Our training addresses the causes of conflict, whatever the sources, as well as their symptoms, such as: 

	Expression of anger.
	Low self esteem.
	Anti-social behaviour.
	Bullying.
	League table pressure.
	OfSTED.
	Stress.

The training offers practical tools, including Non-Violent Communication (NVC), Emotional Literacy and the themes developed in Social, Emotional Aspects of Learning (SEAL) which will enable those who work in education to manage conflict constructively and make a difference to their lives. 

Learning, for oneself and then for others, will include: 

	Getting needs met without losing boundaries.
	Saving time and energy by effective communication.
	Developing a practical understanding and the tools of Emotional Literacy.
	Reducing stress levels in “conflict” situations.
	Utilising language to allow teachers to work more productively.
	Creating, maintaining and sustaining harmonious relationships with colleagues, pupils and parents.
	Increased self-awareness.

Pupils who continually find themselves in conflict are more likely to be excluded, truanting and/or underachieving.  In combination, this often directly impacts upon the overall achievement of the class, if not the school and can impinge upon the whole area of assessment.  The challenge to teachers is to find ways to harness the energies and opportunities that conflict represents and to make them constructive rather than destructive. 

The Course gives a new perspective on behavioural management and enables schools to become emotionally literate.  The focus is on improved relationships where the communication is empathic, understanding and non-judgmental. 

TLF is compatible with the focus of Social and Emotional Aspects of Learning (SEAL) which is the new Department for Education and Skills (DfES) curriculum for integrating schools’ emotional literacy and learning strategies.
 

Extracted Quotes from Parents who have Completed our Courses 

 “Increasing behavioural difficulties had been highlighted by teachers as a real concern.  Relationships throughout our school have certainly improved and we continue to work hard to develop these positively.”
Headteacher, Primary School, Taunton 

“I will be thinking more about how I am feeling and what I need and following on from that being more aware, too, that the other person has feelings and needs that need to be met.”
Teacher, Moss Hall Infants, London Borough of Barnet 

“My relationship with the children has improved as I feel I listen and understand more.”
SEN Assistant 

“I think I have learnt more in a couple of hours, than in all the time I worked for the police as a Communications Officer.”
Lunchtime Supervisor
 

Aims

The Transforming Conflict process gives teachers the skills to understand and to de-fuse conflict situations which arise in the classroom or playground, leading to an atmosphere of co-operation and achievement and empowering children to make personal responsible choices. 

It assists teachers in understanding their own personal stresses and tensions and enable them to find a resolution which supports both themselves and the other party.
 

Participants/Audience

It is a practical 4-step process which benefits all who work in schools – Headteachers, Teachers, Special Needs Teachers, Learning Support Assistants, and Mid-day Supervisors, enabling all to manage conflict constructively and to make a difference to their lives.  It is most effective when there is a whole school commitment.
 

Parents

Parents often find themselves at loggerheads with their children with patterns of behaviour being repeated and scripted arguments being replayed. 

Transforming Conflict enables the Parent to understand his/her child’s behaviour from a different perspective and therefore to create a different, positive outcome. 

Courses for parents at schools which are applying our process are arranged in the evenings.


Extracted Quotes from People who have Completed our Courses 

“Shame it came so late in my life.  Starting with children is an excellent introduction and would have helped build my confidence at a critical stage.”
Parent, Taunton 

 “I have learnt so much about myself, feel positive about my relationships with my children and also how to deal with my emotions.”
Parent, Taunton