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• The Handbook of Conflict Resolution: Theory and Practice
• Copyright
• Contents
• Preface
• Introduction
  • A Conflict between Husband and Wife
  • An Intergroup Conflict at a School
    • The Position of the BTC
    • The Position of the European American SBM Committee Members
  • The Conflict in Northern Ireland
  • Some Questions About Conflict
  • Some Differences between the Orientation of Theorists and Practitioners
    • Analytical versus the Synthetic Approach
    • Skeptical versus Pragmatic
    • Enduring versus Useful Truths
  • A Brief History of Social Psychological Theorizing About Conflict
    • Field Theory, Conflict, and Cooperation-Competition
    • Game Theory and Games
    • Themes in Contemporary Social Psychological Research on Conflicts
  • References
• Part One: Interpersonal and Intergroup Processes
  • Chapter One: Cooperation, Competition, and Conflict
    • A Theory of Cooperation and Competition
    • The Effects of Cooperation and Competition
    • Constructive and Destructive Competition
    • Pathologies of Cooperation
    • Initiating Cooperation and Competition
    • Summary of the Theory of Conflict Resolution
    • Implications of the Theory for Understanding Conflict
      • The Importance of a Cooperative Orientation
      • Reframing
      • The Norms of Cooperation
      • The Values Underlying Constructive Conflict Resolution
    • Implications for Managing Conflict
    • Implications for Training
      • The Social Context of Learning
      • The Social Context of Application
      • The Substantive Content of Training
      • The Reflective Practitioner
      • Suppose the Other Does Not Want to Cooperate; What Then?
    • Conclusion
    • References
  • Chapter Two: Justice and Conflict
    • The Forms That Injustice Takes
      • Distributive Justice
      • Procedural Justice
      • The Sense of Injustice
      • Retributive and Reparative Justice
      • Moral Exclusion
      • Cultural Imperialism
    • Implications for Understanding Conflict
      • Injustice as the Source of Conflict
      • Injustice in the Course of Conflict
      • Conflict About What Is Just
      • "Justifying" as a Negotiation Tactic
    • Implications for Training
      • Knowledge of Systematic Forms of Injustice in Society
      • Enlarging the Scope of One's Moral Community
      • Increasing Empathy
      • Forgiveness and Reconciliation
      • Inventing Solutions
    • Conclusion
    • References
  • Chapter Three: A Delicate and Deliberate Journey toward Justice: Challenging Privilege: Building Str
    • Theorizing Justice Frameworks: Denaturalizing Inequality and Privilege
    • Rooting Solidarity in (Our) Nature
    • Under What Conditions Do Persons of Privilege Challenge Unjust Social Arrangements?
    • Challenging Inequality, Confronting Privilege
      • The Equality Trust: Structural Policies Designed to Reduce Inequality Gaps
      • Bringing Social Justice Home to School: Psychosocial Education for Diversity and Inclusion
      • Praxis Consulting Group: Building Employee-Owned Cooperatives by Addressing Inequality
    • Conclusion
    • References
  • Chapter Four: Constructive Controversy: The Value of Intellectual Opposition
    • What Is Constructive Controversy?
    • Constructive Controversy Theory
      • Structure of the Situation
    • Processes of Interaction
      • Constructive Controversy
      • Concurrence Seeking
      • Benefits of Constructive Controversy
      • Conditions Determining the Constructiveness of Controversy
    • Structuring Constructive Controversies
      • Constructive Controversy in the Classroom
      • Decision Making
    • Constructive Controversy and Democracy
    • Conclusion
    • References
  • Chapter Five: Trust, Trust Development, and Trust Repair
    • What Is Trust?
    • A Definition of Trust
    • Why Trust Is Critical to Relationships
      • Calculus-Based Trust
      • Identification-Based Trust
      • Trust and Relationships: An Elaboration of Our Views
      • Characterizing Relationships Based on Trust Elements
    • Managing Trust and Distrust in Conflict Situations
      • Actions That Build Calculus-Based Trust
      • Strategies to Manage Calculus-Based Distrust
      • Actions That Build IBT
      • Strategies to Manage IBD
      • What Happens If Trust Is Violated?
      • Trust Repair
      • Implications for Managing Conflict More Effectively
    • Conclusion
    • Notes
    • References
  • Chapter Six: Power and Conflict
    • A Discussion of Power
      • Power as a Dynamic
      • Environmental, Relational, and Personal Power
      • Potential and Kinetic Power
      • Primary and Secondary Power
      • Top-Down, Middle-Out, and Bottom-Up Power
      • Effective Power and Sustainable Outcomes
      • Perceived Power
      • General versus Relevant Power
    • Components of Power
      • Personal Factors
      • Environmental Factors
      • Principles of Power-Conflict Dynamics
    • A Situated Model of Power and Conflict
    • Implications for Training in Conflict Resolution
    • Conclusion
    • References
  • Chapter Seven: Communication and Conflict
    • Four Communication Paradigms
      • The Encoding-Decoding Paradigm
      • The Intentionalist Paradigm
      • The Perspective-Taking Paradigm
      • The Dialogic Paradigm
    • Form versus Substance: Both Matter
    • Conclusion
    • Note
    • References
  • Chapter Eight: Language, Peace, and Conflict Resolution
    • Concepts of Language, Peace, and Conflict Resolution
    • Implications for an Applied Peace Linguistics
      • Nonviolent Communication
      • Nonviolent Communication Research
      • Appreciative Inquiry
      • Research on AI
      • Powerful Nondefensive Communication
      • Constructive Communication
      • Constructive Communication Research
    • Implications for Education for Peaceful Language Use
    • Language in Peace-Building Teacher Education
      • The Rise of Nonkilling Linguistics
    • Conclusion
    • References
    • Appendix: On Languages
      • A Poem-Plea by Francisco Gomes de Matos
  • Chapter Nine: The PSDM Model: Integrating Problem Solving and Decision Making in Conflict Resolution
    • A Simple Model
    • Problem Solving
      • Problem Solving as the Search for Good, Constructive, Mutually Satisfying Solutions
      • Individual and Social Interaction Perspectives on Problem Solving
      • Critiques
    • Decision Making
      • The Individual as Decision Maker
      • Group Decision Making and Commitment
    • Understanding Problem Solving and Decision Making in Conflict Situations
      • The PSDM Model Revisited
      • Diagnosis
      • Identifying Alternative Solutions
      • Evaluating and Choosing
      • Committing to a Choice
    • Implications for Training and Practice
      • Conditions That Encourage Problem Solving
      • Teaching the Lessons from the Decision-Making Literature
    • Conclusion
    • References
  • Chapter Ten: Intergroup Conflict
    • Intergroup Conflict: Sources and Dynamics
      • Sources of Intergroup Conflict
      • Perceptual and Cognitive Factors
      • Group-Level Factors
      • Escalation Dynamics
      • Resistances to Resolution and Intractability
    • Implications for Understanding and Practice
      • Analyzing the Conflict
      • Confronting the Conflict
      • Resolving the Conflict
    • Implications for Training
      • Analytical Skills
      • Personal Qualities
      • Interpersonal Skills
      • Group Leadership Skills
      • Intergroup Skills
      • Consultation Skills
    • Conclusion
    • References
• Part Two: Intrapsychic and Intragroup Processes
  • Chapter Eleven: Judgmental Biases in Conflict Resolution and How to Overcome Them
    • Bias: A Definition
      • Biases of Cognition
      • Biases of Process and the Dance of Negotiation
      • Biases of Outcome and Allocation
    • Implications of Negotiator Bias
      • Exaggeration of Conflict: False Conflict
      • Failure to Reach Agreement When Agreement Would Be Mutually Beneficial
      • Reaching Agreement Prematurely or in Substandard Way
      • Negotiation Relationships
      • Self-Perception and Self-Confidence
    • Remedying Bias in Negotiation
      • Naturally Occurring Remedies of Bias
      • Deliberate and Structured Interventions for Remedying Bias
    • Conclusion
    • References
  • Chapter Twelve: Emotion and Conflict: Why It Is Important to Understand How Emotions Affect Conflict
    • The Nature of Emotions
    • The Interaction between Emotion and Conflict
      • Fear, and How It Affects Conflict and Is Affected by Conflict
      • Anger and Hatred, and How They Affect Conflict and Are Affected by Conflict
      • Humiliation, and How It Affects Conflict and Is Affected by Conflict
      • Guilt, and How It Affects Conflict and Is Affected by Conflict
      • Confidence and Warmth, and How They Affect Conflict and Are Affected by Conflict
    • How to Intervene in Conflict, Control Negative Emotions, and Foster Positive Emotions
    • Conclusion
    • References
  • Chapter Thirteen: Self-Regulation in the Service of Conflict Resolution
    • Understanding "Willpower"
      • A Prototypic Conflict within the Self: The Marshmallow Dilemma
      • Essential Preliminaries for Self-Regulation
      • Hot Reactions and the Emotional Brain
    • From Hot to Cool: Enabling Willpower
    • Interpersonal Conflict
      • Self-Regulatory Failure in Interpersonal Conflict
      • Escalating Spirals in Conflict
      • Cooling Strategies and Techniques
      • Time-Out
      • Reflection
    • Self-Regulatory Plans and Implementation Strategies
    • Modeling, Role Play, or Rehearsal
    • Conclusion
    • References
  • Chapter Fourteen: Group Decision Making in Conflict from Groupthink to Polythink in the War in Iraq
    • Groupthink and Polythink
      • Groupthink
      • Polythink
      • The Groupthink-Polythink Continuum
    • The Iraq War—From Groupthink to Polythink
      • The Decision to Invade Iraq in 2003: A Classic Groupthink Dynamic
      • The Surge: The Con-Div Group Dynamic
      • The Withdrawal from Iraq: A Polythink Process
      • Summary: Managed Polythink in the Iraq Troop Withdrawal
    • Conclusion and Policy Implications
      • Remedies to Polythink
      • Polythink, Groupthink, and the Con-Div Dynamic in Conflict Management Processes
    • Notes
    • References
• Part Three: Personal Differences
  • Chapter Fifteen: Natural-Born Peacemakers? Gender and the Resolution of Conflict
    • Resolving Conflicts
      • Choosing a Conflict Resolution Strategy
      • Evaluating and Adapting Conflict Resolution Style
      • Summary
    • Negotiating Contracts
      • Self-Construal and Negotiation
      • Social Roles and Negotiation
      • Social Roles and Context
      • Summary
    • Negotiating Boundaries
      • Summary
    • Questions Not Yet Answered
    • Implications and Applications
      • The First Pillar
      • The Second Pillar
      • The Third Pillar
    • Conclusion
    • References
  • Chapter Sixteen: Resolving Intractable Intergroup Conflicts: The Role of Implicit Theories About Gro
    • Direct Social Psychological Approaches to Conflict Resolution
    • Indirect Social Psychological Approaches to Conflict Resolution
    • Incremental Beliefs, Negative Trait Judgments About the Out-Group, and Conciliatory Political Action
    • Incremental Beliefs, Extreme Intergroup Emotions, and Conciliatory Political Action Tendencies: The
    • Implications and Future Directions
    • References
  • Chapter Seventeen: Personality and Conflict
    • Representative Models of Personality
      • Psychodynamic Theories
      • Need Theories
      • Social Learning Theory
      • Social Situations and Psychological Orientations
    • Trait Approaches
      • Multitrait Measures of Personality and Conflict
      • Situation versus Personality
      • Influences on Whether the Conflict Is Resolved
      • Preferred Conflict Resolution Strategy
      • Negotiating with Difficult Personalities
    • Conclusion
    • References
  • Chapter Eighteen: The Development of Conflict Resolution Skills: Preschool to Adulthood
    • The Importance of Social-Emotional Learning and Conflict Management
    • Stage Theories of Early Childhood Development
      • Preoperational Stage
      • Egocentric Orientation
      • Egocentric, Impulsive Stage
      • Post-Piagetian Theories
      • Neuroscientific Contributions
    • The Function of Conflict in Early Childhood Development
      • Role of Conflict
      • Developing Relationships
      • The ECSEL Program
    • Middle Childhood
      • Stage Theories of Middle Childhood
      • The Role of Conflict
    • Adolescence
      • Stage Theories of Adolescence
      • The Role of Conflict
    • Adulthood
      • The Role of Conflict
      • Conflict Coaching for the Individual
    • Conclusion
    • Notes
    • References
• Part Four: Creativity and Change
  • Chapter Nineteen: Creativity and Conflict Resolution: The Role of Point of View
    • Evolving Systems Approach
      • Networks of Enterprise
      • Extraordinary Moral Responsibility and Creativity in the Moral Domain
    • The Shadow Box Experiments
      • Experiment One: Interaction of Social and Cognitive Factors
      • Experiment Two: Comparison of Cooperative and Individualistic Orientations
    • The Importance of Point of View
    • References
  • Chapter Twenty: Some Guidelines for Developing a Creative Approach to Conflict
    • Creativity Resulting from Conflict
    • Novel Point of View
    • Time and Conflict Resolution
    • Play and Creativity
    • Individual Work and Collaboration
      • The Egg Drop Exercise
      • General Guidelines for Creativity and Conflict
    • Techniques for Stimulating Novel Ideas
    • Conclusion
    • References
  • Chapter Twenty-One: Creativity in the Outcomes of Conflict
    • Overview: Person, Process, and Product
    • Integrative Agreement as Creativity
      • Compromise versus Integrative
      • Settlement versus Resolution
      • The Conflict Management System
      • Conflict Needs Creativity, and Creativity Needs Conflict
    • Creative Products: The Structure of Integrative Agreements
      • Main Agreement Types
      • The Dimensions of the Subtypes
      • Types of Products in the Agreement Circumplex: Eight Basic Types
    • Creative Products from Creative Persons in a Creative Process
      • Flexible Thinking and Idea Generation
      • The Mix
      • Locations for Creativity
      • Seeing the Other's Point of View
      • Cooperative and Creative
    • Conclusion
    • Notes
    • References
  • Chapter Twenty-Two: Change and Conflict: Motivation, Resistance, and Commitment
    • Theoretical Conceptions of the Change Process
      • Lewin: The Process of Change
      • Beckhard: Managing Planned Change
    • Psychological Factors Affecting the Change Process
      • Motivation and Unfreezing
      • Movement and Resistance
      • Gaining Commitment
    • Some Implications for Training
      • Generating Motivation
      • Identifying and Handling Resistance
      • Fostering Commitment
    • Conclusion
    • References
  • Chapter Twenty-Three: Changing Minds: Persuasion in Negotiation and Conflict Resolution
    • An Overview of Persuasion Theory and Research
      • The Paradigmatic Persuasion Experiment
      • The Heuristic-Systematic Model
      • Motives for Processing
      • Summary
    • Persuasion in the Context of Conflict Resolution
      • Heuristic and Systematic Processing in Negotiation Settings
      • Multiple Motives in Conflict Resolution
    • Promoting Open-Minded Processing
      • Group Identity
      • Self-Affirmation
      • Unexpected Information and Moderate Positions
    • Conclusion
    • Note
    • References
  • Chapter Twenty-Four: Learning through Reflection on Experience: An Adult Learning Framework for How
    • The Roots of the Framework in Adult Learning Theory
      • John Dewey: Learning from Experience
      • Jack Mezirow: Critical Reflection to Discover "Habits of Mind"
      • Action Science, Experiential Learning, and the Role of Reflection About Emotions and Affect
    • Our Framework of Learning through Reflection on Experience
      • Case Example: Reflection after Conflict
      • Case Example: Reflection with the Help of a Trusted Other
      • Reflection and Critical Reflection
    • Why Coaches and Facilitators Can Be Catalysts for Learning through Reflection
      • Case Example: After-Action Reviews
      • Case Example: Using an Action Science Facilitator to Learn to Handle Conflict
    • Encouraging Dialogue and New Ideas in Our Learning through Reflection on Experience Framework
    • Conclusion
    • References
• Part Five: Culture and Conflict
  • Chapter Twenty-Five: The Alchemy of Change: Cultural Fluency in Conflict Resolution
    • Defining Culture
    • Cultural Fluency: What Is Its Importance, and How Does It Work?
    • Building Cultural Fluency
    • Neuroscience as Conflict Resolution Resource
    • Arts-Based Approaches to Conflict Resolution
    • Implications for Pedagogy
    • Implications for Theory and Practice
    • Note
    • References
  • Chapter Twenty-Six: Indigenous Lessons for Conflict Resolution
    • Indigenous Knowledge and Practice
      • Values
      • Reciprocity
      • Peace Systems
      • Reflections
    • Harnessing of Collective Wisdom for Global Conflict Resolution, Justice, and Peace
    • Applications and Conclusions
    • References
  • Chapter Twenty-Seven: Multiculturalism and Conflict
    • Multiculturalism as a Social Movement
    • Applications of Multiculturalism
      • Multiculturalism and Conflict: Reflections on the Meaning of Conflict and Resolution
      • Multiculturalism, Culture, and Conflict
    • A Theoretical Approach to Managing Multicultural Conflict: The Integration-Adaptation Model
      • Awareness
      • Accuracy
      • Adaptivity
      • Accountability
    • Case Study: Multiculturalism and the Boy Scouts of America
    • Conclusion
    • References
  • Chapter Twenty-Eight: Cooperative and Competitive Conflict in China
    • Should the Theory of Cooperation and Competition Be Applied in China?
    • Research Methods in China
      • Interviews
      • Questionnaires
      • Experiments
    • East Asian Tests of the Theory
      • Cooperation, Open-Minded Discussion, and Effectiveness: Experiments
      • Cooperation, Open-Minded Discussion, and Effectiveness: Surveys in Chinese Organizations
      • Cooperative Conflict between Organizations in Chinese Society
    • Cross-Cultural Studies
    • Chinese Values for Conflict Management in China
    • Leadership in a Hierarchical Society
    • Developing the Theory through Research in China
      • Antecedents to Cooperative Goals
      • Competition and Conflict Avoidance
      • Responsiveness to Goal Interdependence
      • Becoming a Cooperative Conflict Team
      • Cooperative Conflict for Cross-Cultural Teamwork
    • Summary and Conclusion
    • Note
    • References
• Part Six: Difficult Conflicts
  • Chapter Twenty-Nine: Aggression and Violence: Causes and Correctives
    • Defining Aggression and Violence
    • Theories of Aggression and Violence
      • Aggression and Violence as Innate: Biology and Personality
      • Aggression and Violence as Internal and Social Processes: Frustration and Social Learning
      • Moral Theories of Aggression and Violence
      • Cultural Theories of Aggression and Violence
      • Structural Violence
    • Addressing Aggression and Violence: Implications for Practice
      • Conflict Resolution: Examining Attitudes and Developing Skills
      • Conflict Resolution Programs: Change Efforts
      • Nonviolent and Violent Responses to Aggression and Violence
    • Conclusion
    • References
  • Chapter Thirty: Intractable Conflict
    • Defining Intractable Conflict
    • Approaches to Addressing Intractable Conflict: Five Paradigms
      • The Realist Paradigm
      • The Human Relations Paradigm
      • The Pathology Paradigm
      • The Postmodern Paradigm
      • The Systems Paradigm
    • Components of Intractable Conflicts
      • Context
      • Core Issues
      • Relationships
      • Processes
      • Outcomes
    • A Dynamical Systems Model of Intractable Conflict
    • Ten Guidelines for Altering the Attractor Landscapes of Intractable Conflicts
      • Guideline 1: Leverage Instability
      • Guideline 2: Complicate to Simplify: Mapping the Dynamic Ecology of Peace and Conflict
      • Guideline 3: Read the Emotional Reservoirs of the Conflict
      • Guideline 4: Begin with What Is Working
      • Guideline 5: Beginnings Matter Most
      • Guideline 6: Circumvent the Conflict
      • Guideline 7: Seek Meek Power
      • Guideline 8: Work with Both Manifest and Latent Attractors
      • Guideline 9: Alter Conflict and Peace Attractors for the Long Term
      • Guideline 10: Restabilize through Dynamic Adaptivity
    • Implications for Training
    • Conclusion
    • References
  • Chapter Thirty-One: The Pragmatics of Peace with Justice: The Challenge of Integrating Mediation and
    • Inherent Tensions
    • Exploring the Practice
      • Colombia: Ongoing Violence
      • Sierra Leone: Immediate Postviolence Period, 1999–2000
      • Northern Ireland: Implementation of Peace Agreement, 1998–2005
    • Challenges to Synergy
      • Challenge 1: Potential Trade-Offs between Accountability and Inclusion During All Phases of Conflict
      • Challenge 2: Coordinating Attention to Short-Term Violence and Long-Term Structural Changes
    • Latest Developments
      • ICC Indictments in Uganda and Libya
      • Syria
    • Moving Forward: Operationalizing Peace with Justice
      • Incorporating Human Rights Experts as Advisors in Peacemaking
      • Analyzing the True Impacts of Retributive Justice
      • Creating Complementary Processes and Mechanisms to Address Postagreement Accountability and Reconcil
      • Accepting That Sometimes Sequencing Is the Best Alternative, with an Eye to Enabling the Sequence to
      • Making Commitments to Both Peace and Justice Over Time
    • Notes
  • Chapter Thirty-Two: Terrorism: Negotiating at the Edge of the Abyss
    • The Terrorists
    • Terrorist Profiles: The Political, the Religious, the Criminal
    • Terrorists in Action
    • Strategic Options for Engaging Terrorists
    • Knowing the Culture, Psychology, Values and Goals of the Terrorist Group
    • Negotiating with Terrorists
      • What Can Be Negotiated with Terrorists?
      • Types of Negotiation Situations
      • Negotiating: Stages and Variables
    • Rogue States
    • Trust and Historical Gestures
    • The Victims
    • Media and Public Opinion
    • Negotiation Effectiveness
    • Conclusion
    • Note
    • References
• Part Seven: Models of Practice
  • Chapter Thirty-Three: Negotiation
    • Theoretical and Empirical Roots of Integrative Negotiation
    • Why Our Emphasis on Integrative Negotiation?
    • How to Do Integrative Negotiation Well in Typical Conflicts
      • Stage 1: Preparation
      • Stage 2: Building a Relationship with the Other Party
      • Stage 3: Exchanging Information
      • Stage 4: Inventing and Exploring Options
      • Stage 5: Reaching Settlement
    • How to Do Integrative Negotiation Well in Difficult to Resolve Conflicts
      • Characteristics of the Parties
      • Dealing with Negotiation Impasses
      • Ways That Negotiators Can Resolve Impasses
    • Conclusion
    • References
  • Chapter Thirty-Four: The Mediation of Conflict: Context, Cognition, and Practice
    • Theory and Research
      • The Efficacy of Mediation
      • Conditions for Effective Mediation
      • Factors Determining Use of Mediation
      • Mediator Behavior
      • Mediator Stylistic Orientation
    • Implications for Understanding and Managing Conflict
      • Implications for the Mediation User
      • Implications for the Practitioner
    • Implications for Training
      • Train Leadership
      • Teach a Hierarchy of Mediation Concepts and Skills
      • Create a Supportive Environment for Reflective Learning
    • Conclusion
    • Note
    • References
  • Chapter Thirty-Five: Teaching Conflict Resolution Skills in a Workshop
    • Insights from Practice
    • Overview of the Coleman Raider Workshop Design
    • Workshop Objectives and Pedagogy
      • Knowledge Objectives
      • Skills Objectives
      • Attitude Objectives
    • Seven Workshop Modules
      • Module 1: Overview of Conflict
      • Module 2: The Elements of Negotiation
      • Module 3: Communication Behaviors
      • Module 4: Stages of the Negotiation
      • Module 5: Culture and Conflict
      • Module 6: Dealing with Anger and Other Emotions
      • Module 7: Introduction to Mediation
    • Conclusion
    • Postscript
      • Intact Team Building, by Krister Lowe
      • Collaborative Inquiry Project, by Sandra Hayes
      • Organizational Mediation with Leadership Coaching, by Susan Coleman
    • Note
    • References
  • Chapter Thirty-Six: Creating Constructive Communication through Dialogue
    • Dialogic Approach to Communication
    • Dialogue Processes
      • Sustained Dialogue
      • World Café
      • Public Conversations Project
      • Other Uses of Dialogue
    • Problems in Communication During Conflict
      • Emotions
      • Patterns
      • Framing
      • Blaming
    • Preventing and Overcoming Problems in Communication
      • Stage 1: Preparation
      • Stage 2: In the Moment
      • Stage 3: Reflection
    • Creating New Social Worlds Made from Dialogic Communication
    • References
  • Chapter Thirty-Seven: An Empirically Based Approach to Couples' Conflict
    • Stage 1: The Discovery of Reliable Patterns of Interaction
    • Stage 2: Prediction and the Replication of the Prediction
    • Stage 3: Theory Building, Understanding, and Prevention and Intervention
      • The Sound Relationship House Theory
      • Intervention and Prevention Studies
      • Trust and Betrayal Theory
    • Summary of Effectiveness Evidence for Intervention and Prevention
      • Proximal Change Experiments
      • Randomized Clinical Trial of Workshops and Gottman Method Couples' Therapy
      • Bringing Baby Home
      • Loving Couples Loving Children
      • Couples Together Against Violence
      • The Gottmans' Conflict Blueprints
      • The Need for Follow Through: Deepening the Gottman Method Workshop
    • References
  • Chapter Thirty-Eight: Managing Conflict through Large Group Methods
    • What Are Large Group Intervention Methods?
    • Three Types of Large Group Methods
      • Methods That Create the Future
      • Methods for Work Design
      • Methods for Discussion and Decision Making
      • Embedding New Patterns of Collaboration
    • New Frontiers: Applications to Peace Building and Legislative Processes
      • Applications to Peace Building
      • Applications to Legislative Processes
    • Conclusion
    • Notes
    • References
  • Chapter Thirty-Nine: Group Relations and Conflict Resolution
    • Group Dynamics and Group Relations: A Brief History
    • Conflict in Groups: A Diagnostic Framework
    • Case Study: The Case of Pink Power
    • Toward Conflict Resolution: A Group Relations Model of Intervention
      • Applying the Five Levels
      • Wells's Framework for Understanding Conflict
      • Joining Wells's Levels and the Bart System
    • Conclusion
    • References
  • Chapter Forty: Reconciliation between Groups: Preventing (New) Violence and Improving Lives
    • The Origins of Violence and Basic Psychological Needs
    • Security and Reconciliation
    • The Principles and Practices of Reconciliation
      • Understanding the Roots of Violence and Avenues to Prevention and Reconciliation
      • Understanding the Impact of Violence on Survivors, Perpetrators, and Bystanders
      • Healing the Wounds of All Parties
      • Humanizing the Other, Developing a Positive Orientation to the Other
      • Establishing (the Complex) Truth
      • Processes to Change Collective Memories and Move toward Shared Views of History
    • Justice Processes
    • Moving toward Forgiveness
      • Acknowledgment, Apology, Regret
    • The Multiple Processes in Reconciliation
      • Progressively Increasing Acceptance of the Past
      • Destructive Ideology versus Constructive Ideologies
      • Political Conditions and Reconciliation: Pluralistic, Fair, and Democratic Institutions
      • Public Education About Conflict and Conflict Resolution
      • Raising Inclusively Caring Children with Moral Courage
    • Conclusion
    • References
  • Chapter Forty-One: Social Networks, Social Media, and Conflict Resolution
    • Traditional Social Network Analysis
    • Social Network Research on Conflict
    • Social Media
    • Dynamic Network Theory
      • What's New and Different?
      • The Network Rippling of Emotions
    • Conflict Resolution Strategies in Social Networks
    • Network Conflict Worksheet
      • Describing the System
      • Transforming Roles
      • Other Applications and Caveats
    • International Linkages
    • Online Dispute Resolution
    • Conclusion
    • Notes
    • References
  • Chapter Forty-Two: Using Research Findings in Practice: From Knowledge Acquisition to Application
    • Doing Research on Conflict Management and Resolution
      • Single Case Studies: Emic, Qualitative
      • Time Series Analysis: Emic, Quantitative, Qualitative
      • Focused Comparison: Etic, Qualitative
      • Experiments, Surveys, and Aggregate Case Analyses: Etic, Quantitative
    • Communicating Research Findings
    • Applying Research Findings
    • Learning Gains
    • Conclusion
    • References
  • Chapter Forty-Three: Nonviolent Struggle: An Overview
    • Examples of Nonviolent Struggle
    • Definition of Nonviolent Struggle
    • Importance of Nonviolent Struggle
    • Media Coverage of Nonviolent Struggle
    • The Future of Nonviolent Action
      • New Scholarly and Strategic Attention
      • Efforts at Planned Adoption
      • Nonviolent Action for "Wrong" Objectives
      • Needed Future Explorations
    • Conclusion
    • Glossary
    • References
• Part Eight: Looking to the Future
  • Chapter Forty-Four: A Framework for Thinking About Research on Conflict Resolution Initiatives
    • Types of Research
      • Basic Research
      • Developmental Research
      • Field Research
      • Consumer Research
      • Action Research
    • Audiences for Research
      • Funding Agencies
      • Executives and Administrators
      • Practitioners
      • Researchers
    • Research Strategies
      • Experimental and Quasi-Experimental Research
      • Causal Modeling
      • Survey Research
      • Experience Surveys
      • Learning by Analogy
    • Research Evaluating Conflict Resolution Initiatives
      • A Framework for Comparative Case Analysis of Interactive Conflict Resolution
      • The Action Evaluation Research Initiative
      • Comprehensive Peer Mediation Evaluation Project
      • Negotiation Evaluation Survey
      • Evaluation of Intergroup Encounter Interventions
    • Conclusion
    • Note
    • References
  • Chapter Forty-Five: Some Research Frontiers in the Study of Conflict and Its Resolution
    • Origins and Impact of Conflict
      • Positive Consequences of Conflict
      • Relative Deprivation
      • Group Mobilization
    • Strategic Choice
    • Escalation and Intractability
      • Unilateral Escalation Sequences
      • Bilateral Escalation Sequences
      • Conflict Intractability
    • Readiness for Conflict Resolution
    • Negotiation
    • Mediation
      • Rival Approaches to Mediation
      • Contingent Mediation
      • Multiple Mediators
    • Conclusion
    • References
  • Concluding Overview
    • The Challenges That Lie Ahead
      • Oppression and Conflict
      • Readiness
      • Change Agents
      • The Importance of Cultural Differences
      • Conflict within the Field of Conflict Resolution
      • Learning to Learn
      • Recognizing Our Global Cooperative Interdependence
      • Encouraging Innovation
    • References
• About the Editors
• About the Contributors
• Name Index
• Subject Index
• More from Wiley

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu