related litigation between parents of stu- dents with disabilities – specifically autism – and public school districts. Katsiyannis and Herbst (2004) note that special education “has consistently been the most litigated area in education.” Parents often disagree with school districts regarding eligibil- ity, recommended services, and placement of their special needs children. In special education, these disputes frequently lead to litigation by parents exercising their due process rights. These discrepancies have long-lasting


implications for educators. These disagree- ments also generate continued mistrust between schools, teachers, administrators and families, while creating a considerable strain on the district’s budget.


Win-lose mentality of litigation A concise definition of trust has been de-


veloping in many disciplines of social and human sciences, as well as the medical and financial fields. More recently, a growing body of research yields essential findings for educational leaders as well. Various studies describe lack of com-


munication, collaboration, poor listening skills, and professionals’ unwillingness to consider new ideas and perspectives as main factors in unstable relationships. Feinberg and Vacca (2000) have clarified that, unfor- tunately, “Once conflicts begin, the win-lose mentality of litigation has replaced the com- plexity of cogent discussion.” It is apparent that these trust violations are at the heart of many interpersonal conflicts, including those between parents and school districts. Because parents have experienced con-


fusion and loss, they may distrust the edu- cation system. They often claim that ser- vices recommended by school districts are merely adequate as opposed to ideal. When parents advocate for services beyond what administrators view as affordable or nec- essary, frustration can become a source of conflict. Failed advocacy results in expen- sive litigation and significant burdens on both the financial and emotional realms of the parties. Parents can feel inferior to the experts,


the complicated language, and the proce- dures within special education. When con-


more difficult the IEP meetings seem to be. Understanding the factors that escalate


conflict is necessary in developing appro- priate response strategies for staff. A com- prehensive meta-analysis of the literature revealed three major categories of “trust actions,” as well as the behaviors needed to establish and sustain these relationships (Wellner, 2010). The categories are trust in relationship building, trust in interper- sonal communication, and trust in prob- lem solving. When these key variables are implemented consistently, reduced tension and improved relationships are evidenced.


nTrust in building relationships People’s capacity to trust in others is


critical to their work relationships (Mayer et. al., 1995). When people have a high ca- pacity to trust others, they are more willing and able to work in a productive fashion. Improving relationships is key to an upward spiral of team performance. Specific trust actions in this category


flicts arise, parents can withdraw or become adversarial, leading to more clashes and ongoing meetings. Conf lict continues to escalate when communication fails. Parents do not feel heard and the overall manner of communication becomes exclusionary. The more the school districts try to meet the needs of parents and avoid the legal pro- ceedings, the more they seem to occur. The more resistant staff is to parent requests, the


include but are not limited to establishing rapport, listening with empathy, inviting parents to partner on the team, and creating safety for open disclosure. Being aware of the nuances of staff mem-


bers’ behaviors that implicitly commu- nicate frustration or satisfaction can lead to improved practices. Providing psycho- logical safety and avenues for purposeful interactions will allow parents to feel less


Effective communication is at the heart of building trust ... When conflicts arise, parents can withdraw or become adversarial, leading to more clashes and ongoing meetings. Conflict continues to escalate when communication fails.


threatened and improve trustful relations. Additionally, demonstrating trustworthi- ness through consistency, competence, re- liability and predictability eases conflict in difficult situations.


nTrust in interpersonal communication Effective communication is at the heart


of building and growing trust. When con- flict occurs in teams or organizations, dis- cussion is often avoided. Facing the fear and stress of engaging in crucial conversations is complex. Staff members may fear retali- ation if they address conflicts proactively; hence, differences of opinion are handled in a reactive manner. Failing to manage disagreements and engage in constructive problem-solving contributes to the problem and prevents resolution from occurring. A select group of “trust actions” identi-


fied in the study include avoiding or limit- ing acronyms, explaining processes and procedures, and including the parents’ story. Storytelling is a key leadership essen-


March/April 2012 17


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40