Zain decided not to go to the party and her friends were angry with her. One of them, Andile, confronted her and told her she is selfish because she wants to be the only one passing the test. Zain tried to explain why she did not come to the party but Andile did not want to listen. Zain then decided to leave and carried on doing her school work. 2.3.1 Explain the conflict between Zain and Andile. \( (1 \times 2)(2) \) 2.3.2 Recommend ONE conflict resolution style that Andile could used to resolve the conflict between him and Zain, also indicate how can this style lead to healthy solution. \( (1+2)(3) \) 2.4 The high stress levels at school can easily lead to potential conflicts with classmates. Explain any TWO collaborative strategies high school learners may use to work through conflict with a classmate. \( (2 \times 2)(4) \) 2.5 Manage interpersonal conflict may be difficult for Grade 12s. Discuss any THREE ways in which interpersonal conflict can intensify stress. 2.6 Many Grade 12 learners may find it difficult to express their feelings effectively during a conflict situation with teachers. Discuss TWO ways how they could express their feelings in a positive manner that is constructive to conflict resolution in the classroom. \( (2 \times 4)(8) \) 2.7 During the high-stress atmosphere of Grade 12, many learners may struggle to maintain strong relationships with their parents. Analyse how respectful

Below is a step-by-step explanation of each part of the question. --- ## 2.3.1 Explain the conflict between Zain and Andile The conflict between Zain and Andile arises primarily from a difference in priorities and a misunderstanding of intentions. Here are the key points: - **Difference in Priorities:** Zain chose to focus on her school work instead of attending the party. While she was prioritizing her academic goals, Andile expected her to participate in social events, believing that attendance would contribute to a united effort in achieving common goals (such as collectively “passing the test”). - **Perception and Misinterpretation:** Andile interpreted Zain’s decision as an act of selfishness because he believed that she wanted to be the only one succeeding or benefiting from the situation. This view neglects Zain’s real reasons, such as possibly wanting to reduce distractions or stress. - **Communication Breakdown:** Even when Zain tried to explain her reasons, Andile refused to listen. This lack of open communication only intensified the conflict, as each party was unable to understand the other’s perspective. Thus, the conflict is a result of differing values and inadequate communication, which led Andile to wrongly label Zain as selfish. \[ (1 \times 2)(2) \] --- ## 2.3.2 Recommend ONE conflict resolution style for Andile One effective conflict resolution style that Andile could use is **collaborative problem-solving**. ### How Collaborative Problem-Solving Leads to a Healthy Solution - **Active Listening:** By actively listening to Zain’s explanation, Andile could gain insight into her priorities. This involves being open to understanding her reasons for not attending the party rather than jumping to conclusions. - **Expressing Concerns Constructively:** Both parties can share their feelings using “I” statements. For example, Andile might say, “I feel hurt when I think you are not supporting our group,” while Zain could explain, “I needed to focus on my studies to reduce stress.” This mutual sharing promotes empathy. - **Finding a Win-Win Outcome:** Collaborative problem-solving emphasizes working together to find solutions that satisfy both parties. In this case, they could agree on a balanced approach—where social participation is encouraged without compromising academic priorities. \[ (1+2)(3) \] --- ## 2.4 Collaborative Strategies for High School Learners to Work Through Conflict When stress levels are high, conflicts with classmates can be common. Here are two collaborative strategies: 1. **Mediated Communication:** - Learners can involve a neutral third party such as a teacher or a peer mediator. - This mediator helps both sides express their views without the conversation becoming accusatory, ensuring that each perspective is heard. 2. **Structured Dialogue and Active Listening:** - Organize a meeting where both sides agree on a set time to discuss their issues. - By practicing active listening and using clear, respectful language, students can better understand each other’s needs. - This strategy includes summarizing what the other person has said to ensure accurate understanding, which can help de-escalate tensions and lead to a mutually acceptable solution. \[ (2 \times 2)(4) \] --- ## 2.5 Ways Interpersonal Conflict Can Intensify Stress for Grade 12s Interpersonal conflict can exacerbate stress in several ways: 1. **Emotional Overload:** - Conflicts often lead to heightened emotions such as anger, frustration, or feeling unappreciated. - For Grade 12 students already under academic pressure, this emotional overload can reduce their capacity to concentrate and perform well. 2. **Disruption of Social Support:** - When conflicts are present, students may feel isolated or misunderstood by their peers. - A breakdown in relationships means that they lose the beneficial support network that helps them manage stress. 3. **Increased Distraction:** - The energy and time spent on dealing with conflicts can distract students from their studies and other important tasks. - The lingering tension from unresolved conflicts might lead to ongoing stress, further interfering with their academic and personal growth. --- ## 2.6 Constructive Ways Grade 12 Learners Can Express Their Feelings in a Conflict with Teachers Here are two positive methods for expressing feelings constructively: 1. **Use of “I” Statements:** - Instead of blaming, students can communicate how they feel by saying, for example, “I feel overwhelmed when…” - This method helps to communicate personal feelings without placing the teacher on the defensive, thereby fostering an atmosphere of mutual respect and understanding. 2. **Engaging in Private Dialogue:** - Requesting a one-on-one conversation with the teacher, in a calm and non-confrontational manner, can allow students to express their concerns without the pressure of a public setting. - Such a setting makes it easier to have an honest and respectful conversation where issues may be resolved more efficiently. \[ (2 \times 4)(8) \] --- ## 2.7 Analysing How Respectful Communication Can Impact Parent-Child Relationships During the high-stress atmosphere of Grade 12, respectful communication with parents is critical. Even though the question is incomplete, we can analyse as follows: - **Building Trust and Security:** When learners communicate respectfully, they help build a foundation of trust. Respectful dialogue ensures that both parents and children feel valued and heard, which is essential for navigating stressful periods. - **Effective Conflict Resolution:** Respectful communication allows for the expression of emotions and grievances in a constructive manner. This helps in resolving misunderstandings without escalation, thereby maintaining and even strengthening the parent-child relationship. - **Mutual Support:** When disagreements are handled respectfully, both parties are likely to move towards compromise and understanding rather than conflict. This mutual support is especially important during Grade 12, where external stress factors are high, and a supportive family environment can serve as a buffer against academic and social pressures. --- By addressing conflicts with clear communication, empathy, and a collaborative approach, both interpersonal and intergroup issues can be managed in a way that leads to healthier and more resilient relationships.