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Course Outline

Course Name: Conflict Management (PFP 254)

Academic Period: 2023 - 2024

Faculty:

Faculty Availability:

Associate Dean:
Nivedita Lane
nivedita.lane@humber.ca

Schedule Type Code:

Land Acknowledgement

Humber College is located within the traditional and treaty lands of the Mississaugas of the Credit. Known as Adoobiigok [A-doe-bee-goke], the “Place of the Alders” in Michi Saagiig [Mi-Chee Saw-Geeg] language, the region is uniquely situated along Humber River Watershed, which historically provided an integral connection for Anishinaabe [Ah-nish-nah-bay], Haudenosaunee [Hoeden-no-shownee], and Wendat [Wine-Dot] peoples between the Ontario Lakeshore and the Lake Simcoe/Georgian Bay regions. Now home to people of numerous nations, Adoobiigok continues to provide a vital source of interconnection for all.

Equity, Diversity and Inclusion Statement

Humber College and the University of Guelph-Humber (Humber) are leaders in providing a learning, working and living environment that recognizes and values equity, diversity and inclusion in all its programs and services. Humber commits to reflect the diversity of the communities the College serves. Students, faculty, support and administrative staff feel a sense of belonging and have opportunities to be their authentic selves.

Faculty or Department	Faculty of Social & Community Services
Program(s)	Police Foundations (11071)
Course Name:	Conflict Management (PFP 254)
Pre-Requisites	none
Co-Requisites	none
Pre-Requisites for	none
Equates	none
Restrictions	Must be enrolled in Postsecondary and FSCS
Credit Value	3
Total Course Hours	42

	Developed By:	Prepared By:	Approved by:
			Nivedita Lane

Humber Learning Outcomes (HLOs) in this course.

The HLOs are a cross-institutional learning outcomes strategy aimed at equipping Humber graduates with the employability skills, mindsets, and values they need to succeed in the future of work. To explore all the HLOs, please consult the Humber Learning Outcomes framework.

Equity, Diversity, Inclusion & Belonging
Sustainability
Systems Thinking
Indigenous Ways of Being Knowing and Doing (IWBKD)
Critical Thinking
Collaboration
Communication
Professionalism
Strategic Problem-Solving

Course Description

Students will be introduced to the macro and micro conflicts experienced within various justice and law enforcement settings with an emphasis on the experiences of equity deserving groups who were historically and currently experiencing racism and discrimination in society. Students will analyze the causes and indicators of crisis or conflict situations and propose approaches and interventions to resolve them by acting with empathy, compassion, and humility while applying de-escalation techniques informed by best practices. By emphasizing authentic situations experienced within vulnerable populations to include mental illness and addictions, suicide, domestic violence, child abuse, elder abuse, and victims of crime; students will critically examine and analyze relevant information with an open mind and propose solutions that support equity, diversity, inclusion and allyship.

Course Rationale

Students will strive to expand their EDI Mindset by considering their civic and ethical responsibilities when managing conflict situations within various justice settings. They will be challenged to become strategic problem-solvers and approach issues by applying their knowledge, lived experience, critical judgement, and contextual awareness.

Program Outcomes Emphasized in this Course

Police Foundations (11071)

Analyze all relevant information and make effective and legally defensible decisions in accordance with ethical and professional standards.
Be accountable for one’s actions when carrying out all tasks.
Develop and implement ongoing effective strategies for personal and professional development.
Ensure the respect of human rights and freedoms in all interactions.
Work co-operatively in multidisciplinary teams to achieve mutual goals.
Collaborate in the development and implementation of community policing strategies.
Monitor, evaluate and document behaviours, situations and events accurately and discreetly in compliance with legal, professional, ethical and organizational requirements.
Mitigate risks and maintain order by applying effective strategies in crisis, conflict and emergency situations.
Take positive actions to help crime victims.

Course Learning Method(s)

Action Learning
Problem Based Learning (PBL)
Case Based Learning
Group or Team Work
Socratic Method
Cooperative Learning

Learning Outcomes

Describe the human stress response to determine the physical, mental, and emotional changes they cause
Analyze the causes and indicators of a crisis or conflict situation to propose adaptive coping strategies
Compare and contrast several conflict and crisis management styles to determine which is most effective
Examine various Interpersonal and Aggression theories to propose the most effective conflict management approach
Propose effective conflict management techniques to support the needs of special populations and equity deserving groups
Identify appropriate police responses to ensure the needs of crime victims are met
Examine current and emerging best practices and approaches in conflict management that lead to positive outcomes

Assessment Weighting

Assessment	Weight
Instructor-Created Assessments
In Class Activity #1: Individual or Group, On Campus Assessment	10%
Application Activity #1, Individual or Group, Online Assessment	15%
In Class Activity #2. Individual or Group On campus Assessment	10%
In Class Activity #3. Individual or Group On Campus Assessment	10%
Application Activity #2. Individual or Group Online Assessment	15%
Application Activity #3. Individual or Group Online Assessment	15%
In Class Activity #4. Individual or Group On Campus Assessment	10%
Application Activity #4. Individual or Group Online Assessment	15%
Total	100%

Online Assessment Weighting

Online Assessment	Weight
8 Application Activities	100%
Total	100%

Modules of Study

Module	Course Learning Outcomes	Resources	Assessments
The Nature of Conflict	Describe the human stress response to determine the physical, mental, and emotional changes they cause Analyze the causes and indicators of a crisis or conflict situation to propose adaptive coping strategies Compare and contrast several conflict and crisis management styles to determine which is most effective	Resources provided by the instructor	In-Class Activity In Class Activity #1: Individual or Group, On Campus Assessment
Theoretical Perspectives	Examine various Interpersonal and Aggression theories to propose the most effective conflict management approach Propose effective conflict management techniques to support the needs of special populations and equity deserving groups	Resources provided by the instructor	In-Class Activity In Class Activity #1: Individual or Group, On Campus Assessment
Mental Illness	Describe the human stress response to determine the physical, mental, and emotional changes they cause Analyze the causes and indicators of a crisis or conflict situation to propose adaptive coping strategies Compare and contrast several conflict and crisis management styles to determine which is most effective Examine various Interpersonal and Aggression theories to propose the most effective conflict management approach Propose effective conflict management techniques to support the needs of special populations and equity deserving groups	Resources provided by the instructor	In-Class Activity In Class Activity #1: Individual or Group, On Campus Assessment In-Class Activity Application Activity #3. Individual or Group Online Assessment
Emerging and Current Best Practices in Conflict Management	Examine current and emerging best practices and approaches in conflict management that lead to positive outcomes	Learning Resources provided by the Instructor	In-Class Activity Application Activity #3. Individual or Group Online Assessment
Suicidal Ideations	Describe the human stress response to determine the physical, mental, and emotional changes they cause Analyze the causes and indicators of a crisis or conflict situation to propose adaptive coping strategies Compare and contrast several conflict and crisis management styles to determine which is most effective Examine various Interpersonal and Aggression theories to propose the most effective conflict management approach Propose effective conflict management techniques to support the needs of special populations and equity deserving groups Identify appropriate police responses to ensure the needs of crime victims are met	Resources provided by the Instructor	In-Class Activity In Class Activity #1: Individual or Group, On Campus Assessment
Special Populations	Describe the human stress response to determine the physical, mental, and emotional changes they cause Analyze the causes and indicators of a crisis or conflict situation to propose adaptive coping strategies Compare and contrast several conflict and crisis management styles to determine which is most effective Examine various Interpersonal and Aggression theories to propose the most effective conflict management approach Propose effective conflict management techniques to support the needs of special populations and equity deserving groups Identify appropriate police responses to ensure the needs of crime victims are met	Resources supplied by the instructor	In-Class Activity In Class Activity #1: Individual or Group, On Campus Assessment In-Class Activity Application Activity #3. Individual or Group Online Assessment

Essential Skills

Section	Skills	Measurement	Details
Communication	Reading Writing Speaking Listening Presenting	Reinforce and measure	In class discussions Collaborative Learning In-class and Application Activities
Critical Thinking and Problem-Solving	Analysing Synthesising Evaluating	Teach and measure	Collaborative learning and discussions Problem-based learning Student response software Case Study Segment Analysis In Class and Application Activities
Interpersonal Skills	Teamwork Relationship management Conflict resolution Leadership	Teach and measure	collaborative group work, student response software, problem based learning case study In class and Application Activities
Information Management	Gathering and managing information Selecting and using appropriate tools and technology for a task or project Computer literacy Internet skills	Reinforce and measure	Pre-recorded tutorials Group Activities Collaborative Learning In class and Application Activities

Prior Learning Assessment & Recognition (PLAR)

Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit-granting process whereby candidates may obtain credits for prior learning. Prior learning includes the knowledge competencies and skills acquired, in both formal and informal ways, outside of post-secondary education. Candidates may have their knowledge, skills and competencies evaluated against the learning outcomes as defined in the course outline. Please review the Assessment Methods Glossary for more information on the Learning Portfolio assessment methods identified below.

The method(s) that are used to assess prior learning for this course may include:

Interview

Please contact the Program Coordinator for more details.

Academic Regulations

It is the student's responsibility to be aware of the College Academic Regulations. The Academic Regulations apply to all applicants to Humber and all current students enrolled in any program or course offered by Humber, in any location. Information about academic appeals is found in the Academic Regulations.

Anti-Discrimination Statement

At Humber College, all forms of discrimination and harassment are prohibited. Students and employees have the right to study, live and work in an environment that is free from discrimination and harassment. If you need assistance on concerns related to discrimination and harassment, please contact the Centre for Human Rights, Equity and Inclusion or the Office of Student Conduct.

Accessible Learning Services

Humber strives to create a welcoming environment for all students where equity, diversity and inclusion are paramount. Accessible Learning Services facilitates equal access for students with disabilities by coordinating academic accommodations and services. Staff in Accessible Learning Services are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations. If you require academic accommodations, contact:

Accessible Learning Services

North Campus: (416) 675-6622 X5090

Lakeshore Campus: (416) 675-6622 X3331

Academic Integrity

Academic integrity is essentially honesty in all academic endeavors. Academic integrity requires that students avoid all forms of academic misconduct or dishonesty, including plagiarism, cheating on tests or exams or any misrepresentation of academic accomplishment.

Disclaimer

While every effort is made by the professor/faculty to cover all material listed in the outline, the order, content, and/or evaluation may change in the event of special circumstances (e.g. time constraints due to inclement weather, sickness, college closure, technology/equipment problems or changes, etc.). In any such case, students will be given appropriate notification in writing, with approval from the Dean (or designate) of the School.

Copyright

Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute his/her work. All members of the Humber community are required to comply with Canadian copyright law which governs the reproduction, use and distribution of copyrighted materials. This means that the copying, use and distribution of copyright- protected materials, regardless of format, is subject to certain limits and restrictions. For example, photocopying or scanning an entire textbook is not allowed, nor is distributing a scanned book.

See the Humber Libraries website for additional information regarding copyright and for details on allowable limits.

Humber College Institute of Technology and Advanced Learning • 2023/2024.