This document describes a conflict analysis course developed for inmates. The course uses movies as a tool to help inmates analyze conflicts, see situations from others' perspectives, and adjust their behavior. It involves dividing into groups with different roles to discuss conflicts portrayed in movies. The goal is for inmates to better understand conflicts and their own role in them, in order to see other points of view and manage conflicts constructively. The course is meant to last several sessions and uses discussion, role playing, and anonymous feedback to facilitate analysis of conflicts at different levels.

1. Conflict analyze course for inmates
Tuuli Stewart

2. This course has been developed through years as my practice with
inmates.
Majority of prisoners say on the first meeting:
„I haven't done it“; „It wasn't like that“
It is partly a motto, partly self-defense and, partly true – many convicts
do not realize their crime and its affect to the others and to the
community.
Why this form?
1. In prison, everybody likes action movies – making contact
2. It is easier to talk about “somebody else” than about yourself
3. A movie we can all see the same time and the same way, rewind,
analyze some parts etc.

3.  The course is aimed to three main directions:
1. To see, what others see in us
2. To adapt our behavior, to adjust expectations, to learn the
“language”
3. In order to see the point of the conflict
The groups could be from 1-2 people up to 12
people, depending on circumstances.
The course could last from one day (not desired, as it takes
time to observe) until 5-6 meetings. At the end, we watch
the movie again. Not the same one and hopefully, not with
the same eyes, as in the beginning.

4.  The icebreaking meeting is for light discussions of
what we like to do, where we get our information etc.
 CONFLICT IS NOT BAD, CONFLICT IS NEEDED
for a change and progress, establishment of … etc.
 We try to manage and direct the conflict
 Quotes, examples …
 Slightly moving towards stories and plots, favorite
movies. We pick a movie
 Who has seen this movie? Within one year??
 What do you remember? Favorite scenes and
characters. Describe… values… what we honor…
 Write it down in the “open space "method and leave it

5. One of those:
Or pick your own…

6. Dividing into groups by birthday (day and month), first name, home location
or something like that. The groups will be stable to the end of the course.
The ice/breaker – what is the meaning of your first name and where did you get it (your
personal story).
The groups would be e.g as follows:
 Policeman - what did you see? Report
 City court – what does the law say? Circumstances. What do we know
about you?
 Ordinary citizen – how do you feel about the safety in this community?
Where you from? What do we think of you?
 Family member:
 Of offender
 Of victim
 Objective and neutral observer
 The number and exact design of groups varies by size of the general group, movie, possibilities in
time and space etc.

7.  I would have the groups tasks written on papers
 Each time we explain first
 Asking questions to make sure that all is understood
 Group tasks could be done individually and then combined. In
each group there is a time manager, peace maker and reporter.
Those roles vary.
 Later - groups go to discussion having different roles already
 Then, we get together to have THE COURT where each group
sends their representative to the chair
At the end of each session we will write on small slips anonymous replies to the
course, likes and dislikes, ideas.
At the beginning of the next session we read those out loud, not knowing who„s idea
it was. No comments, just reading what was said. All papers will be collected then.

8.  We listen to all groups during a given time
 There may be additional questions and discussions
 Then, by the end, each groups has to give a verdict
based on their role
 We write them down in “open space” method and
set on the walls
 Comparison
 Discussion
 Conclusions

9.  At the end of the course all participants write one-page
summary
 It can be about one character we discussed, conflicts, memo
for yourself, a letter to someone or a letter to yourself. The
type and format are developed during the course and
depending on the group.
 Writing is important as it is a different way of expressing
than talking and listening - it takes more focus, is more
emotional, more personal and memorable than talking.
*the course could be repeated with the same basic groups after some time as we can
vary it and see what worked, what was changed, can we argue now better, have we
noticed something new around based on this knowledge on conflicts

10. The following is “theory” and the training part is “practice”
We vary those themes depending on time, group and goal.

11. Just the tip of ISSUES
“an iceberg of conflict” – the iceberg
we may take just one PERSONA
conflict situation from a LITIES
movie (or reading) and
discuss it in those layers/ EMOTIONS
Do we find similar
INTERESTS, NEEDS, A
conflict layers around us? ND DESIRES
*I do avoid bringing personal SELF-PERCEPTIONS AND
SELF-ESTEEM
examples, I do not want to know
personal stories, we do not discuss
each other's cases HIDDEN EXPECTATIONS
UNRESOLVED ISSUES FROM THE
PAST

12. This may serve
Relationship
just as a sample - Conflicts
we make our own Value Conflicts 1. Miscommunication
2. Strong emotions
1. Different ways of
chart of possible life, ideology, worldview
etc.
3. Stereotyping
Repetitive negative
conflict types and 2. Different criteria for
evaluation
behavior
their causes Data conflicts
Structural 1. Lack of information
Conflicts 2. Misinformation
1. Unequal authority
*I normally bring some 3. Views on data's
2. Unequal control of relevance
samples or the ready-made resources 4. Interpretation of
lists depending on a Time constraint data
groups and their level of
Interest Conflicts
cooperation and readiness
1. Perceived or actual
to the course completion over interests
2. Procedural interests
3. Psychological interests

13.  Knowing, how conflict emerges we can observe and
analyze its phases with samples from our reading or
movies

15.  How do you handle a conflict? Are you an avoider, a
collaborator, a peacemaker at all costs? Or, perhaps
you‟re the “bull in a china shop”?
 Christians, like other monotheistic religions have a
special responsibility to resolve conflicts in a way that
honors God. Since God has reconciled us to
himself, He expects us to pursue reconciled
relationships
(Romans 12:16,18; Ephesians 4:2-3; see: God expects forgiven people to for
give)
….. and other quotes

17. So, where are you
today?
Did prison change
your
relationship(s)?

18.  Live in harmony with one another. Do not be
proud,… Do not be conceited (Romans 12:16).
 If it is possible, as far as it depends on you, live at
peace with everyone (Romans 12:18).
 Do everything without complaining or arguing
(Philippians 2:14).
 It is to a man‟s honor to avoid strife, but every fool
is quick to quarrel (Proverbs 20:3).
 Make every effort to live in peace with all men…
(Hebrews 12:14)