Stereotypes: formation, effects, and social implications

Stereotypes

Conflict resolution involves a constructive approach to interpersonal and inter-group conflicts which is directed at helping people with opposing positions work together in order to agree on acceptable compromise solutions for all the parties involved. (Swisher, 1997).

It has been stated that in detention centers implementing conflict resolution means changing the institutions' approach to internal conflicts from a punitive one to one that uses problem-solving methods. In such settings conflict resolution programs are meant to supplement the existing disciplinary policies and procedures (Crawford and Bodine, 1996). Conflict resolution has been recognized to be an effective practice for youth that demonstrated self-destructive, antisocial, or violent behavior. Like most programs designed for adolescents, an effective intervention program is meant to take into consideration the psychological needs and the developmental stage of the youth. In detention centers, but in other settings as well, some of the most important ethical principles that should be taken into consideration when dealing with inter-group conflict among adolescents are diversity and tolerance.

The most common disputes that arise in a juvenile facility setting are: name calling, serious "horseplay," and conflicts over common daily things such as time at the pool table or in the weight room, a chance to watch a favorite television program, the attention of a popular counselor, or access to supplies such as toiletries (Crawford and Bodine, 1996). The effects of these aggressive behaviors are: prejudice, stereotyping, and discrimination. It has been recognized as a main source of these conflicts the low self-esteem, common among youth in detention centers. The problems become more serious and call for intervention since almost all of the institutionalized young boys are gang affiliated. Therefore, it is important to design interventions for groups, inter-groups and individuals. At an individual level, the most common intervention strategies involve giving youth a chance to take on a positive role, learn verbal skills, and overcome violent tendencies by learning problem resolution strategies, self-control, and decision-making skills.

Research emphasized the role of six principles of effective contact to reduce prejudice, stereotyping, and discrimination. A counselor in a detention institution should establish, based on research, the following goals:

Break existing negative stereotypes. Such a goal may be accomplished by exposing the youth to different media materials or movies involving stereotyping and discrimination. An information brief about the difference between these concepts may be delivered by the counselor at the beginning. Such an activity will give them the opportunity to consider the other's point-of-view, and to reach mutually satisfactory agreements in which all parties win. At the end, they may be divided in pairs, containing members in different gangs, and may be asked to identify a positive quality in the other person.

Support participants with the help of local norms and institutions. The counselor makes clear several guidelines that guide behavior in boys' activities. For instance, first of all, the counselor should state that each member is equal, no matter of gang affiliation or other criteria. Therefore, each member is due to respect the other and is not allowed to call names or manifest other forms of bullying behavior. The tasks are accomplished by members regardless their gang affiliation. The boys should be taught that cooperation is a better way to interact during task accomplishment that competition. These rules may be written and placed in the classroom, in the recreation room. Rewards are established for those who respect at least one of the rules established by the counselor; for instance they are allowed to watch TV or do their favorite activity for an extra-time.

Ensure that different groups interact as equals. This is related to stereotyping reducing and cooperation in diverse groups. First of all, the counselor should raise awareness of their differences and emphasize that this is an advantage and not a basis for prejudice, discrimination and stereotyping, but for rich intercultural exchange. Activities may be developed in which the participants have a personal unique contribution, reinforcing the uniqueness and individuality of each person. An emphasis on kindness may be placed as well, since it is a facilitator to understanding equality and avoiding such negative behaviors as stereotyping and discrimination. The adolescents may be encouraged, from this point-of-view to create a public display board where they post pictures and statements of acts of kindness they perform, emphasizing service to others. (Thomason, 2006)