VOLUMI A “Conflict Resolution Education: A Key Adult development: constructive- Tool for the Construction of Citizenship developmental theory and, 224, 236; in Argentina,” 87-91; “Conflict meaning-making and, 224. See also Resolution Education and Antisocial Mindsets Behavior in U.S. Schools: A Meta- Adult psychological development, and medi- Analysis,” 9-38; “Conflict Resolution ation, 160 Education in the Asian Pacific,” 55—60; Affiliative mindset, 227—229 “Critical Conflict Resolution Theory and African American—Jewish relationship, Practice,” 403-427; “Environmental 456-457. See also Operation Conflict Resolution Practice and Understanding D.C. intergroup dialogue Performance: An Evaluation Framework,” program (study) 283-301; “Faithful Brokers? Potentials Ambiguity, comfort with, 248-249 and Pitfalls of Religion in Peacemaking,” Argentina, | Have Power project: beneficiaries 351-373; ~ Faster, Cheaper, and Unused: of, 91; Conciencia NGO and, 90; goals of, Che Paradox of Grievance Mediation in 90-91; international use of model and, Unionized Environments,” 479-496; 91; supporters of, 91. See also Moral “Indigenous Rights and Intercultural education Citizenship: Introduction to a Project with Armed conflict: identity-making and, 360; Tzotzil, Tseltal, and Chol Teachers in impact of, on religion, 359-360; norma- Chaipas, Mexico,” 71-77; “Is It Just Talk? tive groups and, 359-360; organizational Understanding and Evaluating Intergroup structures and, 360; religion as cause of, Dialogue,” 451-478; “A Map of Peace and 357-359. See also Conflict Conflict Studies in U.S. Undergraduate Armenia, conflict resolution education in: Colleges and Universities,” 145-151; future of, 107 ; research and, 105-106; “Mobilization Through Conflict teacher training models and, 104—105. See Resolution Education—Peace Education also Peace and Conflict Resolution in Cyprus,” 153-157; “A Narrative Education in Schools of Byumri, Armenia Approach to Bioethical Decision Making: Arbitration. See Grievance arbitration; The Missing | ink Between Bioethics and Lawyers Conflict Management?” 497-509; Articles: “Aulas en Paz: A Multicomponent “Norway's Commitment to Conflict Program for the Promotion of Peaceful Resolution Education,” 93—100; “Peace Relationships and Citizenship and Conflict Resolution Education in Competencies,” 79-86; “Citizenship Armenia: The Work of Women for Competencies in Colombia: Learning Development,” 101-102; “Peace Partners: from Policy and Practice,” 109-125; A Cooperative Problem-Solving “Communication Strategies in Early Partnership Among Educators in Israel, Adolescent Conflict: An Attributional Palestine, and Fairfax County, Virginia,” Approach,” 375-400; “Competence as an 61-69; “Practice Note: Divorce Mediation Element of ‘Mediation Readiness,” with Challenging Parents,” 511-520; 255-278; “Conflict Resolution Among “Reciprocal-Influence Mediation Model: Early Childhood Educators,” 429-449; A Guide for Practice and Research,” CONFLICT RESOLUTION QUARTERLY, vol. 25, no 4, Summer 2008 © Wiley Periodicals, Inc 521 and the Association for Conflict Resolution 522 INDEX 185-220; “Restorative Practices in high-control, low-support paradigm and, Australian Schools: Changing 131-132; impact of restorative practices Relationships, Changing Culture,” and, 130-131; implementation of restora- 127-135; “The Self in Conflict: The tive practices and, 130; pilot study and, Evolution of Mediation,” 221—238; “Skills 129-130; professional learning and, 133; Needed to Help Communities Manage resistance to, 132, 134; schools in Victoria Natural Resource Conflicts,” 303-321; and, 128-129; social skills/relationship “Solution-Focused Mediation: The Future focus and, 128, 130, 134; sustainability with a Difference,” 163-183; “Striving to and, 132-133; teacher style and, 132; time Sow the Seeds of Peace: Conflict pressure and, 133; values of healing/reinte- Resolution Training in Indonesia,” gration and, 128, 131; whole-school 137-143; ““Teach Your Children Well’: approach to, 133. See also Restorative Promising Progress in Conflict Resolution justice Education and Peace Education,” 1-8; Autopoiesis, development and, 223 “The Use of Intuition in Mediation,” Avoidance, of conflict, 431 239-253; “Using Theory of Change to Ayres, J. S., “Skills Needed to Help Enhance Peace Education Evaluation,” Communities Manage Natural Resource 39-53; “Whar Sticks: How Medical Conflicts,” 303-321 Residents and Academic Health Care Faculty Transfer Conflict Resolution B Training from the Workshop to the Bannink, F. P., “Solution-Focused Mediation: Workplace,” 321-351 The Future with a Difference,” 163—183 Ashton, C. V., “Using Theory of Change to Barnes, B. E., “Conflict Resolution Enhance Peace Education Evaluation,” Education in the Asian Pacific,” 55—60 39-53 Barton, A., “A Narrative Approach to Asian Pacific, conflict resolution education Bioethical Decision Making: The Missing in: Asia Pacific Mediation Forum and, 59; Link Between Bioethics and Conflict Australian collaboration in, 55, 58—60; Management?” 497-509 challenges of, 56; impact of cultural Beck, C.J.A., “Competence as an Element of makeup on, 56; international collabora- ‘Mediation Readiness,” 255-278 tion in, 55, 58-60; sustainability of, 57; Behaviorism, conflict resolution practices university collaboration and, 58-60. See and, 433 also by specific region Bioethics: background of, 497-498; defini- Asian Pacific, restorative justice programs in, tion of, 497; medical ethics and, 498; 58 principlism and, 498, 505. See also Association for Conflict Resolution (ACR), Narrative approach, to bioethics 279, 401 Bleiweis, M., “Peace Partners: A Cooperative Attorneys. See Lawyers Problem-Solving Partnership Among Attribution theory, 379 Educators in Israel, Palestine, and Fairfax Aulas en Paz. See Classrooms in Peace (Aulas County, Virginia,” 61-69 en Paz) program Bullying, preventive measures against, 93, “Aulas en Paz: A Multicomponent Program for 97-100, 120 the Promotion of Peaceful Relationships Busquets, M. B., “Indigenous Rights and and Citizenship Competencies,” 79-86 Intercultural Citizenship: Introduction to Australia, restorative justice programs in: a Project with Tzorzil, Tseltal, and Chol Asian Pacific programs and, 58; Australian Teachers in Chaipas, Mexico,” 71-77 Youth Research Centre study and, 129; as change strategy, 130; challenges for, C 132-133; conferencing strategies and, 130; Cause-and-effect medical model, 175—176 continuing progress/success of, 133—134; Chaux, E., “Aulas en Paz: A Multicomponent Index 523 Program for the Promotion of Peaceful 79-80; citizenship behavior and, 80; Relationships and Citizenship classroom-based curriculum of, 80; Competencies,” 79-86 competencies for conflict management and, Citizenship competencies framework, for 81; competencies for prevention of aggres- students (Colombia): analyses of test sion and, 80—81; conflict resolution and, results and, 118—119; assessments of 80; creative options and, 81; empathy and, citizenship and, 116-118; challenges and, 80-81; origins of, 80; parent involvement 115-116; citizenship competencies and, and, 82; pedagogical strategies and, 81; 112; citizenship competencies test content peer group model in, 81-82; perspective- and, 117-118; citizenship education and, taking and, 81; preliminary results of, 112; civic education and, 112; cognitive 82-83; program description, 80-81; competencies and, 113; communicative national standards for, 110—111 competencies and, 113; conclusions, Colombia, conflict resolution education in: 122; cultural context and, 116; definition cultural/educational revolution and, 110; of, 112; developmental levels and, 112; democratic approach to education and, dimensions of, 112; emotional competen- 111; democratic government and, 110; cies and, 113; holistic approach and, 112; economic issues and, 110; violence in impact of, 119; implementation and, country and, 111. See also Citizenship 114—116; incorporation of other sectors competencies framework, for students and, 115; initial awareness-building with (Colombia) educational community and, 114-114; Colombia, peace education in. See initial resource publication and, 115; Classrooms in Peace (Aulas en Paz) initial training and pilot studies and, 115; program integrative competencies and, 114; knowl- Communication: distributive, 377—378, 380; edge and, 114; lack of training and, 116; early adolescents, strategies, 378-379; national standards for, 111; origin of, 111; integrative, 377, 380; passive, 377-378, philosophical paradigm shift and, 380, 392-393; typology of, skills, 111-112; policy changes and, 116; recog- 377-378 nition and support of significant experi- “Communication Strategies in Early ences and, 115; recommended guidelines Adolescent Conflict: An Attributional and, 122-123; SABER tests and, Approach,” 375-400 116-117; school accountability and, 116; Community mediation: goals of, 190-191; successes and, 114-115. See also mediator role in, 191; volunteers in 185 Colombia, conflict resolution education in “Competence as an Element of “Mediation “Citizenship Competencies in Colombia: Readiness,” 255-278 Learning from Policy and Practice,” Competition, and conflict, 431 109-125 Complexity intelligence, 224 Citizenship education, 112. See also Conflict: African American—Jewish, Citizenship competencies framework, for 456-457; in child care centers, 429; students (Colombia) complexity of, 224; complexity intelli- Civic education, 112. See also Citizenship gence and, 224; constructive-develop- competencies framework, for students mental approach and, 222-225; culture (Colombia) and, 345; developmental approach to, Civil society organizations (CSOs), conflict 223, 236; diverse understandings of, 223; resolution education/peace education and, 2 in health care organizations, 343; Classrooms in Peace (Aulas en Paz) program: meaning-making and, 224; mindsets and, active listening and, 81; aggression and, 225-232; misconceptions about, 430; 80; anger management and, 81; assertive- natural resource competition and, 303; ness and, 80-81; broad-based research on, negative vs. positive experiences with; 430; 84; builying and, 80; case example, self-authoring perspective and, 224—225, 524 INDEX 232-233; as transformational, 222, 236. relationships and, 87; civil society organi- See also Armed conflict; Conflict resolu- zations and, 2; cost-benefit of, 9; as demo- tion; Conflict resolution education (CRE); cratic foundation, 87; definition of, Conflict responses; Conflict thinking; 11-12; delivery formats of, 12; develop- Interpersonal conflict, attributional ments in, 2—8; direct skills embedded approach to (study); Natural resource curriculum and, 12; as future for conflict conflict: Religion, and conflict management, 1;g oal of, 10; increase in ‘onflict differentiation, 190 school violence and, 10; Inter-American ‘onflict management: conflict resolution Summit on Conflict Resolution Education education as future for, 1; narrative theory and, 4—5, 145-146, 150; International and, 500—504; restorative justice and, 127. Network for Conflict Resolution See also Conflict resolution Education and Peace Education and, 2-3; conflict management skills training transfer: intervention orientation and, 11; barriers to, 341—342; research on, 322, nongovernmental organizations and, 2; 343; workplace support approaches for, origins of, 10; peer mediation and, 12; 342-343; prevalence of, 10; primary target behaviors sonflict management skills training: anec- and, 11; program activities and, 12; dotal peer-to-peer education and, 322, program content and, 1 1—12; program 344; evaluation criteria and, 344; goals of, 11; research on, and antisocial outcomes of, 344—345. See also Conflict outcomes, 12—13; student empowerment management skills training transfer and, 87; Web site for, 5—8. See also nflict resolution: as academic field, 148; Argentina, conflict resolution education critical theory and, 406, 409-410; design in; Armenia, conflict resolution education approach to, 165—166; dream solution in; Asian Pacific, conflict resolution educa- and, 165; feminist theory and, 413; future tion in; Citizenship competencies frame focus of, 166; Inter-American Summit on work, for students (Colombia); Colombia, Conflict Resolution Education and, conflict resolution education in; Conflict 145-146, 150; mediation and, 221, 411; resolution education, antisocial behavior peace studies and, 148; perspective-taking and (meta-analysis); Critical conflict and, 225; power issues and, 409: realistic resolution education; Education in demo- expectations of, 51; recommendations for cratic values/practice; Indonesia, conflict improved research measures and, 284; resolution workshops in; Moral education; religion and, 351; self-authoring perspec- New Zealand-Aotearoa, conflict resolution tive and, 232—233; similarities and differ education in; Norway, conflict resolution ences in college programs in, 149; state education in; Peace Partners Program, for universities and, 149; as tool of establish- conflict resolution; Operation ment, 410; university programs in, Understanding D.C. intergroup dialogue 146-147. See also Conflict management; program; United States, conflict resolution Conflict resolution, early childhood education in educators and (study); Conflict resolution onflict Resolution Education: A Key Tool education (CRE); Conflict resolution for the Construction of Citizenship in practice; Conflict resolution theory; Argentina,” 87-91 Critical conflict resolution practice; Conflict resolution education, antisocial International conflict resolution; behavior and (meta-analysis): antisocial Peacemaking; School conflict resolution behavior outcome type and, 18-19; anti- programs social outcomes and, 21; coding process conflict Resolution Among Early and, 14; conclusion, 30; conflict resolu- Childhood Educators,” 429-449 tion education background and, 10-12; Conflict resolution education (CRE): control groups and, 21; discussion, 26-30; academic emphasis and, 431; citizen effect on antisocial outcomes and, 19-21, Index 525 20 fig.; effect size and, 14-15, 20 fig., 339-341; methodology, 324-325; new 21-26; ethnicity/race and, 17 tab., 19; perceptions of conflict and, 326-328; future research and, 29—30; meta-analysis persistence of learning over time, 347; limitations and, 28—29; method variation purpose, 322; racism/sexism and, and, 21-22; method, 13-15; multiple 337-338; recommendations for skills regression analysis and, 21—22, 23 tab., training and, 346; research on, 322; study 25; program characteristics and, 15, 18, limitations, 345-346; systemic issues in 17-18 tab., 24, 28; program delivery and, academic health care and, 346; training 24; program focus and, 18 tab., 24; and, 336, 338; Web-based teaching purpose, 13; research on, 12—13; results, resource and, 346—347;workplace hier- 15, 18-26; sample of CRE studies and, archy in, 342, 346; workshop pedagogy 13—14; sex and, 16 tab., 19; student age and, 323, 345 and, 16 tab., 19, 23—24, 27; student at- nflict resolution, constructive-develop- risk characteristics and, 16 tab., 19, mental approach to: adult development 22-23, 27-28. See also Conflict resolution theory and, 224, 236; complexity intelli- education (CRE) gence and, 224; constructive-develop- “Conflict Resolution Education and mental theory and, 222-223; diverse Antisocial Behavior in U.S. Schools: A issues in, 223; knowing and, 224; Meta-Analysis,” 9-38 meaning-making and, 223-224; mindsets “Conflict Resolution Education in the Asian and, 225-232; perspective-taking and, Pacific,” 55-60 225 Conflict Resolution Education Resolution nflict resolution, early childhood educa- Web site, 5-8 tors and (study): avoidance of conflict and, ‘onflict resolution facilitation: skills training 431; behaviorist theory and, 433; chil- and, 421; truth-and-reconciliation dren’s conflict resolution strategies and, commissions and, 421; unofficial diplo- 430; Conflict Resolution Ideology and macy model and, 421 Practice Questionnaire and, 435, onflict resolution practice, critical theory 443-447; conflict resolution strategies and, 414-417. See also Critical conflict and, 431-432, 438-439; conflict resolution practice responses and, 431; cooperative strategies onflict resolution theory, critical theory and, 432, 438-439; cultural factors and, and, 410-414 441; demographic questionnaire and, 442; onflict resolution training transfer, in discussion, 438-441; educator attitudes medical setting (study): abusive behavior toward conflict and, 432-433; educator's and, 337; background, 322-324; conclu age and, 439; educator's education level sion, 347; conflict avoidance and, 336, and, 439-440; ethnicity and, 437-438, 338; conflict management framework and, 440; instruments, 435; literature review, 323, 328, 331, 345; discussion, 343-347; 430-434; purpose, 429; recommenda- further development of workshop and, tions, 441; research questions, 430, 436; 346; future research and, 346; goals, 324; results, 436-438; sample, 434, 437-438; impact of culture and, 345; increased social learning theory and, 433; social- communication skills and, 339, 347; emotional vs. academic development and, increased feelings of control and, 430-431; theoretical constructs and, 433; 328-331, 347; increased self-awareness training needs and, 438 and, 335-339, 347; increased under- Conflict responses: avoidance, 431; competi- standing of process and, 331-335, 347; tion, 431; cooperation, 431 dimensions interest-based approach and, 332-335, of, 165; fighting approach and, 165; 345; key themes of learning transfer and, negotiating and, 165; party vs. client and, 325, 344-345; limitations on skills appli- 165; problem solving and, 165; termi- cation and, 341-342; listening skills and, nology and, 165 526 INDEX Constructive-developmental theory: adult “Critical Conflict Resolution Theory and development and, 224, 236; autopoiesis Practice,” 403-427 and, 223; meaning-making and, 223; Critical justice, mediation and, 411 origins of, 223. See also Conflict resolution, Critical social worker, practice principles for, constructive-developmental approach to 403, 404 tab. Constructivism, critical theory and, 405, Critical theory: Burton's problem-solving 407-408 theory and, 413; co-creation of social Cooperation, and conflict, 431 reality and, 409; conflict resolution and, Cooperative Extension professionals: chal- 406, 409; conservatism and, 405—406; lenges in public education for, 304, constructivism and, 405; criticisms of, 306-307; natural resource conflict 409; domestic conflict resolution and, management and, 304; public issues 411; feminist theory and, 413; Foucault education and, 305. See also Cooperative and, 405; Friere and, 405; historical roots Extension programs; Natural resource of, 404-406; impact of social conditions conflict management, skills for (study); on, 405; important concepts of, 406-409; Public issues education international conflict resolution and, Cooperative Extension programs: democratic 410-411; Lederach’s peace-building model engagement model of, 306; land-grant and, 413-414; Marxism and, 404, 407; university partnerships and, 306, 317; neutrality and, 41 1-412; peacekeeping public education role of, 304-305; public and, 410-411; positive peace and, 412; issues education and, 304—305; purposes power in social relationships and, of, 304; research foundation and, 306; 407-408; praxis and, 409; primary goal of, traditional model of, 304. See also 407; radical activism and, 404—405; Cooperative Extension professionals; research and, 422-423; social justice and, Natural resource conflict management, 403-404; societal discourse and, 408; skills for (study); Public issues education societal oppression and, 405; societal ‘ritical conflict resolution education, revolution vs. incrementalism and, 421-423 407-408; use of, in social sciences, 403 ‘ritical conflict resolution facilitation and Cyprus, peace education in: school conflict training, 420-421 and educational quality and, 153; United ritical conflict resolution mediation, 419 Nations Development Programme— ‘ritical conflict resolution negotiation, Action for Cooperation and Trust in 419-420 Cyprus and, 153-154. See also “The Need ‘ritical conflict resolution practice: commu- for CPE-PE in Cyprus” program nity organization and, 416; core conflict resolution practices and, 418; critical conflict resolution education and, D 421-423; critical conflict resolution Daniels, S. E., “Skills Needed to Help facilitation and training and, 420-421; Communities Manage Natural Resource critical conflict resolution mediation and, Conflicts,” 303-321 419; critical conflict resolution negotiation Decision making, in mediation. See Mediator and, 419-420; critical dialogue and, 416; decision making differing roles in, 417-418; ethical code de Finger, S. A., “Conflict Resolution and, 415; long- and short-term strategies Education: A Key Tool for the for, 414-415; motivating oppressors to Construction of Citizenship in negotiate and, 417; neutrality and, 417; Argentina,” 87-91 power analysis and, 418-419; preventative Democracy: conflict resolution education approaches and, 416-417; societal oppres- and, 87; education in democratic sion and, 414-416. See also Conflict values/practices, 88—90; political culture resolution practice and, 87-88; political orientation and, 88; Index 527 in the schools, 87-88; zoou politikon 455; relationship development and, 455; model and, 87. See also Solidary democ- research on, 451-452; social action and, racy model (Gasché), for indigenous 455; sustained communication and, 455. society, 73-74 See also Intergroup dialogue; Operation Design approach, to conflict resolution, Understanding D.C. intergroup dialogue 165-166 program (study) Developments in Conflict Resolution Discrimination: African American—Jewish, Education and Peace Education: “Aulas en 456-457. See also Operation Paz: A Multicomponent Program for the Understanding D.C. intergroup dialogue Promotion of Peaceful Relationships and program (study) Citizenship Competencies,” 79-86; Disputant system, 190 “Citizenship Competencies in Colombia: Distributive communication, 377—378, 380 Learning from Policy and Practice,” Divorce mediation: domestic abuse and, 109-125; “Conflict Resolution Education: 256-258, 261-262; feminism and, 258; A Key Tool for the Construction of involvement of attorney and, 260-261; Citizenship in Argentina,” 87-91; obligatory aspect of, 257-258; power “Conflict Resolution Education in the imbalances and, 258, 262; as voluntary, Asian Pacific,” 55—60; “Indigenous Rights 257. See also Divorce mediation, chal- and Intercultural Citizenship: lenging parents in; Divorce mediation Introduction to a Project with Tzotzil, readiness, common standard for; Divorce Tseltal, and Chol Teachers in Chaipas, mediation readiness standards; Mediation Mexico,” 71-77; “A Map of Peace and readiness Conflict Studies in U.S. Undergraduate Divorce mediation, challenging parents in: Colleges and Universities,” 145-151; Ardent Parent and, 514-515; DSM “Mobilization Through Conflict typology and, 512; establishing common Resolution Education—Peace Education language and, 512; Exacting Parent and, in Cyprus,” 153-157; “Norway’s 515-516; family systems approach and, Commitment to Conflict Resolution 512; Nitroglycerin Parent and, 401, Education,” 93-100; “Peace and Conflict 518-520; nonpejorative typology of, 512; Resolution Education in Armenia: The On-Alert Parent and, 513-514; primitive Work of Women for Development,” responses and, 511; Self-Focused Parent 101-102; “Peace Partners: A Cooperative and, 401, 512-513; Trouble-Shooting Problem-Solving Partnership Among Parent and, 517—518; Yes, But Parent and, Educators in Israel, Palestine, and Fairfax 516-517 County, Virginia,” 61-69; “Restorative Divorce mediation readiness, common stan- Practices in Australian Schools: Changing dard for: codification issues and, 272; Relationships, Changing Culture,” cognitive abilities and, 263-264; domestic 127-135; “Striving to Sow the Seeds of abuse and, 261—262; environmental Peace: Conflict Resolution Training in factors and, 260-261; existing model Indonesia,” 137—143 standards and, 272; facilitating compe- Di Cecco, S., “Conflict Resolution tence and, 272-273; factual Education: A Key Tool for the understanding and, 265; functional Construction of Citizenship in impairment factors and, 261; general Argentina,” 87-91 proactive recommendations and, Dialogue processes: attitudinal change and, 269-271; involvement of attorney and, 454; content learning and, 454-455; 260-261; legal competency requirement critical dialogical education model and, and, 259-260; level of functional impair- 455; improving intergroup relationships ment and, 263; mediator training and, and, 451; interaction process and, 455; 271-272; mental-emotional impairments norms of, 455; power differences and, and, 262-265; need for/advantage of, 259, 528 INDEX 273; optimal vs. minimal, 259; power and, 378-379; future research and, imbalances and, 262; practice implications 395-397; gender and age factors and, and, 271-273; rational understanding and, 387-388, 391-392, 395; instruments, 263-265; reasoning abilities and, 266-268; 381-382; integrative communication and, screening and assessment and, 269-270, 377, 380; method, 38 1—388; participants, 272; volitional control and, 268-269. 381; passive communication and, See also Divorce mediation readiness 377-378, 380, 392-393; practice implica- standards; Mediation readiness tions and, 395-397; procedure, 382-383; Divorce mediation readiness standards: client purpose, 376; resolving conflict through screening and, 256; domestic abuse and, multiple strategies and, 391; results, 256-258, 261-262; lack of common, 383-388; story theme differences and 257; mediation access issues and, 257; multistrategy and, 383-384; study mediation quality and, 256; minimal hypothesis, 380-381; study limitations, competences for, 259; need for, 256; 393-394. See also Early adolescent optimal competences for, 259; professional conflict; Interpersonal conflict organizations and, 257. See also Divorce ECR (environmental conflict resolution) mediation readiness; Divorce mediation evaluation framework: additional beneficial readiness, common standard for; outcomes and, 297; applied program Mediation readiness evaluation origins and, 285; conceptual Domestic abuse, and divorce mediation design of, 289 fig.; data sources and, 291; readiness, 256—258, 261-262 desired conditions and expected process Dream solution, and conflict resolution, 165 dynamics and, 294-296; development process and, 286; ECR success and, E 287-288, 290-291; end-of-process Early adolescent conflict: attribution theory outcomes and longer-term impacts and, and, 379-380, 395; communication skills 296; evaluation audiences and products and, 377; conflict resolution programs for, and, 291-293; evaluation measures and, 396; context and culture and, 394—395; 288, 290; evaluative feedback and, 292, distributive communication and, 377—378, 293 fig.; evolution of, 285—286; factors 380; early adolescents’ communication influencing outcomes and, 285; focus of, strategies and, 378-379; frequency of, 285; four structural components of, 288, 375-376, 380; gender and age factors and, 289 fig. 290; future research and theory 387-388, 391-392, 395; integrative building and, 285; Government communication and, 377, 380; multiple Performance and Results Act and, 294; strategy approac h to, 395-396; negative importance of, 294; key themes of ECR outcomes of, 376, 380; as opportunity for impacts and, 290; literature review and, personal growth, 376; passive communica 286; methodological challenges and, 285; tion and, 377—378, 380, 392-393. See also Policy Consensus Initiative and, 285; Early adolescent conflict, communication process questions and, 290-291; purpose and attributional factors in (study) of, 285; review process and, 286; U.S. Early adolescent conflict, communication Office of Management and Budget and, and attributional factors in (study): attri- 286; U.S. Institute for Environmental bution theory and, 379-380; communica- Conflict Resolution and, 285, 293-294; tion skills typology and, 377-378, 380; usage and applications, 293-294; working comparisons across self and other condi- principles of ECR and, 288. See also tions and, 385—387; conflict themes and, Environmental conflict resolution (ECR) 389-391; context and culture and, Editor's Introduction: ““Teach Your Children 394-395; discussion, 388-397; distribu- Well’: Promising Progress in Conflict tive communication and, 377—378, 380; Resolution Education and Peace early adolescents’ communication strategies Education,” 1-8 Index 529 Education: academic emphasis in, 431; “Faithful Brokers? Potentials and Pitfalls of problem-focused vs. solution-focused Religion in Peacemaking,” 351-373 models of, 163—164. See also Conflict Fast Track program, for peace education, 80 education, early childhood educators and “Faster, Cheaper, and Unused: The Paradox (study); Conflict resolution education of Grievance Mediation in Unionized (CRE); Education in democratic values/ Environments,” 479-496 practices; School conflict resolution Feminist theory: critical theory and, 413; programs divorce mediation and, 258 Education in democratic values/practices: Fighting approach, 165 critical understanding and, 89; dialogue and, Formal conflict, and solution-focused media- 89; environmenta! changing capacity and, tion, 167 90; as moral basis for democratic culture, 88; Forward planning, in mediation process, 241, moral dimensions and, 88-89; moral judg- 243 ment and, 89; self-adjustment and, 89; self- Foucault, critical theory and, 405, 407-408 knowledge and, 88-89; social perspective- Friere, critical theory and, 405 taking and, 89. See also Moral education Frost, L. E., “Competence as an Element of Emerson, K., “Environmental Conflict ‘Mediation Readiness,” 255-278 Resolution Practice and Performance: An Future focus, of conflict resolution, 166 Evaluation Framework,” 283—301 Empowerment and recognition, transforma- G tive mediation and, 222, 242 Garrand, W. M., “Conflict Resolution Environmental conflict resolution (ECR): Education and Antisocial Behavior in U.S. collaborative approaches to, 284; definition Schools: A Meta-Analysis,” 9-38 of success and, 287-288; definition of, Global Partnership for the Prevention of 286-287; environmental outcomes and, Armed Conflict (GPPAC), 2-4 284; impacts of, 390; increasing use of, Goldstein, R., “What Sticks: How Medical 283; methodological challenges and, 285; Residents and Academic Health Care new research on, 284—285; on-the-ground Faculty Transfer Conflict Resolution effects and, 284-285; performance evalua- [raining from the Workshop to the tion measures and, 288, 290; recommen- Workplace,” 321-351 dations for improved research measures Government Performance and Results Act, and, 284; studies on, 284; understanding 294 success of, 290-291; working principles of, Grievance arbitration: adversarial nature of, 288. See also ECR (environmental conflict 486; grievance mediation and, 483-484; resolution) evaluation framework union organizational identity and, 485, “Environmental Conflict Resolution Practice 487; union vested interest in, 484—489, and Performance: An Evaluation 493 Framework,” 283—301 Grievance mediation, in unionized settings: Espinosa, A. C., “Citizenship Competencies AT&T/Communication Workers of in Colombia: Learning from Policy and America pilot program and, 480-481, Practice,” 109-125 482, 494; barriers to, 484-485; case study, Ethical codes. See Bioethics; Medical ethics; 491-493; contract-based grievances and, Standards 484-480, 494; cost-effectiveness of, 480; European Centre for Conflict Prevention grievance arbitration and, 483-489, 493; (ECCP), 3-4 grievance language models and, 481; inappropriate grievances for, 490-491; f perceptions/concerns about, 483-484, Fairfax County (VA.), conflict resolution 494; REDRESS(R) program and, 494; education in. See Peace Partners Program, satisfaction rates and, 482-483, 493-494; for conflict resolution education success record of, 479-481, 493; underuse 530 INDEX of, 479, 481-482, 484, 493; United Mine Indonesia, conflict resolution workshops in: Workers of America pilot program and, Center for Research on Intergroup 480, 482, 487, 494; vested interests of Relations and Conflict Resolution and, unions and, 484-489, 493-494 137-138, 141-142; challenges of, 139-141; continuing interactions with H participants and, 139; cooperative learning strategy and, 140-141; geopolitical Haaland, K., “Skills Needed to Help climate and, 141; increased professional Communities Manage Natural Resource relationships and, 142; Indonesian Conflicts,” 303—321 Chinese school and, 138—139; intercul- Hale, C. L., “Striving to Sow the Seeds of tural communication and, 141; Peace: Conflict Resolution Training in Interreligious Dialogue Program and, 138; Indonesia,” 137—143 introduction of CRE concepts and, 139; Hansen, T., “Critical Conflict Resolution peer mediation training program and, Theory and Practice,” 403-427 142-143; post-workshop efforts and, Harpviken, K. B., “Faithful Brokers? 138-139; programs in, 137; regional Potentials and Pitfalls of Religion in workshops and, 138; team teacher strategy Peacemaking,” 351-373 and, 140; theory-practice issues and, Harris, R. D., “Peace Partners: A Cooperative 139-140; U.S. government grant for, 137; Problem-Solving Partnership Among workshop topics and participants and, Educators in Israel, Palestine, and Fairfax 138. See also Conflict resolution education County, Virginia,” 61-69 (CRE) Harvard Negotiation Project, 176 Informational learning, 235 Health care: conflict in, 343; hierarchy in, Instrumental mindset, 225—227 342, 346; longstanding problems in, 346. Integrative communication, 377, 380 See also Conflict resolution training Integrative conflict structures, 190 transfer, in medical setting (study) Inter-American Summit on Conflict Hill, G. C., “Skills Needed to Help Resolution Education (2007), 4—5 Communities Manage Natural Resource Intercultural Conflict, Education, and Active Conflicts,” 303-321 Democracy in Mexico project: Ford Hong Kong, restorative justice programs Foundation grant for, 72; Gasché’s in, 58 solidary democracy model and, 73-74; Hypothesis, in mediation process: forward lessons learned from, 76; methodology of, planning and, 241, 243; Hayes’s media- 74-76; multilingual booklet and, 75—76; tion prism and, 241; Moore’s conflict New Education Union of Teachers for typology and, 240-241 Mexico and, 73; project models and, 74-75; socioeconomic problems in Mexico and, 71-72. See also Indigenous Incrementalism, societal revolution and, peoples; Mexico 407-408 Intergroup dialogue: advantages of evaluation Indigenous peoples: densification and sedi- of, 452, 474; definition of, 452; learning mentation of social fabric and, 74; througghn p personal sharing g in, 463; research Gasché’s model of democracy and, 73; on, 452; social identity groups and, principles of solidarity and, 73-74; 452-453; social identity theory and, sociopolitical problems of, in Mexico, 452-453. See also Dialogue processes; 71-72 Operation Understanding D.C. inter- “Indigenous Rights and Intercultural group dialogue program (study) Citizenship: Introduction to a Project with Intergroup relationships: affective processes Tzotzil, Tseltal, and Chol Teachers in and, 454; attitudinal change processes and, Chaipas, Mexico,” 71—77 454; behavioral processes and, 454;