Table Of ContentVOLUME l 4 INDEX
FALI 1996 Argumentativeness 70. See also Antisocial
WINTER 1996 compliance-gaining strategies
SPRING I¢ 97 \rtistic practice, 95
SUMMER 1997 Assessment, mediation 136. See also Child
assessment; Mediation Inventory for Cog-
nitive Roles Assessment (MICRA)
Association of Family and Conciliation
Courts AFCC) Symposium on Media-
Academy of Family Mediators (AFM) 180 tion and Domestic Abuse, 321
189 622 " Association of Family and Conciliation Courts,
Achieving Neutrality and Impartiality: The 234
Ultimate Communication Challenge for Attorneys: child therapists and, 188; chil
Peer Mediators,” 3357 7-352 dren in mediation and 152; domestic
Active listening, 202. See also Listening skills violence mediation and 329-330 See
Activist mediation 294 also Cook County, Illinois, attorneys
Administrative Dispute Resolution Act of study); Lawyers
1990 27/35 Authority continuum 233232
Adolescents: conflict resolution training pro-
grams for, 21-22: conflicts and, 21. See
a+i}s o Peer mediation training mediator
ne 1u} trality and (study) Student-designed
consensus peer-mediation model Balance, 203
Alternative dispute resolution (ADR): fair- Bargaining, 7
ness and, 38; need for, 135. See also Me- Bargaining paradigm, 274
diation Barsky, A. E. “Mediation and Empower-
American Arbitration Association (AAA) ment in Child Protection Cases,” 111-
218-219, 337 134
American Bar Association (ABA) 219, 337 Beck, P., “Broadening the Scope of Divorce
339
Mediation to Meet the Needs of Chil-
Analyst role, 137 dren,” 179-199
Ancestral mediation, 3—4 Biank, N., “Broadening the Scope of Di-
Antisocial compliance-gaining strategies vorce Mediation to Meet the Needs of
69-7] Children,” 179-199
Applied Practice and Theory (APT) Program Bias, 7-9. See also Neutrality, mediator
as conflict model, 101—102; continuous 3irkhoff, J. | The Development of Peda
learning loop of, 101; evaluation of, 107- gogy and Practicum,” 93-110
108; goals of, 93; intervention decision Bodtker, A. M., “Mediation as Mutual Influ-
making and, 104-107; as learning experi- ence: Reexamining the Use of Framing
ence 101-102; as model of reflective and Reframing,” 237-249
practice, 98; organizational learning and, Bohmer, C., “Notions of Equity and Fair-
102-103; pitfalls of, 108; practicum of, ness in the Context of Divorce: The Role
99-100; promises of, 107-109; public or- of Mediation,” 37-52
ganizations and, 102-103; research ques- Bounded rationality, 105-106
tions in, 101; single-loop learning and, Brainstorming, 314
104. See also Conflict resolution inter- Brief therapy, 312
ventions Broadening the Scope of Divorce Mediation
Arbitration, domestic violence and, 330 to Meet the Needs of Children,” 179-199
MEDIATION QUARTERLY, vol. 14, no. 4, Summer 1997 ¢ ossey Bass Publishers
conflict resolution/peer mediation train-
ing (study); Peer mediation; Peer me-
ampbell, A Mediation of Children Is- diation training, mediator neutrality and
sues When One Parent Is Gay: A Cul- study)
tural Perspective,” 79-88 Children: homosexual parents of, 80-81
ase analysis, 286 nonadversarial problem-solving and, 251
atalyst role, 137 253; separation trauma/anxiety and
avenagh, T. D., “A Quantitative Analysis 184-187. See also Child custody; Chiid
of Use and Avoidance of Mediation by protection (CP
the Cook County, Illinois, Legal Com Children, in mediation: AFM Standards
munity 353-3604 and, 180-181; assessment of, 180-181
enter for Dispute Resolution, Denver, 218 183-184; benefits of, 149; case studies
. ntering, 205-206 of, 186-187; child therapists and, 181-
hild assessment: case studies of, 192-198 183, 187-188; children’s emotional state
follow-up and, 195-198; option consid- and, 148; children’s unrealistic omni
eration and, 193-195; parental assess- potence and, 148; criticism of, 180-
ment and, 182-183, 185; Partners in 181; developmental models and, 254
Transition processo f, 190-193 divorce statistics and, 184; evolutionary
hild custody: domestic violence media consciousness and 252: as hidden cli
tion and, 328-329, 331; gays/lesbians ents, 180, 198: issuesi n, 148; mediator
and, 80 neutrality and, 188, 198; mediator role
hild protection (CP): > concerns about and, 183-184, 187-188; methods of
111; current system of, 113-114; em- inclusiofno r, 152; nonadversarieaxlam
powerment and, 112-113, 130-132 pleso f, 251; nurturing parent and, 185
power balancing and, 113-114, 126- options for, 254-255; parental assess
130; power imbalances and, 113; prin ment of, 182—183, 185; parental deci-
ciples of, 111; purpose of, 111 sion making and, 149; parental dif-
protection mediation: efficacy of ficulties and, 149; peacemaking programs
); empowerment function of and, 256; peer mediation programs and
130-132; ethical issues in, 132 255-256; prevalence of, 152-153; pro
history of, 114; questions about, 131- fessional advice and, 181; psychological
132; research on, 111-112, 114-115 factors and, 184—186; self-determination
risks of, 131; social work and, 131 and, 180; separation trauma/anxiety and
hild protection mediation (study): cases 184-187; therapeutic perspectiveo f, 181-
in, 117-123; decision-making responsi- 182, 187-188: twenty-five-year follow
bility and, 125-126; discussion, 132 0- up study of divorce mediation and, 182
131; findings, 116-130; future research unintended consequences and, 187; use-
and, 131-132: mediator option devel- fulness of children’s information and
opment and, 116-123; methods, 115- 148-149. See also Consensus peer medi-
116; participant equal opportunity and ation model
123-125; power balancing and, 126- Children, in mediation (study): attorney-
131 mental health professional differences
hild protection workers (CPWs): client and, 152; data analysis/results, 150-152
disempowerment by, 124; as mediators discussion, 152—153; factors relating to
131; option generation by, 119, parent excluding children and, 152: factors re-
resentment of, 111-112; participant equal lating to including children and, 151-
opportunity and, 123-125; power mis 152; methods, 149-150; research base
use by 127 and, 147-148; respondent demograph
Child therapists, 181-183, 187-188
ics, 150
Child/adolescent peer mediation. See Con- lients: compliance of, 6, 159-160; com-
sensus peer mediation model; High school pliance-gaining strategies of, 67-74
367
power balance and, 8; satisfaction of, 7 Concepts of Neutrality in Family Media-
66-67. See also Disputants tion: Contexts, Ethics, Influence, and
Code of Professional Conduct for Mediators [ranstormative Process,” 215-236
Center for Dispute Resolution (Colo.) Conflict: adolescentasnd , 21: defined, 270:
218 definition of, 311; emotional/relational
Codependency, societal, 252 context of, 202; mapping techniques
Codification function, 239 and, 313-314; as problem, 7; PS1 ap-
Coercion, 228-229 proach and, 311-312; student definition
Cognitive roles: definition of, 136; Mediation of, 257: subjective nature of, 311-312
Inventory for Cognitive Roles Assessment theory vs. theory-in-action and, 103. See
and, 137-139; typeso f, 137-138 also Environmental conflict
Cognitive Roles in the Mediation Process onflict analysis, 289, 313
Development of the Mediation Inventory onflict handling strategy, 315
for Cognitive Roles Assessment,” 135- onflict mapping, 313-314
146 onflict model. See Applied Practice and
Comediation, 161, 285 Theory (APT) Program
Commitment, mediator 83 onflict resolution: emphasis on, 7-8; heal-
Common law property, 37 ing/peacemaking focus of, 203; high
Communication: challenges for mediators school training program (study), 23-
348: children in mediation and, 149; cli 35; mediation and, 135; mediator role in,
ent satisfaction and, 67; domestic vio- 7; as moral endeavor, 300; originosf , 3—4
lence mediators and, 327; framing and policy-action discordance and, 102-103;
239: homosexual issues and, 79-80. See political nature of, 102; power balancing
also Compliance-gaining strategies view of, 229; public policy organizations
Communication, divorce mediation and and, 103; training for, 94; win-win for
study): argumentativeness and, 72—74 mulation and, 265. See also UTSA Prob-
background, 66—71; client satisfaction lem Solving/Conflict Resolution Program
and, 74; compliance-gaining strategies onflict resolution education: for children
and, 72; discussion, 74-76; method 243, 248; empowerment and, 248; tech-
71-74, procedure, 62; results, 74; sam nical rationality model and, 94-95. See
ple, 71-72; verbal aggression and, 74 also Applied Practice and Theory (APT)
Communication Effects on Divorce Me Program
diation: How Participants’ Argumenta onflict resolution interventions: choice-ac-
tiveness, Verbal Aggression, and Com- tion discordance and, 104; choice actions
pliance-Gaining Strategy Choice Mediate and, 103-104; decision making and, 104-
Outcome Satisfaction,” 65-78 107; mediator neutrality/impartiality and,
Communication model: case example of 104; policy-action discordance and, 102-
241, characteristics of, 238; discussion 103; single-loop learning and, 104
of case analysis and, 243-246; frame Confronting Social Injustice as a Media-
congruence and, 240; framing and, 238- tor,” 293-307
239; mediation process in, 242-243; re onsensus peer mediation model (study)
framing and, 240-241, 246-247; shared conclusion, 264-265; conflict and, 257
interpretation and, 240 theoretical implications of, 263-264; needs/goals
background of, 238-239 in, 264; project introduction, 256-258
Communication skills, 288-289 research background, 255-256; resolu-
Communication strategies, 315 tion options and, 257-258; structural
Compliance, 6, 159-160 elements of, 258-263; transformational
4 omplianc e-gaining strategies antisocial, process in, 259-263
69-71; definition of, 67; interpersonal vs Consistency, 45—46
nonpersonal issues in, 67-68; prosocial Constrained view, of human nature, 230-
68-69; research on, 67; typology of, 68-71 231
368
\ ontext continuum, 233 440 ; no-fault, 37, 47 self-representation
\ ook County, Illinois, attorneys’ mediation and, 321
background, 353—354; con Divorce mediation: benefits of 179-180
clusions/recommendations 36 1-363 child therapistasn d, 181-183, 187-188
olinnld ings 359-361: future research and children as hidden clients in 180; chil-
364; implications, 363-364, objectives dren’s involvement in 141-148; claims
sample group, 357-358; sur vs. rights in, 41 communication and
66; compliance-gaining strategies in
358-359 68-7 1; definitiono f, 66; effectivenesso f
case analysis and, 28¢ 67; expanding scope of, 180-184; fair-
demonstrations and, 286; purposes ol ness and, 41 gender issues in, 33]
le plays/simulations and goalso f, 179, 182: homosexual issues in
78-79: satisfaction with, 66—67 , 74-76
ial system senate bill on, 188; stage approach to
superiority ol, 66; twenty-live-yeat
{, 182. See also Child
assessment: Child custody Children, in
-diation; Communication, divorce me
StLuUdG\ y): Partners in Transi
mediation and; Property
iement
ymestic violence: arbitration and, 330
n making: Applied Practice and The case management and, 330; dispute res
API Program and, 104-107 olution services tor, 330; trequency/van
bounded rationality model of, 105; child ation of, 323—324-; identifying, 325—326
protection mediation and, 125—126; con C system failure and, 32]
flict resolution interventions and, 104 mediation-evaluation approach to, 330
107; mediation and, 104; six-step model mediator attitudes toward, 324-325
of, 105. See also Problem solving yrevalence of, 320-321 recognition of
25
t Jeliner role 137 20
Development of Pedagogy and Practicum ymestic violence advocates, 320
The,” 93-110 328
I Yevel} opmental stage theory: Ericksonian ymestic violence mediation: attorneys and
psychosoc ial model ol, 254 Fowler S 329-330; caseload issues and, 320, 332
model of, 254; Freudian model of child custody and, 328-329: criticism
individuals associated with, 253-254 of, 320-321 discussion/legislation on
Mahler's model of, 254 2> 21; domestic violence advocates and,
[ ialogue, 202 32. 7-328, 333; feminists’ objections to
Directiveness, 228-229 320: identifying domestic violence and
Disciplinary power, 12) 2) ) 5-326 33d2L literature on 320-321
Disputants: expectationso l, 247 influence litigation and, 321; power imbalance
of, 237-238, 241, 243-244, 247-248 and, 320; program response measures
mediation with corporate (case study) in, 332-333; risks of, 331-332; risks/
241-243, reframing and, 241 responses advantages of 331-332: safety and, 320
of ) 47 See also Clients 3a3 2-333; screening for, 321, 333; ser-
Dispute resolution 330. See also Mediation vices/forums for, 330; success of, 326—
Disputes, defined, 270. See also Environ- 327; support for, 321
mental disputes ymestic violence mediation, court-based
versity, 230, 232 (study): advocate reactions and, 327-
divorce: concept of marriage and, 39; ear- 328; advocate-mediator communication
lier timing of, 184; equitable distribution and, 327; conclusions, 332-333; cus-
and, 39-40; frequency of, 184; law, 39- tody/visitation concerns and, 328-329.
369
findings, 323-332; frequency/variatioon f and, 271; characteristics of, 270-274
domestic violence and, 323-324; infor- characteristics of, 271-272, 274; envi-
mation base, 322; judge/attorney reac- ronmental conflict and, 270; mediation
tions and, 329-330: mediator attitudes and, 272-273, multiple parties in, 271;
and 3 323; prob- negotiation and, 272; relationship of sys
lems in identifying domestic violence tems and, 271; settlement and, 277: U.S
and, 32 326; recognition of domestic experience in mediating, 272-274
violence and, 326: research directions Environmental literacy, 282—283
330-331: risks/advantages of, 331—332 Environmental mediation: advantages o {
ser -vices/forums for, 330; sites, 322—323 21773 , background/development of, 273
success rates and, 326-327 bargaining paradigm and, 274; caveats
Dukes, E. I [raining and Educating En about, 273; distinguishing characteristics
ironmental Mediators: Lessons from of, 270-274; empowerment and, 282;
Experience in the United States,” 269- environmental disputes and, 270-2
ideology of management approach, 277
resolutions, 299-300, 304-305 inclusivity of, 282; mutual learning and,
282; negotiation and, 274; orientations
toward, 277; shared responsibility and
282; sustainable development and, 279-
282; systems thinking and, 281; trans
Educative mode, 221, 223 formational approach, 277-278
Educators for Social Responsibility, > 255 Environmental mediator training: aca
Effects on High School Students of Inte demic/real-world partnerships and, 285
grating Conflict Resolution and Peer Me Birdwood Workshop on, 269, 276, 278
diation Training into an Academic Unit comediation and, 285; communication
21 - 3H skills and, 288-289: conflict analysis
Elliott, G. M., “Cognitive Roles in the Me skills and, 289; course format for, 285-
diation Process: Development of the Me- 287; ethics and, 287; facilitation skills
diation Inventory for Cognitive Roles and, 290; for mediator competencies,
Assessment,” 135-146 287-290; mentoring and, 285; negotia-
Elmore, A., “The Role of Children in Medi tion skills and, 289-290; nested hierar-
ation,” 147-154 chy of opportunity and, 287; process
Emotional continuum, 233 design skills and, 289; process skills and
Emotional issues: dialogue and, 202; of dis- 288; questions on, 270; real-world op-
putants, 247; divorce mediation and tions and, 284-285; substantive knowl-
182; mediator response to, 225 edge and, 287-288: in U.S., 272-274,
Emotional monitor role, 137 284-290
Empowerment: definition of, 112-113; en Environmental mediators: choices of, 275—
vironmental mediation and, 282; medi 276; commitment of, 283; competencies
ation and, 112—113, 130-132; social in of, 287-290; consummate, 278-284; de-
justice mediation and, 293-294, 296 termining mediation appropriateness and,
300; social work and, 131; transforma 275; environmental literacy of, 282-283;
tive mediation and, 203 ethics of, 287; facilitating negotiations
Environment, defined, 270 and, 275-276; flexibility of, 283-284, get-
Environmental conflict: costs of, 272; de- ting to the table and, 275; ideal qualities
fined, 271; destructive consequences of of, 279; implementing agreements and
281; environmental disputes and, 271 276; integrityArustworthiness of, 283; life
legislation and, 272; mediation and, experience of, 283; planning/organization
political nature of, 280; in U.S skills of, 284; positional differences among,
277; responsibilities of, 276-278; role of,
Environmental disputes: adversarial mech- 274-276, sustainable development and,
anisms and, 272; boundary conditions 279-282
370
Environmental protection iegislation
Equality 39, 44-45. See also E quily
quitable distribution, 37—40
definition of, 3
7 equality and evelopmental theory
distribution and M 4 Nationwide
" .
) gender issues and, 38 Mediation Center
39, 46—48. See also Fairness
cksonian psychosocial model, 254
principles, 228. See also Standards G
ediation practice
empowerment and, 132; environ Gays/lesbians: coming out by, 82
- en
tion training and, 25 me ture of, 81-82: culture clash and
as mediators, 84-85: movement, 81: as
parents, 80-81. See also Homosexuality
Gender: divorce mediatioannd , 331: fair
mediator ness and. 48—49
Generic Architecture of Design, 257
Mason University, 93, 28
Applied Practice and
Program
he Role of Children in Medi
Fairness: alternative dispute resolution move
38—39: client definitiono l, 42 ain and Educating
as consis mental Mediators: Lessons from
> about, 38; equality nce in the United States,” 269-
equitable distribution statutes
40: gende’ r and, ’ 48-49; how Gridloc k
ire affects definition of, 43-44 Guerra, N. S., “Cognitive Roliens t he Me
awyers and, 41-4 gal aspect of, 43 diation Process: Development of the Me-
mediators and 42: neutrality and diation Inventory for Cognitive Roles
42-43, as pragmatism, 46; statutory defi Assessment,” 135-146
nitionso f, 39-40; what constitutes defini
ion of, 41-43; who defines, 41. See also
H
Hale 4 l Achieving Neutrality and
Impartiality: The Ultimate Communica
Nation healing ci tion Challenge for Peer Mediators,” 337
P model, 313 IIL
lexibility, mediator, 283-284 Harlem, mediation in: | mpowerment Zone
Fiorida landlord-tenant mediation See Mo funding and, 174; goalo f, 176-177; in
bile home landlord-tenant dispute medi- sights from tragedy and, 172-173, 176;
ation (study local economy and, 173-176; racial is-
Fowler's story-faith developmental theory sues and, 175-176; tragedy at Freddy's
and, 171-172
Hawaiian ho’oponopono, 203
bids, 24 Healing paradigm characteristicso f, 210-
Frame congruence, 240, 246 211; humanistic mediation and, 211
Frame set, 244-245 problem-solving mediation and, 209-
Framing: communication and, 2) 39; com- 210; victim-offender mediation and, 211
munication model and, 238; concep- High school conflict resolution/peer medi-
ation training (study): academic integra and, 338, 340-341; PS] mediation and,
33-34; Conflict Management 316; standards for, 337—338; total
33; dependent measures, 25- ilso Neutrality, mediator
discussion, 32-35; effectiveness of Inclusivity, environmental mediation and
}; independent variable, 23-24; litera 282
ture review, 21-22; method, 23-29 Influence: disputant, 237-238, 241, 243-
new data from, 34-35; participants, 23 44, 247-248, framinga s, 248; media-
procedure, 27-29; results, 29-32 }i 224, 237, 241; neutrality and
dent attitude toward conflict and, 34 7, reframinagn d, 240-241
Homosexuality: communication issues and I 233
9-80; custody issues and, 80; develop Institute of Conflict Analysis and Resolu
{ 81-83 divorce and, 79 tion (ICAR 3-94, « 107-108, 285
response to, 50; marriage 1
79, 83-84, mediator role and
legative views ol, 80; parenting
80-81: social structures a
Gays/lesbians
not-to demonstrations, 2
ure, views of, 230-231 Jameson, J. K., “Mediation as Mutual Influ
stic mediation: centering and ence: Reexamining the Use of Framing
coaching on communication and and Reframing,” 237-249
208; connecting with parties in 206 ohh n son, D. W Effectso n High School
20 cross-cultural examples of, 203 Students of Integrating Conflict Resolu-
ional benefits of, 204; empathy and tion and Peer Mediation Training into an
ce-to-face seating and, 209; follow Academic Unit,” 21-36
sessions and, 209; healing paradigm Johnson, R. 7 Effects on High School
and, 209-211; humanistic psychotherapy Students of Integrating Conflict Resolu-
and, 204; identifying/tapping strengths tion and Peer Mediation Training into an
and, 207-208; mediator role and, 206 Academic Unit,” 21-36
nondirective styleo f, 208-209 powel ol judicialA system, 0
silence and, 209; practice implications || iries, 48
and, 205; premediation sessions and, 206 Justice: fair d no-fault di
problem-solving mediation and, 209-210 vorce law and, 47; revenge and, 47
settlement-driven mediation vs., 204, 211
transformative nature of, 203—204
212; underlying values and
victim-offender mediation and, 21
re
aiso Transformative mediation Kansas City Gang Summit, 25]
Humanistic Mediation: A Transformative Kimsey, W. D A Nationwide Survey ol
Journey ¢ ) {{ Peacemaking,” 201-213 Mediation Centers,” 155-166
Humanistic psychology, 203 Knowledge: hierarchy of, 95: mediation
and, 15; positivist view of, 94-96; power
and, 10, 15-16; professional, 97; sub
stantive, 287
Identity function, 239
Ideology of management orieniation
Impartiality, mediator: centrality of
339; compromised, 226; defining Labor—management dispute resolution, 4
340: defining limits of, 294-306: litera Labor-management mediation, 274
217-218, 337: mediator neu Laginski, A. M., “Effectso n High School Stu-
and, 104, 340; peer mediation dents of Integrating Conflict Resolution
372
Laginski, A. M. (continued in, 65; popularity of, I 65-66, 135, 251
und Peer Mediation Training into an Aca principles/values and, 47 process desigt
demic Unit,” 21—36 ol, 54; productive view ol, 14; as profes
Landlord-tenant disputes. See Mobile home sion, 15; rationale view of, 16—17; refram
landlord-tenant dispute mediation (study ing and, 240; resolution emphasis of
Lansky, D. T., “The Role of Children in Me 7-8; settlement-vs. dialogue-driven, 201-
diation 147-154 202; single parties and, 309; social dis-
Lawyers: conceptualizing fairness by, 41 )_ course and, 15—16; social issues and, 17
43. definition of fairness by, 41; educa 131; theory-practice debate in, 4. See also
tional function of, 43-44; mediation and Alternative dispute resolution (ADR); An
13: neutrality and, 43. See also Attorneys cestral mediation; Assessment, mediation
Learning. See Organizational learning, Single Child protection mediation; Divorce me-
oop teaming diation; Domestic violence mediation
f{ e exoprte riencre , rm ediator, » 2> 83 Environmental mediation; Harlem, medi
sl' tening SKkIiLllL S ation in; Humanistic mediation; Labor
management mediation; Mediation cen-
Training and Educating En survey), Mediation models; Mediation
Mediators: Lessons from ries; Problem solving for one (PS1
1 the United States,” 269- Public regulatory mediation; Research
mediation; Social injustice mediation
Student mediation; Transformational me
diation; Transformative mediation
M Mediation and Empowerment in Child
Protection Cases,” 111-134
M. A., “Confronting Social In Mediation Approach Designed by Adoles
is a Mediator 293-307 cent Disputants, A,” 251-266
ney, B. ¢ A1 NIaNtAiLLoInO NWICiEd Suurrvvee'y ol f Mediation as Mutual Influence: Reexam
Mediation Centers,” 155-166 ining the Use of Framing and Retram-
Macquarie University, 309, 31l6 ing 2 37
Mahler's model of early childhood devel Mediation centet urvey): affiliation/asso
ppmn ent [ 4 164, agreements and
ine Mediation and Domestic Abuse Proj aseload and, 159; certification re-
( 163; comediator model
The Role of Children in Me and, 161; compliance and, 159-160; fund
154 ing and, 158-159; limitations of, 165
y group counciling, 203 mediator qualificationasn d, 162-163; m
homosexual issues in, 79, 83-84 ediators per session and, 160-161; pro
ssets and, 46; partnershimopd 155-156; profit vs. nonprofit
158; program participation
When Domestic Violence Is a results, 156—164: services
ies and Practices in Court staffing and, 156-158
Based Divorce Mediation Programs,” 319- summary 164-165; training ipfr ograms
and, 162
benefitso f, 6; client compliance Mediation Council of Illinois, 189
and, 6; cross—cultural characteristics of, 4 Mediation Inventory for Cognitive Roles As
definitions of, 3; disciplinary emphasis of sessment (MICRA): cognitive roles and
12. 18: effectivenesso f, 201, 251: formal 137-139, feedback on, 144; implications
1, 4; lormative stage of, 65; frame of, 144-145; mediation process and, 144-
ice and, 240, 246; judicial sys 145; mediation session assessment and
| 2—13; knowledge and, 15; liti- 140-142; mediator evaluation/training
gation and, 4; negotiatioannd , 272: out and, 145; possession assessment and
side experts and, 44; persuasive elements 140-142; presession disputant assess-
3t3
ment and, 140; purpose of, 136; research tion and, 7; cognitive roles of, 137-
hypotheses and, 136; results, 144; Uni- 138; communication challenges of, 348
versity of Texas mediation process and conceptualizing fairness by, 42; conflict
139: use of, 143-144 resolution process and, 7; constrained vs
Mediation models/approaches: adversarial unconstrained view of, 230-231. decision-
authoritarian, 253; empirical-outcome making responsibility and, 125-126
252; family culture and, 232; four-step domestic violence and, 324-325: educa
228; humanistic, 203-204, 211-212 ional function of, 43-44; emotional issues
interpretive-interactive-process, 252; neu- and, 225; ethical stance of, 9; fairness and
trality and, 216-218; problem-solving 41-42; homosexual issues and, 84-85
209-210 process-experiential 253; rea- impartiality of, 293-394, 304, 306; influ-
sonable solutions, 300—301; settlement ence of, 217, 224, 237, 241; labor, 274
driven, 201, 204, 211; situation-specific normative competency of, 232; option
16; stage, 248; therapeutic, 229; trans development of, 116-123; participant
tormational, 296-299, 302-303. See also equal opportunity and, 123-125; power
Communication model; and by specific and, 7-10, 301-302; power balancing
mediation type and, 8, 126-130; problem solving by
Mediation modes: educative, 221, 223 106; qualificationso f, 53-54; Satisfaction
normative-evaluative, 221-223; rational Story approach and, 7; self-evaluation by
analytic, 221; therapeutic, 221, 223 233-235; structuring of mediation by, 43
Mediation of Children Issues When One therapeutic role and, 183-184, 187-188
Parent Is Gay: A Cultural Perspective as tour guides, 86. See also Environmental
/9—8S mediators; Impartiality, mediator; Media
Mediation of Mobile Home Landlord-Tenant tor role; Neutrality, mediator
Disputes: An Assessment of Government Mental health professionals, 152
Agency Implementation of Mediation Mentoring, 285
53-64 Mind mapping, 313-314
{ediation on 125th Street: Commerce and Mobile home landlord-tenant dispute me-
Conflict Resolution in Harlem,” 171-178 diation (study): analysis, 58-62: back-
Mediation process: vs. adversarial process ground, 54-56; discussion, 62; new pro
264; agreement to agree and, 258: con gram for, 57-58; old program for, 56—57
fidence and, 258; confidentiality and Model Standards of Conduct for Mediators,
258; consensus/developmental approach 219, 337, 339-340
and, 264-265, lack of research on, 252- Model Standards of Practice for Family and
253; rules/procedures and, 258; safety Divorce Mediation, 189, 219
and, 259; structural elementso f, 258- Moral Code on Domestic and Family Vio-
263; transformational experience of lence, 321
259-263 Morality: conflict resolution and, 300; de-
Mediation stories: Oppression Story, 5; Sat fining, 296; relationship and, 295; of
isfaction Story, 4—16; Social Justice Story women, 295
5; Transformation Story, 5 Mt. Diablo High School, Concord (Calif.)
Mediator role: analyst, 137; catalyst, 13 / 57
child therapy and, 183-184, 187--1] 88 Mutual learning, environmental mediation
criteria for evaluating, 2) 33; critic, 13 and, 282
definer, 137; diversity and, 232; double
bind in, 232; emotional monitor, 137
expanded view of, 224; influencer, 217 N
interpreter, 137; summarizer, 138; syn-
thesizer, 138; task monitor, 138; third- Nationwide Survey of Mediation Centers
party intervenor, 215. See also Cognitive A,” 155-166
roles National Association for Community Medi-
Mediators: bias of, 7-8, 228; client satisfac- ation (NAFCM), 156, 164
374
National Association for Mediation in Edu laws, 37, 47
cation NAME), 255, 340 lative mode, 221-223
National Council of Juvenile and Fa youlons Equity and Fairness in the
) Context Divorce: The Role of Media
nvironmental Policy Act, 27 tion
onal Institute for Dispute Resolution
NDIR), 155-156, 164
ve American peacemaking, 203
Rulemaking Act of 1990, 273
lined, 272 environmental High School Stu
) mediator skills in Integrating Conflict Resolution
289-290; skills training, 289-290 MM lediation Training into an
21-36
102-103
learning, 102-103
divorce mediation
losophy of, 188
case studies and
assessment process ol
impartiality -193; mediated divorce case studies
yers and 186-188; mediator role and, 183
tions and 188; therapeutic perspective
mediation mode 188
uation and AYrPy } proac ’
d, 216; mental ut Disputants
models ol
218; peer mediation and, 340-34]
4 mediator and
Domestic
296: power bal and Prac
problem-solving Mediation
protessional
Satisiaction
ution/peer mediation
study Peer mediation
programs eer mediation training, me
tainable ve liator
Impartiality Peer mediation mediator neutral
ind (study): analyses 344-348 bac k
und wcerns about 340.
Resolution 350 nclusion 348-350; data analysis
343: da i collection 2 mediator
S<( nool neutrality Case example, 544- 346. medi
ipartiality case example, 346-348
schools.] 2) 55 peer mediation training and, 342; prob
Neutrality and Impat |t ems in 548-3 proce lures. 341-343
Ultimate Communication ion programs: evolutionary guid
tor Peer Me diators 3223 /7 -—3256529 3; high school (study), 23-
