Flickors konflikter anses vara osynliga för vuxna och det talas även om att de inte skulle existera. Denna studie har som syfte att synliggöra flickors konflikter. Studien har även avsikten att undersöka flickors beskrivning av sina konflikter mellan varandra, samt skapa en djupare förståelse om hur flickor upplever sina konflikter. För att uppnå detta syfte har intervjuer använts som metod. Informanterna är sex flickor i nio års ålder. Valet av informanter syftar till att belysa ett barns perspektiv. Resultatet har analyserats och diskuterats utifrån de valda frågeställningarna. Intervjuerna med flickorna har resulterat i ny kunskap och förståelse kring deras konflikter. De slutsatser som jag konstaterat är att flickor är medvetna om sina konflikter. Uppfattningen är att flickors konflikter är mer psykiska än fysiska. Slag och sparkar är däremot förekommande. Jag har även kunnat konstatera att konflikterna delvis är dolda för de vuxna i skolan. Flickorna väljer ofta att lösa sina egna konflikter och genom detta lämna de vuxna utanför.

Denna uppsats behandlar konflikter i konsultbranschen och i synnerhet konflikter i relationen mellan konsult och klient. Avsikten har varit att identifiera vad det finns för orsaker till att konflikter uppstår och vad konflikterna kan ha för påverkan på relationen mellan konsult och klient. För att åstadkomma detta gjordes en litteraturgenomgång där teorier kring ämnet behandlades, följt av en empirisk studie och en sammantagen analys där de teoretiska perspektiven användes som underlag för tolkning av konsulters berättelser om konflikter. Resultatet indikerar att flest konflikter uppkommer kring tidsaspekter och bristande kommunikation i konsultprojekt framstår som den vanligaste konfliktorsaken. På grund av konsultmarknadens logik befinner sig konsulter i många fall i en beroendeställning gentemot klienter. Konsekvensen av detta är att konsulterna oftare än klienterna måste anpassa sig till motpartens önskemål för att förhindra att konflikter har en negativ påverkan på relationen parterna emellan.

At the after-school center, at which I’ve been working for about twenty years, I have noticed different kinds of conflicts. There are conflicts during both indoor and outdoor activities. Lately I’ve been thinking about both why these conflicts occur and how the conflicts are solved in a way that’s developing both the pupils and pedagogues. In this study, I’m looking for answers to four questions: What conflicts occur during breaks and at after-school center? What thoughts do the pupils have regarding conflicts they have observed at the after-school centers or breaks? How do the pedagogues perceive the pupils’ thoughts about conflicts? How do the pupils and the pedagogues make use of possibilities created by the conflicts? To get answers about what kind of conflicts that occur (question 1), I made observations at two centers. In total, there were six observations, twenty minutes each. During these observations, I made a protocol of six incidents. The conflicts I have observed are mostly between two pupils and have elements of both verbal and physical activity. With these events as a starting point I made five group interviews in total at the two after-school centers. At every group interview three pupils attended. The purpose was to hear the pupils’ reflections regarding the observed conflicts and how the conflicts can be made useful (questions 2 and 4). In their answers the pupils showed that they had reflected regarding the six types of conflicts at different ways. Some pupils stated that all events are frequently occurring at the after-school center. The reasons can be that a pupil wants to reach his/ her goals, for example get first in line, win the soccer game or get away when he/ she get tagged at playing dabbed. Then you push yourself ahead or tackle others. At playing dabbed the pupils find several reasons why they are not dabbed even though they know they are dabbed. Another goal that the pupils strive to reach is to get their will through. For example, by moaning to get to play alone with your best friend or show yourself strong by hitting others with sticks (even if it means that the one that is beaten gets sad or angry). It also revealed that pupils run or walk away at fights or go to the teacher to get help. The third part of the study is individual interviews with four pedagogues, two at respectively after-school center. The purpose was to hear their point of view about the pupils’ reflections of the observed conflicts and their opinions on how the conflicts can contribute to the development of the pupils (question 3 and 4). The pedagogues say that the pupils have many good ideas about how they can solve conflicts, both alone and with the help of the pedagogues, in a good way. The pedagogues regard the six events as tangible situations that can be useful regarding conflict handling and at creating proactive activities. One conclusion is that the pedagogues view the conflicts as a learning process contributing to the pupils’ development and rarely as a problem. Another conclusion is that the pedagogues try to get the pupils to solve the conflicts by themselves, but to be nearby if the conflicts cannot be solved. The pupils mean that during a conflict you can together decide upon a solution. Maybe a compromise is possible for solving the conflict so that the work or play can be continued. Frequently occurring proposals from the pupils, at the interviews, are to offer different kinds of activities either to solve the conflict or to learn from the conflict. Examples are to show empathy, suggest cooperation, support the one that is hurt, pull away in order to not enhance the conflict and to intervene when the conflicts are violent. These actions the pedagogues can follow up afterwards to proactively obstruct new conflicts. One conclusion is that the presence of a pedagogue is of importance to minimize the conflicts between pupils.