Academic literature on the topic 'Intrapersonal conflict'

This article reveals the relevance of the study of intrapersonal constructive conflicts, as well as the essence of the socio-psychological approach to understanding this type of conflict. It analyzes the difficulties that occur in defining the concept and structure of intrapersonal constructive conflicts. This type of conflict is associated with a positive model of success, career growth, and personal development. If an intrapersonal constructive conflict, its positive model is associated with an honest model of success, career and development, rather than a deformed one, then we can talk about success, career and development. The value of conflicts is related to their role in professional activities in science, medicine, judicial practice, sports, etc. Indeed, truth is born in a dispute, i.e. in the course of constructive conflicts. It is impossible to imagine scientific activity outside of discussions, discussions, and opposition. Constructive conflicts help to make a diagnosis during medical consultations, prove the truth in court competitions, and set records in sports competitions. It is not by chance that the most important task is to create a full-fledged theory of intrapersonal constructive conflicts. Without this, it is impossible to talk about effective settlement and resolution of social conflicts. The theory of intrapersonal constructive conflicts is an integral part of social conflictology. There is still a lot of work to be done, both in theory and in application, for its full implementation. At present, there is an urgent need to develop conflict-related competence not only for professionals, but also for various groups of the population.

This article reveals the relevance of the study of intrapersonal constructive conflicts, as well as examines the essence of the socio-psychological approach to understanding this type of conflict. This type of conflict is associated with a positive model for achieving success, career growth and personal development. The article also reveals the significance of the study of intrapersonal destructive conflicts. This type of conflict is associated with an immoral and criminal model of achieving success, career growth and personality deformation. The theory of intrapersonal constructive and destructive conflicts is an integral part of social conflictology. There is still a lot to do both in theoretical and applied terms for its complete formation. Currently, there is an urgent need for the development of conflictological competence not only among professionals, but also among various groups of the population.

An essential characteristic of pedagogical activity is its conflict potential. Such specific features as high social and normative expectations and significant overloading of roles in combination with individual psychological characteristics of teacher's personality lead to the emergence or exacerbation of various intrapersonal conflicts. Unsettled conflict usually becomes a constant source of discontent with yourself and the environment, causes a high level of anxiety, starts devastating processes of emotional burnout. Therefore, it is important to provide timely assistance to teachers in situations of intrapersonal conflicts.The purpose of the article is to highlight the results of empirical identification of intrapersonal conflict factors of primary school teachers. To achieve this goal it is necessary to solve the following tasks: 1) to investigate the factors of teachers conflict behaviour at the empirical level; 2) to determine the specifics and nature of the relationship between the level and characteristics of conflict and creativity, between the motivation of achievement and development of subjective qualities of a primary school teacher.Research tools: adapted methods of K.Thomas (N.Hrishyna) on the diagnosis of the style of behaviour in a conflict situation; methods of diagnosis of personality motivation for success (T.Ehlers); methods of studying frustration reactions (S.Rosenzweig); methods of diagnostics of interpersonal relations (L.Sobchyk); A.Rukavyshnikov’s methods for the definition of mental burnout; Drawing Apperceptive Test (DAT); methods of self-actualization A.Maslow adapted by Gozman, Kroz & Latinskaya. The total number of respondents - 32 primary school teachers of secondary schools in Drohobych, Lviv region.The analysis of the obtained results showed that: 1) there are specific characteristic connections between the level and features of conflict, creativity, between the motivation of achievement and development of subjective qualities of a person; 2) internal conflict as an interpersonal phenomenon is both a personal characteristic and a determinant of social interaction. It has been found that rivalry, low verbal creativity, lack of communicative competence in combination with extrapunitive type of reactions cause increased conflict. According to the results of the researches, a significant number of primary school teachers under study (32%) have increased intrapersonal conflict. Of course, this alarming indicator prevents the establishment of optimal pedagogical communication and provokes conflict among children of primary school age.

Working mothers who just had their first child face major changes in aspects of their life. Workingmothers have two roles that must be fulfilled in their daily life, being a mother and a worker. Thedemands of these roles often create pressures that cause conflict within the mother herself.Conflicts that occur within herself are called intrapersonal conflicts. This study aims to overviewintrapersonal conflicts and perceived social support in mothers who return to work after havingtheir first child. The method used in this research is a qualitative method with semi-structuredinterview methods involving two participants who work professionally and have their first childaged 0-18 months. The results of this study indicate that there is an intrapersonal conflict in theroles of mother and worker. The type of conflict that arose in the two participants was the type ofmultiple/double approach-avoidance conflict in which the two alternative choices, working andcaring for children, both had negative and positive values for the participants. Both participantsstated that the existence of social support from people around them, can help participants dealwith intrapersonal conflicts when they have to work leaving their children.

Athletes* success and failure have often been linked to certain personality characteristics. Although previous results in this area were equivocal, many researchers concluded that athletes often drop out of competitive sport because of conflicts of interest, or because they fail to demonstrate high ability in sports. This investigation assessed the importance of intrapersonal conflicts to athletic performance and to dropping out. Swimmers competing at three different levels of performance filled out a conflict questionnaire. Some had indicated that they planned to discontinue their swimming career soon. High performers showed less conflict and a more intensive use of cognitive conflict reduction mechanisms than did medium performers and low level swimmers. Dropouts, on the other hand, had higher conflict scores in areas directly related to athletic performance than did continuers. Intrapersonal conflict was interpreted to be an important mediating variable in sport and personality research.

Introduction. Based on empirical research, the author makes a qualitative analysis of the relationship between students' leadership qualities and interpersonal conflicts as well as discusses the features of student intrapersonal conflicts and their relationship with students' leadership potential. Aim. To explore the relationship between the humanities and engineering students' leadership qualities and intrapersonal conflicts. Methods. The study of the impact of intrapersonal conflicts on the development of humanities and engineering students' leadership qualities was conducted using the Lauterbach Intrapersonal Conflicts questionnaire. Results. According to the structure of leadership qualities proposed by the author, intrapersonal conflicts are a personal leadership potential development factor, which is a personal psychological characteristic. The author discusses in detail four types of intrapersonal conflicts (the conflicts between the needs for dominance and subordination, the conflicts between the need for achievement and the fear of failure, the aspirations-and-achievements conflicts, and the trust-and-self-sufficiency conflicts), which affect the development of the humanities and engineering students’ leadership potential. Conclusions. Intrapersonal conflicts indicate the presence of contradictions between the individuals' leadership qualities such as purposefulness, motivation, integrity, confidence, developed personality, and adequate self-esteem. Intrapersonal conflicts can both promote individuals' leadership skills and decrease them. Therefore, further research into personal leadership skills development is necessary to create developmental and training methods to control intrapersonal conflicts, which could help students in their future careers.

The effect of intrapersonal conflict is investigated with respect to an initial choice among alternative strategies for management of interpersonal conflict. In this study 140 members of an academic institution were asked to consider an hypothetical situation in which a candidate for a position has to be selected and their personal preference among the candidates is in opposition to that of another senior member of the organization. The choice of a strategy for management of interpersonal conflict was affected by inner conflict associated with one's own preference among the candidates. When the set of available candidates induced inner conflict, the respondents were more inclined to use avoidance, accommodation, collaboration, and compromise, and less likely to use competition.

On a daily basis, advisors encounter various types of interpersonal and intrapersonal conflict. Through this article, the reader will better understand conflict, its positive and negative impacts and the approaches of the actors experiencing conflict, and the means whereby conflicts arise, escalate, and come to resolution in advising situations. Particular emphasis is placed on describing the neurology of conflict escalation and de-escalation. Practical tips for seeking resolution in stressful encounters with students are included within the discussion of de-escalation processes.