have managed that conflict differently–“if you knew then what you know now.”

You do not have to send the letter, but you are welcome to do so if you think it is appropriate.

Discussion Questions

1. What were the challenges of writing to your conflict partner?

2. How did it feel to go back and work through an old conflict?

3. What difference might it make in your relationship with this person if you were to actually

send the letter?

4. Why would you refrain from sending the letter or having a conversation with your conflict

partner about what you have learned? Why might you engage?

Activities and Discussion Questions

Hocker: Interpersonal Conflict, 9e IM–12

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The Lens Model

1. Ask groups of students to diagram the Lens Model.

2. Ask students to identify the characteristics that affect their “lenses.”

a. Family (as a parent, child, sibling, spouse, etc.)

b. Political party

c. Country

d . Culture

• Compare Western culture to others.

• People shouldn’t be emotional.

• People should be direct.

• People should remain objective.

• Competition is good.

e. Gender

f. Age

g. Socioeconomic status

h. Education

i. Experience

j. Others

3. Conclude with a discussion about how the Lens Model can help them manage their conflicts.

a. What did you learn?

b. What might you like to do differently?

c. What do you do when you are engaged in a conflict with someone who has entirely

different “lenses” than you do?

Activities and Discussion Questions

Hocker: Interpersonal Conflict, 9e IM–13

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Journaling Ideas

1. Write about a time when your “intention” didn’t equal the “impact” it had on another

person. Who was “right?” What did you learn from this experience?

2. Write about a time when someone else’s intention (i.e. “I didn’t mean to hurt your

feelings) didn’t match the impact it had on you (you were extremely hurt). What

accounts for these differences? How can you effectively manage these differences?

3. Listen to songs or pay attention to messages in movies for metaphors about conflict. Jot

down the messages, over a period of time (a week, or possibly two weeks). Finally,

discuss your opinion of how these messages influence your views on conflict and/or the

views of others.