Running Head: CONFLICT

Metaphoric Conflict Resolution
Mariah Sanchez
University of the Rockies: ORG 7270:
Theories and Techniques in Group Counseling & Psychotherapy
Dr. Alison Walls
January 10, 2010

Metaphoric Conflict Resolution Conflict arises when two incompatible opinions intersect. Alternatively, conflict resolution should lead to a reduction in the severity of the conflicting intersection. Conflict can be a valuable experience when managed effectively and constructively. Experiencing a heightened awareness that a problem exists that needs to be resolved and can lead to improvement in the quality of relationships you have with friends, co-workers, and family members is the final objective of conflict resolution. There are as many anger management and conflict-resolution approaches as there are schools of psychological thought. Nevertheless, literature points to the effectiveness of the cognitive-behavioral approaches to anger management as most successful (Leseho, 2010). One important consideration of cognitive-behavioral techniques is that individuals must be able to access their personal cognitions. When targeting a heightened state of arousal, techniques such as paraphrasing, restructuring, and self-talk, include skills that may be available to some individuals but not to others. The specific approach discussed in this paper will examine the discovery and exploration of personal metaphors in anger – a less threatening approach to addressing conflict resolution. The first strategy examines teachers and school counselors resolving conflicts with students; the second, supports students managing their own anger responses. As professionals, counselors, teachers, and mental health practitioners need to be aware of their own personal triggers revolving around anger and conflict. Particularly in facilitating groups, leaders need to be skilled and prepared in modeling non-defensiveness, healthy confrontation and conflict resolution for the members of the group. When conflict and confrontation are mismanaged in groups, it can hurt and be damaging to the group process (Corey, Corey, & Corey, 2010). Freud, Jung, Perls, Satir, and Ellis have all applied metaphors as a means for change in their theoretical approaches to psychotherapy. According to a paper by Newton and Wilson (1991) as quoted by Leseho (2001), metaphors serve three different functions – 1. People may be able to express their feelings in a less threatening way through the use of metaphors. 2. People that are defensive or resistant may find a less threatening approach to self-exploration and self-disclosure. 3. Metaphors are creative learning and teaching tools for change. An important requirement for the mental health practitioner engaging in group work is the ability to recognize his or her own contribution in keeping the conflict alive. Through the exploration of metaphors, a teacher or counselor can examine his/her own role and the relationship with the student. A metaphoric view may provide insight into the deeper feelings that drive behaviors and actions. Through the use of metaphors, teachers may be able to emotionally disengage and allow the emotional distance that may be required to re-examine biases and accept students for who they are. An individual seen as disruptive and annoying may be visualized as a leaf blown about by a strong breeze allowing the doors of compassion and understanding to open easily (Leseho, 2001). When exploring anger issues with students, different metaphorical strategies can be accessed. While visualizing anger a student may be asked to recall the last time he or she was angry or a time when they were in the presence of an angry person. When re-experiencing the event, they are asked to evoke, sights, sounds, sensations, and, particularly, the emotions that arose during such event. They are then instructed to replace themselves with something more abstract. A counselor or clinician may ask more exploratory questions such as – If you anger were like water, what shape would it take? What are the characteristics of …? How do you feel about…? What is the connection between…? What is your relationship to …? The last step is altering the anger image. Students should be able to change the anger experience by visualizing future situations that could provoke feelings of anger and visualizing the resolution metaphorically. Leseho (2001) postulates that it has been demonstrated through the analysis of personal metaphors, that an increase in self-awareness can facilitate conflict resolution. This writer concludes by stating that the way one deals with conflict in his/her personal life, definitely affects the way one deals with conflict in groups. It is important to examine and continually work towards resolving personal issues that may impact your work in group dynamics. Previous experiences, beliefs, attitudes, and values are in constant motion. As mental health professionals, it is our responsibility to continually examine our positions for the sake of our clients, our family members and our co-workers.

References
Corey, M., Corey, G., Corey, C. (2010). Groups Process and Practice (8th ed.). Belmont, CA: Brooks/Cole.

Leseho, J. (2001). Bearding the lion: resolving conflict and managing anger through metaphorical exploration. Guidance & Counseling, 16, 62-67.