Integrating Conflict Resolution Theories:

Moving from Theory to Proposed Actions

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Daniel Rainey

I will set up an online workspace for this course, on which I will post readings, course

material, and other information generated during our sessions. Only class members and

invited guests will have access to the workspace.

The only way I have to contact class members is through the SMU e-mail address

provided to us by the Department – even if you’ve given me a personal e-mail before, I

will begin by using the SMU e-mail address because I know it is current – PLEASE

CHECK YOUR SMU E-MAIL REGULARLY FOR UPDATES TO THIS SYLLABUS AND FOR

INFORMATION ABOUT THE CLASS.

This course is designed to help students learn methods of integrating multiple

approaches, stakeholders, and methods into practical conflict analysis and resolution

work.

The course will begin with a consideration of the nature of the “third party” in conflict

intervention, the basic goals involved in conflict intervention, and the basic framework in

which conflict system design occurs. Discussions and work in the course will be

Students in the course will self-select into groups, based upon conflict intervention

opportunities presented by the instructor. The groups will be responsible for evaluating

the conflict situations, presenting a full conflict analysis, and proposing an intervention

strategy.

Integrating Conflict Resolution Theories:

Moving from Theory to Proposed Actions

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The instructor for this class appreciates the myriad possible approaches to any conflict

situation, and the role that our own professional experiences, ethnic backgrounds,

religious beliefs, and political orientations play in the way we analyze and act. The

members of the class bring in many experiences and viewpoints, all of which can

contribute to our understanding of how conflict intervention develops. In light of this

acknowledgement, I invite you to:

a) Respect all points of view regardless of where you are on these issues;

b) Listen to gain insight; reflect on what the other person is trying to communicate;

c) Accept that we are here as a learning community, in which each person is both a

teacher and a learner.

Due to the intensive nature of the three-day weekend format, the following expectations

will ensure that you get the most rewarding and engaging experience from the class.

readings intelligently and to actively participate in class discussions. In the weeks

before the first class meeting there will be readings and assignments posted on the class

online workspace that must be completed before we get together face to face. We have

ambitious goals for the class and they cannot be met if everyone is not ready to work

when we get together.

spent in working groups, developing the conflict analysis that is the centerpiece of the

course. If you are not in attendance, it is not possible for you to contribute

meaningfully.

participate fully in class discussions and in the group activities. It is the case that if you

pursue a career in conflict intervention of any kind, it is very likely that much of your

work will be done in conjunction with groups or teams. Being present and being

involved is essential for successful team work.

Integrating Conflict Resolution Theories:

Moving from Theory to Proposed Actions

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Costantino, Cathy A., and Christina Sickles Merchant. 1996. Designing Conflict

Management Systems. San Francisco: Jossey-Bass.

Bernie Mayer. (2004) Beyond Neutrality. San Francisco: Jossey Bass (John Wiley).

Other readings will be assigned and will be available online before the first class

meeting.

Before the first class meeting each student must complete the online course survey,

read all of the assigned readings, and register for one of the work groups. The groups

will form around some specific conflict environments or issues identified by the

instructor. This is an individual grade based on completion of the survey and

membership in one of the working groups.

Each student must attend and be active in each of the face to face class meetings. This

is an individual grade based on attendance and activity.

On Sunday, October 3, each work group will be responsible for presenting an initial

briefing to the class on their conflict analysis. The presentation must outline the conflict

environment, explain the roles and goals inherent in the group’s approach to the

conflict, and generally conform to the conflict analysis template we will develop in class.

This is a group grade.

Integrating Conflict Resolution Theories:

Moving from Theory to Proposed Actions

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On Sunday, October 17, each work group will be responsible for presenting a final

conflict analysis (adjusted from the initial presentation) and an outline of an intervention

strategy based on the analysis. Each group will have a maximum of two hours to

present the project and respond to questions from the class and instructor. This is a

group grade.

Journal: Each student will be asked to keep a journal as she or he discusses

conflict analysis, application of theory, and possible intervention proposals with

the work group. The journal should include each student's notes regarding how

attitudes about conflict intervention changed during the course (if they did, in

fact, change), what was learned about conflict analysis and intervention design,

how this project relates to the other classes taken at SMU, and how the

information gained in the class will be used in future practice.

Self Reflection: In addition to the ongoing entries in the journal, each student

will prepare a journal summary as the last entry. The summary should be a

reflection on the experiences in this course, as well as a reflection on how the

overall content of the SMU dispute resolution program will contribute to each

student's future practice.

After the in-class presentation on October 17, each individual will have two weeks (until

close of business on Monday, November 1), to submit the journal with the final self

reflection. Please note that I will not look favorably on journals that are obviously

cobbled together at the last minute (and, yes, it is possible to tell when regular entries

have or have not been made) - please begin the journal when you start the readings for

the course and keep making entries on a regular basis throughout the course.

Integrating Conflict Resolution Theories:

Moving from Theory to Proposed Actions

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The following scale, based on the department standard, will be used to calculate final

grades:

94-100 = A

90-93 = A-

87-89 = B+

84-86 = B

80-83 = B-

77-79 = C+

74-76 = C

1. Students will learn to apply conflict

resolution theory to the analysis of specific

conflict environments.

The major literature in the field addressing

third party roles, goals, and actions will be

discussed and applied to concrete conflict

environments.

2. Students will learn create and present

proposals for conflict intervention.

Working in teams, the students will engage

in analysis, theory application, budgeting,

and presentation of concrete proposals for

conflict intervention.

Integrating Conflict Resolution Theories:

Moving from Theory to Proposed Actions

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disability must first contact Ms. Rebecca Marin, Coordinator, Services for Students with

Disabilities (214-768-4557) to verify the disability and establish eligibility for

accommodations. They should then schedule an appointment with the professor to

make appropriate arrangements. ( See University Policy No. 2.4.)

holidays that require missing class should notify their professors in writing at the

beginning of the semester, and should discuss with them, in advance, acceptable ways

of making up any work missed because of absence. ( See University Policy No. 1.9.)

Student Handbook. Intellectual integrity and academic honesty are both the foundation

and the goals for this program. Please reference and review the university policies on

the responsibilities, policies, and penalties regarding academic honesty at the URL

below:

newspapers, books for other classes, or other outside reading material during class.

Walking into class late is disruptive as is leaving early. If you have to leave early, make

arrangements before class begins, and then, when you leave, do so quietly.

Professional respect and courtesy for your fellow students is imperative at all times.