HSIPC: Head Start Bulletin--Conflict Management: Spring 1997/Issue No. 61 (Contents)

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Spring 1997 Issue No. 61

Conflict Management 

Contents

Introduction: Managing Change...Managing Conflict

How to Make a Bad Situation Worse!

More Than a Workshop: Raising Your Program's Conflict Resolution IQ

So how can a Head Start director raise the conflict resolution IQ of his or her program?

Mediation: Turning "Win/Lose" Battles into "Win/Win" Solutions

The Manager and Conflict Resolution

Leaders as Peacemakers

A Head Start Demonstration Project Using Conflict Resolution and Mediation

TEAM: Together Everyone Achieves More

Lessons Learned: (Avoiding unnecessary upheavals that could lead to formal mediation)

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HSIPC: Head Start Bulletin--Conflict Management: Spring 1997/Issue No. 61 (Contents)

Conflict Resolutions Strategies for Head Start Staff

Interview with Robert R. Blake

5 Ways to De-Escalate a Conflict

Using Creative Problem Solving Steps to Resolve a Conflict

Preventing, Preempting, and Resolving Conflicts in the Workplace

Conflict Management Organizations

Recommended Bibliography

Dispute Resolution/Dissolution Glossary

"I am Your Child" Campaign Goes Prime Time!

Calendar--May 1997

Resources

Peaceful Conflict Resolution

Guest Editor: Marcia Abbo

Marcia Abbo has worked frequently with Head Start since leaving the classroom as a 

preschool teacher in 1976. As a consultant for Head Start, she participated in Head Start Peer 

Review teams and worked with such early Head Start demonstration programs as Project 

Developmental Continuity (PDC), Home Start, and the Child and Family Resource Program 

(CFRP). She was also a member of the Head Start Resource Access Project (RAP) evaluation 

team in the 1980's.

In 1992 and 1993, Marcia, along with Denise Woods and Loree Cook-Daniels, provided 

conflict resolution services to Head Start Region III grantees at the CAMEO (Creating and 

Managing Effective Organizations) follow-up management training. (See page 4.)

Marcia currently operates Conflict Resolution Dialogue, a company that has developed a 

conflict resolution process suitable for Head Start programs. Conflict Resolution Dialogue 

uses problem-solving methods to transform difficult work environments into positive, 

productive workplaces. The company also offers training in team building, organizational 

management, and retreat facilitation.

Marcia has a M.S. in Conflict Management from George Mason University and a M.Ed. in 

Early Childhood Education from the University of New Hampshire.

CORRECTION:

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HSIPC: Head Start Bulletin--Conflict Management: Spring 1997/Issue No. 61 (Contents)

An omission was made in the Head Start Highlights issue of the Head Start Bulletin No. 60, 

on page 4, top of left column, in the article "Head Start Initiatives." The bullet should have 

read: "A special new national program for Head Start Fellows was launched to support the 

development of a cadre of individuals with the experience and commitment to be future 

leaders in Head Start." The Bureau regrets the omission. 

Donna E. Shalala 

Secretary 

Olivia A. Golden 

Principal Deputy Assistant 

Secretary for Children and Families 

Michael Kharfen 

Director Office of Public Affairs 

James A. Harrell 

Acting Commissioner 

Administration on Children, Youth and Families 

Helen H. Taylor 

Associate Commissioner 

Head Start Bureau 

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

Production Staff 

HEAD START BUREAU: 

JoAn Knight Herren, Chief, T/TA Branch 

Jeffrey Fredericks, Editor-in-Chief 

Geraldine Farrell, Program Specialist 

Arletha Green, Program Specialist 

Kathleen Hallissey, Program Specialist 

Clayton D. Roth, Program Specialist 

ACF: 

Richard E. Swartz, Art Director 

Larry McSwain, Production 

The Head Start Bulletin is prepared six times a year by the Head Start Bureau, Administration 

on Children, Youth and Families, Administration for Children and Families, Department of 

Health and Human Services.

Editorial inquiries should be addressed to: Head Start Bulletin, PO Box 1182, Washington, 

DC 20013.

Purpose: To enhance communication among the Head Start Bureau, Head Start programs, 

and interested national, regional, and State organizations and agencies.

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HSIPC: Head Start Bulletin--Conflict Management: Spring 1997/Issue No. 61 (Contents)

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Spring 1997 Issue No. 61

Managing Change ... Managing Conflict

by JoAn Knight Herren, Chief, Technical Assistance & Training Branch, Head Start Bureau

"Effective management of Head Start programs depends, in large measure, on the capacity of 

key managers to work as a team. Expansion has offered an extraordinary opportunity to 

provide Head Start services to increasing numbers of children. At the same time, however, 

rapid growth has challenged Head Start programs to extend management systems, sustain 

quality and to rationally plan for continued growth...."

--David J. Lett, Assistant Regional Administrator, Office of Family Supportive Services, at 

the ACYF National Management institute, Summer 1991. (David Lett is currently Acting 

Regional Administrator of OFSS.)

In this period of rapid expansion of Head Start, and the expectations associated with that 

expansion, the ability of management teams to work together as cohesive units is of the 

utmost importance. Change is often a source of conflict, with individuals working to obtain 

new skills and understand new objectives as they continue to operate and produce under old 

systems and old rules. Important in this change is the commitment of Head Start to develop 

team processes that address the management of differences and do not overlook the stresses 

and strains which can be placed on program staff.

Head Start staff must strive to build trust among themselves, remove and reduce barriers that 

interfere with working together, and learn to dialogue in constructive ways. This, in turn, will 

have a positive effect on Head Start parents and Head Start children, and, by association, on 

the lives of those touched by these parents and children. At a time when it seems as though 

people in our society are losing the ability to settle differences peacefully, efforts at 

constructive negotiation for settling differences and disputes can have far-reaching influence.

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HSIPC: Head Start Bulletin--Conflict Management: Managing Change ... Managing Conflict

The Head Start Bureau wishes to assist in this peaceful approach to conflict and confrontation 

with this issue of the Head Start Bulletin. Thanks to the efforts and expertise of our guest 

editor, Marcia Abbo, it contains insights, resources, information, and expert opinions on how 

to manage conflict, how to pursue mediation, how to improve communication among staff, 

and more.

Also, last October the Bureau issued a Program Instruction on mediation procedures for Head 

Start grantees, Policy Councils, and delegate agencies. The PI explained mediation; defined 

the Bureau's policy on mediation, including the circumstances under which grant funds may 

be used for this purpose; and listed mediation procedures for Policy Councils and delegate 

agencies. (For a copy of the PI [ACYF-PI-HS-96-16], fax your request to (703) 683-5769, or 

E-mail your request to: puborder@headstartinfo.org)

It is hoped that this Bulletin will assist Head Start staff in developing procedures and 

techniques for dealing with the conflict that is often associated with change, expansion, and 

the recent increased expectations of Head Start, a program that is fundamentally grounded in 

collaboration and cooperation within the larger community.

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Head Start Bulletin Issue No. 61 Contents "How to Make a Bad Situation Worse!"

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Spring 1997 Issue No. 61

How to Make a Bad Situation Worse!

To make a bad situation worse you must ESCALATE the conflict. To do this:

● Personalize it! Take it personally. Tell yourself "It's because I am a woman that this 

happened." Blame the other person and be negative: "He did that because he is so 

stupid."

● Expand, expand, expand! Exaggerate from a specific word or action to several larger, 

more general issues. Include incidents that happened long ago, and tack on everything 

that has happened since.

● Form armies! Tell others how you have been mistreated. Tell them your exaggerated 

story and get them to side with you.

How to Make a Bad Situation Better!

To make a bad situation better you must DE-ESCALATE the conflict. To do this:

● Focus on the problem, not on yourself, the other person, or on their personal attributes. 

Ask questions to gather more facts. Get clarification on anything you don't understand.

● Address the current incident only. Deal with your feelings and theirs. Listen to what they 

have to say. Remind yourself (and the others) of your shared goals. Focus on the future.

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HSIPC: Head Start Bulletin--Conflict Management: How to Make a Bad Situation Worse!

● Confine your discussion of the problem to the person(s) involved. If you need to 

ventilate or problem solve, talk to someone who can listen and help you to solve your 

own problems--someone you trust to keep your conversation confidential.

by JoAn Knight Herren 

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Head Start Bulletin Issue No. 61 Contents "More Than a Workshop: Raising Your Program's Conflict Resolution IQ"

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Spring 1997 Issue No. 61

More Than a Workshop: Raising Your Program's Conflict 

Resolution IQ

by Marcia Abbo, Mediator/Facilitator/Trainer, Conflict Resolution Dialogue, Washington, 

DC

A workshop is not necessarily the most effective way to raise a Head Start program's IQ 

(knowledge) of conflict resolution. That was evident when a conflict resolution workshop 

was pilot-tested before Head Start Region III's CAMEO (Creating and Managing Effective 

Organizations) management training conferences in 1992 and 1993. 

CAMEO brought together grantee teams for group and individual discussions and exercises 

in the areas of team building, strategic planning, leadership, and conflict resolution. The 

workshop approach, however, was discarded during the planning stage in favor of finding 

ways to weave knowledge of conflict resolution throughout the activities of the week-long 

CAMEO.

As a result of the re-design, CAMEO integrated conflict resolution by creating opportunities 

for participants to talk about conflict, shift their understanding toward the positive aspects of 

conflict, and use strategies for dealing swiftly and constructively with problems.

Instead of the topic being avoided, CAMEO participants learned firsthand that conflict could 

be openly talked about as a natural part of any group experience. They also learned that 

problem-solving techniques could replace inappropriate uses of both avoidance and powerbased approaches to handling conflict in the workplace.

Some of the strategies used to raise the conflict resolution IQ at CAMEO included:

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HSIPC: Head Start Bulletin--Conflict Management: More Than a Workshop: Raising Your Program's Conflict Resolution IQ

● Having a professional conflict resolution specialist available for training, technical 

assistance, and crisis invention.

● Placing quotations and cartoons emphasizing the positive nature of conflict 

throughout CAMEO notebook materials and in meeting rooms.

● Distributing handouts, some with strategies for a specific problem, such as the Conch 

Shell Discussion (see page 5); other encouraging participants to "try out" new 

behaviors during their group discussions, like TODAY PRACTICE: "Everyone else 

is right."

● Providing a conflict resolution bibliography and selected books and videos to spark 

staff team discussions.

The underlying problem to be addressed in conflict resolution is that the societal view of 

conflict is negative. (Quick: What are the first three words you associate with conflict?) The 

negative view leads to the use of ineffective strategies which only postpone the inevitable or 

create resentful "losers" who become more interested in retaliation than co-operation. But 

changes of attitude take time.

Changing the disputing behavior to be more constructive involves more than teaching new 

skills in a workshop. It requires shifting underlying beliefs about conflict. For that to 

happen, people need to understand that conflict is a normal and natural process and that can 

be useful in many ways.

Since conflict resolution IQ depends as much on learning a new attitude as on learning 

skills, Head Start directors can take many steps to shape staff's new attitudes toward conflict 

and conflict resolution. (See page 5 for ideas.) By providing a larger learning context for the 

occasional training workshop on conflict resolution, they will also be maximizing the 

program's investment of time and money.

Raising a program's conflict resolution IQ is an ongoing process, which is also greatly 

enhanced when an organization's policies and procedures support the constructive resolution 

of conflict. (See page 5 for more details.)

Conflict Resolution Dialogue, 5332 Nevada Avenue, NW, Washington, DC 20015. (202) 

362-4173. E-mail: MAabbo@aol.com

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Spring 1997 Issue No. 61

So how can a Head Start director raise the conflict resolution IQ of his or her 

program?

INSPIRE WITH INSIGHTS, REMINDERS, MAXIMS: Post phrases, quotations, cartoons, 

and pictures as reminders of good conflict resolution habits on bulletin boards and walls 

wherever staff congregate; distribute relevant articles found in newspapers and magazines; 

make buttons for staff to wear ("Apprentice Problem Solver"); insert an insightful quote 

regularly in paycheck envelopes.

ENCOURAGE "Skill of the Month" Activity: Since new behavior is reinforced when 

everyone focuses on it at the same time, staff can select one specific conflict resolution skill 

to work on each month, such as paraphrasing, calming down, brainstorming, naming one's 

feelings, responding to anger or frustration.

ENCOURAGE REFLECTION: Encourage individuals to reflect on their personal behavior 

(such as those behaviors listed above) in private journals. Use this activity as a positive focus 

when discussing team relationships.

OPEN UP DISCUSSIONS: Supply staff with a video on personnel management, and 

facilitate a follow-up discussion on conflict resolution topics, such as conflict de-escalation 

techniques, family origins of conflict styles, community mediation resources.

MODEL PROPER BEHAVIOR: Be a good model of any attitude or skill you support before 

suggesting it to others. Nothing is more persuasive to staff than your own commitment to, and 

personal observance of, raising your conflict resolution IQ.

START SMALL: "People don't resist change," it is said, "...they resist being changed." Allow 

for different levels of readiness and acceptance of this shift in thinking. Set the stage for 

resolving conflict in every possible way but allow everyone to find her own way in her own 

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time. A small group of staff can pursue the subject in more depth as long as their goals 

remain connected with the goals of the entire staff.

INFLUENCE THE ORGANIZATION: Finally, consider how you could exert your own 

influence on resolving conflicts at organizational levels as follows:

● Build in rewards and punishments: What type of disputing behavior gets rewarded by 

your program? Are those who sweep problems under the rug until they spill over into 

everyone's work ever helped to see the effects of their "avoidance?" Do those who 

"name" a problem get treated as if they created the problem instead of appreciated for 

their courage in bringing it to the surface?

● Look at who you hire: Does the program hire problem solvers? How well do job 

candidates understand the nature of conflict and can they demonstrate experience 

working cooperatively with others to solve problems? Could your job descriptions be 

written to emphasize a desire for such abilities as listening, flexibility, priority setting, 

and handling emotions, along with other related skills?

● Plan for "outbreaks": Are you prepared to handle simmering staff tensions that could 

erupt? What support can you count on? How can you prevent future eruptions? Since we 

learn best experientially, a crisis can be an unparalleled learning opportunity when it is 

handled constructively.

TRY THESE ... 

Techniques for equalizing participation in discussions:

Conch Shell Discussion (Makes people conscious of when they interrupt others) Members of 

the group may speak only when they hold the conch shell (or almost any object that is 

distinctive and won't be lost or forgotten). Speaker passes shell to the next person who wants 

to speak. A group may want to exempt a facilitator from this rule.

Matchstick Discussion (Places limits on overeager speakers and encourages shy people to 

contribute) Each participant has an equal number of matchsticks (paper clips, slips of paper). 

Each time someone speaks s/he throws a matchstick into the center of the group. When one's 

matchsticks are gone, s/he may not speak again until all matchsticks have been used, or a new 

process has been agreed upon. People may not give their matches to other members.

--Excerpted from Resource Manual for a Living Revolution, Coover, et at, Philadelphia: New 

Society Publishers, 1977.

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Spring 1997 Issue No. 61

Mediation: Turning "Win/Lose" Battles into "Win/Win!" Solutions

by John Settle, Chair, Departmental Appeals Board, Department of Health and Human 

Services, Washington, DC

Scenario: A Head Start grantee agency is at odds with the Policy Council, which refuses to 

approve the grantee's refunding application. The Head Start director, stuck in the middle and 

viewed with suspicion by the parents, feels isolated and close to burnout.

Sound familiar? At the Departmental Appeals Board (DAB), we see dozens of Head Start 

cases in this very situation. These cases can be nightmares for the parties involved, with 

highly adversarial hearings lasting weeks, stacks of evidence, huge costs (in money and 

personal time expended), and escalating bitterness. The well-being of the program's children 

often seems an afterthought.

There is a better way. In addition to providing a court-style process, which is DAB's primary 

job, we also offer professional mediation and facilitation services to assist parties in engaging 

each other in a different way. Mediation uses a trained, outside party to help parties in a 

dispute communicate better--openly, respectfully, and confidentially--and to identify 

mutually acceptable solutions. The process is voluntary and the participants lose no rights to 

continue with litigation if the case cannot be resolved.

Consider two real cases which were similar to the above scenario:

Case #1: In 1994, in a Southwestern city, a dispute festered for months until ACF 

notified the grantee of ACF's decision to deny refunding. This initiated an appeal 

with much record development, leading to a very adversarial hearing lasting over 

two weeks, including testimony and cross-examination of more than a dozen 

witnesses. DAB issued the decision that one side had "won" and one side had 

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"lost"--although the time, expense, and hard feelings were probably shared equally 

by both parties.

Case #2: In a large Eastern city, the Regional Office offered the grantee, the 

director, and the Policy Council mediation, which was accepted. Over the course of 

a day, and during subsequent telephone calls over several days, the parties worked 

out a resolution to the dispute with the help of mediators, solving the matter in a 

way that both found acceptable. Among the solutions was a plan for specific 

communication enhancing steps for both parties.

Mediation worked in the second case for a tiny fraction of the pain and cost of the first case. 

The parties achieved a resolution of the case that was their solution, not one imposed upon 

them by an outside decision maker; the focus of the mediation was on the future, not the past; 

and, most importantly, the mediation helped keep the focus on the well-being of the children.

To use mediation, Head Start programs do not need to wait for a formal case to be filed at the 

DAB. It can be used any time for disputes at any stage. DAB can provide mediators or help 

parties to connect with a mediation service in local communities. To contact the DAB, call 

(202) 690-7006 for the names of mediators or mediation services in your community or for 

information on DAB conflict resolution training.

For additional guidance, refer to DHHS Program Instruction on Mediation, dated 10/4/96. For 

a copy fax a request to (703) 683-5769.

--Departmental Appeals Board, DHHS, 370 Independence Avenue, SW, Room 637D, 

Washington, DC 22207. (202) 690-7006.

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Spring 1997 Issue No. 61

The Manager and Conflict Resolution

by Ijlal N. Haqq, Head Start Region Vb TASC Specialist, Center for Special Needs 

Population, Ohio State University, Columbus, OH

Conflict resolution is an essential skill for all managers in Head Start. As we embrace cultural 

diversity among staff and families, we must expect to encounter conflicting values, 

experiences, beliefs, and perceptions.

The manager's role isn't to eliminate all conflict, but to minimize the anger, grudges, hurt, and 

blame it can cause. Having systems in place for handling conflict allows programs to move 

on to the business of providing quality services to children and families--even when there are 

differences. Trouble does not arise because there is a conflict of values, beliefs or 

perceptions--a program is in trouble only when that conflict goes unmanaged or unresolved.

A conflict resolution system has four components that every manager should be familiar with:

1. Know your style of managing conflict and that a style can either motivate or discourage 

staff. (See sidebar.) This knowledge can make resolving conflicts more productive, and 

less stressful.

2. Use approaches to conflict which take the interests of both sides into account when 

fashioning an agreement, such as: getting agreement on the definition of the problem 

before trying to reach a solution; requiring mutual consent for any solution; encouraging 

negotiation first (the parties try to work it out themselves)--then, if necessary, providing 

third-party intervention (the parties seek a mediator); and avoiding the use of force, 

unilateral judgments, giving in, and doing nothing.

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3. Develop a process for handling conflict. Identify who to go to, what steps to take, and 

expected outcomes.

4. Develop a procedure to follow, including establishing ground rules, purpose, roles, and a 

confidentiality policy.

Conflict resolution must be a cornerstone of Head Start's organizational structure. But it must 

be built on mutual consent and respect for the views of parents, administrators, managers, 

practitioners, and the community-all of which are needed for its success.

Adapted from Bill and Cher Horton's The Manager's Short Course: A Complete Course in 

Leadership Skills for the First Time Manager, John Wiley & Sons, Inc., New York, 1992.

Is your style of managing conflict effective? The following styles can all be appropriate in 

certain situations, but should be evaluated in each case to see if they are producing the desired 

results.

ACCOMMODATING: This style uses collaboration and cooperation to arrive at a mutually 

satisfying resolution of a conflict concerning the interests of all parties involved.

AVOIDING: An avoidance style is uncooperative and might take the form of postponing an 

issue until a better time, or simply withdrawing from the situation (emotionally, physically, or 

intellectually).

COLLABORATING: Collaboration is a cooperative style which searches for mutually 

satisfying solutions. Can take the form of demonstrating team unity, agreeing not to compete, 

and finding creative solutions to mutual problems.

COMPETING: An aggressive and uncooperative style, competition is the opposite of 

accommodation. A "competitor" can often pursue his/ her views at another's expense.

COMPROMISING: This cooperative style involves finding mutually acceptable solutions 

that partially satisfy the parties involved.

Source: Kenneth W. Thomas and Ralph H. Kilmann's "The Thomas-Kilmann Conflict Mode 

Instrument," XICOM, Inc., Tuxedo, NY, 1974.

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Head Start Bulletin Issue No. 61 Contents "Leaders as Peacemakers"

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Spring 1997 Issue No. 61

Leaders as Peacemakers

by Beverly Turnbo, ACF Regional Administrator and Mediator, Region VIII Denver, CO, 

and Kathy Fragnoli, Attorney/Mediator, Vie Resolution Group, Arlington, TX

Think about someone you know who is a good leader. What are the qualities that make him 

or her stand out in your mind? What makes this person different from others? Have you 

known people who were good managers but not good leaders? Unfortunately, not everyone is 

a leader. How can the transition be made from being an effective manager to being an 

effective leader?

We know there are many good managers of our Head Start programs. But some managers 

might focus more on the interests of a particular program, component, activity, or group; in 

other words, they fail to see the "big picture." Leaders are able to see how programs 

interrelate to better serve children and families. A leader is a visionary who can inspire others 

to work toward a common goal--in this case, improving the lives of children and families.

What are some other qualities that effective leaders have? Undoubtedly attributes such as 

honesty, integrity, trust, and respect for others may come to mind. Integrity and honesty must 

be valued as fundamental principles and, of course, every manager must be held to high 

standards. One way management can put these principles into practice is by keeping 

promises, fulfilling commitments, and being truthful. Confidence in management is directly 

tied to respect and trust, which is earned by consistently showing good faith over a period of 

time. A leader is also a peacemaker who seeks to bridge and negotiate conflicting interests.

Why is the ability to be a peacemaker important for Head Start? Why is it needed? If a 

program is well run, communities and parents will support the local Head Start program and 

invest themselves through volunteer efforts, donations, and community linkages. If it is not 

well run, that support will not be there.

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HSIPC: Head Start Bulletin--Conflict Management: Leaders as Peacemakers

How do we make sure a program is well run? First, we have to be peacemakers within and 

outside of our own agencies. How do we become peacemakers? We need to discourage 

adversarial approaches and relationships. We need to discourage "them" versus "us" attitudes, 

especially between Boards of Directors and Policy Councils. We need to reward peaceable 

efforts to reconcile differences and resolve conflicts, and focus equally on conflict prevention 

and conflict resolution.

There are simple ways to prevent problems with others and learn to be more tolerant of other 

points of view. These involve focusing on the results we want rather than on a process or on 

who is in control, who is right, or who is wrong.

We all see things differently because no one processes information in the same way, and 

because we are all motivated by different outcomes. But once we can acknowledge that not 

everyone will see things the way we do, tolerance of others is easier. In addition to being 

more tolerant, there are other skills a person can develop for dealing with others. One is to 

keep your opinion to yourself until you understand what the other person believes, and why 

they think the way they do. Another skill is to put yourself in the other person's "shoes" 

before criticizing their behavior.

Once your own behavior changes, people will respond to you in an entirely different way. 

Only by being more understanding and patient with others will we truly be able to prevent 

conflict.

While there will always be disagreements in any organization, a few simple changes in how 

we look at and respond to others can dramatically increase the quality of the workplace. And, 

more importantly, if we focus on the people we are serving (the children and families), the 

quality of the services we provide will increase dramatically as well.

"The best team doesn't win nearly as often as the team that gets along best."-Dr. Rob Gilbert

--ACF, Office of Regional Administrator, Region VII, 1961 Stout St., Denver, CO 80294. 

(303) 844-3100.

--The Resolution Group, 1861 Brown Blvd., Ste. 601, Arlington, TX 76006. (817) 277-8850, 

Fax (817) 277-1600, Mediation Scheduling (817) 882-8222.

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Head Start Bulletin Issue No. 61 Contents "A Head Start Demonstration ProjectUsing Conflict Resolution and Mediation"

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Spring 1997 Issue No. 61

A Head Start Demonstration Project Using Conflict Resolution 

and Mediation

By Court Dorsey, Conflict Resolution Mediator/Trainer/Consultant, Wendell, MA

Conflict is a natural occurrence in healthy human interaction, but a violent response to 

conflict is destructive to children, adults, families, communities, collaborating organizations, 

and nations. Society has become increasingly aware of the cost of violence and the associated 

fear of violence in homes and communities.

In 1991, the Parent Child Development Center (PCDC) in Greenfield, Massachusetts, was 

awarded a three-year Family Support Demonstration Grant to collaborate with Franklin 

Mediation Service, a community mediation organization, to integrate conflict resolution and 

mediation into its Head Start program. During the next three years, project coordinators 

worked with parents, teachers, and staff to bring conflict resolution skills to the entire Head 

Start community. 

All teachers and staff received at least six hours of training in basic conflict resolution. 

Mediation was offered to parents and staff. All family advocates, as well as other staff and 

parents, received full mediator training. One half of the program's parents attended parent 

training, and an age-appropriate curriculum was developed for use in the classrooms. In 

addition, the program stressed bias awareness, male involvement, and community networking.

The project developed a mutually reinforcing system so that the same skills of 

communication and conflict resolution given to staff were also given to parents and children. 

As a result, what the children learned in the classroom was reinforced at home. When Head 

Start family advocates dealt with family issues on home visits, they could informally mediate 

disputes in a language already familiar to the parents. More difficult situations were referred 

to formal mediation, where the process was also familiar.

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HSIPC: Head Start Bulletin--Conflict Management: A Head Start Demonstration Project Using Conflict Resolution and Mediation

In addition to teachers learning good preparatory problem-solving skills in the classroom, 

they could recognize signs of conflict in the children and families and could bring the 

concerns to team meetings, or recommend the mediation process to parents directly.

Since the demonstration project concluded in 1994, efforts have been underway to build a 

collaborative relationship between community mediation organizations and Head Start 

programs nationwide. As a next step in this process, funding is being sought to replicate and 

adapt this program in pilot sites in ten culturally diverse Head Start environments.

For more information about this Head Start conflict resolution project, write to the National 

Association for Community Mediation (NAFCM), 1726 M Street, NW, Suite 500, 

Washington, DC 20036-4502. (202) 467-6226.

"Peacemaking occurs as differences in perception become a source of curiosity--not conflict." 

--Lynn Sandra Kahn

Court Dorsey is a mediator, trainer, consultant, and theater artist, and was co-coordinator of 

the PCDC Head Start Mediation Project. His address is 121 Montague Road, Wendell, MA 

01379. (508) 544-6978.

THROUGHOUT THE BULLETIN ARE SAMPLES OF VISUAL FIGURES 

DEMONSTRATING HOW TWO DIFFERENT PERCEPTIONS CAN OCCUR OF THE 

SAME THING. LIKE THE READER'S EXPERIENCE WITH THESE FIGURES, PEOPLE 

IN DISPUTE USUALLY SEE THE SAME THING DIFFERENTLY AND USUALLY 

ONLY SEE THEIR OWN VIEWPOINT AT FIRST.--Figures from Creative Conflict Solving 

For Kids, Grades 5-9, by Fran Schmidt and Alice Friedman. Peace Education Foundation, 

Inc., Miami Beach, FL, 1985, 2nd ed.

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Head Start Bulletin Issue No. 61 Contents On to "TEAM: Together Everyone Achieves More"

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Spring 1997 Issue No. 61

TEAM: Together Everyone Achieves More

by John Thomas, Region VIII TASC, Community Development Institute, Lakewood, CO

When a Head Start center director asked for help from the Region VIII TASC, he had already 

tried a number of conflict resolution approaches to deal with growing tension among his staff. 

As the conflict escalated, however, he felt a need for outside help, which led to an 

organizational assessment.

With input from the Regional Office, and assistance from the RAP and consultants, the 

TASC conducted a thorough assessment for the program. A week of individual interviews 

was held with the grantee board, Policy Council members, administration, staff, parents, and 

interested parties.

Information was gathered on what worked in the organization and what did not, as well as 

recommendations. It culminated in a final feedback session to get to the root of the conflict 

and to take positive steps forward. The group identified teamwork, conflict resolution, and 

communication as their top priorities.

The Head Start program has continued to work with the Region VIII TASC consultant, 

addressing and solving problems. The director reports increased productivity and improved 

services to the children and families. Stronger partnerships have developed among teaching 

staff. Above all, the working climate is now more positive and people are working together as 

a team. The consultant credits the director's willingness to tackle tough issues directly and the 

staff's dedication and commitment to build a better program for the children and families for 

helping with the resolution of the conflict.

The yearlong process has resulted in a conflict resolution "blueprint" (see Guidelines below) 

agreed to by the staff for handling problems as they arise between them.

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--Community Development Institute, 445 Union Blvd., Ste. 230, Lakewood, CO 80228. (303) 

989-5929.

"Guidelines"

BASIC GROUND RULES/ GUIDELINES FOR CONFLICT RESOLUTION 

● At the outset of the discussion, all parties shall establish that there is a real conflict that 

needs resolution.

● Specifically identify and define the conflict as seen by all parties, and evaluate the needs 

of everyone involved.

● Go to the other person(s) directly.

● Maintain confidentiality.

● Each person will be reasonable and open-minded, and will be willing to talk, listen, and 

compromise.

● Focus the discussion on issues, not personalities, and address one issue at a time.

● Deal with the conflict as quickly as possible.

● Each party will take responsibility for their own problem and display adult behavior.

● Each party will give clear messages and will ask questions whenever clarification is 

needed.

● Conflict resolution discussions shall not be held until all parties can do so calmly.

● Before beginning, all necessary background information will be collected and shared 

with all parties.

● The goal of the discussion will be to seek a solution--not to win.

● Open communication should be practiced at all times; positive outcomes should be the 

goal.

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● Children shall not be in the middle of the conflicts.

● All parties will establish good eye contact, and will use "I messages."

● Parties will establish future discussion dates as needed, and will be open to mediation if 

the conflict is not resolved to the satisfaction of everyone involved.

● Documentation will only be kept when formal mediation is needed. All parties involved 

in the formal mediation process will be provided with a written understanding of the 

discussion. At the end of the school year, if the conflict stays resolved, all parties will 

agree to destroy the written formal mediation records.

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Head Start Bulletin Issue No. 61 Contents On to "Lessons Learned"

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Spring 1997 Issue No. 61

LESSONS LEARNED

In the following Lessons Learned from Xanthos, Inc., Head Start center in Alameda, CA, 

Head Start Director Caroline Vance, Policy Council Chair Andrea Survill, and Executive 

Director Jon Schiller offer helpful ideas to Head Start programs for avoiding unnecessary 

upheaval which could lead to formal mediation:

HEAD START DIRECTOR:

● Do not hide issues, weaknesses, or problems. Put issues "on the table" for honest 

discussion and problem solving. 

● Learn to agree to disagree. We don't all have to think alike. 

● Do not shy away from dealing with difficult or unpopular personnel issues and 

decisions. 

● Continue to discuss problems and resolutions. Do not pretend the issues did not occur. 

● Board of Director and Executive Director involvement cannot wait until there is a crisis. 

There must be regular communication and support among these staff. 

● Be aware that the outside community will have its own perspective so be prepared to 

answer the public's questions about the conflict. 

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● Separate friendships from business decisions. This applies to parents, Policy Council, 

and staff. 

● Head Start dynamics are changing. Do not continue to do things just because they have 

always been done that way. Be willing to take an honest look at procedures, keep what is 

working, and change what is not. 

● Giving in on some demands or needs that really are not crucial in the long run may help 

to show "good faith." 

● An "outsider" coming in to assist with conflict resolution is only helpful when he or she 

gets to the root of the problem and the underlying issues that people may not be 

discussing. 

● Determine the philosophy of the grantee and the program regarding parent involvement 

and the Policy Council. 

● Do their actions match their philosophy?

● Be clear about the role of the Policy Council and parent committees. Provide thorough, 

ongoing formal and informal training. Be willing to revisit procedures. 

● Know the regulations.

POLICY COUNCIL CHAIR:

To prevent conflict from escalating

● Listen to what is being said by all parties.

● Set up ground rules for handling conflict (in bylaws or standing rules).

● Communicate any way possible: one-on-one or through a third party, if necessary. If you 

are not being heard, sometimes it's easier to put it in writing.

● Have patience.

● Talk to your Board/Council and examine the issues. Ask: have we started talking about 

the real issues yet (the ones that are tucked away), or are we still peeling away layers of 

minor issues?

● Keep out of the "fight mode." Sort out the issues that are important to all parties and 

decide which are priorities. Agree on an overall goal-that of what is really important.

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During mediation

● List your demands.

● Sit and talk and avoid yelling.

● Seek common ground with the other party.

● Listen and validate the other party's issues. It may not be an issue for you, but if it is an 

issue for someone it needs to be dealt with.

After conflict resolution

● Keep lines of communication open.

● Take small steps--don't overdo it.

● Work closely with the other party.

● Ask questions or admit it if you don't understand something. 

● Don't be scared to say something even if feelings get hurt. Talk it out. Problem solve.

● Solve one problem at a time.

● Take time off.

EXECUTIVE DIRECTOR:

● Miscommunication and misperceptions among Head Start staff can arise from many 

different sources.

● Sometimes a crisis is the only way to accomplish meaningful change. 

● Parent involvement must be a way of thinking and acting, not simply conforming to 

regulations.

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Head Start Bulletin Issue No. 61 Contents "Conflict Resolution Strategies for Head Start Staff"

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Spring 1997 Issue No. 61

Conflict Resolution Strategies for Head Start Staff

by Derry Koralek, National Head Start Education Training Project, Aspen System 

Corporation, Rockville, MD

● The staff member in charge of supplies refuses a teacher's request for more paints and 

paper, saying, "The children in your class use too many supplies. If I give you more 

now, we'll run out before the end of the year."

● An angry staff member comes storming into the office, saying, "Who was handling the 

phones yesterday? I missed another important message."

● A staff member asks her supervisor to transfer her to another position, saying, "I'm tired 

of being bossed around. I have a brain, and I want to use it."

Have Conflicts like the above ever come up in your Head Start Program?

Whenever two or more people work closely together, conflicts can arise. Head Start programs 

may find it helpful to use conflict resolution strategies to define and resolve problems. Staff 

should use a strategy, revise it as needed, and evaluate its effectiveness on a regular basis.

Hopefully your program minimizes conflicts by using effective communication techniques. 

Conflicts are less frequent when staff work in collaboration with each other, communicate 

effectively, share responsibilities, and contribute to decision making.

Following are some effective strategies for preventing conflicts:

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● Maintain a sense of humor. If you can learn to laugh at your own mistakes, other people 

are likely to laugh at theirs.

● Be an effective communicator. Choose your words carefully and monitor the quality of 

your voice. Avoid words such as "always" and "never," sarcasm, jargon, and talking 

down to people. Use an appropriate pitch, tone, and level when communicating with 

others.

● Assume that all people have positive, or good, intentions. When confused by another 

person's actions or words, ask yourself how you might feel or respond in the same 

situation.

● Use positive techniques to handle your own stress. Eat a healthy diet, exercise regularly, 

spend time with family and friends, and have some fun. Avoid "treating" yourself to 

snacks filled with fat, salt, and sugar; watching excessive amounts of television; or 

abusing alcohol or other drugs. Negative ways of handling stress can lead to health 

problems.

● Avoid jumping to conclusions. Seek information about a situation or a colleague's action 

before making assumptions. There may be an explanation or legitimate reason why 

something did or did not take place.

● Create an environment that supports staff, as well as children and parents. Make sure 

staff have private places where they can store their belongings, comfortable places 

where they can take a break from their duties, and a schedule which allows them 

opportunities for meeting personal needs.

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Head Start Bulletin Issue No. 61 Contents On to "Interview with Robert Blake"

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Spring 1997 Issue No. 61

INTERVIEW WITH ROBERT R. BLAKE

by Marcia Abbo

Robert R. Blake is chairman of Scientific Methods, Inc., in Austin, Texas and a pioneer in 

organizational dynamics. He is an authority on leadership theory and on promoting 

excellence in corporations through organizational management. He has served as an 

international consultant for governments, industries, and universities, and is the author of 

over 40 books. His publications include: Solving Costly Organizational Conflicts, with Jane 

S. Mouton (San Francisco: Jossey-Bass, 1984); The Managerial Grid, with Jane S. Mouton 

(Houston: Gulf, 1964): The Leadership of Corporate Change, with Rachel McKee (Journal of 

Leadership Studies, 1993), and Change by Design, with Anne Adkins (Addison-Wesley, 

1990). He is currently working on a book called Systematic Change.

ABBO: I understand that you have spent most of the past 30 years focusing on the breakdown 

of trust and cooperation between groups which need to work together?

BLAKE: Yes. Surprisingly little attention has been given to this situation in organizational 

excellence. How to restore trust is one of the great missing links in the chain necessary for 

increasing productivity, program quality, and morale.

Trust is the foundation of any collaboration. But once distrust appears, it makes cooperative 

behavior very difficult. Communication among groups becomes less direct, and a "we-they" 

mind-set feeds on distorted images of each other.

ABBO: Why does this mistrust happen? 

BLAKE: It has its origins in the specialization of modem organizations. We have divided 

work into smaller parts so that people can focus on different aspects and become more expert. 

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But there is a price to pay--usually conflict--when the organizational components must 

reconnect and work together to achieve a goal.

ABBO: Why is intergroup conflict overlooked in organizations? 

BLAKE: Teams that have trouble working "interdependently" can perform very well by 

themselves. And after a while a conflictual working relationship becomes accepted. Conflict 

does not usually stem from a single event, but builds up over a period of years--if not 

decades--as a history. Added to this is the phenomenon that relations among groups are 

generally resistant to change.

ABBO: Could you elaborate on the nature of these dynamics?

BLAKE: A loyalty to the group develops which can supersede logic. Group members 

develop a pride in group membership that distorts their objectivity. A "we-they" mind-set 

feeds on this distorted group identity. For example, group members are more likely to believe 

hearsay about the other group than have factual information.

A competitive mind-set will make the situation even worse, evoke more distrust, and increase 

the tension, hostility, and conflict.

ABBBO: You mentioned the role of history in resistance to change. What does this mean?

BLAKE: A group looks to its past for stability and for help in measuring its 

accomplishments. Yet for all its contributions, a group's history is often a formidable barrier 

to effective resolution of inter-group conflict.

If groups traditionally resolve problems through win-lose situations, relying on power and 

authority or withdrawal, they are likely to repeat the same patterns even though the 

consequences are mutually destructive and undesirable.

ABBO: What is effective in counteracting these dynamics?

BLAKE: What is needed is establishment of new norms--a culture of problem-solving.

The mistake I have seen organizations make is trying to treat intergroup conflict with 

traditional strategies that are aimed at the individual; for example, by edict ("As of Monday 

morning, I want to see a change..."), by personnel rotation, restructuring, or agreements 

worked out only between leaders of the groups.

These conventional approaches fail and cause frustration because they do not penetrate the 

underlying dynamics, relieve antagonisms, or establish a basis for continued cooperation and 

collaboration.

ABBO: What can bring about meaningful change?

BLAKE: Conflict resolution is in the hands of the groups. Their participation must be 

voluntary and active. Groups must want to work on improving relationships. The process 

must allow the whole group to change together. It must foster direct dealing between groups 

in a problem-solving manner (finding the facts, uncovering the logic inherent in the problem, 

agreeing on sound solutions).

Finally, it is important that the groups envision the future "ideal" situation they want before 

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discussing the actual situation and its history. This sequence creates the motivation to change 

by freeing participants to imagine possibilities. They can finally "see" cooperative, 

collaborative effort as an alternative to their previous relationship.

ABBO: The delivery of Head Start services has always depended on the integration of 

services. But increasingly crucial to Head Start success are task forces, alliances of parents 

and staff, and interagency collaboration with community groups.

BLAKE: The need for teamwork between groups is growing, especially for groups in which 

neither has the authority to control the other, like components, centers, parents, and staff. But 

even groups in hierarchies must depend on working together, like executive directors, Head 

Start directors, Regional offices, and contractors.

ABBO: Thank you for sharing these insights with Head Start.

BLAKE: It has been my pleasure. I have no doubt that Head Start children and families will 

be the ultimate beneficiaries whenever resources are committed to the ongoing development 

of intergroup trust, cooperation, and teamwork among staff.

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Head Start Bulletin Issue No. 61 Contents "5 Ways to De-Escalate a Conflict"

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Spring 1997 Issue No. 61

5 Ways to De-Escalate a Conflict

by Johnnie Cain 

Lead Management Consultant

The time will come when a problem with someone will need to be addressed. Don't wait too 

long to acknowledge that a problem exists--the earlier a problem is confronted, the easier it is 

to solve. Choose a time and a place to meet with the other person, and keep the following 

ideas in mind when meeting:

1. Keep your focus on what can be done in the future. REMEMBER: What's done is done.

2. Each person should take turns speaking. Listen carefully to the facts, and to the other 

person's feelings.

3. Resist the urge to bring more issues into the discussion, REMEMBER: You can take up 

another issue later. 

4. Personal attacks and blame will only distract from solving the problem, REMEMBER: 

The problem is your enemy--not each other.

5. Be prepared to describe your feelings only and your impression of the facts of the 

situation. Don't speak for or about others.

Region X TASC, Early Childhood Education Training Center, Portland State University, PO 

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Box 1491, Portland, OR 97207. (503) 725-4815

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Head Start Bulletin Issue No. 61 Contents "Using Creative Problem Solving Steps to Resolve a Conflict"

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Spring 1997 Issue No. 61

USING CREATIVE PROBLEM SOLVING STEPS TO RESOLVE A CONFLICT

1. DEFINE THE PROBLEM: Describe the problem and how it effects staff, children, and 

families.

EXAMPLE: Classroom team members are often late to work. 

They have excuses, but the rest of us have to complete our 

tasks. When the room isn't ready on time, we can't greet the 

children and talk with their parents.

2. SET A GOAL: Re-state the problem as a goal.

EXAMPLE: All team members will be on time so we are 

ready when children and parents arrive.

3. BRAINSTORM: Think of various strategies for solving the problem. Accept all 

suggestions without evaluating or censoring them.

EXAMPLE:

❍ Report people who are late to our supervisor. 

❍ Have people who are late do all the clean-up at the end 

of the day. 

❍ Set up a carpool with other staff. 

❍ Attend a time management workshop. 

4. DISCUSS: Review the proposed strategies and identify their advantages and 

disadvantages.

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EXAMPLE:

❍ Report people: 

Advantage: they might fear their supervisor so they will 

try harder to be on time. 

Disadvantage: the ability for team members to work 

together could be damaged. 

❍ Extra clean-up: 

Advantage: other team members might feel the work is 

divided unfairly. 

Disadvantage: the daily meeting would have to be 

delayed until everyone is finished with the extra cleanup, which could damage team work. 

❍ Car pool: 

Advantage: team members could save money and 

everyone would set to work on time. 

Disadvantage: the daily travel time for team members 

might be longer. 

❍ Workshop: 

Advantage: team members could learn to manage their 

time. 

Disadvantage: workshops take time and money. 

5. SELECT AND PLAN: Choose a strategy to try. Develop a plan for implementing it. 

Include staff assignments and a time line.

EXAMPLE: Strategy: Attend a workshop on time 

management and organizational skills.

6. EVALUATE: Discuss the effectiveness of the strategy. If the problem is resolved, 

celebrate your success. If the problem remains, revise the strategy or select another from 

the list generated in Step 3.

EXAMPLE: Since attending the workshop, there have only 

been a few days when a team member was late.

As each member tries ideas from the workshop, they share 

how each one works for them.

Derry Koralek, National Head Start Education Training Project, Aspen Systems Corporation, 

Rockville, MD

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Head Start Bulletin Issue No. 61 Contents "Preventing, Preempting, and Resolving Conflicts in the Workplace"

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Spring 1997 Issue No. 61

Preventing, Preempting, and Resolving Conflicts in the Workplace

By Christina Sickles Merchant, Dispute Resolution Practitioner, Designer, and Consultant, 

Arlington, VA

Like most businesses, Head Start programs already have dispute resolution processes in place 

for disputes like violations of equal opportunity and safety laws. The processes and 

procedures used to resolve these types of disputes are often spelled out by a law, a contract, 

or a regulation.

The focus of this article, how ever, is on the minor, low-level disputes and disagreements for 

which Head Start programs (and most other organizations) seldom have established dispute 

resolution procedures. Although these affect more people in the organization with greater 

frequency than, for example, an OSHA (Occupational Safety & Health Administration) 

violation, low-level disputes are often overlooked by managers.

The result of failure to provide for low-level dispute resolution in Head Start programs can be 

uneasy relationships and a soured work climate, which can lead to a deterioration of the work 

environment. This impacts on the quality of work performance, work relationships, and 

productivity.

Providing procedures to remedy low-level disputes in organizations can also be a way to 

improve the delivery of services, overall workplace morale, and effectiveness in general. 

Developing an early intervention strategy for resolving minor workplace disputes, 

accompanied by preemption and prevention initiatives, achieves such results. The following 

steps introduce a framework for analyzing and addressing a Head Start program's unmet 

dispute resolution needs:

1: RECOGNIZE THAT AN "INFORMAL" SYSTEM IS ALREADY IN PLACE

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As disputes arise and nothing is done about them, they may "go away" on their own (such as 

the individuals involved leave the organization or the work unit), or the unaddressed disputes 

may accumulate and grow into major problems.

2: ASSESS THE COST OF DOING NOTHING

The accumulation of unresolved grievances and low-level disputes can lead to a climate of 

disgruntlement and dissatisfaction, which becomes the accepted backdrop for the actual work 

of the organizational unit.

3: IDENTIFY THE CURRENT "CULTURE OF CONFLICT"

Where low-level resolution efforts are not encouraged or attempted, a culture of "dispute 

denial and avoidance" is created--often unwittingly. Thus, the messages informally circulated 

within the organization include the ideas that disputes are bad;" they must be ignored, 

avoided or denied; they do not warrant official recognition or attention; and they will get one 

in trouble. When combined with the reluctance which most individuals have for raising 

disputes in more formal and potentially risky forums, the product of such a "default" dispute 

resolution system is often dissatisfaction, dysfunction, and complaints. This culture of 

conflict must be changed for progress to occur.

4: COLLABORATIVELY ASSESS CONFLICT AND ITS COSTS

An assessment should be made of the number, types, and nature of disputes which occur at 

the lowest organizational level. Examples include personality clashes, inter-unit rivalries, 

professional practice disagreements, issues of nonperformance, and disagreements over the 

best methods to perform work.

It is important to include in the assessment process those who have different views of how 

dispute resolution efforts are currently conducted.

5: IDENTIFY CONFLICT MANAGEMENT GOALS

One positive result of a staff dispute assessment is that participants are often able to identify 

simple common goals. For example, co-workers might identify the need to reach a more 

common understanding and acceptance of conflict, how it arises, and how it can best be 

addressed.

Improving communication skills is also a very common goal, as is clarification of roles and 

responsibilities within the program. Targeting simple, clear, and measurable conflict 

management goals in a Head Start program is critical to any improvement effort. (See box

below.)

6: COLLABORATIVELY DESIGN AN EARLY INTERVENTION APPROACH AND 

EVALUATE

With goals identified, and some conflict management research conducted, a Head Start 

design committee should develop initial processes and procedures to intervene early and 

preemptively in low-level disputes. An elaborate plan is not necessary. Start small with a 

tentative approach. Try a pilot combination of measures and assess whether it is effective. 

Always evaluate efforts and be prepared to adjust.

Continuously learning about how conflict is managed in a program is the key to success. A 

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one-shot examination/correction of dispute handling will not cure the problem. In fact, early 

intervention in the disputes of any organization, including Head Start, requires a long-term 

commitment to cycles of open, ongoing, and participatory inquiry about the status of conflict 

management and its contribution to the improvement of overall program performance.

-Christina Sickles Merchant is a dispute resolution practitioner, designer, and consultant for 

workplace disputes. Past president of the Society of Professional in Dispute Resolution and 

former federal mediator, she recently co-authored the book Designing Conflict Management 

Systems: A Guide to Creating Productive and Healthy Organizations (San Francisco: JosseyBass 1996). Address: P.O. Box 10522, Arlington , VA 22201, (703) 593-3636; Fax (703) 243-

9072; E-mail: cmerchant@worldnet.att.net].

References:

Constantino, C.A. and Merchant, C.S. Designing Conflict Management Systems: Guide to 

Creating Productive and Healthy Organizations. (San Francisco: Jossey-Bass, 1996). 

Ury, W.L., Brett, J.M., and Goldberg, S.B. Getting Disputes Resolved: Designing Systems to 

Cut the Cost of Conflict. (San Francisco: Jossey-Bass, 1988). 

SAMPLE HEAD START CONFLICT MANAGEMENT DESIGN

by Christina Sickles Merchant

SAMPLE GOAL: IMPROVE COMMUNICATION BETWEEN LEADERSHIP, STAFF, 

AND PARENTS BY: 

● Holding in-service on communication skills emphasizing topics of active listening and 

giving/receiving feedback. 

● Having in-service on effective meetings emphasizing group dynamics, self-facilitation, 

and task/process awareness. 

● Creating regular (internal and external) forums for discussion of what is working in the 

program, what is not, and what actions need to be taken. 

SAMPLE GOAL: IMPROVE UNDERSTANDING OF DIFFERENT HEAD START 

PROGRAM ROLES AND RESPONSIBILITIES BY: 

● Initiating orientation of new members by staff sharing their roles and responsibilities. 

● Assigning "program mentors" to new staff for a specific period of time. 

● Having "job exchange" days, or something similar, so that staff can understand other 

jobs. 

SAMPLE GOAL: CHANGE THE "CULTURE OF CONFLICT" IN THE HEAD START 

PROGRAM BY: 

● Offering in-service on conflict management, linking program goals to the costs of 

conflict, and raising awareness of new initiatives/opportunities. 

● In collaboration with staff, establishing a temporary structure, such as a joint committee, 

to solve program issues through the use of interest-based problem solving. 

● Establishing an internal dispute resolution process which is written, widely 

disseminated, easy to access, and supported by leadership and staff. The objective is to 

support the resolution of low-level disputes by the parties themselves, facilitated by 

Head Start resources-- including trained staff. 

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● Building dispute resolution capacity by training selected staff in mediation and 

facilitation skills. They may then be used as solo or co-mediators in disputes which arise 

as a result of the new internal process. 

● Establishing reward and recognition systems for those who have achieved some of the 

program's new conflict management goals. 

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Head Start Bulletin Issue No. 61 Contents "Conflict Management Organizations"

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Spring 1997 Issue No. 61

Conflict Management Organizations

The following organizations offer resources, referrals, assistance, training, and/or guidance in 

the resolution of disputes through the use of mediation and arbitration. Many have offices 

throughout the country which can be located by contacting the main offices listed below: 

American Bar Association Section on Dispute Resolution 

740 15th Street, NW 

Washington, DC 20005,1009 

(202) 662-1680 

(202) 662-1683 Fax 

E-mail: dispute@aba.net.org

American Arbitration Association National Headquarters 

140 West 51st Street 

New York, NY 10020 

(212) 484-4000 

(212) 765-4874 Fax 

Association for Conflict Resolution 

1527 New Hampshire Ave. NW, Third Floor 

Washington, DC 20036 

(202) 667-9700 

Fax: (202) 265-1968 

Email: info@acresolution.org 

Web: http://www.acresolution.org/

CDR (Communication/ Decisions/Results) Associates 

(Includes Center for Dispute Resolution) 

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100 Arapahoe Avenue, Suite 12 

Boulder, CO 80302 

(303) 442,7367 

(800) MEDIATE 

(303) 442-7442 Fax 

CPR Institute for Dispute Resolution 

366 Madison Avenue, 14th Floor 

New York, NY 10017 

(212) 949-6490 

(212) 949-8859 Fax 

E-mail: info@cpridr.org

Community Relations Service 

(An agency of the U.S. Department of Justice, as part of its Conflict Prevention and 

Resolution Program) 

Headquarters Office 

5550 Friendship Boulevard Suite 330 

Chevy Chase, MD 20815 

(301) 491-5929 

Educators for Social Responsibility 

23 Garden Street Cambridge, MA 02138 

(617) 492-1764 

(617) 864-5164 Fax 

Federal Mediation and Conciliation Service (Labor and Management Disputes) 

2100 E Street, NW 

Washington, DC 20427 

(202) 606-8080 

(202) 606-4251 Fax 

National Coalition Building Institute (NCBI) 

1835 K Street, NW, Suite 715 

Washington, DC 20006 

(202) 785-9400 

(202) 785-3385 Fax 

E-mail: ncbiinc@aol.com

National Institute for Dispute Resolution (NIDR) 

(Includes the National Association for Community Mediation [NACM] and the National 

Association of Mediation in Education [NAME]) 

1726 M Street, NW, Suite 500 

Washington, DC 20036-4502 

(202) 466-4764 

(202) 466-4769 Fax 

E-mail: nidr@igc.apc.org

Program for Community Problem Solving (A division of the National Civic League) 

915 15th Street, NW, Suite 601 

Washington, DC 20005 

(202) 783-2961 

(202) 347-2161 Fax 

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Harvard Program on Negotiation 

(An educational program) 

Harvard Law School 

513 Pound Hall 

Cambridge, MA 02138 

(617) 495-1684 

"In the middle of difficulty lies opportunity." 

--Albert Einstein

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Head Start Bulletin Issue No. 61 Contents "Recommended Bibliography"

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Spring 1997 Issue No. 61

Recommended Bibliography

CONFLICT RESOLUTION/MEDIATION

Avery, Michelle, et al., Building United Judgment: A Handbook for Consensus Decision 

Making. Philadelphia, New Society Publishers, 1981.

Doyle, Michael and David Strauss, How To Make Meetings Work. San Francisco: Interaction 

Associates, 1976.

Fisher, Roger and Scott Brown, Getting Together: Building Relationships As We Negotiate. 

New York: Penguin, 1988.

Fisher, Roger and William Ury, Getting to Yes: Negotiating Agreement Without Giving In. 

New York: Penguin, 1961.

Fisher, Roger and William Ury, Getting Past No: Negotiating with Difficult People. New 

York: Bantam, 1991.

Slaikeu, Karl, When Push Comes to Shove. San Francisco: Jossey-Bass, 1995.

LEADERSHIP/MANAGEMENT

Block, Peter, The Empowered Manager: Positive Political Skills At Work. San Francisco: 

Jossey-Bass, 1987.

Gardner, John W., On Leadership. New York: Free Press, 1990.

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Kotter, J.P., The Leadership Factor. New York: The Free Press, 1988.

Kouzes, James M. and Barry Z. Posner, The Leadership Challenge: How To Get 

Extraordinary Things Done in Organizations. San Francisco: Jossey-Bass, 1989.

Senge, Peter M., The Fifth Discipline: The Art and Practice of the Learning Organization. 

New York: Doubleday, 1990.

AUDIOTAPES ON CONFLICT RESOLUTION/LEADERSHIP

The Best of the Best Audio Collection. Jossey-Bass,

(Includes: Getting to Yes, Excellence in the Organization, On Becoming a Leader, The 7 

Habits of Highly Effective People, Talking from 9 to 5, and more.)

Dispute Resolution/Dissolution Glossary

Alternative Dispute Resolution (ADR). A term used in the legal community to refer to 

alternatives to litigation. This includes a range of nonjudicial processes for resolving disputes, 

particularly mediation and arbitration. The use of such processes has been motivated in recent 

years by the increase in court case-loads and cost of litigation.

Arbitration. A process for resolving disputes which may be binding or nonbinding. The 

fundamental difference between arbitration and mediation is that in arbitration the arbitrator 

makes the final decision. In mediation, decisions are made by the disputing parties.

Caucus. A private, confidential meeting between the mediator and one party to allow the 

parties to cool down, to gather facts, to clarify proposals, or to explore options.

Co-Mediation. In cases where a specific expertise would be helpful in resolving the dispute, 

or in cases involving multiple parties, it is not uncommon for two mediators to share the role. 

This is common in court mediation programs. Co-mediation is also used to model 

cooperation and gender/ race balance. Often mediators will co-mediate to further advance 

their skills.

Dispute Resolution. A term used to describe an array of methods used to resolve conflict.

Mediation. Typically a voluntary process in which a neutral third party, without any power to 

impose a solution or agreement, works with the disputing parties to help them reach a 

mutually acceptable resolution of their dispute. The term mediation is sometimes used 

incorrectly for arbitration.

Facilitation. The process of conducting the work of a group under the guidance of a 

designated person acceptable to all parties. A facilitator is responsible for keeping the group 

focused on the task, but has no decision-making authority. A facilitator often handles pre- and 

post-meeting tasks.

Negotiation. A process in which those having a dispute or problem try to reach a resolution or 

agreement by themselves before involving others.

Partial source: The Ohio Commission on Dispute Resolution and Conflict Management

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Head Start Bulletin Issue No. 61 Contents "I Am Your Child" Campaign Goes Prime Time!"

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Spring 1997 Issue No. 61

"I Am Your Child" Campaign Goes Prime Time!

"I Am Your Child," an hour-long prime time special, is scheduled to air on ABC at 8.00 p.m. 

EST on Monday, April 28, 1997. Produced by Rob Reiner and Michele Singer Reiner, the 

program will feature music, comedy and a documentary created by New Screen Concepts 

about a community that has mobilized on behalf of young children and their families. The 

program will be hosted by Tom Hanks, and will feature Shaquille O'Neal and many 

Hollywood stars.

The television special is part of a public awareness and engagement campaign to focus on 

new and compelling evidence about the importance of the first three years of life. Prominent 

entertainers, media, foundations, corporations, and child development experts have joined 

forces in establishing and promoting the campaign, which will create an enduring collection 

of educational resources for parents, early childhood practitioners, and policymakers. The TV 

special will also include a toll-free number viewers can call to obtain a wide variety of 

resources and materials.

The "I Am Your Child" effort builds on research evidence presented in Starting Points, the 

1994 Carnegie Corporation report that documents the substantial body of literature on young 

children emotional, social, physical, intellectual, and brain development. It concludes that 

"how children function from the preschool years to adolescence, and even adulthood, hinges 

in large part on their experiences before the age of three."

The report points out that our nation has inadvertently neglected these crucial years and that 

this neglect has led to a variety of troubling conditions that should be improved. Nationwide, 

many families with very young children do not have health insurance, child poverty rates are 

alarming, child abuse rates are high, and a substantial number of infants and toddlers are in 

potentially harmful child care situations. Parents worry about the amount of time they can 

spend with their families and about the safety and future prospects of their children.

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The "I Am Your Child" campaign hopes to help reverse these troubling trends by:

● raising public awareness about the importance of the first three years of life;

● working with national, state and community leaders to improve programs and policies 

for young children and their families; and

● connecting families with young children to the information, resources and services they 

need.

For more information on the "I Am Your Child" campaign, contact the Families and Work Institute, 330 Seventh Avenue, 14th FLoor,

New York, NY 10001, telephone (212) 465-2044, fax (212) 465-8637.

Calendar--May 1997

May 24: Building Civic Democracy and Responsibility, Charlotte, NC, Contact: Anne Oliver, 

National League of Cities, 1301 Pennsylvania Avenue, NW, #550, Washington, DC 20004; 

(202) 626-3187; (202) 626-3043 Fax

May 3-10: National SAFE Kids Week, Contact: Geri Culpepper, National SAFE Kids 

Campaign, 111 Michigan Avenue, NW, Washington, DC 20010-2970; (202) 884-4993; (301) 

650-8038 Fax

May 6-7: High/Scope's Planning Ideas-Key Experiences All Day Long, Ypsilanti, MI, 

Contact: High/ Scope, 600 North River Street, Ypsilanti, MI 48198-2898; (313) 485-2000, 

ext. 218 or 228

May 25-28: Association for the Care of Children's Health 32nd Annual Conference, 

Washington, DC, Contact: Innovisions Management Reservations, (800) 899-0573, or The 

Association for the Care of Children's Health, 7910 Woodmont Avenue, Suite 300, Bethesda, 

MID 20814-3015; (301) 654-6549; (301) 986-4553 Fax

May 20-31: National Head Start Association Annual Training Conference, Boston, MA, 

Contact: NHSA, 1651 Prince Street, Alexandria, VA 22314; (703) 739-0875; (703) 739-0878 

Fax; Conference Hotline (703) 548-0551

May 29-Jun. 1: National Multicultural Institute 12th Annual Conference: Sharing Power and 

Responsibility: the Transition to Pluralism, Washington, DC, Contact: National Multicultural 

Institute, 3000 Connecticut, Avenue, NW, Suite 438, Washington, DC 20008; (202) 483-

0700: (202) 483-5233 Fax; e-mail: nmci@nmci.org; web: http://www.nmci.org/

For a more complete calendar listing, contact the Head Start electronic Bulletin Board System 

(BBS) at (703) 807-2312, or (800) 477-8278

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Head Start Bulletin Issue No. 61 Contents Resources

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HSIPC: Head Start Bulletin--Conflict Management: Resources

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Spring 1997 Issue No. 61

Resources

Resolving Conflict: Strategies for Local Government 

by Margaret S. Herrman 

This book will help resolve conflicts--from staff quarrels to community controversy to 

interagency disputes-- with skill and confidence. Includes sections on working with the 

public, proactive strategies for long-term success, making the most of meetings, and much 

more. Available from: 

International City/Council Management Association 

777 N. Capitol St., NE 

Washington, DC 20002 

(202) 289-4262 

(202) 962-3659 for a catalog 

(800) 745-8780 

Conflict Management Video 

This video will help train employees to resolve conflicts and improve work relationships 

before major problems get out of control and management has to intervene. Includes 

complete course materials guide. 23 min. Available from: 

American Media Incorporated 

4900 University Avenue 

Des Moines, IA 50266 

(800) 262-2557 

(515) 224-0256 Fax 

E-mail: ami@ammedia.com

UPDATE ON LAW-RELATED EDUCATION: 

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HSIPC: Head Start Bulletin--Conflict Management: Resources

Conflict Resolution: What Are Its Foundations, Practices, Successes ... and Future? 

This continuously updated periodical from the American Bar Association Section of Dispute 

Resolution contains articles teaching strategies, and student materials for the individual who 

is interested in conflict resolution education programs. 

For a subscription, or for information on the organization, contact: 

American Bar Association/YEFC 

541 N. Fairbanks Court 

Chicago, IL 60611-3314 

(312) 988-5735 

(312) 988-5032 

(312) 988-5522 Customer Service 

Web: http://www.abanet.org/publiced/

E-mail: abapubed@attmail.com

In addition to offering materials on conflict, the ABA Section of Dispute Resolution sponsors 

an annual national conference on children and the law.

"Anger does as much damage to the vessel it is stored in as it does to anything it is poured 

upon." 

--Author Unknown

Growing Communities for Peace Workshops and Seminars

Growing Communities for Peace, a nonprofit organization, helps individuals, schools and 

communities develop skills and abilities to resolve conflicts. Also offers staff training and 

inservice, resources, networking opportunities, and a newsletter. For information on this 

organization, contact: 

Growing Communities for Peace 

16542 Orwell Road North 

Marine on St. Croix, MN 55047-9754 

(612) 433-4303 

Lifesavers! Tips for Success and Sanity for Early Childhood Managers 

by Sue Baldwin 

Covers issues like stress, parents, staff disputes, and risk taking for early childhood managers. 

Offers tips on how to cope with managing, whether a novice or a guru. 138 pp. #5313. 

Available from: 

Redleaf Press 

450 N. Syndicate, Ste. 5 

St. Paul, MN 55104-4125 

(800) 423-8309 

(800) 641-0115 Fax 

Getting Disputes Resolved 

by William L. Ury, Jeanne M. Brett, and Stephen B. Goldberg 

Contains guidelines for designing a dispute resolution system to handle conflicts effectively 

and on a continuous basis. #URYGETA305. 226 pp. Available from: 

Jossey-Bass Publishers 

350 Sansome Street 

San Francisco, CA 94104 

(415) 433-4767 

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HSIPC: Head Start Bulletin--Conflict Management: Resources

(800) 956-7739 

Jossey-Bass has numerous resources on conflict resolution, management, and professional 

development. When calling to order, ask for a publications catalog.

ADDRESS CORRECTION: In Issue No. 56 of the Bulletin on Facilities, the address for 

obtaining the game from Region II RAP, called "The Road to Integrated Services," should be 

as follows: New York University, 239 Greene St., New York, NY 10003. The cost of the 

game is $25. Please fax your request to (212) 995-4562.

The resources listed are not all inclusive and do not necessarily constitute an endorsement, 

real or implied, by the Head Start Bureau.

View other Head Start Bulletins

Head Start Bulletin Issue No. 61 Contents Resources

| Home | Publications | Partnership/Collaboration | Information Center | What's New? |

For information requests contact AskUs 

We welcome your comments and suggestions, contact webmistress@headstartinfo.org 

For website technical assistance contact technical@headstartinfo.org 

To order publications contact puborder@headstartinfo.org Office of Head Start

Copyright © 2000-2006 Trans-Management Systems Corporation. All rights reserved. 

Please Note: Links on this site are verified monthly. 

While links are evaluated before being included on this site, HSIPC is not responsible for the information presented on external sites. 

Last Modified: 10/31/01

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HSIPC: Head Start Bulletin--Conflict Management: Peaceful Conflict Resolution

Questions? 

Privacy 

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Return to Head Start Information & Publication Center

Spring 1997 Issue No. 61

Peaceful Conflict Resolution

Respect the right to disagree. 

Express your real concerns. 

Share common goals and interests. 

Open yourself to different points of view. 

Listen carefully to all proposals. 

Understand the major issues involved. 

Think about probable consequences. 

Imagine several possible alternative solutions. 

Offer some reasonable compromises. 

Negotiate mutually fair cooperative agreements. 

--Robert E. Valett

WANTED

Please send local experiences, items to share, children's artwork, and identified photographs 

with permission to reprint (they will be returned) for use in future issues to:

HEAD START BULLETIN 

PO Box 1182 

WASHINGTON, DC 20013 

Issue No. 62 will feature "Head Start/Child Care Collaboration"

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HSIPC: Head Start Bulletin--Conflict Management: Peaceful Conflict Resolution

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES 

ACF/ACYF/HSB 

Washington, DC 20201 

OFFICIAL BUSINESS 

PENALTY FOR PRIVATE USE $300 

Head Start Bulletin Issue No. 61 Contents View other Head Start Bulletins

| Home | Publications | Partnership/Collaboration | Information Center | What's New? |

For information requests contact AskUs 

We welcome your comments and suggestions, contact webmistress@headstartinfo.org 

For website technical assistance contact technical@headstartinfo.org 

To order publications contact puborder@headstartinfo.org Office of Head Start

Copyright © 2000-2006 Trans-Management Systems Corporation. All rights reserved. 

Please Note: Links on this site are verified monthly. 

While links are evaluated before being included on this site, HSIPC is not responsible for the information presented on external sites. 

Last Modified: 10/31/01

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