3. L of references, positions, and feelings. In utilizing the problem-solving stratet,,y for conflict resolution, other intervention s, tasks, ond tech11Jiques cnn be employed to maximize the group's capabili Lies to define,tnd anal:n,e the ea uses of the conflict and develop ;:iltenn1tiv1c:s Lo solve Lhe problem. These interventions, tasks, and techniques are presented in the following suhseclions. Generating New \Nays of Looking at the Situation or Problem. During experiences of connict amrn1g group members, a feeling of frustration, tension, and discomfort can result from the gronp':-; failure to produce an adequat e alternative to re.-;olve the conrlid. Qui le often, memhers feel the need to withdraw from the issue. As part of the group's defense mechanism to attain cql Lilibrium during such a st1Jrmy stage, members may d. rop off the issue, consciously or unconsciously hoping Lhat some form of quiescenc: e can be a good resolution of the conflict. In lite absence of the better alternative, such a coping mechanism may be often resorted tr., hy Lbe group. This c. _rn eventually lead to a permanent incapability of the group lo handle. ind resolve conflicts to everyone's sa Lisfoction. The relationshir, among group 1111;:mbers remain superficial as expenses revolve only around routine or procedural concerns/ prnblem s. Group member's enthusia sm and commitment may eventually become affected because the };roup bas lost the very reason for its vitality-its capability for dynamism. During such expe1-iences on fmstrations and de<1d ends brought about by the group's incapability to handle conflicts, the nurse as a facilitator of group growth, can help the members look at the situation/s or data from various perspectives such tha L new orientations and insights can be derived from them. The facilitator can c. nco11rage group members to have available diverse ideas tl1at can be flexibly put together into new and varied patterns. This may require changing perceptions. finding new ways of looking at things and changing ideas and conrepts that membcrs have t·cligiou5ly adhered Lo in the pa$1:. Threat a. nd excessive temsion i. :an result from uccepting the challenge of questioning the ideas and beliefs firmly based upon how we linvc nicognized. clarified, defined, la be. led and analyzed e:q)criences in the past. Threatsbrin?,about defensiveness and redui. ;e both tolerance toward tllnl1iguity and receptivene ss lo tbe new and unfomiliar. Too much tension 1ea<ls stereotyp ing of t·hought processes. In order lo help group members break away from thinking tradition and accept 1. he challc. 11ge of changing perceptions and providing new ways of looking at experiences on conflict, the facilitator need to develop conditions that a Jlow concerns, issues, and problems to be reformulated. During group discussion, the atmosphere must be such thnt mem be. rs are given tll°e freedom and support to have the self-confidenc e needed to enle1tain ant. l express novel ideas (that may initially seem wild,me] implausible) without being afrait. l of censure. They should be given the freedom to question initial assumptions or the framewo rk within which the problem occurs-Each group member also needs to become sufficient ly detached from her original viewpoint to be able to sec the problem from new perspective s. To help group members gel detached from ideas and viev,i,oints and analyze/re solve conilkls lhal act as psyd1olog ical barriers to productive group discussion, the fo,llowing are some practical teclmiques that can be ut-ilized: a. More often members react to and e:q)erience conflict with persons (co­ membcrs), not necessaril y because of their ideas, beliefs, or concepts. Con. flicl s can be minimized by helping members isolate/separa te the 141 