Navigating Conflict in PE Using Strengths-Based Approaches

Delivered on May 15, 2024 by the public and patient engagement team from the George & Fay Yee Centre for Healthcare Innovation, this presentation discusses the nuances of navigating conflict in patient engagement.

Learning objectives include:
-Understand the importance of using a trauma-informed approach in patient and public engagement
-Develop a strategy to work with patient and public partners in addressing conflict as it arises
-Employ strengths-based approaches to plan for conflict in your own work

1. 2024- 2025 Patient Engagement Lunchtime Learning Series
NAVIGATING CONFLICT IN PE
USING STRENGTHS -BASED
APPROACHES

2. We are gathered on the ancestral and current day lands and waters of the
Anishinaabeg, Cree, Ojibway -Cree, Dakota and Denesuline peoples, and on the
National Homeland of the Red River Métis. In northern Manitoba, we
acknowledge the ancestral lands of the Inuit and gratefully acknowledge that our
water is sourced from Shoal Lake 40 First Nation.
We respect the Treaties that were made on these lands, we acknowledge the
harms and mistakes of the past and present, and we dedicate ourselves to move
forward in partnership with Indigenous communities in a spirit of reconciliation
and collaboration.

3. This Photo by Unknown Author is
licensed under CC BY-NC-ND

4. What is Conflict
•Conflict is universal—meaning it occurs across cultures,
genders, and age groups.
•It is crucial that we deal with conflict as appose to avoiding it.

5. Strength- based Approaches to
Conflict
•Emphasis on transformation, self-determination,
empowerment, and professional ethics, rather than problem-
solving alone.
•Focus on competence and abilities, as appose to deficits.
•Reframe our focus and help us design strategies that support
and strengthen relationships, and healthy ways to overcome
conflict.

6. Understanding the Needs and
Motivation Behind Conflict
•As human beings we all need to feel a sense of connection,
belonging, understood, nurtured, and supported.
•We all have differing needs for feeling comfortable and safe.
•When differing needs are examined in an environment of
compassionate understanding, it opens pathways to creative
problem solving, team building, and improved relationships.

7. How Conflict is Perceived Based
on our Own Perceptions
Take a moment to reflect on:
1. How do I perceive conflict?
2. How do I approach conflict?
3. What are some feelings underlying my experiences with conflict?

8. Conflict, Stress, and Emotions
•Conflict can trigger strong emotions and lead to feelings of
stress and discomfort.
•When we prepare and are proactive, we are better equipped to
resolve conflict in a healthy way.
•Resolving conflict increases our understanding of one another,
builds trust, and strengthens our relationship bond.

9. Nonverbal Communication and
Conflict
•70-90 % of our communication is
nonverbal.
•Body language and nonverbal cues
are key in how we convey and
exchange information.
•The most important information
exchange during conflict is
nonverbally—which is conveyed by
emotionally driven facial
expressions

10. Tips for Active Listening:
•Listen to the reasons the other person gives for being upset.
•Paraphrase—making sure we understand what the other
person is telling us from their perspective. Ensuring what we are
hearing is what the other person is saying.

11. Active Listening
•Summarize and ask if we have understood correctly.
•Ask if anything remains unspoken, giving the person time to
process before answering.
•Resist the temptation to interject our own point of view until
the other person has said everything they want to say and feels
that we have listened to and understood their message.

12. Active Listening
Here are a few helpful examples of responses when listening
to other’s perspectives:
•“Please help me understand what has upset you”
•“I am interested to know what your hopes are”

13. Active Listening
Do not make assumptions. Clarify what the real problem or need
might be, and letting the other person know that we care and
want to understand:
•"Can you say more about that?"
•"Is that the way it usually happens?"
•“How have you resolved this in the past?”

14. Active Listening
Restate what you have heard
•"It sounds like you weren't expecting that to happen.“
Reflect feelings (being as clear as possible).
•"I can’t imagine how hard that must have been."
It’s important to validate the concerns of the other person.
•"I truly appreciate that we are talking about this"
•"I am glad that together we are able to figure this out"

15. “I” Statements
Using “I” statement(s) in a conflict is very powerful, as it de-
escalates the situation and takes the blame, judgment, and
criticism away from the other person.
•For example: “I feel concerned when not everyone in the group
is getting a chance to share.”

16. SETTING THE STAGE TO ADDRESS
CONFLICT SHOULD IT ARISE

17. PRINCIPLES OF PATIENT
ENGAGEMENT AND TEAM WORK

18. Principles of Engagement
•Prioritize Relationships
•Share Power
•Use Participatory Means
•Build Capability

19. Important Aspects of
Engagement
•Making decisions together
•All types of knowledges equally valued
•Appreciating resiliency, creativity, and capability
•Recognizing an abundance of experience, ideas and energy for
change
•Opportunities to collaborate at every level of decision- making
•Slowing down to listen, connect and learn

20. Valuing All Voices

21. https://researchinvolvement.biomedcentral.com/articles/10.1186/s40900-020-00217- 2

22. CRITICAL REFLEXIVE PRACTICE
THE INDIVIDUAL LEVEL

23. Readiness to Engage Workbook

24. Critical Reflexive Practice
•What are my own personal
values, experiences, interests,
beliefs, and political
commitments in the area of
health we will be looking
at/researching?
•How do these personal
experiences relate to social
locations and processes of
oppression in the area of health
we will be looking at/researching?

25. CRITICAL REFLEXIVE PRACTICE
TEAM/GROUP LEVEL

26. Critical Reflexive Practice
•How can we become more aware of
and take advantage of opportunities
where we can challenge each others’
ideas and renegotiate power within our
project/team?
•What does resilience look like, feel
like, and sound like to you?

27. Deciding on an Engagement
Strategy
How do you think we can make sure that everyone’s perspectives
are included, and that we address inequities as well as issues of
social justice?

28. TRAUMA-INFORMED ENGAGEMENT

29. Deciding on an Engagement
Strategy
•In what ways do you think we can work together to make sure
everyone on the team, as well as any people involved in the
project, feel safe?

30. A Trauma-Informed Approach
•Trauma is a common experience;
•The impact of trauma can be central to
one’s development;
•There is a wide range of adaptations
people make in order to cope with and
survive trauma; and
•There is a relationship between trauma
and substance use, as well as mental
and physical health concerns.

31. Key Elements at a Glance
•Resiliency
•Bearing Witness
•Non-judgment
•Strengths- Based Affirmations
•Critical Reflexive Practice
•Choice and Collaboration
•Safety and Trustworthiness
•Empathy and Boundaries
•Self-Care/Self-Compassion

32. SAFE SPACES
•What does physical safety mean to you?
•What does it look like to you?
•What does it feel like to you?
•What does emotional /psychological safety mean to you?
•What does it look like to you?
•What does it feel like to you?

33. SAFE SPACES
•What does cultural safety mean to you?
•What does it look like to you?
•What does it feel like to you?
•What does spiritual safety mean to you?
•What does it look like to you?
•What does it feel like to you?

34. GUIDING PRINCIPLES & VALUES
•Work together to create list
•Prominently displayed
•Review at start of each session

35. CALLING OUT VS. CALLING IN

36. Safety vs. Comfort

37. https://edib.harvard.edu/calling-and-calling-out-guide

38. When Someone Causes Harm
•Calling Out
•Bringing public attention to an individual, group or organization’s
harmful words or behaviour
•Calling In
•An invitation to a one- on-one or small group conversation to bring
attention to an individual or group’s harmful words or behaviour ,
including bias, prejudice, microaggressions or discrimination
•Harvard Diversity Inclusion and Belonging

39. Reasons
•To stop the perpetuation and negative affects of harmful words
or behaviour
•To create a compassionate space
•To lean into having tough conversations

40. Considerations
•Influence
•Safety
•Openness
•Urgency

41. Calling Out
•“That’s not our culture here. That’s not our values.”
•“It sounded like you said _______. Is that what you really
meant?”
•“I need to push back against that. I disagree. I don’t see it that
way.”
•“I need you to know how that comment just landed with me.”
•“It sounds like you’re making some assumptions that we need
to unpack a bit.”

42. Calling In
•“I’m curious. What was your intention when you said that?”
•“How might the impact of your words or actions differ from your
intent?”
•“How might someone else see this differently? Is it possible that
someone else might misinterpret your words/actions?”
•“Why do you think that is the case? Why do you believe that to
be true?”

43. Tips
•Criticize the behaviour, not the person
•Be specific
•Try not to condescend (integrity and respect)
•Decide whether to call out or call in
•Hope for the best, prepare for the worst

44. When You are Called Out or In
•Pause
•Listen
•Acknowledge
•Reflect
•Repair the harm done

45. SELF-CARE

46. Self-Care
•Having a debriefing plan;
•Having accessible counseling resources on hand;
•Having variety in your day and role;
•Attending continuing education sessions that might include
mindfulness- based stress reduction techniques;
•Taking scheduled breaks throughout the day for reflection,
socializing, exercise, eating
•Settingrealistic goalsfor yourself

47. QUESTIONS