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Brad Erlenbach
CMN 230
Educational Outreach Assignment

Section 1: Theory and Research

Interpersonal conflict can be defined as an articulated disagreement amongst at least two
individuals who have incompatible goals and aspirations, and also view the other partys goals as
directly affecting their own (Knobloch, October 31). The Boy Scouts of America is a very
appropriate place for developing conflict management skills; the diversity and amount of young
teens involved in Boy Scouts makes it an optimal target audience for a conflict management
workshop. Although past experience in conflicts can help to better prepare adolescents for future
conflicts, education on proper conflict management is the only effective way to cultivate a mind
state of cooperation and negotiation. By offering a workshop to youth involved in Boy Scouts
instruction on conflict identification, involvement, and resolution can be effectively circulated.
Interpersonal conflict is especially prevalent amongst adolescents. Causes for increased
conflict amongst adolescents have been attributed to the nature of the relationship being voluntary.
According to Ryan Adams and Brett Laursen, authors of The Organization and Dynamics of
Adolescent Conflict with Parents and Friends, this voluntary association, along with power being
distributed equally across fellow adolescents, makes the relationship unstable due to competition
amongst members and lack of a person possessing dictating powers (Adams & Laursen, 2001). In
contrast, parent-child relationships have vertical power distribution. Characteristics of a parent-
child relationship include an obligatory association, dictating power by parent(s), and minimal
negotiation. Conflicts between parent and child usually involve anger, one-sided resolutions, and
imbalanced outcomes (Adams & Laursen, 2001). Furthermore, these separate conflict situations can
have different motivations and outcomes.
Nancy L. Galambos and Pamela K. Turner, authors of Parent and Adolescent Temperments
and the Quality of Parent-Adolescent Relations, associate this difference with the different erratic
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characteristics that each member of a parent-adolescent relationship offers (Galambos & Turner,
1999). In contrast, conflict amongst adolescents is seen as an opportunity for adolescents to adopt
social, mitigation, and perspective-based skills (Adams & Laursen, 2001).
However, viable conflict management skills must be possessed for interpersonal
relationships amongst adolescents to succeed. Successful conflict management has been a largely
dissected source of scholarly research and debate. Utilization of six unique scholarly articles will be
present in this project, each representing an alternate viewpoint on conflict management. Uniform
agreement, however, is present as all scholarly sources consistently describe a persons adolescence
as a time-period marked by increased conflict. Additionally, each agrees that a persons adolescent
period is an optimal time for developing and honing interpersonal skills such as conflict
management.
Morton Deutsch expresses the importance of educating youth on conflict resolution because
of the value of preventive education; preventive education is highly valued because of the openness
of the target audience, lower costs, and effectiveness versus corrective education (Deutsch, 1983).
Moreover, Morton Deutsch, author of Conflict Resolution: Theory and Practice, describes
efficiently managing conflict as an important skill because if a party has knowledge of competitive
and cooperative tactics, that party will be able to better understand the conditions that cause
conflict, as well as methods to properly contribute to a productive outcome (Deutsch, 1983).
Douglas C. Breunlin, Rocco A. Cimmarusti, Tara L. Bryant-Edwards and Joshua S.
Hetherington, authors of Conflict Resolution Training as an Alternative to Suspension for Violent
Behavior, again echo the importance of targeting adolescence. They describe the typical conflict
amongst adolescents: an adolescent finds himself or herself in a situation in which they feel backed
into a corner, leading them to resort to violence as the only solution (Breunlin, Cimmarusti, Bryant-
Edwards, & Hetherington, 2002).
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Diversity can also play a major role in interpersonal conflict. While diversity is celebrated as
source of incredible creativity and ingenuity through the presentation of ideas from multiple
sources and backgrounds, it can also greatly diminish solidarity amongst group members and
increase the potential for conflict (Kankanhalli, Tan, & Wei, 2006/2007). Also, Atreyi Kankanhalli,
Bernard C.Y. Tan, and Kwok-Kee Wei, authors of Conflict and Performance in Global Virtual Teams,
conclude that poorly managed conflict can lead to futile teamwork and several other negative
conclusions (Kankanhalli, Tan, & Wei, 2006/2007).
John Davidson and Mary Wood, authors of A Conflict Resolution Model, offer insight into
the actual conflict resolution process. Defining needs and concerns, brainstorming solutions, and
developing expectations are listed amongst those that are vital to successful conflict resolution
(Davidson & Wood, 2004). Through proper conflict resolution tactics, adolescence will be able to
see all conflicts as having a possibility for a productive outcome.
Section 2: Workshop Logistics
Voluntary participation in this workshop is vital. This will ensure that all participants have
an open-minded approach to the workshop. By making the workshop voluntary, conflict with
facilitators will be eliminated due to the eradication of a vertical power structure. In order to ensure
sufficient involvement, members of the Boy Scouts of America will be aggressively targeted for
participation. Participation will be based on a troop-by-troop basis, ensuring that participants will
be closely monitored and actively contribute. The first announcement of the workshop will be by
flyers distributed to the scouts by the Scoutmaster (leader of the troop). The second announcement
will again be an informational flyer presented by the Scoutmaster. This flyer will contain
information specifically relevant to adolescents.
My workshop will have a simple objective: to educate adolescence on the definition of
conflict, the two dimensions underlying conflict styles, the five conflict management styles, and the
four guidelines for managing conflict effectively. The first activity will be an assessment of recent
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conflicts. Participants will be asked to assess on a scale of 1-10 how they handled different aspects
of a recent conflict in which they were involved. Facilitators will then collect these assessments in
order to ensure that the initial assessment remains unchanged.
Following the assessment, scouts will be separated into groups of three. Two of the scouts
will be given a piece of paper describing a situational conflict typical amongst adolescence. They
will then proceed to reenact this situational conflict. The third scout will document the progress of
the conflict, taking notes on the different styles employed and what they found to be effective and
ineffective in the conflict. The third scout will be expected to take notes assessing each scout
individually, not an overall assessment of the situation. The note taker will be rotated into conflict
reenactments. An assessment of each scouts assertiveness (willingness to engage in conflict) and
cooperativeness will also be expected. This will be assessed on a 1-5 scale, with 5 meaning most
willing to engage in conflict, as well as most cooperative. The expected result will be an unsolved,
and often escalated, conflict. Close monitoring of groups by facilitators will eliminate the risk of
escalation to a real-life conflict. Scouts will participate in three of these fictitious conflicts: a peer-to-
peer conflict, a parent-child conflict, and a teacher-student conflict. Scouts will collect their specific
assessments from the note takers following the final conflict. They will be instructed to not review
the assessments until after the following activity. The goal of this activity will be to assess each
scouts conflict management style and processes used in conflict management. It will also give them
experience in conflicts from three separate relationships, thus diversifying their skills.
After the situational conflict activity, scouts will be presented with a brief lecture on conflict
management. The material presented in the lecture will also be visually available through the use of
PowerPoint. Through the use of PowerPoint, I will be able to visually present the objectives of my
workshop. Following the lecture, scouts will be asked to review their assessments.
This will be accomplished by splitting into groups of five. First, they will attribute their
conflict management style to one of those presented: dominating, avoiding,
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obliging/accommodating, compromising, and integrating (Knobloch, October 31). This information
will be used to educate scouts on the differing personalities and styles they may encounter in
conflict. Second, scouts will discuss the techniques they used to resolve their conflicts. Each scout
will be expected to comment on each of the four guidelines for managing conflict effectively. These
comments should be regarding how each guideline could have been followed more successfully in
their fictitious conflicts. From this, scouts should learn how defining needs, mentally rehearsing an
argument, being brief, and offering several solutions can be effectively followed during everyday
conflicts (Knobloch, October 31). Finally, an average of each scouts assertiveness and
cooperativeness rating will be figured. This will be used to analyze each scouts willingness and
commitment to successful conflict resolution (Knobloch, October 31).
Upon completion of this activity, scouts will again be separated into groups of three. Similar
to the second activity, scouts will again be presented with three situational conflicts. The goal of this
activity will be to show how a conflict should be properly resolved. However, this time scouts will
be instructed to actively lower their assertiveness rating and/or raise their cooperation rating. The
third scout will no longer take notes; he will act as a facilitator. The next step will be for the
conflicting parties to reenact the conflict. The facilitator will be expected to require the conflicting
parties to follow the four guidelines in order. First, each party will define their needs. This will serve
to clearly identify each partys goals and properly advance to the next step. Second, each party will
take a moment to rehearse their argument. Third, the conflicting parties will present their
arguments while keeping their statements brief and to the point. By doing so, opponents will let
their guard down easier, and more likely to stay calm (Knobloch, October 31). Finally, each party
will present possible solutions to the conflict. The focus of this final step will be to effectively
negotiate and cooperate on a win-win solution. This can be done by opening discussion to different
opinions, staying flexible, and offering several solutions (Knobloch, October 31). These conflict-
resolution scenarios will engage the participant in many aspects of conflict management, including
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the four guidelines, five conflict management styles, and two dimensions underlying their styles.
The expected result will be a successful conflict resolution.
The final activity will involve the facilitator of the workshop enacting a conflict scenario
with an adult leader. Scouts will be asked to actively participate by raising their hands to comment
on each stage of the conflict, offering their opinions on what the conflicting parties should say and
do. They will also be expected to explain why each of their proposed solutions would work, citing
information from the lecture and past activities. The goal of this activity is to educate scouts on how
to analyze and assist in conflicts not directly involving them. This final activity will conclude with a
quiz on the information presented during the workshop: the two dimensions underlying conflict
styles, the five conflict styles with attributions of each, and the four guidelines for effective conflict
management. They will also be asked to provide an example of a constructive behavior before,
during, and after a conflict. Following the quiz, a short feedback survey on the workshop will be
distributed. Following the feedback survey, a survey regarding their current conflict management
skills will be distributed. This final survey will not be turned in and will be used, along with the
initial assessment regarding recent conflicts, as a reference for progress by the scout.
The activities presented in the workshop are designed to be interactive and fun. Adolescents
are intelligent, open to learning, and susceptible to influence. By voluntarily choosing to participate
in this workshop, scouts are already showing their willingness to learn and be sociable. By engaging
these scouts in interactive and fun ways, they will be more inclined to actively participate and take
something away from the workshop. For example, fictitious situational conflicts give participants a
chance to be active in the learning process, rather than simply watching others perform an ideal
conflict situation with no option for input. Adolescents, because of their developing mind, also need
to constantly be challenged. This is accomplished through the quiz following the activity. By actively
engaging the participants mind following the activities, the quiz will serve to leave a final imprint of
the material learned during the workshop. Adolescents also need to better learn how to participate
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in groups. By separating the scouts into groups of five for discussion, scouts will be indirectly
cultivating their cooperation skills.
Section 3: Evaluation and Assessment
Multiple outcomes are desired from my workshop. The most desired outcome from the
workshop is that scouts will be better capable at handling conflict following the workshop. The
benefits of being better able to manage conflict are endless: improved relationships with friends
and family, less overall conflict, and school success are amongst those relevant to adolescents.
Another desired outcome is the successful completion of the final quiz. The desired average grade
for the final quiz is realistically 95%. Due to the availability of the information, and the length of the
quiz, this goal should be easily attainable. An average score of 95% or above will also signify a
successful workshop, as scouts will have proved they retained the information presented. Their
new expertise can be utilized in virtually every aspect of their adolescent life. These situations will
include: parent-child conflicts, teacher-student conflicts, coach-athlete conflicts, peer-to-peer
conflicts, and boss-worker conflicts. This expertise will stick with them past their adolescents,
allowing them to be successful in adult life as well.
A potential problem during my workshop is the escalation of conflict enactments. Without
proper supervision, fictitious conflicts can quickly result in actual conflicts. This is because of
adolescents tendency towards competition and conflict. My solution is to have adult leaders from
the troop closely monitor these conflict enactments. They will not participate, but will quickly
intervene in case of actual conflict. Another potential problem is that scouts may not participate in
the workshops to the best of their ability. Adolescents get bored very easily, so I made sure to keep
the time spent on lecture very minimal. By doing so, I am allowing a majority of the 60-minute to be
interactive activities. This will keep them constantly engaged. Another solution is to present the
scouts with conflicts that are especially relevant to them, such as a conflict over a romantic partner
or an argument with a teammate.
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Research retrieved from scholarly articles will be effectively incorporated into my
workshop. For example, based on Galamboss and Turners research, I tried to involve a parent-child
conflict so that scouts can better learn to promote their own individuality while retaining positive
parent-adolescent relationships (Galambos & Turner, 1999). Another example is the use of Adamss
and Laursens research on voluntary relationships. According to Adams and Laursen, adolescent
relationships have to be voluntary if the power structure will be horizontal and natural conflict
occur (Adams & Laursen, 2001). This theory is present in my recruitment strategy, in which the
workshop is voluntary, not mandatory, in order to secure the most natural adolescent behavior.
Morton Deutschs research on adolescent conflict and preventive education played a large role in
selecting my target audience. Youth should be especially targeted for preventive education due to
their openness to learning, decreased costs, and the success of preventive education over corrective
(Deutsch, 1983). Diversity will also be a key factor in my workshop. Atreyi Kankanhalli, Bernard C.Y.
Tan, and Kwok-Kee Wei argue that diversity, while still offering positive influence to a group, can
also be a source of great conflict and reduced solidarity (Atreyi Kankanhalli, Bernard C.Y. Tan, &
Kwok-Kee Wei, 2006/2007). This theory was present in my conflict scenarios, in which each scout
will enact conflict scenarios with members of different faiths and backgrounds. This was
accomplished through the diversity already present in the Boy Scouts of America, and will serve to
teach scouts how to resolve conflict with a wide array of people. Breunlins, Cimmarustis, Bryant-
Edwardss, and Hetheringtons research will be present in my recruitment strategy, as well as my
conflict scenarios. They argue that adolescents find themselves in many conflicts; the most typical
being a situation in which they feel cornered and see no alternative to conflict resolution other than
through violence (Breunlin, Cimmarusti, Bryant-Edwards, & Hetherington, 2002). This is present in
my recruitment strategy through the targeting of adolescents for conflict management. This is also
present in my conflict scenarios, in which scouts will be taught ways to resolve conflict without
resorting to violence. Theories from A Conflict Resolution Model will be present throughout my
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workshop. John Davidson and Mary Wood state that a conflict resolution can only be successful if
proper steps are taken. These include thinking of potential solutions, defining your goals, and
having realistic expectations (Davidson & Wood, 2004). This theory is present in my activities, as it
serves as a guide for conflict resolution exercises. It is also present in my lecture, as it complements
Professor Knoblochs research well.
My assessment plan may be the most important of my workshop. It will serve as a way to
measure my success as workshop leader, as well as the success of the scouts that participated. The
first assessment will be during the final activity when a fellow leader and I are enacting conflicts.
The amount and content of participation by scouts during this activity will show how much they
have learned to that point. A more quantitative assessment of progress will be the quiz at the end of
the workshop. Simply, it will show how much the scouts learned about the five conflict management
styles, the four guidelines, and the two dimensions underlying conflict styles. Following this quiz,
the feedback survey about the workshop will serve as a final assessment of the workshop. It will
determine the strengths of my workshop, the weaknesses, activities enjoyed, possible future
activities, and any general comments regarding the training.










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Works Cited
Adams, R., & Laursen, B. (2001). The Organization and Dynamics of Adolescent
Conflict with Parents and Friends. Journal of Marriage and Family, 63(1), 97-110.

Breunlin, D. C., Cimmarusti, R. A., Bryant-Edwards, T. L., & Hetherington, J.S. (2002). Conflict
Resolution Training as an Alternative to Suspension for Violent Behavior. The Journal of
Educational Research, 95(6), 349-357

Davidson, J., & Wood, M. (2004). A Conflict Resolution Model. Theory Into Practice, 43(1), 6-13.

Deutsch, M. (1983). Conflict Resolution: Theory and Practice. Political Psychology, 4(3), 431-453

Kankanhali, A., Tan, B. C. Y., & Wei, K. (2006/2007). Conflict and Performance in Global Teams.
Journal of Management Information Systems, 23(3), 237-274

Knobloch, L. K. (2012, October 31). Lecture on managing conflict. Urbana, IL: University of Illinois

Turner, P. K., & Galambos, N. L. (1999). Parent and Adolescent Temperments and the Quality of
Parent-Adolescent Relationships. Merrill-Palmer Quarterly, 45(3), 493-511.






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Initial Assessment of Recent Conflicts
Directions: Think back on any recent conflicts you have been involved in. Then, rate yourself on the
following scale on how well you managed those conflicts. (Please Circle)
Important: In order to assess your most current conflict management skills, please only review
conflicts during the past couple days.
Scale: 1 Strongly Disagree, 2 Disagree, 3 Neutral, 4 Agree, 5 Strongly Agree

1. Were you open to listening to the other persons side of the argument?
1 2 3 4 5

2. Did anger make the situation escalate quickly?
1 2 3 4 5

3. Did you initially define your needs?
1 2 3 4 5

4. Did you mentally rehearse your argument?
1 2 3 4 5

5. Did you offer many potential solutions to the conflict?
1 2 3 4 5

6. Overall, did you handle the conflict efficiently? (Did the conflict end well?)
1 2 3 4 5

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Fictional Conflict Scenarios: Initial
Directions: Listed on this sheet will be three fictional conflict scenarios. Please decide amongst
yourselves who will take notes first and which two will take part in the fictional conflict scenario.
Please pick a prompt and proceed to attempt to resolve the conflict.
Important: Note Taker Pick only ONE of the scouts participating in the conflict and take detailed
notes on only that persons behavior. Rotate in after first conflict, allowing for each person to have
an assessment of themselves.

Prompt #1 John and Brett have decided they want to go out on Friday night. John is strongly
pushing to go to the movies. On the other hand, Brett is strongly pushing to go to a White Sox game.
However, John doesnt like the White Sox. He is a Cubs fan. They begin to argue. Decide who will be
John and who will be Brett, then attempt to successful resolve this conflict.

Prompt #2 It is Friday and the Homecoming Dance is tonight. The group you belong to plans on
going to a nice restaurant and then a video arcade after. However, these plans will have you out
past midnight. Your father wants you home by 11pm. Decide who the father is and who the son is,
and work out a possible solution. (Remember: Try to simulate how an actual father would act and
react.)

Prompt #3 It is Monday morning and you just received back a test that you failed. Upon seeing the
failure, you quickly realize that this can jeopardize your academic career. You decide to approach
the teacher to confront him of the failing grade. Decide who will be the teacher and who will be the
student, and work out a possible solution. (Remember: Dont be too lenient as teacher. Try to be as
realistic as possible.)

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Final Assessment of Recent Conflicts
Directions: Please do not look at your initial assessment of recent conflicts yet. Following a future
conflict (within the next day), please fill out this final assessment. Upon completion, compare to
initial assessment to show your progress.
Important: In order to assess your most current conflict management skills, please only review the
first conflict you encounter following the workshop.
Scale: 1 Strongly Disagree, 2 Disagree, 3 Neutral, 4 Agree, 5 Strongly Agree

1. Were you open to listening to the other persons side of the argument?
1 2 3 4 5

2. Did anger make the situation escalate quickly?
1 2 3 4 5

3. Did you initially define your needs?
1 2 3 4 5

4. Did you mentally rehearse your argument?
1 2 3 4 5

5. Did you offer many potential solutions to the conflict?
1 2 3 4 5

6. Overall, did you handle the conflict efficiently? (Did the conflict end well?)
1 2 3 4 5
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Feedback Survey
Directions: Please answer all questions as honestly and detailed as possible. Your feedback
is extremely important to us because we value your opinion. This feedback survey will
serve as a source of reference for possible modifications to future workshops.

Question #1: What were the strengths of the workshop?

Question #2: What were the weaknesses of the workshop?

Question #3: What activity was your favorite? Would you say that it aided in your learning
of conflict management?

Question #4: What activity was your least favorite? Would you say that it negatively
impacted your experience in the workshop?

Question #5: In your own words, what would you say the objective of this workshop was?


Question #6: Do you have any suggestions for future workshops?



Thank You!
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Quiz
Directions: Please answer all questions to the best of your ability. This quiz is un-graded
and serves only to measure the success of the workshop.

Question #1: Please list the two dimensions underlying conflict style.



Question #2: Please list the five conflict management styles. Also, list an attribute of each.



Question #3: Please list the four guidelines for effective conflict management.



Question #4: What is an example of constructive behavior before, during, and after a
conflict?
a. Keep goals to self; yell at conflicting party; follow through with solution
b. Define goals; yell at conflicting party; proceed with alternate solution
c. Define goals; keep arguments brief; follow through with solution
d. Keep goals to self; remain calm; proceed with agreed solution

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Lesson Plan
Scholarly Articles: Scholarly research will be incorporated into my workshop. The importance of
preventive education for adolescents is why I chose my target audience (Deutsch, 1983).
Information regarding aspects of successful conflict resolution is present in the PowerPoint and
lecture (Davidson & Wood, 2004). Diversity will be present in the discussion activity, as the Boy
Scouts has a diverse group of members, teaching scouts how to resolve conflict with a diverse group
of people (Kankanhalli, Tan, & Wei, 2006/2007). Scouts will be shown how to resolve conflict
without violence when the feeling of being cornered is present in the fictional conflict scenarios
(Breunlin, Cimmarusti, Bryant-Edwards, & Hetherington, 2002). Scouts will learn how to effectively
manage a conflict between a parent and child in the fictional conflict scenarios, allowing them to
pursue individuality with little resistance (Galambos & Turner, 1999). Scouts will be recruited
through flyers, but the workshop will remain voluntary, allowing for the scouts to remain open, as
well as creating a horizontal power structure that best simulates an adolescent environment with
peers (Adams & Laursen, 2001).
Goals
for each scout to be engaged mentally in activities; for each scout to better comprehend conflict
management; for each scout to effectively resolve a conflict; for each scout to better manage future
conflicts
Materials Needed
-pens -paper -computer -projector -projector screen -chairs
Agenda
Assessment of Recent Conflicts (5 Minutes): Scouts will be given assessment upon arrival to
workshop. Scouts will be instructed to take a seat and complete assessment. Scouts should get a
general idea of their current conflict management skills.
Fictional Conflict Scenarios (10 Minutes): Scouts will be split into groups of three. Three conflict
scenarios will be passed out to each group. Scouts will be instructed to follow directions on sheets.
Scouts should receive further knowledge on personal conflict management skills and styles.
Lecture/PowerPoint Presentation (10 Minutes): Scouts will be instructed to take a seat in front of
projector screen. Scouts will then be presented with information regarding the workshop objective.
Scouts should learn the two dimensions underlying conflict style, the four guidelines for managing
conflict effectively, and the five conflict management styles.
Discussion (10 Minutes): Scouts will be split into groups of five. Discussion instructions will be
distributed to each group to ensure smooth discussion. Scouts should learn how to analyze their
behavior in conflict. Scouts should use this discussion experience as a base for analyzing future
conflicts. Discussion will also serve to actively involve scouts in the learning process. It also gives
scouts a chance to interact within a diverse group.
Fictional Conflict Scenarios (10 Minutes): Scouts will again be split into groups of three. Similar to
the second activity, scouts will be presented with a set of fictional conflict scenarios. Scouts should
learn how to resolve conflict effectively based on the information previously presented.
Fictional Conflict Scenario (5 Minutes): Scouts will be instructed to take seats in a large circle. I will
explain that I will enact a conflict with a fellow adult leader. Scouts will be instructed to offer
opinions on each stage of the conflict. They will also be instructed to cite any material or activities
that they used in formulating their opinion. Scouts should learn how to analyze conflicts from a
third-person perspective. This will serve as experience in analyzing future conflicts.
Quiz/Feedback Survey/Final Assessment (10 Minutes): Scouts will be instructed to take seats. Scouts
will first be given quiz. After the quiz, scouts will be given the feedback survey. After the feedback
survey, scouts will be given a final assessment sheet. Scouts should learn how much they
understood from the workshop. The feedback survey will serve as a final assessment of the
workshop.
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Discussion Instructions

1. First, review your assessment from conflict scenarios. Determine your style of
conflict management. Also, figure your average assertiveness and
cooperativeness level.



2. Second, discuss your conflict style with the group. Discuss why you determined
your style. State whether you agree/disagree.




3. Third, discuss the different techniques and tactics you used in resolving your
conflict. Discuss what worked and what didnt.




4. Fourth, comment on each of the four guidelines presented in the lecture. Discuss
how you could have used each guideline more effectively in your conflict.





5. Finally, discuss your assertiveness and cooperativeness level. For example,
discuss why you were you rated as being more assertive or less cooperative.












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Fictional Conflict Scenarios: Final

Directions: Listed on this sheet will be three conflict scenarios. Please decide amongst
yourselves who will be the facilitator first and who will participate in the fictional conflict.
However, this time the facilitator will serve to guide the conflict. Please follow the four
guidelines for effective conflict management in resolving your conflict. The facilitator must
ensure that the participants follow the guidelines.

Prompt #1: Tom and Mike have decided that they would like both like to go to the prom on
Saturday night. However, both plan on asking the same girl. They both begin to argue about
who she should go with. Decide who will be Tom and who will be Mike, then successfully
resolve this conflict.

Prompt #2: The new Xbox 720 is coming out in a week. Sean, being a huge gaming fan,
wants his father to purchase it for him. However, Seans father believes that the new Xbox
will cause Sean to do badly in school and not get outside enough. Decide who will be Sean
and who will be the father, then successfully resolve this conflict.

Prompt #3: Christopher is a vital part of his high school football team. However, because of
his commitment to football , his grades have recently declined. He decides to go and see the
teacher about a possible extra credit assignment. The teacher declines, stating that it is his
fault for letting his grades drop. Decide who will be Christopher and who will be the
teacher, then successfully resolve this conflict.