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Trainers Conflict Resolution Bookshelf

Note: Each issue of our Conflict Management in Higher Education Report includes some reviews of books and resources. See our table of contents to past resource reviews for quick access.

On this page we provide somewhat random selection of books on topics we think might interest trainers working in our field.

Recently Released - Mediation-related

From Our Bookshelf

Title: Creative Decision Making: Using Positive Uncertainty

By: Gelatt, H. B., Ed.D.
Date: 1991
This guide teaches intuitive and rational skills useful for making decisions in uncertain environments.
Publisher: Crisp Publications
Pages: 70
ISBN/ISSN: 1560520981

Title: What Makes a Good Mediator? Ask a Middle School Student

By: Davis, Albie M.
Date: 1994
This short article details the authors experience of meeting with a group of middle school students who came up with a list of skills they thought were important for a mediator to have.
Publisher: New York, New York: Plenum Publishing Corporation
Pages: 87-90
ISBN/ISSN: Plenum Press, Libraries

Title: Mixed Messages in the "Interim Guidelines"

By: Baruch Bush, Robert A.
Date: 1993
In this article, Baruch Bush examines the handbook, Interim Guidelines for Selecting Mediators. He focuses on the terms and language employed in the handbook and its descriptions of mediators' jobs and skills, in order to determine if it actually provides a useful description.
Publisher: New York: Plenum Press
Pages: 341-353
ISBN/ISSN: Plenum Press, Libraries

Title: Anatomy of Conflict - Topic #1 in a Series of International Security and Conflict Curricula for Grades 7-12 and Community College, The

By: Riddle, Robin
Date: 1988
This four-day unit is designed for use in social studies and/or literature classes at secondary (7-12) and community college levels as a general introduction to conflict on personal, group, and world levels. The unit introduces students to and familiarizes them with the characteristics and mechanisms of conflicts at all levels and with basic conflict resolution/management alternatives. Students define conflict, divide it into separate elements, and apply these elements to conflict analysis on all levels. As a result students understand conflicts as phenomena with causes, consequences and different possible outcomes, and not as isolated events that should necessarily be either avoided or sought. Students also discuss controversial issues such as the morality of conflict and whether a link exists between personal and international conflict behavior and its resolution. The overall purpose of these activities is to develop students' analytic and critical skills regarding conflict. Five appendices appear at the end of the unit: (1) Related Activities; (2) Connections to Textbooks; (3) Connections to California's History/Social Science Framework and Model Curriculum Standards; (4) Bibliography; and (5) Educational Philosophy. (DB)
Publisher: Stanford, CA: Stanford University: Stanford Program on International and Cross Cultural Education
Pages: 55
Obtain From: ERIC

Title: Bridging the Gap Between Negotiating Experience and Analysis

By: Druckman, Daniel
Date: 1996
This article describes a teaching approach aimed at helping students to develop the skills needed to understand the negotiation research literature, as well as making them more sensitive observers of the negotiation processes.
Publisher: New York, NY: Plenum Press
Pages: 371-384
ISBN/ISSN: Plenum Press, libraries

Title: Case for "Structured Negotiation" in Sexual Misconduct Cases, The

By: Weddle, C. J.
Date: 1992
The author sets forth six conditions that prescribe the use of structured negotiation of sexual misconduct cases on campus: a) both parties voluntarily agree to participate and may withdraw at any time; b) skilled mediators participate in the process both to assist students in reaching agreement and to balance the power dynamics; c) the discipline system stands as a next step and enforces negotiated agreements; d) a representative of the institution must approve the settlement before a commitment is made to the college to enforce it; e) the parties are advised that only minimal internal documentation will be created and that records will be destroyed when both have graduated; nonetheless, both are also cautioned that the college or university cannot guarantee confidentiality in the event civil proceedings or criminal charges are initiated; f) both parties are urged to confer with parents/family members and with legal counsel before entering into the mediation process. (p. 291)
Pages: 291-292

Title: Higher Education as Preparation for the Handling of Controversial Issues

By: Collier, K. G.
Date: 1984
Higher education focuses largely on acquisition of knowledge and development of skills of rigorous argument, rarely giving attention to subjective perceptions or subjective value assumptions, in either the parties of a controversy or the student himself. Elements of the college curriculum, when properly developed, can help students identify subjective factors. (MSE)

Title: Conflict Resolution in the Middle School

By: Kreidler, William J.
Date: 1997
This guide features 28 skill-building sections to help students address the conflicts that come with adolescence. Recent additions to the guide include seven implementation models; sections on creating a classroom for teaching conflict resolution, developing staff and parent support, and assessing student learning; an infusion section with includes math and science; and a section on adolescent development exploring gender and race.
Publisher: Educators for Social Responsibility
Pages: 384
Obtain From: Educators for Social Responsibility

Title: Coaching for Development

By: Minor, Marianne M.S.W.
Date: 1995
This book provides skills for those responsible for fostering worker development and performance enhancement.
Publisher: Menlo Park, CA: Crisp Publications
Pages: 72
ISBN/ISSN: 1560523190

Title: Easy to Love, Difficult to Discipline: The Seven Basic Skills for Turning Conflict into Cooperation

By: Bailey, Rebecca Anne
Date: 2000
This book presents seven skills to be utilized by parents towards their children in order to reduce conflict and promote cooperation.
Publisher: William Morrow & Co.
Pages: 285
ISBN/ISSN: ISBN: 0688161162
Obtain From: major booksellers

Title: Teaching Negotiation Theory and Skills Over the Internet

By: McKersie, Robert B.; Fonstad, Nils Olaya
Date: 1997
The authors used the Internet to teach negotiation theory and skills during a seven-week seminar that was conducted completely over the World Wide Web. This experiment revealed several advantages and difficulties likely to arise in the conduct of distance learning" for topics in negotiation. The authors reflect on how they would organize the seminar differently, should they do it again, and offer suggestions for others organizing courses using the Internet." -Negotiation Journal
Publisher: New York: Plenum Press
Pages: 363-368
ISBN/ISSN: Plenum Press, Libraries

Title: From Conflict to Creativity: How Resolving Workplace Disagreements Can Inspire Innovation and Productivity

By: Landau, Sy ; Landau, Barbara; Landau, Daryl
Date: 2001
This book examines how resolving workplace conflicts can unleash creativity and produce a great advantage to various organizations. It offers a collaborative model that shows how to develop communication skills, work with personality differences, deal with teams that include a broad spectrum of individuals and encourage creativity. The first-ever guide to finding creativity in conflicts, this book reveals how to resolve persistent and complex workplace conflicts, design internal dispute resolution processes, integrate conflict into corporate culture, and ultimately use conflict as a positive source of creativity.
Publisher: John Wiley & Sons
Pages: 224
ISBN/ISSN: 787954233

Title: Dynamics of Crisis Intervention: Loss As the Common Denominator, The

By: Mitchell, Juliann Whetsell
Date: 1999
Mitchell, a licensed psychologist, describes the basic aspects of crisis intervention, including listening and verbal skills; creating a sense of stability and structure; understanding nonverbal behaviors; identifying and accessing resources; and gender, race, and cultural issues. -Book News,Inc.
Publisher: Charles C. Thomas Pub Ltd.
ISBN/ISSN: ISBN: 0398069158
Obtain From: major booksellers

Title: Garrity, Robert; Wampler, Faye; Hess, Susan

By: Provides tools for middle school educators on ways to teach students conflict resolution skills.
Date: 0
FSR Associates

Title: Use of ADR in Extension Public Policy Education Programs and Roles Extension Can Play in Dispute Resolution

By: Danielson, Leon E.; Garber, Simon K.
Date: 1994
The extension educator in public policy education and alternative dispute resolution (ADR) has many roles from which to choose. These include information provider, technical advisor, convener, facilitator and program developer. The increased importance of issues programming and the increased priority given to measurement of results are creating additional pressures on educators to take a "resolution-of-the- issue" approach toward public policy education. Extension public policy educators can respond by incorporating concepts and techniques from dispute resolution into their ongoing public policy education programs. This may involve an expansion of the group facilitation role to include issue facilitation (citizen participation, interest-based negotiation and consensus building) and adding the roles of promoter of dispute resolution and mediator. This change will require increased training on facilitation and mediation skills, provision of new teaching materials, and increased support from extension administration. This document contains short descriptions of 15 extension programs and activities on facilitation and dispute resolution. (KS)