Managing Conflicts & Hostile Clients
This module contains material to help consultants understand effective strategies for working with uncooperative clients and navigating conflict.
Sections in this Module
Introduction
Learning Objectives
By the end of this module, participants should:
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Reflect on the possible reasons for hostility in comm center work.
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Discuss and analyze ways to navigate and mitigate the occurrence of hostility in sessions.
Most university communication centers are student-focused and designed to serve as student support resource centers. They however also often play the unique role of supporting faculty’s learning objectives. This means that often times faculty would collaborate with communication centers to attain student objectives. This is when students are mandated to attend sessions at the comm center to further classroom objectives. There are situations in which students come to the communication center with a distinct “I don’t want to be here” attitude. This is only one example of situations that cause some level of hostility and/or indifference on the part of the client. What does the tutor-mentor do in this situation? This module addresses this situation and provides insights on how tutors can navigate tense situations at the comm center during sessions.
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Read chapter 5, Managing Conflict in the Peer Tutoring Context.
Atkins-Sayre, W., & Yook, E. L. (Eds.). (2015). Communicating advice: Peer tutoring and communication practice. Peter Lang.
Reading
Reasons for Hostility
Hostility and conflict during visits to a communication center generally refers to any significant negative tension and/or antagonistic behavior that impacts the tutoring environment and experience. Communication center management and tutors must be aware of this possibility as peer tutoring can intrinsically be a difficult interaction. One reason for this potential difficulty is what has been referred to as pseudo-hierarchy (Atkins-Sayre & Yook, 2015, p. 70). This describes the complex dynamics at play because while client and tutor may be peers, there is an assumption of power imbalance held by the tutor.
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As already mentioned, feelings of antagonism may arise when faculty requires students to visit the comm center as compulsory parts of course work. Other reasons for feelings of hostility may include:
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Fear and Anxiety: Public speaking and communication apprehension are common fears. When students are asked to confront these fears and work on their communication skills, they might experience feelings of anxiety that would reflect as hostility or lack of interest in the tutoring session.
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Frustration: Students might feel frustrated if they are struggling with their communication skills despite their efforts. This frustration can also manifest as hostility if they perceive the assistance they receive as inadequate or unhelpful.
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Perceived Judgment: Some students might expect judgment or criticism during communication center sessions. This is especially when students already feel that tutors are in a position of authority. This perception can lead to defensiveness and hostility as a protective response.
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High Stakes: If the communication center session is tied to a high-stakes situation, such as a graded presentation, job interview, or important event, the pressure can lead to heightened emotions and potentially hostile behavior.
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Miscommunication: Misunderstandings of instructions about assignments or misinterpretations of feedback tasks can also be causes of conflict.
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Previous Negative Experiences: Past negative experiences with communication or criticism might make students more sensitive and reactive during communication center sessions.
This is not an exhaustive list, but it may begin to provide insights into how conflicts unfold and how many instances of hostility stem from situations unrelated to the tutors’ current actions or things that happened in a current tutoring session. However, tutors still need to prepare for the possibility of a hostile client. Sometimes, clients while not expressly hostile may be ambivalent or non-committed. This is a similar situation that still needs to be expertly navigated. Research has shown that competence in interpersonal communication and conflict is a skill that helps in these situations and even in the tutors’ professional growth post comm center job. It is therefore a skill that needs to be continually sharpened via training and use.
How to Manage Conflict
It is important that the tutor who finds themselves faced with a less than positive tutoring situation refuse to take it as an impugnment on their skills as a tutor or a personal attack. Most of the reasons for hostility are external or pre-existing, so do not internalize a hard session.
There are however a few things that have been proven to work. Look through this list and discuss which would best fit based on the dynamics and pre-existing culture at your own university communication center.
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Establish Relatability through Empathy
A client once came to a session, stressed out about their cat that had gone missing. Low stakes conversational interaction and small talk helped the tutor realize what had happened and this knowledge influenced the way the session was conducted with tutor showing heartfelt concern for the client. The interaction was so well handled that a few days later when the cat was found, the client emailed the center to let us know that they found their cat.
The point of that story is to emphasize again that seeming hostility may stem from stress and other external factors, but the tutor can still apply well-honed interpersonal skills to diffuse a potential situation or improve a session. Small talk, empathetic and active listening or even a quip about the tutor’s personal experience with test season stress can be ways of showing the client that we understand them and can relate to their situation. Afterall, most tutors are students themselves. A common error in tutor-tutee relationship is sometimes the need to jump right into the session in order to maximize time. While this is often necessary, there are situations in which spending the first 3 to 5 minutes talking about non-assignment related things can help diffuse tension and grant the tutor the access they need to optimize productivity during the session.
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​Supportive Environment
Establishing from the very start of the session that the peer tutor is not faculty, cannot grade or directly influence classroom performance may help client drop any potential defensiveness. When clients see tutors as collaborators who offer another set of eyes and specialized knowledge to help optimize productivity for the client, they are more likely to feel supported, hence participating without hostility.
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Set Expectations
This is related to support. Clearly communicate the goals and objectives of the session and ensure students understand the purpose of feedback and guidance. Help clients realize that the tutors help is more of collaborative recommendations than prescriptive and non-negotiable instructions.
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Cultural Sensitivity
Consultants must be aware of cultural differences and adapt the approach accordingly to avoid misunderstandings. A part of this is utilizing a linguistically just lens for comm center tutoring sessions.
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Non-verbal immediacy (Atkins-Sayre & Yook, 2015, p. 79)
Non-verbal cues must project friendliness, warmth and a reach for interpersonal closeness for the purpose of the session. Body language that shows full presence in the session and sincere interest in the client help to short-circuit hostility. Lean forward, smile, use nods and some eye contact (as appropriate), avoid abrupt tone and responses.
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Empowerment and Confirmation
Tutors, though trained specialists, are not unquestionable authorities on student/clients’ work. The goal is to help students enhance their skills, not to grandstand and display the wealth of our knowledge. We therefore should demonstrate a full-on commitment to building the client’s confidence and ensuring that their presentation or work is fully theirs. Tutors are not to do the work on behalf of clients but rather support clients as they figure out how best to make their voices heard or bring their dream to life. “Tutors can confirm students by using encouraging questions and responding to them with interest and openness” (Atkins-Sayre & Yook, 2015, p. 80).
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Redirection
If the conversation becomes overly negative or unproductive, gently steer it back to the topic at hand. Focus on the task or material you are working on and reiterate your willingness to help them succeed.
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