Graduate Certificate in Conflict Resolution Laws 5700 - THEORIES OF CONFLICT RESOLUTION

Course Outline May 15, 16, 28, 29 and 30, 2010

INSTRUCTOR Dr. Cheryl Picard Office: D499 Loeb Building Office phone: 520-2600 (ext. 2678) Email: cheryl_picard@carleton.ca COURSE LOCATION All classes will be held in B454 Loeb Building and will begin promptly

at 9:00 and end at 5:00.

COURSE DESCRIPTION This course introduces students to various theories of conflict and helps them to understand how different theories impact the analysis, intervention and restoration of conflict. Two frameworks, (1) cooperative and competitive and (2) insight and communication, will be used to examine and contrast various approaches to conflict and its resolution. The nature of conflict, conflict resolution styles, mediation approaches, in particular insight mediation and the influence of power, emotion, gender and culture on conflict and its resolution will be included in class discussions and required readings. COURSE OBJECTIVES 1) To introduce students to individualistic and relational theories of conflict and how they impact conflict

intervention strategies and outcomes. 2) To familiarize students with insight and communication theories, as many of the micro conflict resolution

and mediation strategies and skills students will be learning throughout the CCR program are embedded in these two theories.

3) To heighten sensitivity to the influence of power, emotion, culture and gender on conflict. REQUIRED TEXT 1) Melchin, K, and C, Picard, Transforming Conflict through Insight. U of T Press, 2008 2) Picard, C., P. Bishop, R. Ramkay, N. Sargent, The Art and Science of Mediation. Emond Montgomery, 2004. 3) Coursepack, Laws 5700 Theories of Conflict Resolution, Summer 2010. Text books and Coursepack can be purchased in person from the Carleton University Bookstore, or you can order them online at www.carleton.ca. Choose “Bookstore” from the A-Z directory and click on “Log In” at the top of the page to begin. RELATIONSHIP TO CCR PROGRAM GOALS AND COMPETENCIES The course will teach specifically to competencies 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.6, 3.1, 4.1 Students will be evaluated on these sets of competencies.

1.1 Describe the nature of conflict 1.2 Describe various conflict theories 1.3 Differentiate between the various conflict resolution processes 2.1 Recognize and describe potential and actual conflict situations 2.2 Recognize and describe issues of power, culture and gender in conflict situations. 2.3 Identify the issues in dispute 2.6 Identify the positions and interests of all parties 2.8 Evaluate the impact of the context of the conflict situation 3.1 Identify the advantages and disadvantages of third party intervention

4.1 Collect and organize information relevant to the conflict situation The course will also touch upon competencies 2.4, 2.5, 2.7, 3.2, 3.3, 3.4, 3.5, 4.3, 6.3.

22 COURSE REQUIREMENTS i) Preparation for Class, Participation, Group Presentations, and Attendance (15%)

The course will involve lectures, class discussion, small group work, case studies and student presentations. Students are to have read all the required readings in advance of class and come prepared to offer informed and analytical interventions

. You will be assessed on your willingness to participate in the class activities, to ask questions that advance your own understanding and build knowledge for others, to participate in class discussions that deepen the conversation, encourage participation of others and make references to course readings and attend to group process. Students will also be assessed on the quality and the consistency of their participation in group activities. [Competencies: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.6, 3.1]

ii) Critical Thinking Assignment (20%) Students will be required to submit two examples of “critical thinking.” The first is due on day 3 (May 28), and the final example of critical thinking is due on the final day of class (May 30). Examples are to be drawn from the assigned readings and should be no more than 1 to 1 1/2 pages in length. Each is worth 10 marks. [Competencies: 1.1, 1.2, 1.3]

iii) Independent Learning Initiative (10%) and Learning Journal (10%)

Students will be asked to formulate a statement of their goals and expectations for the CCR program along with a list of their strengths and weaknesses as potential conflict interveners at this point in time. This statement will become a “template” by which students can track their progress throughout the program; it is to be handed in the last day of class (May 30). Students are also required to keep a “Learning Journal” (see guideline for doing journals on CCR webpage under Independent Learning Initiative). Journals are to be handed in with the final assignment. [Competency: 6.3]

iv) Take-Home Written Assignment (45%)

Students will be required to do a take-home written assignment (12-16 typed, double-spaced pages). You will be given a series of questions from which you will be asked to choose 4 questions to discuss. For each question, you are to take into account theoretical perspectives from your readings and the debates taken up in class. You will be graded on how well you understand the issue, your identification of critical issues and your ability to relate the issue to the field of conflict resolution. Proper in-text referencing and a bibliography is required (5 marks will be given for this). [Competency: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.6, 2.8, 3.1, 4.1] Written assignments are due by 4:00 p.m. June 14, 2010. No extensions will be granted unless under very extenuating circumstances. Final assignments are to be submitted to the Department of Law C473 Loeb Building on or before the due date; emailed essays are NOT

acceptable unless living outside of Ottawa – if emailed they must be in Word format. Students are strongly advised to keep a copy of all assignments until marks have been posted.

Please Note: If you wish your assignments returned rather than picking them up at Carleton, you must attach to your assignments a stamped, self-addressed envelope. (Do not put your assignment in the envelope!) Canada Post sells fixed-rate prepaid envelopes. They guarantee postage will be covered regardless of weight, as long as the documents fit in the envelope.

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DAY ONE (9:00-1:00) “CRITICAL THINKING AND CONFLICT STUDIES” 9:00-10:30 AN INTRODUCTION TO THE COURSE

Course Objectives and Expectations CCR program goals and how the five courses are connected The challenge of being an adult learner Reading with a critical mind Class participation and assigned readings Assignments: Journal, Critical thinking, Goals and Expectations, Take-Home Getting Acquainted

10:30-10:45 BREAK 10:45-12:00 AN INTRODUCTION TO CONFLICT THEORY (Competency 1.1)

What is theory and why is it important to conflict students and practitioners? A bit of history: From Game theory to Insight theory

12:00-1:00 LUNCH 1) Avery, et al., “Critical Reading,” Thinking it through: a Practical Guide to Academic Essay Writing. Trent

University Academic Skills Centre, 1989:61-66 2) Melchin, K. and C. Picard, Chapter 2 “Studying Conflict: Where Have We Arrived and Why Think About

Insight?” in Transforming Conflict Through Insight. U of T Press, 2008: 26-48 3) Picard, Cheryl, “The Art of Critical Reflective Thinking - unpublished

DAY ONE (1:00-5:00) “THE NATURE OF CONFLICT”

1:00-1:30 ANALYZING CONFLICT (Competencies 1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6)

The role of communication in creating and resolving conflict Using case studies to learn about conflict

1:30-2:30 CASE STUDY (Competencies 3.1, 3.2, 3.3, 3.4, 3.5)

Two groups. Group 1 is to choose a “real-life” INTERPERSONAL or SMALL GROUP conflict; Group 2 will do the same for an INTERGROUP conflict. Using the Case Study Guide handed out in class: 1) identify the various elements of analysis, 2) on flipchart paper, draw a “map” of your case study; and 3) write one critical thinking example about your analysis. Each group will make a 30 minute presentation.

2:30-2:45 BREAK 2:45-5:00 GROUP PRESENTATIONS OF CASE STUDY & CLASS DISCUSSION Small group - 30 minutes to present case; large group 30 minutes.

4) Littlejohn, Stephen W., and Kathy Domenici, “Constructing Conflict,” in Engaging Communication in Conflict.

Thousand Oaks: Sage, 2001:3-24 5) Picard, C., P. Bishop, R. Ramkay and N. Sargent, "Opening Pandora's Box: Understanding Conflict," The Art

and Science of Mediation. Toronto: Emond Montgomery, 2004:1-30

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DAY TWO (9:00-2:45) “THEORIES OF CONFLICT”

9:00-9:15 CHECK-IN AND REFLECTIONS 9:15-12:30 FRAMEWORKS FOR UNDERSTANDING CONFLICT (Competency 1.2.)

1) Cooperation and Competition 2) Insight and Communication Break into 2 groups. One group examines “Cooperation and Competition” framework theory while the other examines the “Insight and Communication” framework. Each group is to: 1) summarize the key elements of their theoretical framework, 2) take a case study from Day 1 and analyze the conflict from the perspective of the theories in that group, 3) on flipchart paper, summarize the key points of your discussion and identify the value and limits of using the framework for your case; 4) present your analysis to the class.

12:30-1:30 LUNCH 1:30-2:30 Class presentations of morning work and discussion 2:30-2:45 BREAK 1) Deutsch, Morton, “Cooperation and Competition,” in Deutsch, Coleman and Marcus, The Handbook of Conflict

Resolution. San Francisco: Jossey Bass, 2006:23-42 2) Krauss, Robert and Ezequiel Morsella, “Communication and Conflict,” in Deutsch, Coleman and Marcus, The

Handbook of Conflict Resolution. San Francisco: Jossey Bass, 2006:144-157 3) Melchin, K. and C. Picard, Chapter 3 “Insight Theory: Transformation Through Learning?” in Transforming

Conflict Through Insight. U of T Press, 2008: 49-75 4) Sargent N, C. Picard and M. Jull, “Re-thinking Conflict from an Insight Perspective,” unpublished paper (can be

found on Laws5700 course materials onWeb CT)

DAY TWO (2:45-5:00) “RESPONDING TO CONFLICT”

2:45-3:45 THE DISPUTE RESOLUTION SPECTRUM (Competency 1.3) ADR - Negotiation to Adjudication Thinking about conflict from an Insight perspective

3:45-5:00 CONFLICT STYLES (Competencies 1.2, 1.3)

Accommodate, compete, avoid, compromise, collaborate Activity: “Beliefs about conflict”

DISCUSSION

5) Picard, C., P. Bishop, R. Ramkay and N. Sargent, "Choosing a Path: Methods for Resolving Disputes," The Art

and Science of Mediation. Toronto: Emond Montgomery, 2004:31-66

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DAY THREE (9:00-1:30) “CULTURE AND CONFLICT” (Critical Thinking Example #1 due 9:00 a.m., based on any of Day One or Two Readings) 9:00-9:15 CHECK-IN AND REFLECTIONS 9:15-10:30 THINKING ABOUT CULTURE (Competencies 2.2, 2.8, 4.1.)

Defining Culture and How Cultural Differences Influence Negotiation High / Low Context and Collectivist / Individualist Self Reflection: Daisy wheel activity – defining my culture. How does it influence how I respond to conflict?

10:30-10:45 BREAK 10:45-12:30 MULTICULTURAL CONFLICT RESOLUTION (Competencies 2.2, 2.8, 4.1)

Implications of Multiculturalism for Conflict Resolution 12:30-1:30 LUNCH 1) Ellis, D, and D. Anderson, "Culture", Conflict Resolution: An Introductory Text. 2005:168-198 2) LeBaron, Michelle, “Bridging Cultures: Uncovering Paths That Connect Us,” Bridging Cultural Conflicts. San

Francisco: Jossey-Bass, 2003:1-31 3) Pederson, Paul, “Multicultural Conflict Resolution,” in M. Deutsch, P. Coleman and E. Marcus (eds.), The

Handbook of Conflict Resolution: Theory and Practice. San Francisco: Jossey-Bass, 2006:649-670 DAY THREE (1:30-5:00) “GENDER AND CONFLICT” 1:30-3:00 THINKING ABOUT GENDER (Competency 2.2)

Theories about how men and women conduct negotiations How gender impacts the negotiation process

3:00-3:15 BREAK 3:15-5:00 Two Groups (male /female). Reflecting on your personal experience or what you have been

told by others, discuss the following questions. Keep in mind that the point of the exercise is to generate discussion, not to stereotype others or seek consensus on our ideas.

1. Do men and women negotiate differently? If so, how? 2. Are men and women treated differently in negotiations? If so, how? 3. Would you that expect men and women might mediate differently? If so, how? Large Group Discussion

4) Ruble, T., J. Schneer and R. College, "Gender Differences in Conflict Handling Styles: Less than Meets the Eye?", in Taylor and Beinstein Miller, Conflict and Gender. New Jersey: Hampton Press, Inc. 1994:155-166

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DAY FOUR (9:00- 1:30) “APPROACHES TO MEDIATION” 9:00-9:15 CHECK-IN AND REFLECTIONS 9:15-10:30 UNDERSTANDING MEDIATION (Competencies 1.2, 1.3)

How it works; its applications; types of mediators 10:30-10:45 BREAK 10:45-12:30 THE INSIGHT APPROACH TO MEDIATION (Competencies 1.1, 1.2, 1.3)

Conflict is relational and interactive; it involves communication and meaning-making; it is dynamic, adaptive and emergent

Conflict arises from the experience of threats-to-cares Contrasting the Insight approach with Interest-based, Transformative and Narrative

approaches Insight Mediation (the approach taught in the CCR program) Insight mediation and learning; operations of learning – experience, understanding,

judgment and decision (thinking, knowing and doing)

12:30-1:30 LUNCH

1) Ellis, D, and D. Anderson, "Mediation, Arbitration and Adjudication", Conflict Resolution: An Introductory Text. 2005:79-113

2) Picard, C., P. Bishop, R. Ramkay and N. Sargent, "Weaving the Stories: Approaches to Medition,” in The Art and Science of Mediation. Toronto: Emond Montgomery, 2004:101-132

DAY FOUR (1:30-5:00) “INSIGHT MEDIATION THEORY AND PRACTICE “ 1:30-2:45 THE INSIGHT APPROACH (Competencies 1.3, 3.1)

The interpretive nature of social action and conflict Paying attention to meaning and cognitive maps The necessity of opening new lines of dialoge by changing the pattern of interaction

2:45-3:00 BREAK 3:00-5:00 INSIGHT MEDIATION (Competencies 1.3, 3.1)

Steps in the Insight Mediation approach Some distinct strategies and skills – uncovering threats-to-cares, linking, de-linking,

verification, deepening, finishing, using Changing “attack-defend” patterns of interaction

1) Melchin, K. and C. Picard, Chapter 4, “Insight Mediation: Applying Insight Theory to Mediation?”, in

Transforming Conflict Through Insight. U of T Press, 2008: 76-101 4) Picard, C. and M. Jull, “Getting to the Heart of the Matter through Deepening,” Lonergan's Legacy Vol. 2:

Politics and Peacemaking published by University of Toronto Press, forthcoming 2010 paper (can be found on Laws5700 course materials onWeb CT)

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DAY FIVE (9:00-1:30) “RESOLVING CONFLICT” (Critical Thinking Example #2 due 9:00 a.m., based on days three, four or five readings) 9:00-9:15 CHECK-IN AND REFLECTIONS 9:15-10:30 POWER AND CONFLICT (Competencies 2.2, 2.8, 4.1.)

Components of Power Principles of Power-Conflict Dynamics

10:30-10:45 BREAK 10:45-11:30 EMOTION AND CONFLICT (Competencies 2.2, 2.8, 4.1.)

The interaction between Emotion and Conflict – humiliation, guilt, hope, confidence and warmth

Emotion and Learning Understanding “Feelings as Carriers of Cares and Threats”

11:30-12:30 Small group activity: Using the example of either the inter-group or inter-personal conflict

from Day One: 1) discuss how power and emotion have, and continue to, influence the conflict situation; 2) in what ways are power and emotion linked to the past, present and future of this conflict?; 3) how might power and emotion help parties through the conflict resolution process?

12:30-1:30 LUNCH 1) Coleman, Peter, T., “Power and Conflict”, in M. Deutsch, P. Coleman and E. Marcus (eds.), The Handbook of

Conflict Resolution: Theory and Practice. San Francisco: Jossey-Bass, 2006:120-143 2) Fromm, Delee, “Emotion in Negotiation,” in C. Hanycz, T. Farrow and F. Zemans (eds.), The Theory and

Practice of Representative Negotiation. Toronto: Emond Montgomery, 2008:219-244 3) Ingleton, Christine, “Emotion in learning: a neglected dynamic,” HERDSA Annual International Conference,

Melbourne, 12-15 July 1999 DAY FIVE (1:30-5:00) “THE CCR PROGRAM” 1:30-2:00 COURSE EVALUATION 2:00-3:00 COURSE WRAP-UP

Discussion of final written assignment Parking Lot Further questions

3:00-3:15 BREAK 3:15-5:00 PUTTING THE CCR PROGRAM IN CONTEXT

Review of CCR program goals and how courses fit together Competencies / ILI / Skills Assessment The Importance of Reflective Practice Knowing who we are in conflict helps us to help others manage their conflicts

4) Lang, M. and A. Taylor, “Mapping Your Constellation of Theories,” in The Making of a Mediator. San Francisco: Jossey-Bass, 2000:93-118