EXPERIENTIAL CONFLICT RESOLUTION FOR PRISON STAFF

Unedited Version of December, 1999 “Corrections Today” Feature Article

John A. Shuford

Working in corrections can be very stressful. Studies by F.E. Cheek indicate the life expectancy of a correctional officer to be only 59 ¹ years compared with 74 ² years for the average American. Correctional staff also experience a high level of alcohol abuse, ulcers, heart attacks, high blood pressure, depression and divorce.³ Although correctional staff will always experience stress on and off the job, the negative consequences do not need to be so alarmingly high.

Stress is caused through human interaction, especially interactions characterized by conflict, anger and resentment. If people learn how to minimize the negative aspects of conflict, i.e., how to effectively manage or resolve conflict, their stress levels will also diminish. This is not new information. A survey conducted by the American Correctional Association indicated that almost all correctional systems engage in conflict resolution training in one form or another.⁴ “Using conflict resolution in a correctional setting makes sense. It can lower the tension among all parties involved and can help the disputants understand that there are alternatives in making decisions other than using aggression or force. Such an approach has repercussions, which may lead to lower recidivism and greater management ease in facilities and in the community.”⁵

The form conflict resolution training takes is critical to its effectiveness. Commissioner of Prisons of the Philadelphia Prison System, Thomas J. Costello wanted to develop a training that would be effective and have lasting results. In collaboration with Conflict Resolution Services, Inc., we developed and implemented a training that has met all of our objectives, which were to:

The objectives of the program were to:

· improve staff communication and conflict resolution skills

· improve staff teamwork

· improve interdepartmental cooperation

· improve morale

· reduce conflict among staff

· and train staff to continue the program upon completion of the contract.

We have heard many comments like the following, “As you could tell, I was not excited about being ordered to come to this training. But now after just one day, I’m glad I came and I look forward to tomorrow’s training. It has been fun and I’ve learned practical skills I can use both at home and at work.” [correctional officer] Typically, our experience has been that approximately 25% of the participants want to be there, 50% don’t want to be there but are curious, and 25% are openly resistant. Even with these initial attitudes, almost all participants enjoy the training and feel it is valuable. The results of an independent evaluation conducted by Marsha L. Miller, Ph.D., indicate that 97% of the staff taking the training felt it was excellent (67%) or good (30%)⁶.

The Philadelphia Prison System is a large urban prison system with five institutions and over 2300 employees. We developed two levels of trainings; a basic level for all staff of all ranks and an advanced level especially for supervisory personnel. These Experiential Conflict Resolution and Team Building trainings included staff from every department, including security, medical, food services, social services, maintenance, clerical, etc. “During the past several years, approximately 65% of our workforce has participated in conflict resolution training. Most of the participants feel that the interaction with their fellow employees on all levels is most beneficial. The information gleaned and shared by our staff helps everyone to understand their diverse roles here. Different disciplines can empathize and see how their jobs interact, complement and affect everyone else. As a result, communication between units is expanded and improved. Everyone has benefited from the experience of participating in conflict resolution training.”[Press Grooms, First Deputy Commissioner, Philadelphia Prison System]

The training focuses on how to prevent or effectively resolve “staff on staff” conflicts which can destroy morale, impede teamwork and decrease effectiveness. However, the skills learned are just as useful with inmates and family and friends. We specifically don’t address conflicts between staff and inmates because when we do, many staff become defensive and “macho” and close down to any new ideas or approaches. Quite interesting, however, is the fact that the six month follow-up evaluation showed 71% of the staff who had taken the training stated they were using these skills with inmates. Also, a vast majority were using these skills with coworkers [84%], with superiors [75%] and with family/friends [87%]⁷.

A Deputy Warden remarked that after the training, his subordinates were using alternatives to force in a greater variety of situations than they had before. A CO with 18 years experience stated that “Before the training, when an inmate came to me with a negative attitude, I would feed into it by giving it back. Now when an inmate comes at me with a hyper negative attitude, I try to make something humorous out of it, e.g., saying to them, ‘I didn’t give you this negative attitude, so why don’t you just step out of the door and come back in and we can try this all over again.’ Often now, they will crack a smile and that’s what I want to see. ‘I do have some time if you need to talk. I can be there for you.’ Now I spend more time listening to them. I spend more time listening to myself. I used to act before I think. Now I think before I act. I think about how I should approach the situation and what I should say. I used to get hyper and now I stay calm and listen and let them vent. When they are finished, they often smile. For me, it’s like being energized.” Another CO commented that he saw other CO’s using the skills, even though they were not talking about it.

This training model was adapted from the Alternatives to Violence Project, a 23 year old volunteer organization with a history of more than 10,000 workshops with a variety of groups, including inmates, and with active programs in Europe, Russia, Africa, Australia, New Zealand, Latin America, Canada and the US. The model is experiential in design, with virtually no lecture. Our responses to conflict are learned from our life experiences, i.e., they are experientially learned. To develop new behaviors, we must learn them in the same fashion. This is exactly what the Experiential Conflict Resolution Training model does. To try to learn new behaviors by listening to a lecture on conflict resolution does not have long lasting effects. To quote an old Chinese saying, "If I hear it, I will forget it; If I see it, I will remember it; but if I experience it, I will understand it."

In addition to useful and practical information being presented, the unique quality of the training is the method by which it is conveyed; i.e., the participants are actively engaged in the learning process. They have fun, maintain a high level of energy throughout, learn by experience, open up to new ideas as a result of the trust and respect that develops, and they create their own sense of community. They learn the skills better, retain them longer and use them in all aspects of their lives. “There are many things I loved about this training. Most importantly, it made me think about how I deal with people and how and why they deal with me in certain ways. I have come away from this training with some valuable tools that can be used in life. It was one of the first times that I have been in a situation where I did not ‘negatively pre-judge.’ I saw positives in everyone that was there.” [Sgt]

The design of the workshop begins with breaking down barriers and building a sense of trust among participants. This is done in several ways: by fun activities, focused group tasks and non-threatening sharing exercises. First, the participants create their own “community commitments” which are guidelines by which they will interact with each other, e.g., be respectful, be honest, listen to each other, keep personal information confidential, be open minded, participate, be punctual and have fun. Next we get to know each other’s names by using fun and often humorous adjectives attached to our first name, e.g., Dynamic Dave, Beautiful Brenda, Sensational Steve, Happy Harry, Awesome Ann, and so on. By using first names, everyone is treated as equal and not addressed by rank, which results in the participants beginning to relax. Next they talk in rotating pairs about such topics as: someone I really respect and why; how my family handled conflict when I was growing up; and something I’ve done that I’m proud of. Participants share what they feel comfortable sharing and, as they do so, they begin to feel more at ease with each other.

The next major section focuses on attitude and how that can affect the outcome of a conflict. We talk about “Transforming Power,” which is an attitude that can change violent or potentially violent situations into less violent, nonviolent or often positive outcomes. We also discuss specific tools for changing attitudes. Next we look at the causes of conflict and the five styles of approaching a conflict, i.e., competing, accommodating, avoiding, compromising and collaborating. Participants get an opportunity to practice these styles which helps them gain a better understanding of their value and when it is appropriate to use each one. The third through the fifth sections focus on the three major conflict resolution skills, i.e., Active Listening, I Messages [assertiveness] and 6 Point Problem Solving. Participants observe the skills being demonstrated and then practice them individually. Next, all the participants practice using all the skills in roleplays they create from their work experiences. Finally, in the sixth session, we summarize what they have learned and the impact it has on teamwork. They break-up into small groups and discuss what they individually can do to improve the teamwork on their job. We end with an evaluation and participants writing a personal contract stating goals they wish to achieve as a result of the training.

“It was as close to perfection as possible!” [CO] “I loved it, I had fun. I gained understanding. It was so positive.” [CO]

Modern learning theory states that a training should be designed to maximize learning with whole brain teaching methods. Our left brain needs: lecture, structure, clear and explicit instructions, repetitive tasks and handouts. Our right brain, on the other hand, needs: spontaneity, free flow, experiential opportunities, playfulness, group interaction and risk taking. If a training design neglects either side, we will lose some or all of the participants, i.e., they will be bored and not open to the new information and ideas presented. This is why simple lecture trainings do not work well with adults. By appealing to both sides of the brain, participants are more open, trusting and willing to look at themselves and learn new skills.⁸ Of equal importance, is that positive relationships develop within the group which carry over into the work environment. A Captain reports that, “I personally have seen such a major difference in the way they perceive themselves, the way they interact with each other, and the way they interact with support staff, whether they be social service or maintenance. Also, the rate of sick abuse or not coming to work has dropped and the overall attitude of the workplace has improved.”

An example of the impact on teamwork between departments is shown by a comment made by a Captain who was very cynical about the training prior to taking it. He stated that, “Normally, there has been a lot of tension between security and medical. Recently, however, I’ve noticed that when medical comes on the unit, the officers will take time to talk with them about medical’s needs and the schedule on the unit, instead of having a negative attitude towards them. Now that they take more time to explain, it has opened up a new avenue and they have formed a relationship with the individual, rather than ‘you are medical and I’m security.’ I think this has helped us a lot. So now, they respond more actively, and they might even do a little more than is necessary, because they have a positive rapport with the staff. The more people you can get to work in the team concept, the better. Bring everybody in as part of the team and not just some people.”

There are many factors that separate us, e.g., rank, profession, gender, race, ethnic group, belief system, etc. It is important to honor these differences but not let them divide us. In the workshop setting, everyone is treated as equal with focus on what we all have in common; whether a Major or a secretary, an 11-7 CO or a nurse, and so on. The more diversity among the participants, the better the workshop experience, so at each workshop we have participants from several departments and various ranks. “I liked the fact that strangers and people of different jobs and ranks could work together and show teamwork and accomplish different tasks.”[CO] “I liked the group interaction, because it showed that no matter how diverse the group was, we were still able to arrive at a common goal.”[CO] As the participants relax and feel more comfortable, they will take risks and get out of their “comfort zone” more easily, and therefore, open up to new ideas and experiences. This concept of an “affirming learning environment” is supported by current education theory, which states that a student’s ability to learn is determined by IQ [25%], social/family environment [25%] and self-esteem [50%].⁹ Thus, the learning environment of a workshop is crucial because it directly affects the self-esteem of each participant, and therefore, 50% of his/her ability to learn.

The training is designed around the following themes: affirmation, cooperation, community building, communication and problem solving. In addition to the basic skills of listening, assertiveness and problem solving, this training offers much more. As a CO with over 16 years in the system stated, “In the beginning, I thought that most of this material should have been learned by any experienced CO over 16 years, however, I was surprised to have learned quite a bit more than I had expected.” The honesty, respect and caring that are modeled by the trainers and that the participants experience, deeply affects them. They often go back to their jobs and try to recreate this level of respect and trust and if their efforts are supported by others, especially supervisors, the impact can be remarkable. “It’s one of those things you can’t really know the value of until you get the training ... There are a lot of obstacles and a lot of reasons those who have not taken the training will say that you can’t do whatever, but if you just try with those you are forced to be in contact with on a daily basis, you will see that positive thinking or a positive approach will change a person. For me, and for those who work under me, I find this to be one of the benefits of conflict resolution.”[Captain]

Another benefit is improved morale. Although morale is difficult to measure, one CO commented that, “I’ve been with the prison system since 1980. I was excited and fresh when I started. Got a lot of recognition for helping out. About 6 or 7 years later all that changed and my morale went out the window. I did not care anymore and I kept that attitude for about 10 years. Conflict Resolution helped me revive some of my morale and I’m more involved now. I know some of the other CO’s in the training with me are also getting involved and giving something back. I can’t tell you what exactly it was in the training, but it dealt with how you respond to something negative with something positive. I now feel like a real professional and I am accomplishing something. I felt like I had been a dead battery for years and the training got me to see if I could recharge it and see if it still works. It charged up my morale and my attitude toward my peers. Now when I deal with a situation, I don’t deal with it with such negative thoughts and anger. Now I mix the positive along with the negative and make something good out of it.”

The changes that occur are not just at work, but in all aspects of participants’ lives. One experienced CO with more than 15 years in the system relayed this story, “I was walking home late one night when I passed two young men, one with a gun to the head of the other. I paused and then reached in my pocket for my lighter. Moaning and groaning loudly about how I had just paid two dollars for this [darned] lighter, I walked up to the two men. With my eye on the gun, I asked the gunman if he had a match. The man stuck his gun back in his belt and gave me a light. I thanked him, and while patting him on the shoulder said, ‘Why don’t you go home, buddy?’ We both left the scene. And, only then did I allow my knees to shake.” Although this is a rather unusual example, it is only one of many stories of how creative staff can be in using the skills gained in the training.

This type of experiential conflict resolution training will have more impact if it is ongoing, so new employees can be exposed to it early in their employment. The more staff that receive it, the more support for positive change will exist. The training does not tell staff what changes to make, but empowers them, i.e., shows them the attitude and the tools to make those changes they feel need to be made, and it all begins with changing themselves first. Line and support staff have been trained as trainers to enable this program to continue beyond the completion of the contract with Conflict Resolution Services, Inc. Two Training of Trainers workshops were given for those staff who showed effective communication skills and a good grasp of the concepts behind the training. None of those taking the Training of Trainers had any previous training experience. They were given the opportunity to facilitate several workshops as part of a training team coached by Conflict Resolution Services, Inc. staff. Now, as they gain more confidence and competence, they take on more and more of the workshop until they are able to facilitate a whole workshop as part of a staff team, without any direct support from Conflict Resolution Services, Inc.

We have trainings every week, except major holidays. The number of participants is limited to 20 for both maximum diversity and community building. The training is for 21 hours and extends over three days. It is important to have supervisors in every workshop because it shows support for the training, and that the system accepts the fact that all levels can benefit from this training. It also is consistent with the concept that you must have “top down conditions for bottom up change,” i.e., true lasting change must start with the line staff, but must also be supported by administration. The trainings thus far have been so successful, we have contracted for Advanced Supervisory training for all our supervisors, up to and including Wardens. One Lieutenant after an Advanced Supervisory training stated that, “The Training Academy teaches us what our job is, but this training taught us how to do it.”

We feel that any prison system could implement its own program within six to eight months if it fully committed to it. This means a training every week and full administrative support, including assigning staff, especially apprentice trainers so they can get the appropriate amount of practice. The training model is simple and clear enough that any prison would have more than enough potential skilled trainers within its line staff. We considered using our Training Academy staff, but they were fully committed and didn’t have the time to implement it in the way we knew it had to be done. We wanted this to be something unique, something the staff would value and appreciate. CO comments like “This was by far the best learning experience I have ever had,” “This workshop, I believe, has helped me be a better person,” “I will use what I have learned for the rest of my life,” and “No matter what a person does in life, all can learn from this training; it brings you to terms with your humanity,” show that we made the right decision to fully commit to this program.

References:

¹ Cornellius, Gary F. 1994. Stressed Out; Strategies for Living and Working with Stress in Corrections. Baltimore, MD. United Book Press, Inc.

² World Almanac 1999

³ Cornellius, Gary F. 1994. Stressed Out; Strategies for Living and Working with Stress in Corrections. Baltimore, MD. United Book Press, Inc.

⁴ Christian, Thomas F. 1999. Conflict Management and Conflict Resolution in Corrections. Canada: Webcom Limited.

⁵ Christian, Thomas F. 1999. Conflict Management and Conflict Resolution in Corrections. Canada: Webcom Limited.

⁶ Miller, Marsha L. 1998 Evaluation report of Conflict Resolution and Teambuilding in the Philadelphia Prison System.

⁷ Miller, Marsha L. 1998 Evaluation report of Conflict Resolution and Teambuilding in the Philadelphia Prison System.

⁸ Cummings, Carol. 1984. Managing to Teach. Edmonds, WA.: Teaching, Inc.

⁹ Chapman, Carolyn. 1993. If the Shoe Fits; How to Develop Multiple Intelligences in the Classroom. Arlington, IL.: Skylight Publishing.

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