Training Orientation and Conflict Theory: Transforming Our Understanding of Conflict by Kristine Paranica, J.D., & Thomas Fuchs, M.Ed This article was written in preparation for a presentation at the NCPCR Conference in Fairfax, VA. (June, 2001) June 2001 -Print -Email -Comment -Subscribe (free) -Forum If training conflict theory requires adoption of a new set of beliefs and the giving up of current beliefs, is it realistic to believe that adult learners have the capacity or desire to do so? Training and education for adults should respect their need to make choices about the integration of new information with their own life experiences. As educators, we must be mindful of our audience in terms of who they are as well as how they will relate to the subject matter we teach. Conflict management education requires teaching of new skills and new theories, but also requires application of these skills to the life of the participant. As adult learners, we try things on and choose whether or not new theories and skills fit our experience. Some buy-in quickly, others slowly over time, and still others not at all. The more we try to use our expertise and experience to convince them without giving them a choice, the more likely they are to reject our ideas. It is our belief and experience that conflict management must be taught from the perspective of the learner: elicitive in nature, respecting the wisdom that each learner brings; experiential, allowing the learner to try it on; with some proscriptive teaching, serving as a flexible model and offering a necessary level of expertise. Conflict management education must be considered from the earliest intervention point possible, rather than after participants are enmeshed in conflict. It should be viewed as the equivalent of boosting the immune system before illness sets in. Conflict management training is most effective when provided pre-conflict to increase one’s own competencies for managing conflict. What can help is education that gives people an understa