{"id":287,"date":"2021-02-03T15:13:17","date_gmt":"2021-02-03T20:13:17","guid":{"rendered":"https:\/\/smho-smso.ca\/emhcsecondary\/?page_id=287"},"modified":"2021-12-19T11:21:10","modified_gmt":"2021-12-19T16:21:10","slug":"negotiate","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhcsecondary\/critical-and-creative-thinking-executive-functioning\/problem-solving\/negotiate\/","title":{"rendered":"Negotiate"},"content":{"rendered":"\n<div class='accordion md-accordion' id='accordion0' role='tablist' aria-multiselectable='true'><div class='card'><div class='card-header' role='tab' id='Instructions-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneInstructions-0' aria-expanded='true' aria-controls='collapseOneInstructions-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Instructions<\/h3><\/a><\/div><div id='collapseOneInstructions-0' class='collapse show' role='tabpanel' aria-labelledby='collapseOneInstructions-0' data-parent='#accordion0'><div class='card-body'><ul>\n<li>Select a topic to be discussed, negotiated and agreed upon. This topic can be silly, such as, you need to order a pizza where the toppings will suit everyone.<\/li>\n<li>Divide the class into two groups.<\/li>\n<li>Allow each group one to two minutes to identify some arguments.<\/li>\n<li>One group goes first and shares their points for one minute, followed by the second group shares their ideas.<\/li>\n<li>The following task is to ask both groups to come together and find a solution that is perceived as a win-win for both teams.<\/li>\n<li>In the small group discussions and whole class debate, have students consider the facts, the different opinions and potential compromises.<\/li>\n<li>In addition, consider the way you engage in discussion with others. Are you being respectful or disrespectful? Have you ensured that you stayed focused on the issue and not attacked the person?<\/li>\n<li>Incorporate the idea of the dignity of each person as necessary in solving conflict and resolving problems.<\/li>\n<li>Ensure that\u00a0 students who are racialized or marginalized continue to have an amplified voice when the dominate views are the majority.<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Supplementary-resources-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneSupplementary-resources-0' aria-expanded='false' aria-controls='collapseOneSupplementary-resources-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Supplementary resources<\/h3><\/a><\/div><div id='collapseOneSupplementary-resources-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneSupplementary-resources-0' data-parent='#accordion0'><div class='card-body'><p><span style=\"font-weight: 400;\">Complementary practice: <a href=\"https:\/\/smho-smso.ca\/emhcsecondary\/healthy-relationship-skills\/listening\/active-constructive-listening\/\">Active constructive listening<\/a> (Healthy relationship skills)<\/span><\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Evidence-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneEvidence-0' aria-expanded='false' aria-controls='collapseOneEvidence-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Evidence<\/h3><\/a><\/div><div id='collapseOneEvidence-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneEvidence-0' data-parent='#accordion0'><div class='card-body'><p>Adolescents learn important skills during negotiations like: understanding the facts about theirs and others&#8217; beliefs on a particular issue, how to explain the rationale behind their decision making, and how to maintain relationships once a conflict or disagreement is over (Kidder, 2017). When given explicit instructions to do so, students are capable of compromise, which is an important life-skill when settling differences of opinion during everyday interactions (Stein &amp; Albro, 2001). Students whose social problem-solving skills are inadequate for their circumstances \u00a0[added by SMH-ON: such as systemic racism and structural oppression] are more likely to be impacted by stress and negative experiences, increasing the possibility of them experiencing depression (Ozdemir et al., 2013). The development of strong social problem-solving skills will support students in managing the risks of aggression, depression, and stress (Ozdemir et al., 2013). Ultimately, learning to understand and appreciate others&#8217; points of view helps to facilitate solutions during arguments, and foster social relationships over the long-term (Stein &amp; Albro, 2001; Kidder, 2017).<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='References-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneReferences-0' aria-expanded='false' aria-controls='collapseOneReferences-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> References<\/h3><\/a><\/div><div id='collapseOneReferences-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneReferences-0' data-parent='#accordion0'><div class='card-body'><p>Kidder, D. L. (2017). BABO Negotiating: Enhancing Students\u2019 Perspective\u2010Taking Skills. Negotiation Journal, 33(3), 255-267.<\/p>\n<p>\u00d6zdemir, Y., Kuzucu, Y., &amp; Koruklu, N. (2013). Social problem solving and aggression: The role of depression. <em>Journal of Psychologists and Counsellors in Schools, 23<\/em>(1), 72-81.<\/p>\n<p>Stein, N. L., &amp; Albro, E. R. (2001). The origins and nature of arguments: Studies in conflict understanding, emotion, and negotiation. <em>Discourse Processes, 32<\/em>(2-3), 113-133. http:\/\/dx.doi.org\/10.1207\/S15326950DP3202&amp;3_02<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>To develop skills to organize an argument, share your point of view, consider various opinions and negotiate<\/p>\n","protected":false},"author":2,"featured_media":730,"parent":220,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[45,37,25,35],"tags":[],"class_list":["post-287","page","type-page","status-publish","has-post-thumbnail","hentry","category-critical-and-creative-thinking-executive-functioning","category-no-materials-needed","category-understand","category-weekly"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/287","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/comments?post=287"}],"version-history":[{"count":6,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/287\/revisions"}],"predecessor-version":[{"id":1004,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/287\/revisions\/1004"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/220"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media\/730"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media?parent=287"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/categories?post=287"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/tags?post=287"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}