Journal Critique 1

EDUC 746

JOURNAL CRITIQUE GRADING RUBRIC

Don't use plagiarized sources. Get Your Custom Essay on

Journal Critique 1

Just from $13/Page

Order Essay

0 points
Not present

Advanced

Proficient

Developing

Not Present

0 points
Not present

Criteria	Levels of Achievement
Content		Advanced		Proficient	Developing		Not Present
Summary Paragraph	8 points Candidate provides a concise paragraph summary that includes the purpose of the paper and the intended audience. The paragraph is summarized with balance, clarity, and relevance. Citations are appropriately used to support summary. There are no direct quotes used.	7 points Candidate provides a paragraph summary that includes the purpose of the paper and the intended audience. The paragraph is summarized with balance, clarity, and relevance. Citations are appropriately used to support summary. There are no direct quotes used.	1 to 6 points Candidate provides a paragraph summary that includes the purpose of the paper and the intended audience; however, the summary includes more than one paragraph. Citations are not used to support summary. There is a direct quote used.			0 points Not present
Analysis Paragraph	12 points Candidate analyzes the intended audience, the writing style of the author of the article, the main points of author, and whether or not the author provided adequate support throughout. This paragraph is a thoughtful, focused, in-depth analysis of the topic. There are no direct quotes used.	10 to 11 points Candidate provides an adequate analysis of the intended audience, the writing style of the author of the article, the main points of author, and whether or not the author provided adequate support throughout. There are no direct quotes used.	1 to 9 points Candidate does not analyze the article, but rather summarizes more of the article. The candidate does not analyze the article for the intended audience, the writing style of the author of the article, the main points of author, and whether or not the author provided adequate support throughout. This paragraph is a thoughtful, focused, in-depth analysis of the topic. The candidate uses direct quotes or there is more than one paragraph for the analysis.
Personal and Practical Application	14 to 15 points Candidate provides a solid paragraph that provides a personal application of the information presented in the article. The candidate supports the application by at least one citation from Barsky and/or the Bible.	13 points Candidate provides a decent paragraph that provides a personal application of the information presented in the article. The candidate supports the application by at least one citation from Barsky and/or the Bible.	1 to 12 points Candidate provides a decent paragraph that provides a personal application of the information presented in the article. The candidate supports the application by at least one citation from Barsky and/or the Bible. There is more than one paragraph for the analysis.
Structure
Paragrah Length, Sentence Structure and Mechanics	8 points Sentences are well-phrased and varied in length and structure. Writing displays introductory and concluding sentences that are concise, interesting and focused. Each paragraph is at least five sentences and contains 100–150 words. The writing is free of errors.	7 points Sentences are well-phrased and there is some variety in length and structure. Writing displays clear introductory and concluding sentences. Each paragraph is at least five sentences and contains fewer than 100 words or more than 150 words. There are 1–3 errors, but they do not represent a major distraction or obscure meaning.	1 to 6 points Some sentences are awkwardly constructed so that the reader is occasionally distracted. Writing displays vague introductory and concluding sentences. The writing includes many errors. Each paragraph is less than five sentences and contains fewer than 100 words or more than 150 words.
Template and APA Formatting	7 points The candidate uses the provided template. APA formatting is used throughout for the title page, headings, citations, and reference pages.	6 points The candidate uses the provided template. APA formatting is used throughout for the title page, headings, citations, and reference pages. There is one error in APA.	1 to 5 points The candidate uses the provided template. APA formatting is used throughout for the title page, headings, citations, and reference pages. There is more than one APA error.	0 points Not present

Running head: TITLE OF PAPER 1

TITLE OF PAPER 4

Title of Paper

Author

EDUC 746 Conflict Resolution

Title of Paper

Use this space to give a short introduction to the article and the purpose of the paper. This should be a minimum of five sentences. Make sure when you list the author’s name, you place the year of publication in parenthesis after the author’s name. You will need to follow all APA guidelines for citations. Citations should include the author’s last name, comma, and the year of publication. Example: (Smith, 2010). Citations with direct quotes should include the author’s name, comma, year of publication, comma, and the page number. Example: (Smith, 2010, p.23). You do not need the page number unless you have a direct quote from the work in the sentence. If you need assistance in what to include in this critique, please see

this website

for a good overview.

Summary

Use this section to summarize the article you read. This should include the main points of the article. Make sure you properly cite within this section. APA states that you must credit the source when “paraphrasing, quoting an author directly, or describing an idea that influenced your work” (p. 170). All paragraphs must be at least five sentences.

Analysis

Use this section to analyze the article. This means you critically think through the article’s main points. Who was the intended audience? Did the author clearly communicate the main points to the intended audience? Did the author provide adequate support to back his/her claims? Was the article effective or ineffective? Why or why not? This paragraph should at least be five sentences.

Personal Reflection

Use this section to provide insight from your personal and/or professional experience. You should integrate support from your required readings from Barsky. In addition, you should seek to integrate a Biblical worldview into this section. This paragraph should be a minimum of five sentences.

References

You will only include references that you cited within the Journal Critique. If you integrate a Biblical worldview by quoting from the Bible, you do not include the Bible in this section. At a minimum, you should include the article you read and your Barsky textbook. Make sure all references utilize a hanging indent and remove any hyperlinks.

EDUC746

Journal Critique Instructions

During this course, you will complete 4 Journal Critiques (see chart below). For each critique, you will summarize, critique, and personally apply a research article from a professional journal. It is appropriate for you to utilize research journals in your particular field where possible. All articles must be current (published no more than 5 years ago).

Each critique must have 3 main paragraphs: 1) a summary paragraph that includes clear introductory sentence; 2) an analysis of author’s key points; and 3) a personal application that includes a clear concluding sentence. Each paragraph must be 100–150 words and each critique must be 300–450 words (no abstract is required and the word count does not include the required title and reference pages). All papers must use the attached template in the Assignment Instructions folder on Blackboard and follow current APA style.

Articles selected must relate to the topics given.

Journal Critique Number and Module/Week Topic	Module/Week	Journal Critique Topic
1. Conflict Resolution Roles and Definitions	Module/Week 1	Select a research article on a specific conflict issue, conflict resolution strategy, or the role of leadership in conflict resolution in your current field.
2. Negotiation	Module/Week 3	After reading your text for this module/week, select a research article related to negotiation that relates to your current professional position or a professional position you plan to pursue.
3. Advocacy	Module/Week 5	Select a specific level of education (pre-school, primary, middle, secondary, higher education, continuing education, adult education, etc.) and select a research article addressing the role of advocacy in an issue specific to your selected area.
4. Mediation	Module/Week 6	After reading your text for this module/week, select a research article related to mediation that relates to your current professional position or a professional position you plan to pursue.

Submit each Journal Critique by 11:59 p.m. (ET) on Sunday of the assigned module/week.

2 C O N F L I C T R E S O L U T I O N F O R T h E h E L P I N g P R O F E S S I O N S

theoretical perspectives. But is it only the conflict

resolution (CR) expert who can see the common
threads and work toward joint problem solving? In
fact, all helping professionals are CR practitioners.
Some of us just don’t know it yet.

LEARNING OBJECTIVES

Upon successful completion of this chapter, you will be able to:

• Define conflict resolution, conflict management, and conflict engagement.
• Compare and contrast 10 common conflict resolution roles.
• Explain how particular conflict resolution roles may apply to their own areas of

practice.

This text provides a comprehensive set of educational materials, designed for helping profes-
sionals interested in the theory and practice of CR. Although you may be studying CR from
the perspective of a particular profession— nursing, psychology, social work, education,
community development, pastoral counseling, criminal justice, or child and youth work—
the essential aspects of CR extend across professions. The advantage of an interdisciplinary
text is that you will be challenged to look at conflict situations from diverse points of view.
Ideally, the composition of your class will include people from a broad range of backgrounds
and perspectives. Expressing your different values, attitudes, and opinions will stimulate
conflict and enrich your learning experience.

Module I provides foundational knowledge, theory, and skills for practitioners who
wish to incorporate CR , peace, and restorative justice in their professional practice. In
this introduction to Module I, we begin with a conceptual framework. W hat do we mean
by conflict, CR , peace, and restorative justice? How are these terms related? And what
are the roles, methods, and approaches that professionals can use to pursue CR , peace,
and restorative justice. Chapter 1 stresses the importance of beginning with oneself. To
be an effective practitioner, one must be mindful and deliberate. Mindfulness includes
awareness of one’s values, attitudes, beliefs, feelings, and reactions in a particular situation.
Without self- awareness and conscious use of self, professionals can easily become part of
the conflict, react in counterproductive manners, or impede effective processing of issues.
Chapter 2 presents an overview of CR theory and research. The theory and research that
inform CR practice come from a broad range of disciplines of disciplines, including psy-
chology, sociology, economics, justice, international relations, management, and neu-
roscience. Theory and research are critical for both assessing conflict situations and for
determining appropriate interventions. Thus, Chapter 2 offers a basis for understanding
conflict and planning strategically how to respond. The balance of the textbook builds on
this foundation by providing specific approaches, strategies, and skills for addressing con-
flict. Each module focuses on a particular method of CR . Regardless of which method you
are using, it will be important to integrate mindfulness with theory, research, strategies,
skills, and conscious use of self.

CONCEPTUAL FRAMEWORK

Deliberate choice of language is crucial to effective CR . Many conflicts arise because of
miscommunication. Perhaps the speaker was unclear, or the listener made an error in

Imagination is more important

than knowledge.

—Albert Einstein

Barsky, Allan. Conflict Resolution for the Helping Professions : Negotiation, Mediation, Advocacy, Facilitation, and Restorative Justice, Oxford
University Press, Incorporated, 2017. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/liberty/detail.action?docID=4792771.
Created from liberty on 2020-01-13 11:01:57.

C
op

yr
ig

ht
©

2
01

7.
O

xf
or

d
U

ni
ve

rs
ity

P
re

ss
, I

nc
or

o
ra

te
d.

A
ll

rig
ht

s
re

se
rv

ed
.

Foundations of Conflict Resolution 3

processing the message. Alternatively, neither is to blame. Rather than look for responsi-
bility, the conflict may be resolved by rectifying the parties’ understandings of one another
and moving on. Better yet, consider whether the conflict could have been pre- empted.

I have already used a number of terms having technical meanings and usage.1 To clarify
these terms and to avoid further misunderstandings, I want to ensure that we have common
interpretations of these concepts, as well as others that will be used throughout this volume.

Conflict resolution (or CR) refers to the various ways in which people or organizations
deal with social conflict. Social conflict exists when two or more parties have differences
in beliefs, values, positions, social identities, or interests, whether the divergence is real or
perceived.2 If Chris thinks the world is round, and Isabel thinks the world is flat, they have
a difference in beliefs. If Estrella wants her agency to focus on the mental health of clients,
and Mary wants the agency to focus on their social welfare, they have a conflict based on
different values. If Jane wants Dick to work overtime, but Dick wants to go home early, they
have a difference in positions. If Zach affiliates with an ethnic group that views Yolanda’s
ethnic group as villainous oppressors, they have a difference based on conflicting social
identities. If the psychiatric department of a hospital needs more beds for suicidal clients,
and the cardiology department needs more operating space for surgery, they have a differ-
ence of interests. If Howard assumes Bernadette is angry with him for buying an expen-
sive car, they have a conflict based on a perceived difference, even if Bernadette is actually
pleased with Howard’s purchase. By assessing and understanding the nature of a particular
conflict, professionals can tailor their interventions to deal most effectively with the conflict
(Wilmot & Hocker, 2014).

Although this volume focuses on “conflict resolution,” interventions designed to help
people deal with conflict may also be called conflict management, conflict engagement, dis-
pute resolution, or alternative dispute resolution (ADR). These terms are related, but entail
conceptual differences. Conflicts range from mild differences, to disagreements, to cam-
paigns, to litigation and fighting (Wilmot & Hocker, 2014). Disputes fall within the latter,
more intense part of this range.3 Dispute resolution refers to formal institutions that pro-
vide CR services, particularly within law- related systems. The “alternative” in ADR refers to
alternatives to court processes. First popularized in the 1970s, ADR was seen as a way to
divert cases from an expensive, formal, and adversarial court system, to cheaper and more
informal ADR programs (Bush & Folger, 2005). ADR could mean any alternative to court,
including negotiation, arbitration, healing circles, and assessments. Some practitioners use
ADR to refer specifically to mediation, given that court- affiliated mediation programs are
the one of the most popular forms of ADR . The term ADR seems to suggest that court
is the pre- eminent form of CR . To avoid the notion that mediation and other forms of
CR are simply alternatives to court, some CR professionals have reframed ADR to mean

1 Please refer to the Glossary toward the end of this volume for additional definitions of key terms.
2 W hen some helping professionals hear the term conflict resolution, they wonder whether it is related to

“intrapsychic” or “subconscious” conflicts. Although psychodynamic theory may help CR practitioners
understand how individuals behave (American Mental Health Foundation, n.d.), CR is directed toward
social conflict (conflict between people) rather than conflict within one person’s psyche. Still, there is an
important relationship between intrapsychic conflict and interpersonal conflict: It is difficult to foster
peace between people when one does not have peace within oneself (Dalai Lama, n.d.).

3 Some theorists distinguish conflicts from disputes by suggesting that social conflict exists whenever there
is a difference of interests, beliefs, values, and so forth, between people, whether or not the parties express
their differences to one another. Conflict only becomes a dispute once one or both express their differences
or act on them (Menkel- Meadow et al., 2005).

po
ra

te
d.
A
ll
rig
ht
s
re
se
rv
ed
.

4 C O N F L I C T R E S O L U T I O N F O R T h E h E L P I N g P R O F E S S I O N S

“appropriate dispute resolution.” From this perspective, we should assess each conflict situ-
ation and determine which method (or combination of methods) would be most appropri-
ate for that situation.

CR professionals may also reframe “dispute” to “conflict” in order to focus clients on
the positive aspects of conflict. The presence of conflict suggests there is energy that can
be used to produce change (Parker, 2015). Permission to express differences is vital to the
operation of a free and democratic society. For many people, even the term conflict feels
uncomfortable. Their experience suggests that conflict implies fighting, wars, violence,
exploitation, rivalry, or humiliation (Chetkow- Yanoov, 1997). Perceptions of conflict are
culture bound. Some cultures place a high value on harmony and cooperation; others place
a high value on competition and individuality (LeBaron, n.d.; Wilmot & Hocker, 2014).
CR professionals need to respect people’s experience and culture, but they must also help
people explore new ways of viewing and dealing with conflict.

On its face, the term conflict resolution implies that the purpose of intervention is to
resolve or end the conflict. In its broadest sense, CR could also include prevention, contain-
ment, or management of conflict. Some professionals prefer the term conflict management
because it suggests that conflict is an ongoing, dynamic phenomenon to be dealt with in a
strategic manner. For others, conflict management suggests that conflict is handled in a top-
down manner: People at the top are using their money, political clout, or other power to
control or suppress conflict. From this perspective, conflict management may de- escalate
conflict in a manner that denies voice or problem solving for people with legitimate griev-
ances or concerns. In contrast, the term conflict transformation has been used to describe
processes that focus people on more constructive ways of dealing with conflict in their
relationships (Kurtz & Ritter, 2011). A related term, conflict engagement, suggests that the
purpose of intervention is to engage people in conflict more constructively. Rather than
focusing on resolution, practitioners may need to help people deepen, cope with, or accept
conflict. If a particular conflict is enduring, practitioners can help people respond with civil-
ity, honesty, reliability, and hope, despite concerns such as uncertainty, turmoil, stress, and
danger (Mayer, 2009). Conflict engagement may require prolonged contact and strategies,
rather than a single intervention or limited number of meetings (Reimers, 2016). Conflict
engagement may also require conflict provocation, using methods to stimulate conflict, such
as nonviolence and civil disobedience, to pursue social justice, revolution, or other causes.

This book adopts the term conflict resolution, with the understanding that the purpose
of intervention is to resolve the parties’ underlying concerns, whether that means ending the
conflict peacefully, improving their relationship, learning how to deal with conflict in more
constructive ways, using conflict to foster social justice, or instilling spirituality or greater
meaning into their lives.

Restorative justice refers to the use of creative, participatory processes to serve the needs
of people affected by crime, violence, or other violations of community rules (Oetzel &
Ting- Toomey, 2013). The criminal justice system has historically focused on punishment,
deterrence, and retribution for people who committed crimes. In contrast, restorative jus-
tice encourages people to come together for meaningful dialogues and to develop solutions
that restore relationships. Rather than punishing people for wrongdoing, restorative justice
strives to correct the wrong and make people whole. Although some people equate restor-
ative justice with mediation or victim– offender reconciliation programs, restorative jus-
tice may encompass a much broader range of intervention. Circling process, family group
conferencing, and truth and reconciliation processes are other processes that fit with the
spirit and goals of restorative justice (see Chapter 3). At their best, restorative justice pro-
grams help individuals and communities respond to crime in a positive manner, holding

Foundations of Conflict Resolution 5

people accountable for their actions, reintegrating people who have committed crimes, and
empowering the victim, perpetrator, and community to be part of the solutions.

APPROACHES TO CONFLICT RESOLUTION

An approach to conflict resolution refers to the manner in which a CR practitioner inter-
venes and responds to conflict. Throughout this textbook, you will learn about various
CR approaches,4 including power- based, rights- based, interest- based, and transformative
CR . Each approach is informed by different theories, assumptions, paradigms, values, and
research. Each approach has its own definitions about the nature of conflict, the goals of
CR , and the preferred strategies and skills to attain those goals.

Although many people assume conflict is harmful, conflict in and of itself is neither
good nor bad.5 Rather, the manner in which we deal with conflict determines whether it is
constructive or destructive (Hamilton, 2013). In a school situation, teachers and counsel-
ors may have different views on how to allocate resources in the school’s budget. Teachers
want greater funding for books and educational supplies, for instance, whereas counsel-
ors want more funding for psychosocial testing and services. If these differences escalate
into hostile relations, the result will be destructive. If these differences spur both groups to
work together for a creative solution, the result will be constructive. Conflict can be viewed
as a window of opportunity, motivation for change (Parker, 2015), or as a safety valve to
express problems (Oetzel & Ting- Toomey, 2013). In fact, the ability to express conflicting
values and beliefs advances a core value held by most helping professionals: respect for the
dignity and worth of all people. Such respect encompasses respect for freedom of expres-
sion, client self- termination, and appreciation for diversity among individuals and groups.
When we embrace conflict as an opportunity to grow, to become more compassionate, or
to pursue other goods, we are more likely to fulfill these destinies (Hamilton, 2013). When
we approach conflict with collaboration, good will, reliability, and creativity, we are also
more likely to foster positive consequences: heightened self- awareness, better decisions,
strengthened relationships, and adaptation to change (Lewicki, Barry, & Saunders, 2010).
Managing conflict effectively can lead to greater client safety and satisfaction, improved
morale and relationships among service providers, lower rates of employee turnover, and
enhanced capacity for an organization to attain its goals (S. Kim et al., 2016).

Different theorists, cultural groups, families, and individuals have different views on
the nature of conflict— an exchange of resources, an adventure, a struggle, a balancing
act, a game, an expression of disrespect, or a breakdown in communication (Wilmot &
Hocker, 2014). How people perceive and understand conflict will affect the ways they try
to handle it. People can respond to conflict in a variety of manners, ranging from avoidance

4 Although some practitioners use the terms theories or models of practice, there is still debate about what
constitutes a theory or model, and which approaches satisfy these requirements. Furlong (2005) suggests
that theories are abstract principles or explanations of physical or psychosocial phenomena developed to
provide explanations that can be tested for their validity through research, whereas models are structures or
representations that are developed to help guide practice. Ideally, models are based on clearly articulated
theories and sound research. Many approaches to CR are still emerging, meaning that we need more time
for their theoretical bases to be clarified and for research to substantiate their validity and effectiveness.

5 Perspectives on conflict are also affected by culture. In cultures that place a high value on harmony, conflict
may be seen as a negative aberration. In such cultures, it may be particularly helpful to reframe conflict into
an opportunity for fostering harmony rather than a state of disharmony.

C
op
yr
ig
ht
©
2
01
7.
O
xf
or
d
U
ni
ve
rs
ity
P
re
ss
, I
nc
or
po
ra
te
d.
A
ll
rig
ht
s
re
se
rv
ed
.

6 C O N F L I C T R E S O L U T I O N F O R T h E h E L P I N g P R O F E S S I O N S

and withdrawal, to collaboration and problem solving, to litigation and fighting. Some
approaches might be helpful; others, counterproductive. Often, it depends on the nature of
the conflict and the goals of the people faced with the conflict.

Consider a case manager, Cameron, who asks his boss for a raise in salary. The boss,
Bruce, originally rejects Cameron’s request. If Cameron views this conflict as an exchange
of resources, he could explain all his contributions to the agency and how his salary should
reflect these contributions. He might also look for other jobs, with pay that better reflects
the quality of service he provides. If Cameron views conflict as an adventure, he could treat
Bruce’s initial rejection as an invitation to try new and creative approaches to work through
the conflict (e.g., brainstorming new ideas, developing innovative arguments to persuade
Bruce). If Bruce views this conflict as a struggle, he may see it as a battle or trial requiring him
to stand firm and use whatever power he can muster to thwart Cameron’s attack. If Bruce
sees the conflict as a balancing act, he may deal with Cameron more delicately. On one hand,
he notes his agency cannot afford to give raises; on the other hand, he wants to keep his
employees, including Cameron, happy. He may try to find benefits to offer Cameron that
will not put the agency’s budget in jeopardy. If Cameron views the conflict as a game, he
may explore different strategies to see which is most likely to help him win; for instance, will
Bruce be swayed more effectively by crying, making threats, “sucking up,”6 or being honest
and direct? If Cameron perceives the conflict as an expression of disrespect, he may feel hurt
and respond either by withdrawing (to avoid further hurt) or by verbally attacking Bruce
(to defend his honor). If Cameron views the conflict as a problem in communication, he may
review what he said with Bruce and develop a clearer explanation of why he deserves a raise.
In some situations, people involved in conflict have similar views of its nature and will dance
the same dance; often, people have different views of conflict and will unwittingly adopt
strategies that clash.

ROLES AND METHODS

A conflict resolution role refers to the prescribed or expected function of the person within
the conflict situation. W hen a helping professional embraces a particular CR role, the
professional is expected to act in a manner that is consistent with the values, ethics, and
practice standards of the CR role (e.g., Association of Family & Conciliation Courts,
2012). Helping professionals can assume a myriad of roles to assist individuals, families,
groups, organizations, and communities with conflict situations: negotiator, mediator,
advocate, facilitator, healer, expert/ consultant, arbitrator, administrator, buffer, and
penalizer (Chetkow- Yanoov, 1997).7 A method of conflict resolution refers to the structure
of the CR process that corresponds to the CR role. Thus, the method used by a mediator
is mediation and the method used by an arbitrator is arbitration. Within each method,
professionals can draw from a range of approaches to practice, as described earlier. The
following discussion provides an overview of the roles helping professionals can play.
Later chapters will demonstrate the range of theories and approaches that profession-
als can incorporate for particular roles (e.g., power- based negotiation or transformative
mediation).

6 A colloquial term suggesting the person will use flattery or do anything to try to please the other person in
order to win favor.

7 Other conflict resolution roles include ombud (Bingham, 2015), investigator, witness, educator, equalizer,
referee, and hybrids such as parenting coordinator, med- arbiter, and arb- mediator (Barsky, 2013b; The
Third Side, n.d.).

C
o
p
yr

ig
h
t
©

2
0
1
7
.
O

xf
o
rd

U
n
iv

e
rs

ity
P

re
ss

,
In

co
rp

o
ra

te
d
.
A

ll
ri
g

h
ts

r
e
se

rv
e
d
.

Foundations of Conflict Resolution 7

8 Parties to a conflict is legalese for “interested parties” or individuals who are directly involved in the conflict.
Some CR literature refers to parties as “conflictants” or “disputants,” but these terms reinforce adversarial
feelings between the parties. In practice, you could use more collaborative names such as partners, team
members, or colleagues. It is much easier to cooperate with someone that you view as a partner than with
someone you view as an enemy or disputant.

To simplify the discussion of CR roles, consider a two- party conflict: A husband and
wife are in the middle of a divorce. One issue concerns division of family property. The
term party, adopted in CR from legal lingo, refers to any individual, group, or corporate
entity (e.g., a social agency, a government, or a business enterprise).8 An interested party is
a party who has a direct interest (or stake) in how a conflict is resolved. In the example, the
husband and wife are the interested parties. Each has a direct stake in how their property
is divided. The husband suggests, “I’ve worked hard to earn a living and pay for this house.
You’re not entitled to 20 percent, never mind half.” In defense, his wife responds, “You’re
the one who ran off with another woman. As far as I’m concerned, that means the house is
mine.” If we designate the husband and wife as Party 1 (P1) and Party 2 (P2) respectively,
we can represent the conflict as in Figure I.1. The dashed line indicates the parties directly
involved in the conflict.

Conflict

Decision Makers

Primary Flow(s) of Communication

FIGURE I.1. Conflict

Broadly speaking, negotiation refers to any manner in which two or more parties inter-
act when dealing with a conflict. The husband and wife could sit down at the kitchen
table and calmly discuss how to divide their property. They could become embroiled in
a heated argument. They could try to manipulate each other by threatening to destroy
property, changing locks on the door, or lying about the true value of their retirement
investments. These actions are different means of negotiation. In a simple negotiation,
the conflict and the communication both flow directly between the parties to the con-
flict, as illustrated in Figure I.2. Whereas the dashed line indicates the parties involved in the
primary conflict, the solid line depicts which parties are communicating directly as part of the
conflict resolution process (in this case, negotiation). The circles identify the decision makers in
the negotiation, P1 and P2.

P1 P2

FIGURE I.2. Negotiation

8 C O N F L I C T R E S O L U T I O N F O R T h E h E L P I N g P R O F E S S I O N S

Negotiation occurs not only between clients but between coprofessionals, as dem-
onstrated in the case conference scenario described at the beginning of this chapter.
Negotiation and bargaining are often used interchangeably. Some writers refer to negotia-
tion to describe interest- based CR in order to distinguish it from the notion of positional
bargaining (Druckman & Diehl, 2006; Chapter 4 explains positional and interest- based
negotiation in further detail). Some CR professionals avoid using the term bargaining
because of its pejorative connotations in common parlance (i.e., trying to get something
cheap; trying to gain something at another party’s expense). Rather than differenti-
ate between negotiation and bargaining, I will refer to several different approaches to
negotiation.

An advocate is a person who acts in support of an interested party during negotiation,
litigation, or another CR process. In the divorce situation, one or both spouses may have
their own advocates. The wife hires a lawyer to help her win possession of the matrimonial
home. She asks the lawyer to take her lecherous husband to court. The lawyer encourages
her to consider negotiation, where the lawyer will meet with the husband’s lawyer to try to
work out a reasonable settlement. Assuming each spouse has an advocate (AD1 and AD2),
the situation appears as in Figure I.3.

AD1 AD2

FIGURE I.3. Advocacy

Note that the dashed line represents the primary conflict, which still occurs between P1 and
P2. The flows of communication for the purposes of CR , however, extend between each advocate
and his or her client, as well as between the two advocates. In this advocacy model, no direct com-
munication takes place between P1 and P2. The ultimate decision makers (as identified by the
circles) are P1and P2, even though they rely on their advocates for representation and advice.

In legal situations, such as divorce, we often think of lawyers as advocates. However,
a vast range of helping professionals can and do assume advocacy roles. A professor can
advocate for a mature student to be accepted into a university program despite low grades.
A discharge planner in a hospital can advocate for a patient who wants to remain in the hos-
pital until home support systems are in place. A social worker can advocate for subsidized
childcare for single- parent families. A probation officer can advocate for vocational upgrad-
ing support for a client on probation.

As you will see further in Module IV, an advocate affects the balance of power between
parties by providing one party with information, CR skills, or other resources. Advocates
are particularly useful, even necessary, when one party has a power disadvantage in relation
to the other party. When one party hires an advocate, however, the other often responds by
hiring his or her own advocate.

Some literature refers to “advocating for oneself.” Given the definitions described here,
advocating for oneself would be considered negotiation, not advocacy. Advocates and the

Foundations of Conflict Resolution 9

other CR helping roles described later can be referred to as third parties. Third parties play a
role in the CR process, but they do not have a direct interest in the specific resolution of the
conflict. AD1 is a partisan who desires a positive result for the husband, but AD1 will not have
to live with the ultimate division of property in the same way as the divorced spouses will.

An expert/ consultant is a professional who provides information, expertise, or advice to
one or both interested parties to help them resolve a conflict. The expert/ consultant does not
facilitate communication or direct the process of CR between the parties. Consultation is a
form of education. For example, the husband or wife may agree to go to a psychoeducational
group to learn about the process and stages of dealing with separation. The group counselor
plays the role of expert in providing information and suggestions about how to deal with one’s
former spouse. If the former spouses have children, they will learn how to deal with their
mutual anger and distrust, so their children do not get caught in the crossfire. In this scenario
(Figure I.4), the wife’s expert is providing suggestions to her, but the husband and wife still commu-
nicate directly with each other in order to resolve their differences. The circles show that P1 and P2
are the primary decision makers, even though P2 is relying on her expert for advice.

P1 P2

Expert

FIGURE I.4. Expert/ Consultant

Other examples of expert/ consultants include supervisors, pastoral counselors, and con-
flict coaches. Human service professionals, for instance, may ask their supervisors for advice
about how to deal with a conflict between them. Pastoral counselors may provide spiritual or
moral guidance to clients struggling with interpersonal conflicts. In contrast, a conflict coach
helps clients manage and constructively resolve conflict through a combination of listen-
ing, asking questions, supporting, offering insights and strategies, and rehearsing conflict
management strategies (Amedei, 2011).

An evaluator is another expert role that helping professionals frequently assume.
If the parents agree to a custody evaluation, the clinician may assess their abilities to
care for their children (Lund, 2015). The clinician will make recommendations about
the best interests of the children, such as where the children should reside, how they
should spend time with both parents, and what parenting responsibilities should fall on
which parent (American Psychological Association, 2010). For example, the older child
has been wetting her bed since her parents separated; accordingly, the evaluator rec-
ommends that both parents follow a certain bedtime regimen to support the daughter
through this difficult time. The parties are not necessarily bound by the recommenda-
tions;9 however, they will tend to heed the recommendations because they are coming
from an independent third party with expertise in child custody. If the husband and

9 The parties could agree that they will abide by the recommendations of the evaluator; however, courts may
review custody recommendations and make their own determinations about the best interests of the child.

10 C O N F L I C T R E S O L U T I O N F O R T h E h E L P I N g P R O F E S S I O N S

wife were in court, the judge may ask them to go for a custody evaluation. The evaluator
will make recommendations to the judge, but the judge will have ultimate authority to
decide the parenting plan (e.g., which parent will have custody and how visitation with
the children will be arranged). The situation with a judge and expert evaluator would
present as in Figure I.5.

P1 P2

Judge

Evaluator

FIGURE I.5. Assessor

Note that the judge is now the decision maker, as indicated by the circle. As the solid lines indicate,
both parties provide information to the evaluator, who makes a recommendation to the judge.
The judge then imposes a decision on the parties. This CR model does not provide for any direct
communication between the husband and wife.

An early neutral evaluator is an expert who assesses the conflict situation before the case
escalates (and particularly before the case goes to trial). By obtaining an assessment as early
as possible, the parties can try to negotiate a settlement based on the evaluator’s assessment,
negating the need for court trial or other expensive processes (Lund, 2015). The parties
may agree on a truncated or abbreviated process to keep the costs of conducting the evalu-
ation to a minimum.

A facilitator is a professional who assists with communication between parties to a con-
flict.8 Facilitation competencies include bringing the parties together, providing a space for
discussion, creating a participatory environment, clarifying misunderstandings, encourag-
ing joint problem solving, facilitating group awareness, honoring the wisdom of the group,
and assisting each party to hear the others (International Association of Facilitators, 2004).
A facilitator could work directly with the interested parties or with their advocates. A teacher
notices that a student’s schoolwork has been deteriorating since his parents’ separation. The
teacher decides to assume the role of facilitator and calls both parents for a meeting. The
teacher helps them discuss how their son is falling behind in class. To deal with this prob-
lem, the parents decide to spend more time helping their son with his homework. If P1 and
P2 do not have advocates, then the situation presents as in Figure I.6.

P1 P2

Facilitator

FIGURE I.6. Facilitator

Foundations of Conflict Resolution 1 1

The communication flows back and forth among all three individuals, as indicated by the solid
lines. P1 and P2 remain the decision makers.

A mediator is a third party who assists interested parties in negotiating a conflict.
A mediator controls the mediation process but does not have authority to decide the out-
come for the parties. In other words, a mediator is a type of facilitator who follows a par-
ticular model of intervention, using specific skills and strategies. The mediator coaches the
parties on how to deal with conflict constructively and, conversely, moves parties away
from dysfunctional patterns of interaction. More detailed definitions, including whether
a mediator must be neutral or impartial, are analyzed in Module III. Figure I.7 shows that
the mediator facilitates communication between the wife and husband (as indicated by the solid
lines). Still, the wife and husband retain ultimate decision- making power over how to divide
their property (as indicated by the circles). Advocates or other helping professionals may also
participate in mediation.

P1 P2

Mediator

FIGURE I.7. Mediator

Some people use the terms mediation and conciliation interchangeably. Others distinguish
conciliation as a process that is outcome oriented (to facilitate settlement), whereas media-
tion is more process oriented (to facilitate better relationships and deal with underlying
psychosocial issues). According to this dichotomy, conciliation generally requires only one
or two sessions, whereas mediation may take four to eight sessions. Conciliators tend to be
more interventionist than mediators, offering suggestions and directing the parties toward
specific options for settlement. In the 1970s and 1980s, the term conciliation was used most
frequently to refer to services that were attached to courts, tribunals, or other mandated
government agencies (Noone, 1997).

In this text, I talk about various approaches to mediation, but avoid use of the term
conciliation. People tend to confuse conciliation with reconciliation. Reconciliation
suggests the aim of the CR process is to return the parties to a previous form of
relationship— for example, to work out an arrangement for separated spouses to move
back together, as an intact family. Although some mediation clients choose to recon-
cile, this may not be their goal. Divorce mediation is designed to help former spouses
redefine their roles so that they can live peacefully, but separately and apart. If separated
spouses want to reconcile, then family counseling would be more appropriate to help
them with this transition.

A healer helps parties work through the underlying causes of a conflict, restoring
health, balance, social functioning, and spirituality. Psychotherapists, clergy, and elders
within certain cultures often assume the role of healer (Pranis, 2009). W hereas the
mediation field is still debating the extent to which mediation involves therapeutic pro-
cesses (if at all), healers specifically focus on underlying psychosocial and spiritual issues.
Techniques for healing include helping parties listen sensitively to one another, explore
taboo ideas, overcome historical hatreds, depart from traditional customs, discontinue

1 2 C O N F L I C T R E S O L U T I O N F O R T h E h E L P I N g P R O F E S S I O N S

behavior that victimizes other groups, improve self- understanding, accept responsibility,
provide apologies, and reconcile previous relationships (Chetkow- Yanoov, 1997). Many
models of psychological intervention clearly place the therapist in a healing role: for
example, Rogerian- humanistic therapy, psychoanalysis, narrative therapy, and cognitive
restructuring (Prochaska & Norcross, 2013). Traditional healing processes also exist
within many ethnic communities: ho’oponopono among native Hawaiians, family group
conferencing among New Zealand’s Maori people, fa’amanata’anga among the Kwar’ae of
the Solomon Islands, and healing circles among Native North Americans, to name a few
(Pranis, 2009; Vieille, 2013; Wilmot & Hocker, 2014). Traditional healing processes may
be particularly important in helping individuals or communities that have experienced
the traumas of war or other conflicts (Hinton & Kirmayer, 2013). In our diagrams, the
role of a healer appears very similar to that of a mediator or facilitator. Figure I.8 could
represent a couples counselor, clergy person, or elder who is helping both the husband
and wife reconcile their marriage.

P1 P2

Healer

FIGURE I.8. Healer

The solid lines show communication flowing between all three parties, with the circles indicating
that P1 and P2 make the ultimate decisions. Unlike a mediator, a healer could work with just
one of the parties— for instance, helping a woman come to terms with her partner’s having
an affair with a younger woman.

An arbitrator (Figure I.9) is an independent third party who hears evidence from
the conflicting parties and determines an appropriate resolution for them (American
Arbitration Association, n.d.). A judge is a type of arbitrator, imposed on parties
involved in court proceedings. Labor laws and other forms of legislation sometimes
impose specialized arbitrators on conflicting parties. In other situations, parties choose
arbitration on a voluntary basis. W hen arbitration is legislatively mandated, the rules
of the arbitration process are predetermined for the parties. If arbitration is volun-
tary, the parties can select their own arbitrator and establish the rules of arbitration by
agreement.

P1 P2

Arbitrator

FIGURE I.9. Arbitrator

Foundations of Conflict Resolution 13

Note that there is little or no communication between the parties during arbitration. As the solid
lines show, the primary flows of communication are between each party and the arbitrator. The
arbitrator makes the decision, as indicated by the circle. The advantages of using an arbitrator
include the ability to get a final decision from an impartial third party. Private arbitration
can also be less formal, less costly, and more timely than a court trial, although these factors
depend on the terms of arbitration and availability of an appropriate arbitrator. Potential
disadvantages of arbitration include the parties’ level of commitment to implement the
order may be lower than if they fashioned an agreement and felt more invested in making it
work (Lewicki, Barry, & Saunders, 2010). Further, arbitration is an adversarial (win- lose)
process, so it may hurt rather than help the parties’ relationship. Further, it does not teach
them how to resolve conflicts for themselves.

If the parties are represented by advocates, then the advocates may communicate with
the arbitrator. In our divorce situation, the spouses direct their lawyers about how to rep-
resent them, but the arbitrator and lawyers control the process and communication during
the arbitration hearing. If the spouses came to you in your capacity as a helping professional
to arbitrate a dispute, would you accept this role? Consider whether arbitration is consis-
tent with the ethics of client self- determination.

For most helping professionals, an administrator is someone who manages the employ-
ees and resources of an organization. In a CR context, an administrator is a professional
who assists with implementation of the resolution of a conflict (Figure I.10).

P1 P2Agreement
[Initial conflict resolved]

Administrator

FIGURE I.10. Administrator

As the circles indicate, the P1 and P2 are the decision makers regarding how the conflict was
initially resolved, but the administrator takes a decision- making role regarding implementation.
In our divorce mediation, for example, the former spouses agree that the husband will pay
monthly child support. An administrator could be involved as a monitoring agent, ensur-
ing the husband pays support as agreed (e.g., at an agency that enforces child and spousal
support agreements). In addition to a monitoring role, administrators operationalize agree-
ments by encouraging compliance, facilitating ongoing communication between the par-
ties, providing interpretation of disputed clauses, and identifying potential trouble spots
early on (Chetkow- Yanoov, 1997). The role of an administrator looks similar to that of a
mediator or facilitator, but the administrator generally gets involved only after another third
party has facilitated the basic agreement. The role of parenting coordinator, described in
Module IV, includes an administrative function, though this role is combined with other
functions similar to mediation, coaching, and arbitration.

A buffer (Figure I.11) is an individual or agency that separates conflicting parties during
an intense, destructive phase of conflict.

1 4 C O N F L I C T R E S O L U T I O N F O R T h E h E L P I N g P R O F E S S I O N S

P2P1

Bu�er

FIGURE I.11. Buffer

As the wide bar illustrates, the buffer separates the parties and stops direct communication between
them. Each party may communicate separately with the buffer, as indicated by the solid lines. The
role of United Nations peacekeepers is a prime example of the buffer role. Peacekeepers pro-
vide a physical barrier between two warring factions in order to stabilize a situation (Levine,
2014). Their primary role is to protect people from the immediate effects of a violent out-
break. The buffer role is temporary. It is designed to allow time for other CR processes to work
out a more permanent solution (United Nations, n.d.). Peacekeeping is a bit of a misnomer.
Peacekeeping may ensure an absence of war, but absence of war is not the same as peace.
Peacemaking or peacebuilding, terms adopted by some mediators, goes beyond peacekeep-
ing (see Module IV for further detail). True peace requires mutual understanding and respect,
ongoing constructive communication, and a relationship that can deal well with differences
(Barash & Webel, 2002; Reimers, 2016). A truce enforced by buffers hopefully provides an
opportunity for peacemakers to help the parties bring about a full and lasting peace.

Supervised visitation is an example of the buffer role in our divorce situation. If our wife
and husband are hostile toward one another, a buffer may be necessary to safeguard the
spouses and, or the child. Some social agencies offer supervised visitation. Typically, super-
vised visitation involves the custodial spouse bringing the child to the agency so that the
noncustodial spouse can meet the child there. The agency may simply supervise the transfer
of the child from one parent to the other, or it may supervise the entire visitation (Institute
for Family Violence Studies, n.d.). In families with a history of violence, the agency can
make arrangements so that no contact exists between the former spouses. In contrast to a
facilitator, a buffer blocks direct communication between the parties, and communication
is primarily top- down from the buffer to each party.

A penalizer (Figure I.12) is an individual or agency with the power to impose sanctions
on parties for misconduct.

P2P1

Penalizer

FIGURE I.12. Penalizer

Foundations of Conflict Resolution 15

Note that the parties communicate with the penalizer rather than with each other, as indicated
by the solid lines. The primary decision maker is the penalizer, as indicated by the circle. Criminal
law courts impose sanctions such as fines and incarceration. Some clergy teach that a divine
power will punish those who act in an evil manner. Teachers sanction certain types of stu-
dent behavior through grading, granting privileges, and withdrawing them. Social workers,
psychologists, and other mental health professionals may frown on using sanctions as means
of social control. Still, there are many examples where such helping professionals do make
use of sanctions. A divorce counselor, for instance, may discontinue services to a spouse
who becomes abusive. Some helping professionals justify the use of sanctions to promote
constructive CR behavior. In jurisdictions with “mandatory mediation,” conflicting par-
ties are required to try mediation before they can have access to the public court system.
Police sometimes drop charges when parties agree to go to a community dispute resolu-
tion center. Parole officers advise parolees that they will be returned to jail if they breach
conditions of parole. Are these examples of undue coercion or creative use of authority?
Ethically, one must consider whether the ends justify the means (Corey, Corey, Corey, &
Callanan, 2015). Whereas most helping professionals feel comfortable in facilitative roles,
they are more likely to experience an internal values conflict if they are pressed into the role
of penalizer. The penalizer’s decisions are top- down, and the parties are not encouraged
to communicate with one another. Although there are legitimate roles for penalizers, this
book focuses on noncoercive CR .

Helping professionals may assume roles that are limited to a particular stage of a CR
process. As a convenor, for instance, the professional’s role is to identify and bring parties
together to engage in a CR process. Another professional, or the parties themselves, may
facilitate other stages of the process. Similarly, a monitor could be brought in to observe
the parties negotiating or implementing their agreements. The presence of the monitor
may encourage the parties to act in a fair, reasonable, or honest manner (Lewicki, Barry,
& Saunders, 2010). Alternatively, a guarantor could be brought into the process as part of
the agreement and follow- up. A guarantor takes responsibility for ensuring that one party
follows through on its commitments. In a child protection conflict, for instance, a family
member could agree to ensure that an alcohol- dependent parent goes to a particular treat-
ment program (perhaps agreeing to pay the fees, drive the parent, or use other means of
persuasion and support to ensure that the parent goes to treatment).

In some instances, you may be hired specifically to act as mediator, advocate, parenting
coordinator, or other CR professional. In other instances, you may decide to use particu-
lar CR skills, even though you are not formally assuming a CR role. For instance, a nurse
may use advocacy skills to advance the medical needs of a patient, a couples counselor may
employ mediation strategies to help clients deal with allegations of infidelity, or a program
director may informally arbitrate an issue between two clinicians. Note that your roles and
responsibilities may vary depending on whether you are hired specifically as a CR profes-
sional or whether the use of CR skill emerges from your other positions.

USING THIS TEXT TO MAXIMIZE LEARNING

This text has been designed in a manner that allows for flexibility regarding the order in
which you study various aspects of CR . This text is comprised of four modules: founda-
tions of CR , negotiation, mediation, and additional methods. The introduction to each
module not only provides an overview of each topic, but also provides information about

C
o
p
yr
ig
h
t
©
2
0
1
7
.
O
xf
o
rd
U
n
iv
e
rs
ity
P
re
ss
,
In
co
rp
o
ra
te
d
.
A
ll
ri
g
h
ts
r
e
se
rv
e
d
.

16 C O N F L I C T R E S O L U T I O N F O R T h E h E L P I N g P R O F E S S I O N S

specific theories and models of mediation. Modules I and II provide fundamental knowl-
edge and skills in relation to CR generally, and negotiation in particular. Once you have cov-
ered the basic theories, approaches, strategies, and skills in these chapters, you may explore
the other modules and methods of intervention in any order.

Module I is comprised of this introduction plus three chapters. Chapter 1 explores the
concept of mindfulness. Whether you are directly involved in a conflict or you are acting as
a CR practitioner (to help others), being aware of your feelings, values, beliefs, and reactions
will help ensure that you respond to conflict situations in a deliberate, effective, and creative
manner. Being present and mindful in the situation is crucial regardless of the method of
CR that you are learning or using. Chapter 2 provides an overview of theories and research
that can be used to inform CR practice. The concept of evidenced- based practice suggests
that professionals need to understand and apply valid science when determining which
interventions to use, with which clients, and in which circumstances. One of the chal-
lenges in CR is that some models and practices are in relatively early stages of development.
Practitioners and researchers need to continue to develop theory and research to maxi-
mize benefits and minimize risk for those seeking help with conflicts. Chapter 3 explores
restorative justice. Although some people equate restorative justice with specific methods
of intervention, such as victim– offender mediation or family group conferencing, restor-
ative justice is more of a philosophy than a specific type of intervention. Restorative justice
embraces a holistic response to crime and other problematic behaviors within organiza-
tions and communities. Rather than focusing on punishment and retribution, restorative
justice invites communities to become active in repairing harm and rebuilding relationships
in the community. Chapter 3 highlights restorative justice as applied within the criminal
justice and school systems.

Module II focuses on negotiation. Whether you are negotiating your own conflict or
helping clients deal with theirs, it is important to be able to assess how others are negoti-
ating and determine the most appropriate responses. Chapters 4, 5, and 6 each focus on
a different approach to negotiation: power, rights, and interests. In each chapter, you will
learn how to implement specific negotiation skills and strategies that fit with each approach.

The balance of this volume deals with various methods of assisted negotiation. Module
III delves into four models of mediation (settlement- focused, interest- based, transforma-
tive, and therapeutic), as well as the application of mediation in specific contexts such as
family conflict. Module IV explores additional models of CR including fact finding, trust
building, peacebuilding, parenting coordination, family group conferencing, spiritual heal-
ing, group facilitation, and advocacy. As you work through these chapters, you will learn
the stages of each method of CR , including strategies and skills that are appropriate to
each stage.

The appendixes provide supplementary tools and resources. Appendix 1 describes
decision tree analysis, a method for helping people make reasoned decisions about how
to respond to a conflict situation. Trees provide graphic representations of decision
choices and potential outcomes, allowing rational analysis of the risks and benefits of var-
ious courses of action. Appendix 2 provides a sample process recording, a learning tool
that provides a framework for analyzing real and simulated CR processes. Appendix 3
demonstrates how metaphors (symbolic language) can be used in CR to help people
view issues from different perspectives. Appendix 4 lists resources for further informa-
tion and research, including videos, professional associations, and databases. If you
happen to skip a section and come across a strange term, you can find easy access to a
definition in the Glossary. The References lists all the resources cited throughout this
volume.

Foundations of Conflict Resolution 17

I have attempted to structure this text based on the tenets of adult learning. (Sandlin,
Wright, & Clark, 2013). Adults come into their classes with significant life experience and
knowledge that can be used to enrich the class. Adults have the capacity for self- directed
learning, based on internal motivations. Effective learning is not based on memorizing
information, but immersing oneself in the educational materials, using critical thinking,
experimentation, questioning, reflection, and interaction with others. The role of the edu-
cator is to provide a safe environment for learning and to offer support (MacKearcher,
1997). The materials provided in this volume are not intended to be prescriptive. I present
a range of CR approaches for you to explore and test. Ultimately, you will decide which
ones to integrate into your practice. While this text provides many role- plays and scenarios
for discussion, the most successful exercises and assignments are often those initiated by
students themselves— be imaginative and creative.

Different people learn best in different ways— through reading, discussing, observing
others, doing it themselves, or using a particular combination and sequence of learning
activities (D. A. Kolb, 1974; Manolis, Burns, Assudani, & Chinta, 2013). Accordingly, each
chapter contains theoretical abstractions, discussion questions, and class exercises that you
can observe or experience firsthand. Professors often ask students to prepare for classes
by reading the material ahead of time; this approach makes sense for professors, because
most of them are abstract conceptualizers. Although this ordering works for some students,
others learn best by doing first and then going back to the theory. Throughout the text,
I emphasize the value of preparing for any CR intervention. If you decide to “wing it” for
class exercises, you may find yourself at a disadvantage compared with others who read the
materials and prepare in advance. However, as long as you reflect back on the experiential
exercises and go back to the theory, you can effectively integrate theory and practice. Am
I condoning procrastination and cramming at the end of the course? I have faith that you
will select the best learning approach for yourself.

Throughout the text, I provide self- inventories to help you reflect on your progress and
focus your learning. Some inventories are designed to help you clarify your value orienta-
tions and preferred styles of CR . Others help you identify your CR strengths and learning
needs. I have included more exercises than you could possibly complete in one course, so
please select exercises that best meet your professional development goals. Some jurisdic-
tions have moved toward competency- based accreditation for CR professionals; that is, to
obtain a license or certification to practice CR , you will be required to demonstrate spe-
cific skills and knowledge. The learning objectives and inventories in this text can help you
prepare for these requirements. If you intend to apply for a particular form of accredita-
tion, contact your local CR associations in order to determine their specific requirements
(for further information, see Professional Associations in Appendix 4).

The exercises at the end of each chapter include conflict situations from a broad
spectrum of contexts: family counseling, child welfare, mental and physical health, edu-
cation, professional ethics, gerontology, social assistance, criminal justice, interprofes-
sional practice, anti- oppression, human services, and pastoral counseling. Feel free to
alter certain case facts to bring the exercise closer to your preferred area of practice.
However, students often find it exciting and informative to play roles that are new or
unfamiliar.

KEY POINTS

• Social conflict exists when two or more parties express differences in beliefs, values, inter-
ests, or positions, whether the divergence is real or perceived.

C
op
yr
ig
ht
©
2
01
7.
O
xf
or
d
U
ni
ve
rs
ity
P
re
ss
, I
nc
or
po
ra
te
d.
A
ll
rig
ht
s
re
se
rv
ed
.

18 C O N F L I C T R E S O L U T I O N F O R T h E h E L P I N g P R O F E S S I O N S

• CR refers to any means of dealing with conflict, including negotiation, mediation, and
advocacy.

• Alternative methods of CR can be differentiated by the answers to the following ques-
tions: who has decision- making power; what is the role of the third- party intervener (if
any); does communication flow between conflicting parties directly or indirectly; and is
process adversarial or collaborative?

• Helping professionals can use elements of CR within their traditional helping roles
(emergent CR). Alternatively, helping professionals can undertake explicit CR roles
(contractual CR).

• CR draws on a range of theoretical perspectives to analyze conflict and develop models
of intervention.

• The classroom experience can be used as a laboratory for learning how to deal with con-
flict, particularly when providing, receiving, or facilitating feedback during class exercises.

DISCUSSION QUESTIONS AND EXERCISES

1. WARM- UP EXERCISE: “How Long Is This Class, Anyway?” Before the class gets
started, we need to decide how long the class is and how we are going to spend this
time: lecture, theoretical discussion, practice role- plays, videotapes, and so forth. Let’s
make this a class decision. Your mission, should you choose to accept it, is to discuss
these issues and present your instructor with the decisions. You have 15 minutes.
Debriefing : Ask one person to facilitate discussion of the following debriefing questions:
• What strikes you most about how people dealt with this conflict?
• What roles did various people in the class play?
• What skills and techniques did different people use?
• What made dealing with this conflict more difficult than you might have originally

thought?
• W hat did you learn about how you deal with this type of conflict?

2. IMAGES OF CONFLICT: Think of a specific situation that involves conflict. Visualize
what is going on, who is involved, and how the conflict affects those involved. What are
the first images that come to mind? Write a brief description of your conflict image so
you may share it with the class.
Debriefing : After you have composed a list of images from the whole class, consider the follow-
ing questions:
• Which of the images have positive connotations? Negative connotations?
• How do you personally feel about dealing with these different types of conflict?
• What is the relationship between diversity and conflict?

3. ROLES AND NEUTRALITY: Identify your role as a helping professional (e.g., teacher,
therapist, vocational counselor). During your work, does neutrality play a role? If so,
what is this role? Does neutrality depend on your model of practice (e.g., narrative,
cognitive- behavioral, psychosocial, medical, law enforcement)? Your professional val-
ues? What does your profession’s code of ethics say about neutrality (Barsky, 2010)?

4. MAPPING CR: During a parent- teacher association meeting, two parents, Ms. Jones
and Mr. Singh, complain that a boy named Kyle Bragin is bullying their children. Kyle’s
father becomes defensive and says, “Little Bonnie Jones and Rajib Singh must be lying
to their parents; Kyle is a good son.” As the arguments escalate, Kyle’s teacher tries to

C
op
yr
ig
ht
©
2
01
7.
O
xf
or
d
U
ni
ve
rs
ity
P
re
ss
, I
nc
or
po
ra
te
d.
A
ll
rig
ht
s
re
se
rv
ed
.

Foundations of Conflict Resolution 19

separate everyone. Once tempers cool down, the school guidance counselor, Mrs. Finch,
asks to meet all three parents in her office to see whether there is some way to resolve
this problem together. Describe the role that each person in this scenario is playing.
Draw a diagram, indicating the directions of the conflicts and flows of communication
between the parties.

5. ROLE CLARIFICATION: Review the following transcript of a probation officer
explaining her role to a client (Costas) who was convicted of theft. Identify problems
in the explanation of CR roles and rewrite the explanation to clarify the roles of each
professional. Then, draw a diagram mapping the conflict and flows of communication
between each of the people described in your revised explanation.
Costas, you were referred to probation by Judge Jones. His role is to advocate for your
best interests and supervise you to ensure that you do not re- offend. As your probation
officer, my job is to block all communication between you and the judge to prevent further
harm. If you would like to speak with your attorney at any time, you are free to negotiate
the terms of your probation with him. As a penalty for stealing , you are required to go
to mediation and apologize to your victims. We also need to evaluate whether you are
at risk for re- offending , so I am referring you to a local priest to conduct the assessment.
Your role is to facilitate the healing process with each of the professionals who will be
helping you.

6. CONFLICT FOR THE AGES: Assign each of the following questions to a different
group in your class: (a) What do children have conflicts about? (b) What do adults have
conflicts about? (c) What do world leaders have conflicts about? After each group makes
a list of conflict topics, compare and contrast what type of conflicts are experienced
across ages. How are the lists similar? How do our experiences as children affect how we
handle conflict later in life?10

CONFLICTIA: THE CONTEXT OF THE ROLE- PL AYS

When working with conflict, we must not only consider the people directly involved in
the conflict, but also the social context which has arisen and will be managed. Social con-
text affects the parties’ values, beliefs, communication styles, stresses, support systems,
and other resources. Throughout this textbook, role- play scenarios refer to the context as
Conflictia. To help you understand the importance of the context of conflict, please con-
sider Conflictia to be the place where you live and work— either your community, city,
state, province, or region. Use the following questions to help raise your awareness of the
strengths, challenges, and opportunities within your location. As you work through various
role- plays, refer back to your answers to consider the interrelationship between the conflict
and your context:

1. What is the name and population size of your location?
2. What are the largest ethnocultural groups and what percentage of the population do

they represent?
3. Which ethnocultural groups have disproportionally high rates of poverty, unemploy-

ment, and conflict with the law?
4. What are the demographics of your community in terms of religion and spirituality?

10 This exercise is from Rick Lewis, educator in Palm Beach County, Florida.

C
op
yr
ig
ht
©
2
01
7.
O
xf
or
d
U
ni
ve
rs
ity
P
re
ss
, I
nc
or
po
ra
te
d.
A
ll
rig
ht
s
re
se
rv
ed
.

20 C O N F L I C T R E S O L U T I O N F O R T h E h E L P I N g P R O F E S S I O N S

5. Which diversity groups do you plan to work with (in terms of culture, socioeconomic
status, sexual orientation, gender, religion, disability, etc.)

6. What are the key strengths of your community? (Consider specific resources, politi-
cal systems, education, culture, employment, recreation, climate, health and social
programs, etc.)

7. What are the key challenges or stressors in your community? (Consider poverty, vio-
lence, intercultural conflict, political issues, geography, aging demographics, etc.)

8. How would you describe the majority of your community regarding political perspec-
tives (e.g., libertarian, conservative, centrist, progressive, liberal, socialist)?

As you prepare for, enact, and debrief each role- play, consider how these contextual factors
may affect the conflict and how you respond to it.

ROLE- PL AY MI.1: “SUFFER THE BUFFER”

There is trouble in the cardiac ward of Conflictia Hope Hospital. Two patients in a shared
room are fighting over whether it is OK to play music. Plato is bored and wants to play clas-
sical music on his smart phone. He has heard that classical music aids recovery. Phineas has
a headache and hates classical music. He wants the music off. Nyron11 is a nurse who hears
them arguing and comes into the room. To prepare for this role- play, each person should
only read the confidential facts for his or her own role.

Confidential Facts for Plato and Phineas

Plato is particularly upset that Phineas is objecting to his listening to classical, because Plato’s
children just gave him this great smart phone and he feels he has a right to enjoy it. Phineas
cannot afford a smart phone and does not want one. Both are recovering from triple bypass
surgery, and their doctors have told them to reduce their stress. Phineas wanted Plato to use
headphones or ear buds. Neither of these options work because Plato uses a hearing aid.
Before starting the role- play, consider the role you are playing and how you will portray it.
Write some few notes to focus your thoughts. What are your reasons for being in the hospi-
tal? What are your possible arguments for how to deal with the conflict over the music? Why
has this conflict escalated into a fight? How will you respond to the nurse if the nurse acts
authoritatively, meekly, and so forth?

Confidential Facts for Nyron

You are going to take on two CR roles, buffer and arbitrator. Refresh your memory about
these roles, if need be, by rereading the sections on buffers and arbitrators. Write down
some specific strategies and sample sentences that you can use. Do not try to memorize
them. Do not bring your notes when you go into role. The notes are just a tool for prepara-
tion and reflection.

11 Role- play names can be changed to match the genders of the people playing various roles. Often, I use
names beginning with the same initial as the role to help you remember who is playing which role (e.g.,
Nyron— Nurse; Plato— Patient).

C
op
yr
ig
ht
©
2
01
7.
O
xf
or
d
U
ni
ve
rs
ity
P
re
ss
, I
nc
or
po
ra
te
d.
A
ll
rig
ht
s
re
se
rv
ed
.

Foundations of Conflict Resolution 21

Confidential Facts for Observers

As you watch the role- play, try to identify at least three strategies that Nyron uses in han-
dling this conflict. How did the parties respond to each strategy?

Debriefing : After the role- play, have one observer facilitate debriefing , using the following
questions:

• Which CR roles and methods did Nyron use?
• What did Nyron do that contributed positively to the process?
• What did Plato and Phineas appreciate about the way Nyron handled the conflict?
• What other CR roles or methods could a nurse use in a similar conflict situation?
• If the conflict escalated into a fight, how would (and should) a police officer respond?

Conflict_Resolution_for_the_Helping_Professions_Ne…_—-_(Conceptual_Framework)
Conflict_Resolution_for_the_Helping_Professions_Ne…_—-_(Approaches_to_Conflict_Resolution)
Conflict_Resolution_for_the_Helping_Professions_Ne…_—-_(Roles_and_Methods)
Conflict_Resolution_for_the_Helping_Professions_Ne…_—-_(Using_This_Text_to_Maximize_Learning)
Conflict_Resolution_for_the_Helping_Professions_Ne…_—-_(Key_Points)
Conflict_Resolution_for_the_Helping_Professions_Ne…_—-_(Discussion_Questions_and_Exercises)
Conflict_Resolution_for_the_Helping_Professions_Ne…_—-_(Conflictia_ The_Context_of_the_Role-_Plays)
Conflict_Resolution_for_the_Helping_Professions_Ne…_—-_(Role-_Play_MI.1_ “Suffer_the_Buffer”)

Runninghead: CONFLICT RESOLUTION FOR THE HELPING PROFESSION 1

CONFLICT RESOLUTION FOR THE HELPING PROFESSION 3

Article: Conflict Resolution for the Helping Profession

Kimberly Burke

Liberty University

Dr. Nina Shenkle

January 19, 2020

Article: Conflict Resolution for the Helping Profession

The purpose of this article is to provide educational and knowledgeable material that can assist a person who is seeking help for the conflict resolutions of any profession. The author of this article, “Conflict Resolution for the Helping Profession,” is Allan Barsky, who is very famous for his expertise and skills in conflict resolution. This article helps people who want help to solve different conflicts in different professions; these professions can be nursing, teaching, community development, charity funding, etc. (Barsky, 2017). This article is a complete guide to solve profession related queries and conflicts to make people more skillful and successful in their professions.

Summary (you forgot to add a summary)

5 sentences.

Analysis

By analyzing the article “Conflict Resolution for the Helping Profession,” it is clear now that this paper is beneficial and useful for the readers. The intended audience of this article is the group who are seeking professional help to solve conflicts or to learn conflict resolution in their particular profession. The author, Allan Barsky, clearly communicates his points related to conflict resolution; he also includes the explanation and implementation process of solving conflicts in the profession. The author, Allan Barsky, also provided adequate support to back his claims by adding in-text citations and detailed references for each application and content. According to my analysis, this article “Conflict Resolution for the Helping Profession” is very useful as it has all the major and valid points which can be very useful for anyone to solve conflicts in the professions.

Personal Reflection

Here I am sharing my personal experience, which is related to the effectiveness of this article “Conflict Resolution for the Helping Profession.” I have learned to be practical and positive in any complicated situation coming throughout my professional life. This article also helps me to deal with the delaying tasks that further delay other essential tasks, which eventually affect the team’s performance. In my professional life, delayed jobs, and slow and lazy employees, organization, and workmates are one of the significant conflicts that bother me very much. Hence, after reading this article, I found out a few tips and help to resolve my disputes to carry my profession smoothly, positively, and effectively.

Somewhere under Personal Reflection, find a seek to integrate a Biblical worldview into this section.

References

Barsky, A. (2017). Conflict Resolution for the Helping Professions: Negotiation, Mediation, Advocacy, Facilitation, and Restorative Justice, Oxford University Press.

What Will You Get?

We provide professional writing services to help you score straight A’s by submitting custom written assignments that mirror your guidelines.

Premium Quality

Get result-oriented writing and never worry about grades anymore. We follow the highest quality standards to make sure that you get perfect assignments.

Experienced Writers

Our writers have experience in dealing with papers of every educational level. You can surely rely on the expertise of our qualified professionals.

On-Time Delivery

Your deadline is our threshold for success and we take it very seriously. We make sure you receive your papers before your predefined time.

24/7 Customer Support

Someone from our customer support team is always here to respond to your questions. So, hit us up if you have got any ambiguity or concern.

Complete Confidentiality

Sit back and relax while we help you out with writing your papers. We have an ultimate policy for keeping your personal and order-related details a secret.

Authentic Sources

We assure you that your document will be thoroughly checked for plagiarism and grammatical errors as we use highly authentic and licit sources.

Moneyback Guarantee

Still reluctant about placing an order? Our 100% Moneyback Guarantee backs you up on rare occasions where you aren’t satisfied with the writing.

Order Tracking

You don’t have to wait for an update for hours; you can track the progress of your order any time you want. We share the status after each step.

Order Now Talk to Us

Areas of Expertise

Although you can leverage our expertise for any writing task, we have a knack for creating flawless papers for the following document types.

Essay

Thesis

Presentation

Dissertation

Term Paper

Research Paper

Book Review

Assignment

Report

Case Study

Letter

Article

Coursework

Speech

Q & A

Critical Thinking

Areas of Expertise

Although you can leverage our expertise for any writing task, we have a knack for creating flawless papers for the following document types.

Essay

Thesis

Presentation

Dissertation

Term Paper

Research Paper

Book Review

Assignment

Report

Case Study

Letter

Article

Coursework

Speech

Q & A

Critical Thinking

Trusted Partner of 9650+ Students for Writing

From brainstorming your paper's outline to perfecting its grammar, we perform every step carefully to make your paper worthy of A grade.

Preferred Writer

Hire your preferred writer anytime. Simply specify if you want your preferred expert to write your paper and we’ll make that happen.

Grammar Check Report

Get an elaborate and authentic grammar check report with your work to have the grammar goodness sealed in your document.

One Page Summary

You can purchase this feature if you want our writers to sum up your paper in the form of a concise and well-articulated summary.

Plagiarism Report

You don’t have to worry about plagiarism anymore. Get a plagiarism report to certify the uniqueness of your work.

Free Features $66FREE

Most Qualified Writer $10FREE
Plagiarism Scan Report $10FREE
Unlimited Revisions $08FREE
Paper Formatting $05FREE
Cover Page $05FREE
Referencing & Bibliography $10FREE
Dedicated User Area $08FREE
24/7 Order Tracking $05FREE
Periodic Email Alerts $05FREE

Our Services

Join us for the best experience while seeking writing assistance in your college life. A good grade is all you need to boost up your academic excellence and we are all about it.

On-time Delivery
24/7 Order Tracking
Access to Authentic Sources

Academic Writing

We create perfect papers according to the guidelines.

Professional Editing

We seamlessly edit out errors from your papers.

Thorough Proofreading

We thoroughly read your final draft to identify errors.

Thorough Proofreading

We thoroughly read your final draft to identify errors.

Delegate Your Challenging Writing Tasks to Experienced Professionals

Work with ultimate peace of mind because we ensure that your academic work is our responsibility and your grades are a top concern for us!

Check Out Our Sample Work

Dedication. Quality. Commitment. Punctuality

It May Not Be Much, but It’s Honest Work!

Here is what we have achieved so far. These numbers are evidence that we go the extra mile to make your college journey successful.

0+

Happy Clients

0+

Words Written This Week

0+

Ongoing Orders

0%

Customer Satisfaction Rate

Process as Fine as Brewed Coffee

We have the most intuitive and minimalistic process so that you can easily place an order. Just follow a few steps to unlock success.

Call Us +1 (877) 657-8180 Discuss Order Details Now

See How We Helped 9000+ Students Achieve Success

We Analyze Your Problem and Offer Customized Writing

We understand your guidelines first before delivering any writing service. You can discuss your writing needs and we will have them evaluated by our dedicated team.

Clear elicitation of your requirements.
Customized writing as per your needs.

We Mirror Your Guidelines to Deliver Quality Services

We write your papers in a standardized way. We complete your work in such a way that it turns out to be a perfect description of your guidelines.

Proactive analysis of your writing.
Active communication to understand requirements.

We Handle Your Writing Tasks to Ensure Excellent Grades

We promise you excellent grades and academic excellence that you always longed for. Our writers stay in touch with you via email.

Thorough research and analysis for every order.
Deliverance of reliable writing service to improve your grades.

Place an Order Start Chat Now

Journal Critique 1

What Will You Get?

Premium Quality

Experienced Writers

On-Time Delivery

24/7 Customer Support

Complete Confidentiality

Authentic Sources

Moneyback Guarantee

Order Tracking

Areas of Expertise

Essay

Thesis

Presentation

Dissertation

Term Paper

Research Paper

Book Review

Assignment

Report

Case Study

Letter

Article

Coursework

Speech

Q & A

Critical Thinking

Areas of Expertise

Essay

Thesis

Presentation

Dissertation

Term Paper

Research Paper

Book Review

Assignment

Report

Case Study

Letter

Article

Coursework

Speech

Q & A

Critical Thinking

Trusted Partner of 9650+ Students for Writing

Preferred Writer

Grammar Check Report

One Page Summary

Plagiarism Report

Free Features $66FREE

Our Services

Academic Writing

Professional Editing

Thorough Proofreading

Thorough Proofreading

Delegate Your Challenging Writing Tasks to Experienced Professionals

Check Out Our Sample Work

It May Not Be Much, but It’s Honest Work!

0+

Happy Clients

0+

Words Written This Week

0+

Ongoing Orders

0%

Customer Satisfaction Rate

Process as Fine as Brewed Coffee

Share Your Requirements

Place Order & Deposit Funds

Release Payment to Your Writer

See How We Helped 9000+ Students Achieve Success

We Analyze Your Problem and Offer Customized Writing

We Mirror Your Guidelines to Deliver Quality Services

We Handle Your Writing Tasks to Ensure Excellent Grades