The conflict resolution dynamic poses situations in which real or imagined conflict occurs.. Either way, the participants must find a solution, either through reflection or through debate and cooperation.
These activities are usually a lot of fun, involving games that calm the situation generated by group conflict or prepare participants to deal with tense situations in the future.
Below we will see different dynamics of conflict resolution, suitable for all ages, with materials that are relatively easy to make and effective in solving problematic situations between people.
14 recommended conflict resolution dynamics
These are conflict resolution dynamics recommended for application with groups of people, suitable for all ages, easy to perform and with very affordable equipment.
1. Fly the flag
The goal of this conflict resolution dynamic is develop better team decision-making skills and sensitize participants to the need for cooperation.
The time taken for this activity can be very variable, without limit. Group size can be around 25 members and will require more or less space. Materials will be needed to simulate a flag, such as a sink attached to a cone.
Steps to follow
The game begins with two antagonistic groups: the police and the thieves. The flag is placed inside the police camp, a flag that thieves must obtain.
The idea is that the thieves manage to steal the flag and take it to their camp, but without being intercepted by the police. If one is intercepted, the thief goes to jail and the flag returns to its place.
Although simple, with this activity you can get groups to plan strategies to prevent the opponent from beating them, cooperate and distract rivals.
2. Piranhas in the river
The idea of this activity is to gain the upper hand after resolving a conflicting solution, promoting cooperation and help among group members.
It takes about 20 minutes when working with an average group of no more than 15 people. A large space is required, preferably an exterior. We will need some cloth, chalk, books or other items.
Steps to follow
The facilitator explains that you have to cross the river without leaving it, which is delimited by fabric, plaster or any other object that could have been found.. In addition, they have to carry, from side to side, a series of objects, one on the way and another, different, on the way back. Each person will be assigned an item, which cannot be worn by other classmates.
Anyone who gets out of the way should start the activity right from the start. The activity will end when all participants have made their round trips.
At the end there will be time to discuss the flow of the activity, the strategies developed for everyone to be able to transport things satisfactorily, which items cost more to transport and which more difficult.
3. Inflate like a balloon
The aim of this activity is learn to calm down in a conflict situation.
It will take a maximum of 15 minutes to do, and can be done with groups of very different sizes. The space should be large enough for the participants to form a circle.
Steps to follow
The facilitator begins the activity by explaining that when we are in a conflict situation, it produces an emotional and also a physiological reaction. The explanation must be adapted to the level and age of the participants.
After this explanation, we tell them that we are going to inflate like balloons. First, take deep breaths, stand up with your eyes closed. As the lungs fill with air, they will raise their arms. This step is repeated several times, enough so that everyone has learned how to do the exercise correctly.
Then they release the air and start pretending to crumple like balloons, deflating until they drop to the ground. This exercise is repeated several times.
When a few minutes have passed and they have relaxed, they are asked if they think they can do these exercises when they are angry.
It might seem like an ideal activity for kids, which it is, but it also serves adults with anger control issues.
4. Obstacles to the solution
This activity aims to teach participants to solve a problem, in addition to measure the group’s capacities in the face of a problematic situation and describe alternatives to find the solution.
For about an hour and can be done in groups of 15-20 members. It will be a large space and as a material it is enough to have a blackboard, sheets of paper and pens.
Steps to follow
A sheet of paper is given to each member of the group to record the recently detected problem. The sheets are folded and stored in a bag.
In order, each participant will take a sheet from the bag and read it aloud, while another member of the group writes what has been said on the board. Once all issues are reported, one is chosen to be resolved by voting.
Once the theme is chosen, what happened is discussed and, under the chosen theme, two columns are drawn on the board.. In one are reported the functional strengths, i.e. the advantages or positive aspects of the issue under discussion, while in the other dysfunctional strengths will be reported, i.e. the disadvantages or the negative aspects.
Once all this is observed, it will be debated on the plausibility of the problem itself, whether it can be rephrased into something productive for the group or whether it is a problem that needs to be resolved peacefully by d ‘other activites.
5. The arbitrator
The aim of this activity is resolve a conflict situation between all group members while fostering understanding and empathy.
This activity takes around 40 minutes, as you are working with large groups of 20-30 people. It is particularly useful in the classroom and can be done in the classroom itself. A blackboard, pen and papers will be needed.
Steps to follow
this activity it is ideal to do this when a problematic situation has arisen in the classroom, which affects the development of the group. The teacher brings up the situation in class, which we will try to solve jointly.
One of the people involved explains the situation. If necessary, the facts and people who were involved in the blackboard will be taken into account so that these points can be taken up later.
As the names come out, the teacher should encourage those involved to step in and explain their point of view. The idea is that a solution be found jointly and based on the different opinions and testimonies..
It should be noted that here the teacher, or the facilitator, plays an important role, because he must lead the debate and encourage the participation of the whole group, or at least of those who were involved in the incident.
6. Role play
This dynamic of conflict resolution it aims to represent a situation, real or hypothetical, at the same time as empathy is developing.
It will take about 30 minutes and you will be able to work with a group of 20 people. The place should be large enough to be able to recreate the situation in question or, if little movement is required, a place where they can sit in a circle.
Steps to follow
The facilitator will discuss the conflict situation, whether it is a situation that actually occurred in the group or an imaginary situation.
If the group size is large and there are not many people involved in the actual situation, some volunteers will be invited to introduce themselves.
The idea is that volunteers will have to change roles, but they will first have a few minutes to get to know the person they are going to play and put yourself in their role. Ideally, the facilitator gave them the characteristics of the character to be played, orally or in writing.
These volunteers play their part, while the other peers pay attention and notice what they are doing. When it is over, there is a debate between those who have changed roles and those who have not, in order to reach a common agreement.
7. Personal motivation
The purpose of this dynamic is to show that each person has different motivations from others, as well as to learn to understand the opinion of others, even if it does not correspond to that of oneself.
This activity lasts approximately 40 minutes, And can be done in medium sized groups, up to 30 people. A wide space is needed in which two concentric circles can be formed.
Steps to follow
The facilitator will ask 0 to 7 people to volunteer in June to carry out the activity. To follow this step, the group must be sufficiently motivated to be able to present themselves voluntarily.
They are asked to sit in a circle so that their faces can be seen. Then the rest of the classmates will form another circle around them.
The person in charge of the activity will introduce a question for discussion. It must be a situation of conflict which either occurred in the group and which generated tensions, or also an imaginary situation but which leaves no one indifferent.
Volunteers, that is, those who make up the inner circle, will discuss this issue. Once the volunteers have finished debating, there will be a big debate with the whole group.
It is very important that during the debate, the moderator directs it in the right way, prevent any change of subject or violence.
At this point, the following issues will be analyzed. The first is why the volunteers volunteered to go out and the others didn’t. They are asked what their motivation was for the activity.
The second is to ask them what did they hear when they saw that their opinion did not agree with the rest of their classmates. It is very important to see if there was respect between the opinions, if they showed empathy, if someone changed their point of view during the activity …
8. Fantasy of conflict
The aim of this activity is for everyone to express their own way of resolving a conflict, identify different strategies and develop a common plan. It will require those involved to come to fruition, negotiate and respect.
The activity lasts about 60 minutes with groups of 20 to 25 people. The place where the activity takes place could be the classroom or a space where participants sit and can lean on something to be able to write. The materials will require sheets of paper and pens, as well as a chalkboard.
Steps to follow
Everyone will sit down. Then, the person in charge of the activity will explain the following situation to them:
“You find yourself walking down the street and see someone in the distance you think you know. You realize that this person is someone you have a lot of conflict with. t. you know how to react when you think about it. Some alternatives come to mind… now decide which one to choose and take a few minutes to recreate, in your imagination, what would happen.
After a while, the facilitator returns with these words:
“It’s over, that person is gone. How do you feel? Are you satisfied with the way you behaved?”
Participants have about 15 or 20 minutes to think about the alternatives they plan to take., What to choose, what reasons led them to choose it and how satisfied they feel.
Groups of 3 have a few minutes left to discuss the activity. One participant from each group will act as spokesperson for the entire group discussion.
9. The yes and the no
This dynamic aims to promote rapprochement between different positions on a subject and promote flexibility of opinions.
This activity will take around 40 minutes and will work with groups of around 30 people. The space can be a classroom or a large space where participants can move around. Two large cards will be needed, one of which will say “YES” and the other a “NO”.
Steps to follow
The “YES” and “NO” cards are placed in the classroom, face to face. It is very important that in order to guarantee free movement in the classroom or in the appropriate space, There is no object in between.
All participants are placed in the center of the space. The facilitator will make a statement and each person will have to leave for a point in the class, depending on whether or not they agree with the sentence that has been spoken.
When people are already located, they will have to say, one by one, the motivations for which they went “YES” or “NO”, arguing them.
The facilitator repeats another sentence and participants return to where the cards are from their perspective.
10. Spider web
This activity aims to resolve a conflict in a group, while promoting trust and cooperation among its members.
The activity lasts about 20 minutes and the group should be reduced to a maximum of about 15 people. The ideal age to work is 12 years old.
This should be done outdoors, in a place where there are sticks or trees to put the spider web, made with a fairly long rope.
Steps to follow
The group first learns what the activity is about, which means crossing the spider’s web from side to side, without touching or moving it.
When all members of the group have been able to withdraw, it will be discussed and analyzed how the activity has developed.. In other words, we will ask them what cooperation and assistance mechanisms have been formed, how they felt throughout the activity, if they thought of achieving it …
To complicate the activity a bit, you can set a time limit for completing the activity, depending on the number of group members, or also tell them that they are prohibited from speaking, that they must communicate through gestures.
11. Turn the sheet over
The aim of this dynamic is to work with colleagues, by collaborating. Outraged, the facilitator will seek to stimulate the search for solutions to a new conflict situation.
The time required to complete this activity is approximately 45 minutes, although you will be working with a small group of 10 to 15 people. This will be done in a large space, preferably outdoors. As the name suggests, a large sheet of material will be required.
Steps to follow
The person in charge of the activity will put the sheet on the floor and ask all participants to stand on it.. They should occupy half of the space.
When they are placed, they will be told that they will all have to turn the sheet over, without anyone taking them down, but they will not walk on the ground either.
Once the action is carried out, a debate will be promoted in which will be identified the strategies carried out by the members of the group, how they managed to turn the page, if they needed to change the original plan …
12. My personal card
With this dynamic of conflict resolution is intended differentiate participants between subjective and personal elements that appear during a problematic situation, In addition to improving creativity.
It takes a maximum of one hour and can work with groups of 30 people. The place should be a spacious space. Photocopies, images or photos will be required.
Each participant receives an identical sheet of a photograph, newspaper clipping or any image. They are then asked to observe it and draw what this image to them. suggests.
Once everyone has done it on a separate sheet, each will show their drawing, explaining that they moved them to draw it that way. During this time, the facilitator points out the different ways of seeing this photograph that the participants had.
After everyone has explained their interpretations, they discuss and reflect on the results, making them understand that everyone has their own way of seeing things.
13. The squadron
The aim of this activity is to develop creativity while encouraging work in team and intergroup communication.
The time is unlimited and you can work with a group of 25 people. The space should be large and the materials will need A4 sheets and a 50cm diameter hoop. Steps to follow:
Groups of 3 to 5 people will be formed and papers will be distributed. The idea is that they should use these papers to make a ship or plane that, when launched, receives the flight until it passes a hoop located at a height appropriate for the age of the participants.
Each group passes the test if it gets its ship through the hoop, with three attempts for each group. Ithese attempts cannot be consecutive, i.e. one attempt per group is played in each roundThis is how everyone gets involved.
14. Presidents of cooperatives
With this dynamic is intended encourage cooperation among group members as they jointly resolve a problematic situation.
It takes around 20 minutes to do the activity, working with an average group of around 15 people, although you can work with larger groups that require a bit more time.
As we will be making a large circle of chairs, we will need a large space. Regarding the material, we need a chair for each participant, material for playing music and which is placed at sufficient volume.
Steps to follow
The activity itself is a version of the classic chair game. The chairs will be placed in a circle with the seats facing each other, that is, the faces will be visible.
The music is playing and when it stops everyone should be seated. In the next round, a chair is removed, and the same is done as in the first. No one can stand up. But since chairs are missing, there will always be someone standing.
The funny thing is, no one can get up, they have to debate who gets the coveted free chair. As more chairs are missing, it will be more difficult to find a solution together. The game ends when it is impossible for everyone to feel it.
The important thing about the activity is that everyone helps each other out and that no one is discriminated against. The idea they can get from the dynamic is that no matter how we are, we can all fall victim to some shortcoming.
- Kreidler, WJ (2017). Creative conflict resolution. Retrieved from http://centroderecursos.educarchile.cl/bitstream/handle/20.500.12246/1157/201103.OEI%20La_resolucion_creativa_de_conflictos.pdf?sequence=1.