CA 504 Special Topics in Communication and Leaders
F1P 2006 MC
M.S. Psychology Pittsburg State UniversityEd.S. School Psychology Pittsburg State UniversityCertificate in Dispute Resolution Baker University
By Appointment and After Class
August 21 - October 15, 2006
5:30 - 9:50 PM
McCorkle, S., & Reese, M. J. (2005). Mediation Theory and Practice. Allyn and Bacon.
“Conflict: The Power of Honor, Dignity, and Face,” by D.W. Augsberger from In Conflict Across Cultures: Pathways and Patterns (1992), pgs 85-111
The articles listed below will be provided:
“Listening & the Rhetorical Process” by Carol Roach & Nancy Wyatt from Successful Listening
(1988), pgs 169-173
“Responding to Messages” by Judi Brownell from Nonverbal Elements of Interaction (1986),
“Listening Is More Than Merely Hearing” by Robert Bolton from Listening (1979), pgs 175-191
“Dialogic Listening: Sculpting Mutual Meanings” by John Stewart & Milt Thomas from Listening
(1983), pgs 184-201
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Mediation is the intervention of a third party to assist those in a conflict in determining their own resolution. Basic mediation introduces the theory of mediation, a balanced model of mediation, and introductory mediator skills. (In other workshops or classes, students will learn other, more specialized models of mediation and advanced mediator skills). Because the course requires extensive practice of mediator skills, absences will adversely affect a student's final grade.
Goals and Objectives
Goals: At the end of the Basic Mediation course, students will
1. Be able to mediate a simple conflict using the balanced mediation model
2. Understand the theoretical underpinnings of mediation
3. Understand basic pre-mediation activities
4. Understand and be able to implement proper mediator role(s)
5. Understand mediator ethics
6. Differentiate among and be able to identify procedural, psychological, and substantive issues
7. Be able to listen for emotions, reframe, probe, and content paraphrase
8. Be able to set an agenda for negotiation
9. Understand basic negotiation theory
10. Be able to use more than one technique to assist disputants with negotiation
11. Be able to probe and reality test agreements
12. Be able to phrase a mediation agreement using testable, measurable language
13. Understand when a mediation should be referred to someone with more specialized skills.
Means of Assessment
Develop practical skills as third party dispute managers.
Journal, Role play, Discussion, Mediation Notebook
Develop a deeper understanding of the nature of conflict.
Journal, Exams, Discussion
Identify individual perceptions and attitudes toward conflict.
Understand cultural influences on the nature of conflict.
Journal, Exams, Quiz, Discussion
Identify the process and stages of mediation.
Journal, Role play, Discussion
Explain the difference among interests, issues, and positions.
Journal, Role play, Discussion, Mediation Notebook
Higher Level Thinking
Identify a problem using the steps involved in problem-solving processes and develop viable solutions.
Journal, Exams, Role play, Discussion
Make and evaluate decisions based on appropriate criteria and projected consequences.
Analyze one's own thinking processes, including how one's experiences, feelings, ideas, and intuition affect thinking.
Employ active listening techniques, including summarizing, paraphrasing, questioning, and nonverbal response.
Role play, Discussion
Read a document and demonstrate an understanding of its written and quantitative content.
Journal, Quizzes, Exams, Discussion
Write a clear, well-organized paper, using documentation and quantitative tools, when appropriate.
Personal and Social
Demonstrate self-motivation, intellectual curiosity and openness to differing perspectives.
Demonstrate sensitivity to socio-cultural diversity
Address issues of social justice.
Have knowledge of the principal theories that describe and explain individual and group behavior.
Journal, Quizzes, Exams, Role Play, Discussion, Mediation Notebook
VIDEO ROLE-PLAY MEDIATION
Begin designing a role-play of a conflict you would like to mediate. You will need to think about the two participants in the conflict, develop the theme and substance of the issues, create typical behaviors and attitudes the parties would have in this conflict. It often works best to work with your classmates (in groups of three) to videotape the role play in one session. However, you may do the role play on your own with people you know outside of class. The first several class sessions should be used to design the mediation role-play. Make final preparations for the role-play in weeks four and five. Record your video during weeks six or seven. Be prepared to reflect on the strengths and shortcomings in your video in week eight.
Turn in videotape of the mediation role-play during the final class.
Quizzes will examine your understanding of the textbook and lecture materials. Quizzes will occur in the first twenty minutes of the class period in which they are scheduled and cover any past lecture and assigned reading material. Quizzes are short (10-15 questions) assessments of your comprehension.
The Mediator Notebook
This notebook is a three ring binder that you create to contain the tools, worksheets, and resource materials to be used in mediation. It is not intended to contain all your class notes. The notebook will be collected two times during the semester. It is the student's responsibility to deliver the notebook on or before the due date.
For the journal, the students are asked to write a series of essays in a first person, journal format. The objective of these writings is to complete the learning loop by processing one's thoughts and feelings on assigned readings, on class discussion topics and real life experiences. The students may write about concerns and frustrations which they have experienced with concepts, issues, and ideas, connections they see between class concepts and their own experiences, or similarities between an issue discussed in class and what is going on at work or home.
As students listen to class discussions and read course materials, they should note in the journal their ideas, reactions, questions, and concerns that arise in response. This writing should also include student responses to facilitators' questions, reflections on personal experiences and responses to presentations or material in the media.
Students should not write for the facilitator, but for themselves (as in a diary entry or a letter to a friend). The difference between an academic learning journal and a diary is that the thoughts written should relate to concepts and issues discussed in the class and the readings.
The journal should consist of three to five entries weekly, informally written, containing the following items:
1. The student's reactions to the readings and class activities/discussions. Please do not neglect either area.
2. Any assigned questions, worksheets or topics from the facilitator.
3. The student's attempt to make intellectual sense out of these experiences through his/her own theories or hypotheses. Students should integrate the concepts and theories presented in class with their own experiences outside of the classroom.
The primary criterion for grading the journal is the student's comprehensiveness, that is, the depth of thought put into the journal and the level of development of his/her own ideas. The journals will be collected two times: at Instructional Meetings 3 and 8.
Video presentation of a mediation 15%
Mediator Notebook 15%
Participation, attendance and discussion 20%
Final exam 25%
Late Submission of Course Materials: This will be determined on a case by case basis. It is highly discouraged as late work will be penalized.
8 Week Schedule
August 21, 2006
Dispute Resolution Process
Sample Mediation Tape #1
Mediation Phases Overviewed
Roles of Mediator and Disputants
Mediator Opening Statement
Opening Statement Practice
Skills for Mediators
Listening Skill Development
Sample Mediation Tape #2
Chapter 3, 6
Issue Identification Phase
Types of Issues
Skills for Issue Identification
Chapter 4, 7
Panel of Local Mediators
Uncovering Hidden Issues
Issue Identification Case
Generating the Issue Agenda
Agenda Setting Case
Writing Settlement Agreements
Closing the Mediation
Mediation and Culture
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2006-2007 Graduate Catalog Page 23-24
Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2006-2007 Graduate Catalog Page 23-24
Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2006-2007 Graduate Catalog Page 27
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:8/21/2006 10:54:20 AM