ABOUT THE CONTRIBUTORS

Andrea Bartoli is the founder and director of the Center for International Conflict Resolution (CICR) at Columbia University, where he is a senior research scholar. He has been teaching courses on international conflict pre­vention and resolution at Columbia University’s School of International and Public Affairs.

An anthropologist from Rome, he completed his Italian laurea (B.A.-M.A. equiv­alent) at the University of Rome, Italy, and his dottorato di ricerca (Ph.D. equiva­lent) at the University of Milan, Italy. He has been actively involved in conflict resolution and preventive diplomacy since the early 1980s as a member of the Com­munity of St. Egidio (which he joined in 1970 and of which he is the representative in New York), focusing on Mozambique, Algeria, Burundi, Kosovo, and the Demo­cratic Republic of the Congo (DRC). More recently, he coordinated CICR conflict resolution initiatives in Colombia, East Timor, Myanmar (Burma), and Iraq.

Among his publications are “Christianity and Peacebuilding” in Religion and Peacebuilding (edited by Harold Coward and Gordon Smith), 2004; “Forgiveness and Reconciliation in the Mozambique Peace Process” in Forgiveness and Reconciliation: Religion, Public Policy and Conflict Transformation (edited by R. Helmick and R. Petersen), 2001; and “Mediating Peace in Mozambique” in Herding Cats: Multiparty Mediation in a Complex World (edited by C. A. Crocker, F. O. Hampson, and P. Aall), 1999.

Susan K. Boardman received her Ph.D. in social psychology from Columbia University. She is an instructor at the International Center for Cooperation and Conflict Resolution and adjunct associate professor of psychology and education at Teachers College, Columbia University.

Barbara Benedict Bunker, Ph.D., is professor of psychology emeritus at the University at Buffalo and coauthor (with Billie T. Alban) of books and articles on organization and community change using large-group methods. These methods “get the whole system in one room” to plan for the future or address important issues.

W. Warner Burke is the E. L. Thorndike Professor of Psychology and Educa­tion and coordinator for the graduate programs in social organizational psy­chology at Teachers College, Columbia University. His consulting experience has been with a variety of organizations. He is a diplomate in I/O psychology, American Board of Professional Psychology; a fellow of the Academy of Management, the American Psychological Society, and the Society of Industrial and Organi­zational Psychology; and past editor of both Organizational Dynamics and the Academy of Management Executive. Among his awards are the Public Service Medal from NASA and the Distinguished Scholar-Practitioner Award from the Academy of Management. His latest book is Organization Change: Theory and Practice (2002).

Peter J. Carnevale is a professor of psychology at New York University with an appointment in the department of management and organizations, Leonard N. Stern School of Business.

Shelly Chaiken received her Ph.D. in social psychology in 1978 from the Uni­versity of Massachusetts at Amherst. She is a visiting professor in the depart­ment of psychology at the University of Minnesota and has held previous professorial appointments at New York University, University of Toronto, and Vanderbilt University. Her research has centered on social cognition, persua­sion, and attitudes.

Susan Coleman is an internationally recognized organizational consultant, mediator, and trainer specializing in strategies to build common ground. For close to twenty years, she has provided training in negotiation and mediation, coaching in collaborative leadership, organizational and business mediation and facilitation, team building, and large-group strategic visioning.

Ms. Coleman has designed and implemented a worldwide conflict resolu­tion program for the United Nations Secretariat and was also a key player in establishing a conflict resolution program at Teachers College, Columbia Uni­versity, where she served as the director of International Projects from 1997 to 2004. She has worked for a wide variety of diplomatic organizations, schools, global companies, governments, and nonprofit organizations, and her training materials have been translated into many languages. In addition to the Handbook, Ms. Coleman has contributed to the Sage Handbook of Conflict Communications, “International/Intercultural Conflict Resolution Training” (Coleman and Raider, 2006) and The Change Handbook, Group Methods for Shaping the Future (Holman and Devane, 2006), and is currently working on a conflict skills book for the general public with an accompany­ing demonstration and skills practice Internet program.

Aaron L. DeSmet is a doctoral student in the department of organization and leadership at Teachers College, Columbia University, and is finishing his Ph.D. in social and organizational psychology. His research focuses on self-awareness and self-regulation and their effects on leadership and group performance. He is also an organization and change strategy consultant. His independent con­sulting work includes strategic planning, team building, process reengineering, employee surveys, and 360-degree feedback design.

Carol S. Dweck is the Lewis and Virginia Eaton Professor of Psychology at Stanford University, and a leading researcher in the field of motivation. Her recent books include Self-Theories: Their Role in Motivation, Personality, and Develop­ment; Motivation and Self-Regulation Across the Lifespan (with Jutta Heckhausen); The Handbook of Competence and Motivation (with Andrew Elliot); and Mindset. She is a member of the American Academy of Arts and Sciences.

Joyce Ehrlinger is currently a postdoctoral fellow at Stanford University. She received her Ph.D. in social psychology from Cornell University in 2004. Her research and writings explore the processes that underlie (and often mislead) judgments about the self. Her research also examines judgments about likely outcomes and, in particular, judgments that fail to take account of unintended consequences.

Ronald J. Fisher is a professor of international peace and conflict resolution in the School of International Service at American University in Washington, D.C. He was the founding coordinator of the applied social psychology program at the University of Saskatchewan, Canada, and has taught at a number of uni­versities in Canada, the United States, and Europe in peace studies and conflict resolution. Dr. Fisher’s primary interest focuses on interactive conflict resolu­tion, which involves informal third-party interventions in protracted and vio­lent ethnopolitical conflict.

Dr. Fisher’s publications include The Social Psychology of Intergroup and Inter­national Conflict Resolution (Springer-Verlag, 1990), Interactive Conflict Resolu­tion (Syracuse University Press, 1997), and Paving the Way: Contributions of Interactive Conflict Resolution to Peacemaking (Lexington Books, 2005). He has also written numerous chapters in edited volumes and published articles in interdisciplinary journals in the field, including the Journal of Conflict Resolu­tion, Journal of Peace Research, Negotiation Journal, International Negotiation, International Journal of Conflict Management, and Political Psychology.

As a practitioner, Dr. Fisher has thirty years of experience as a trainer and consultant in the areas of conflict management, small-group leadership, team building, and strategic planning, providing services to a wide range of public and human service organizations. At the international level, he has provided workshop design and training expertise in conflict resolution to several inter­national institutes that organize workshops for diplomats, nongovernmental organization staff, military personnel, and citizen peace builders from a wide range of countries.

Beth Fisher-Yoshida, Ph.D., CCS, is the associate director of the International Center for Cooperation and Conflict Resolution (ICCCR) at Teachers College, Columbia University. She teaches courses on conflict resolution, including basic negotiation and mediation, intergroup conflict, conflict management system design, theories of conflict resolution, and large-group methods, as well as orga­nizational behavior and change in the Summer Principals Academy. Dr. Fisher- Yoshida conducts research in the areas of conflict resolution and social justice as it relates to participatory action research (PAR), intercultural communication and diversity, transformative learning, and coordinated management of meaning.

Janet Gerson, Ed.M., is codirector of the Peace Education Center, Teachers College, Columbia University, where she oversees research and development of substantive themes, trainings, and programming in peace education. Her research concerns are the interrelatedness of conflict studies, nonviolent strategies, civil society’s use of international law, and peace education. As a coordinator of the International Institute of Peace Education (IIPE), she worked in South Korea, Turkey, Greece, Lebanon, India, and El Salvador. She has also developed and taught professional trainings in peace education in Tokyo, in New York, and for the Afghan Institute of Learning. As an expert in peace education pedagogy, she consulted for UNIFEM, for the new master’s degree in peace education at the United Nations University of Peace in Costa Rica, and has collaborated with The­ater of the Oppressed Laboratory at the Institute for Popular Education, New York City. Her publications include contributions to Learning to Abolish War: Teach­ing Toward a Culture of Peace (Reardon and Cabezudo, 2002), The Handbook of Conflict Resolution (Deutsch and Coleman, 2000), and articles in Holistic Educa­tion Review, ASAP, and Theory into Practice. In 1981, she founded Dance Stream, a dance company and vehicle for community building through the arts. For this work, she was awarded a Citation of Appreciation from the Manhattan borough president’s office, received support to attend the United Nations NGO Women’s Forum in Beijing, and was featured in two ARD German television programs.

Jennifer S. Goldman is a doctoral candidate in social organizational psychol­ogy at Teachers College, Columbia University and a graduate fellow with the U.S. Department of Homeland Security. Her research focuses on the role of humiliation in intractable conflict. Prior to joining the program at Columbia, Ms. Goldman served as the director of negotiation programs at Mediation Works Incorporated, a dispute resolution organization based in Boston, where she designed and taught conflict resolution and negotiation training programs for corporate, nonprofit, and governmental clients. She also served as a mediator in the District Court Department of the Massachusetts Trial Court.

Howard E. Gruber was professor emeritus of the University of Geneva (Switzerland) and adjunct professor at Teachers College, Columbia University. He obtained his Ph.D. from Cornell University in 1950. He was professor of genetic psychology in Geneva, a chair previously held by Jean Piaget. At Rutgers Univer­sity, he was codirector with Solomon Asch of the Institute for Cognitive Studies. His major field of work was studying the creative process, with special emphasis on intensive case studies of highly creative people. He authored some two hun­dred articles and such books as the much honored Darwin on Man. He had been a member of the Institute for Advanced Study at Princeton and was awarded Guggenheim, Ford, and National Institute for Mental Health fellowships. He also received the Rudolph Anheim Award for his contribution to psychology and the arts. Howard Gruber died on January 25, 2005 after a prolonged illness.

Deborah H. Gruenfeld received her Ph.D. in social psychology in 1993 from the University of Illinois, Urbana-Champaign. She is a professor of organizational behavior at Stanford University and has held previous professorial appointments at Northwestern University. Her research has examined styles of reasoning, group performance, and the psychology of power.

Liora Hoffman is currently pursuing her Ph.D. in clinical psychology at the Derner Institute of Advanced Psychological Studies of Adelphi University. Her research interests include issues concerning gender, relationships, stereotype threat, and disability.

David W. Johnson is a professor of educational psychology at the University of Minnesota. He is codirector of the Cooperative Learning Center. He held the Emma M. Birkmaier Professorship in Educational Leadership at the University of Minnesota from 1994 to 1997. He received his masters and doctoral degrees from Columbia University in social psychology. He has published over four hun­dred research articles and book chapters. He is the author of over forty books. He is a former editor of the American Educational Research Journal. Dr. Johnson is the recipient of awards for outstanding research and teaching from the American Personnel and Guidance Association (1972), the American Psycho­logical Association (1981), the American Society for Engineering Education (1984), the National Council for Social Studies (1986), the American Associa­tion for Counseling and Development (1988), Ball State University (1990), the Minnesota Association for Supervision and Curriculum Development (1990), the Southwest Ohio Planning Council for Inservice Education (1990), the Department of Defense Schools, Panama, (1994), the American Educational Research Association (1996), and the American Society for Engineering Educa­tion (1997). He is currently listed in Marquis’ Who’s Who in the World. For the past thirty years, Dr. Johnson has served as an organizational consultant to schools and businesses in North America, Central America, Europe, Africa, Asia, the Middle East, and the Pacific Region. He is a practicing psychotherapist.

Roger T. Johnson is a professor of curriculum and instruction at the University of Minnesota. He holds his doctoral degree from the University of California in Berkeley in science education. He is the codirector of the Cooperative Learning Center. Dr. Johnson’s public school teaching experience includes kindergarten through eighth grade instruction in self-contained classrooms, open schools, nongraded situations, cottage schools, and departmentalized (science) schools. At the college level, Dr. Johnson has taught teacher-preparation courses for under­graduate through Ph.D. programs. He has consulted with schools throughout the United States and Canada, Panama, England, Germany, Norway, Sweden, Finland, and New Zealand. In 1965, Dr. Johnson received an award for out­standing teaching from the Jefferson County Schools and has since been hon­ored with several national awards, including those from the American Psychological Association the American Society Engineering Education, National Council for the Social Studies, Minnesota Association for Supervision and Cur­riculum Development, and Ball State University. Dr. Johnson is the author of numerous research articles, book chapters, and books. Nationally, Dr. Johnson is a leading authority on inquiry teaching and science education. He has served on task forces examining college policy, environmental quality, science educa­tion, math education, elementary education, and cooperative learning.

Charles M. Judd received his Ph.D. in social psychology in 1976 from Columbia University. He is a professor in the department of psychology at the University of Colorado at Boulder and has held previous professorial appointments at Harvard University and the University of California, Berkeley. His research has focused on social cognition, stereotyping, political attitudes, and research methods.

Paul R. Kimmel, as the first Public Policy Fellow at the American Psychologi­cal Association, influenced the association to promote the campaign to estab­lish the U.S. Institute of Peace. He was one of the first group of Peace Fellows at the Institute after it opened. He has worked in intercultural relations as an evaluator of State Department and Agency for International Development pro­grams, a trainer of international business people going abroad, and a teacher at several universities culminating in his development of course materials for the Peace Studies program at Saybrook Graduate School and Research Center. He is currently coediting a book on the work of the APA’s Task Force on the Psycho­logical Effects of Efforts to Prevent Terrorism, of which he was the chair.

Robert M. Krauss is professor of psychology at Columbia University and direc­tor of the Human Communication Lab. He received his doctorate from New York University, and has taught at Princeton, Harvard, and Rutgers Universities. His current research focuses on the role of gesture in speech production and on the vocal embodiment of social and personal identity.

Kenneth Kressel is professor of psychology at Rutgers University, Newark, and director of the Program in Conflict Management. He is a fellow of the American Psychological Society, the Society for the Psychological Study of Social Issues, and the division of Family Psychology of the American Psychological Associa­tion. He earned a B.A. from Queens College, City University of New York, and a Ph.D. from Columbia University in psychology. He is the author of The Process of Divorce: How Professionals and Couples Negotiate Settlement (1985) and coeditor of an issue of the Journal of Social Issues on the mediation of social conflict (1985, with D. Pruitt) and Mediation Research: The Process and Effectiveness of Third-Party Intervention (1989, with D. Pruitt). He served as an associate editor of the International Journal of Conflict Management and is on the editorial boards of Negotiation Journal and Mediation Quarterly.

Ethan Kross is a fifth-year graduate student in the department of psychology at Columbia University. His current research concerns the psychological, physiological, and brain mechanisms that underlie adaptive self- and emotion-regulation.

Alison Ledgerwood is a third-year doctoral student in social psychology at New York University. Her research interests include attitude polarization in intergroup conflicts, motivated belief systems, and the social function of ideology.

Kwok Leung, Ph.D., is professor and chairman of the department of psychology at the Chinese University of Hong Kong. He was an associate editor of the Journal of Cross-Cultural Psychology and is currently an associate editor of the Asian Jour­nal of Social Psychology. He coedited Innovations in Cross-Cultural Psychology (Swets and Zeitlinger), Progress in Asian Social Psychology, Volume 1 (Wiley), and Conflict Management in the Asia Pacific (Wiley); he coauthored Methods and Data Analysis for Cross-Cultural Research (Sage). He is the current president of the Asian Association of Social Psychology. His research interests include justice and conflict resolution, joint ventures in China, cross-cultural psychology, and cross-cultural research methodology.

Roy J. Lewicki is the dean’s distinguished teaching professor at the Max M. Fisher College of Business, Ohio State University. He received his Ph.D. in social psychology from Teachers College, Columbia University in 1969, and has held faculty positions at Yale University, Dartmouth College, and Duke University. He is the author or editor of many research articles and thirty-one books, includ­ing Negotiation; Negotiation: Readings, Exercises and Cases; Essentials of Nego­tiation; Making Sense of Intractable Environmental Conflicts: Frames and Cases (winner of the 2004 Best Book Award from the International Association of Con­flict Management); and Research on Negotiation in Organizations. He has received the Distinguished Educator Award from the Academy of Management, is a Fellow of the Academy, received the first David Bradford Outstanding Edu­cator Award from the Organizational Behavior Teaching Society, and was the founding editor of Academy of Management Learning and Education. He teaches and consults extensively in the fields of negotiation, conflict manage­ment, and executive leadership.

Evelin G. Lindner is a social scientist with an interdisciplinary and global ori­entation, affiliated with, among others, Columbia University, New York. She holds one Ph.D. in social medicine and another Ph.D. in social psychology. In 1996, she began her research on the concept of humiliation and its role in genocide, war, and violent conflict. German history served as a starting point. It is often assumed that the humiliation of the Germans through the Versailles Treaties after World War I was partly responsible for the Holocaust and World War II. Her initial research (1997—2001) brought her to Rwanda and Somalia, where genocidal killings had taken place in 1981 and 1994. Lindner is currently working on a theory of humiliation as well as developing the global network that she founded, Human Dignity and Humiliation Studies (www.humiliationstudies.org).

Robert B. Lount, Jr. is a doctoral candidate at the Kellogg School of Manage­ment at Northwestern University. His research interests include how emotions influence trust, decision making biases in negotiations, and how group compo­sition influences group performance.

Victoria J. Marsick is a professor of adult and organizational learning in the Department of Organization and Leadership, Teachers College, Columbia Uni­versity. She directs graduate programs in adult education. Prior to joining Teach­ers College, she was a training director at the U.N. Children’s Fund. She holds a Ph.D. in adult education from the University of California, Berkeley. She con­sults on learning organizations and on action learning with clients such as AT&T, Coca-Cola, Exxon, Travelers, Arthur Andersen, the Canadian Imperial Bank of Commerce, and the U.S. Department of Defense. She has written many books and articles on informal learning, action learning, team learning, and the learning organization.

Francisco Gomes de Matos holds a Ph.D. in applied linguistics from the Catholic University of Sao Paulo, Brazil, an M.A. in linguistics from the Uni­versity of Michigan, and B.A. degrees in languages and in law from the Federal University of Pernambuco/Recife, where he taught in the Departments of Letters and of Psychology until his retirement in 2003. He was a Visiting Professor in Canada (Ottawa) and the United States (University of Georgia, Athens). He is one of Brazil's pioneers in the areas of applied linguistics, linguistic/intercultural rights, Portuguese as a second language, peace linguistics, and creativity in English language teaching. Currently, he is president of the Brazil America Association/ Recife (www.abaweb.org). E-mail: fcgm@hotlink.com.br

Walter Mischel is the Niven Professor of Humane Letters in Psychology at Columbia University, after twenty years as professor at Stanford University. His work focuses on the nature and structure of consistency in social behavior, the role of the situation in the analysis and conceptualization of personality, and self- regulatory processes such as delay of gratification. He has served as editor of the Psychological Review, and has published in areas including anthropology, behav­ioral medicine, behavioral economics, developmental psychology, personality, social psychology, and cognitive psychology, generally ignoring disciplinary bound­aries. Since 1989 his research continues to be supported by NIMH MERIT awards. He is the recipient of the Distinguished Scientific Contribution Award (American Psychological Association, 1982), the Distinguished Scientist Award (Society of Experimental Social Psychologists, 2000), and in 2004 was inducted into the National Academy of Science.

Bridget Moix has worked with faith-based organizations on issues of conflict prevention and peace building since 1995. She most recently served with the Friends Committee on National Legislation, a Quaker lobby in the public inter­est in Washington, D.C., where she headed the Peaceful Prevention of Deadly Conflict program. Previously, she worked with the Quaker United Nations Office in New York, and since 2003 has served on the National Peacebuilding Executive Committee of the American Friends Service Committee. Bridget teaches a graduate course on the role of religion in conflict and conflict reso­lution with the Center for International Conflict Resolution at Columbia Uni­versity’s School of International and Public Affairs and holds a masters in international affairs (M.I.A.) from Columbia University. Through her work and studies she has traveled to Sudan, Uganda, Kenya, Burundi, South Africa, the Philippines, Mexico, Colombia, Costa Rica, throughout Europe and the United States, and has worked on advocacy campaigns in relation to conflicts in the Middle East.

Ezequiel Morsella is a postdoctoral fellow in the department of psychology at Yale University. His research concerns the conscious and nonconscious mecha­nisms in action production (including simple actions, speech production, social action, and language use [communication cognition]). His research has appeared in the Journal of Experimental Psychology: Learning, Memory, and Cog­nition and in Psychological Review. He earned his Ph.D. working with Dr. Robert M. Krauss at Columbia University.

Janice Nadler is professor of law at Northwestern University and research fel­low at the American Bar Foundation. She studies the role of technology in nego­tiation and dispute resolution, perceptions of responsibility in the legal system, and the social psychology of compliance with the law. She received her Ph.D. in social psychology from the University of Illinois, Urbana-Champaign and her J.D. from the University of California, Berkeley.

Susan Opotow is a professor in the graduate programs in dispute resolution at the University of Massachusetts, Boston and a fellow of the American Psycho­logical Association. Her work examines the intersections of conflict, justice, and identity as they give rise to moral exclusion-seeing others as outside the scope of justice and as eligible targets of discrimination, exploitation, or violence. She studies moral exclusion in deadly conflict and milder conflicts concerning school­ing, the environmental, and public policy disputes. Her current work examines moral inclusion in post-conflict societal reconstruction. She coedited Identity and the Natural Environment: The Psychological Significance of Nature (MIT Press, 2003), is associate editor of Peace and Conflict: Journal of Peace Psychology, and is on the editorial board for Human Ecology Review. She serves as an elected council member of the Society for the Psychological Study of Social Issues and as its liaison to the United Nations and International Issues Committee.

Paul Pederson is a visiting professor in the department of psychology at the Uni­versity of Hawaii. He has taught at the University of Minnesota, Syracuse Univer­sity, University of Alabama at Birmingham, and for six years at universities in Taiwan, Malaysia, and Indonesia. He was also on the summer school faculty at Harvard University, 1984-1988 and the University of Pittsburgh Semester at Sea voyage around the world, spring 1992. International experience includes numer­ous consulting experiences in Asia, Australia, Africa, South America, and Europe, and a Senior Fulbright award teaching at National Taiwan University 1999-2000. He has authored, coauthored, or edited forty books, ninety-nine articles, and seventy-two chapters on aspects of multicultural counseling and international communication. He is a fellow in divisions 9, 17, 45, and 52 of the American Psychological Association.

Dean G. Pruitt is visiting scholar at the Institute for Conflict Analysis and Res­olution at George Mason University and SUNY Distinguished Professor Emeri­tus in the department of psychology at the University at Buffalo, State University of New York. He received his Ph.D. in psychology from Yale University and did postdoctoral work in psychology at the University of Michigan and in interna­tional relations at Northwestern University. He is a fellow of the American Psy­chological Association and the American Psychological Society and has received the Harold D. Lasswell Award for Distinguished Scientific Contribution to Political Psychology from the International Society of Political Psychology and the Lifetime Achievement Award from the International Association for Conflict Management. He is author or coauthor of five books: Theory and Research on the Causes of War; Negotiation Behavior; Social Conflict: Escalation, Stalemate, and Settlement; Mediation Research; and Negotiation in Social Conflict—and more than one hundred published articles and chapters. He is currently work­ing on peace processes in intractable conflicts and has done case studies of the Northern Ireland peace process and the Oslo negotiations that produced the Palestinian Authority.

Yannis Psimopoulos is a researcher at the Center for International Conflict Res­olution (CICR), Columbia University and a lawyer at the Athens Bar Associa­tion. He holds an LL.B. from the Aristotle University of Thessaloniki, Greece and an M.S. in sociolegal studies from the London School of Economics, U.K. Prior to joining the CICR, he had a visiting appointment at Johns Hopkins. His research interests include human rights, genocide prevention, comparative law, and legal change.

Ellen Raider has taught negotiation and mediation to individuals and groups, helping thousands deal more collaboratively with the many interpersonal and intergroup conflicts in their lives. She spends much of her time advocating for fundamental change in an urban public education system.

Sandra V. Sandy is the director of research for the Center for Social and Emo­tional Education (CSEE), an organization that serves to educate adults, parents, and school staff in procedures to develop social-emotional skills in children. She is also executive director of the Peaceful Kids ECSEL Program, which offers social, emotional, and conflict resolution education to preschoolers, parents, and preschool staff. She earned her Ph.D. in social psychology from Columbia University. In 1994, she joined the International Center for Cooperation and Conflict Resolution (ICCCR), where she was codirector of research for two years and then became director of research for the next six years. Prior to this, she was assistant professor at Cornell University Medical College, where her pri­mary research focus was on the social-emotional health, including conflict res­olution skills, of homeless families living in welfare hotels. She has published articles on conflict resolution in early childhood; conflict resolution from preschool through adulthood; the effects of personality on conflict resolution; constructive conflict resolution and social problems; the role of mediation and conflict resolution in creating safe learning environments; the social, emotional, and academic education of children; and the policy and research implications of managing conflict constructively from a systems perspective. She has taught conflict resolution from a developmental perspective at Teachers College and currently teaches social-emotional skills’ development at CSEE’s Summer Insti­tute and in many workshops held across the country.

Alfonso Sauquet holds an M.B.A. from ESADE in Spain and an M.A. in orga­nizational psychology from Columbia University, where he is currently a doc­toral candidate. He is professor of organizational psychology at ESADE and is currently researching the relationship between conflict and group learning and directing a multinational research project in four European countries.

Kenneth Sole, Ph.D., is a consulting social psychologist. He founded his firm, Sole & Associates, Inc. of Durham, New Hampshire, in 1974. He and his colleagues offer a variety of programs on an open enrollment basis and work with client organizations remarkable for their diversity of structure, purpose, and perspective. Information about his firm is available at www.soleassociates. com, and he can be reached at sole@soleassociates.com.

Janice M. Steil received her Ph.D. from Columbia University in 1979. She was trained as a social psychologist working with Morton Deutsch and with partic­ular interests in the psychology of justice and gender. She began teaching that same year at the Derner Institute of Advanced Psychological Studies at Adelphi University, where she continues today. While at Adelphi, her research has focused primarily on the study of adult close relationships, particularly issues of power and intimacy in dual-earner marriages. Consistent with her interests in gender, she is a past associate editor of the journal Psychology of Women Quar­terly. She is also the author of numerous publications on relationships, includ­ing her book Marital Equality: Its Relationship to the Well-Being of Husbands and Wives.

Leigh Thompson joined the Kellogg School of Management in 1995. She is the J. Jay Gerber Distinguished Professor of Dispute Resolution and Organizations at Northwestern University. She directs the Leading High Impact Teams executive program and the Kellogg Team and Group Research Center, and she codirects the Negotiation Strategies for Managers program. An active scholar and researcher, she has published over ninety research articles and chapters and has authored six books: The Mind and Heart of the Negotiator (3rd edit.), Making the Team (2nd edit.), Creativity in Organizations, Shared Knowledge in Organi­zations, Negotiation: Theory and Research, and The Social Psychology of Orga­nizational Behavior: Essential Reading.

Thompson has worked with private and public organizations in the United States, Latin America, Canada, Europe, and the Middle East. Her teaching style combines experiential learning with theory-driven best practices. Her expertise is in negotiation, leading high-impact teams, creativity, and emotional intelligence. For more information about Leigh Thompson’s teaching and research, please visit www.LeighThompson.com.

Dean Tjosvold is H. Y. Fong chair professor and former head of management, Lingnan University, Hong Kong. After graduating from Princeton University, he earned his M.A. in history and his Ph.D. in the social psychology of organiza­tions at the University of Minnesota, both in 1972. He has taught at Pennsylva­nia State University, Simon Fraser University, and was visiting professor at National University of Singapore, the State University of Groningen in The Netherlands, Hong Kong University of Science and Technology, and City Uni­versity of Hong Kong.

He is past president of the International Association of Conflict Management. In 1992, Simon Fraser University awarded him a university professorship for his research contributions. He received the American Education Research Associa­tion’s Outstanding Contribution to Cooperative Learning Award in 1998. His review of cooperative and competitive conflict was recognized as the best arti­cle in Applied Psychology: An International Review for 1998. He was elected to the Academy of Management Board of Governors in 2004. He has also received outstanding paper awards from the International Association of Conflict Management.

Tjosvold has published over two hundred articles, twenty books, thirty book chapters, and one hundred conference papers on managing conflict, coopera­tion and competition, decision making, power, and other management issues. He is now Asian editor for the Journal of World Business, and has served on several editorial boards, including the Academy of Management Review, Jour­nal of Organizational Behavior, Journal of Occupational and Organizational Psy­chology, and Journal of Management. His books have been selected by Fortune, BusinessWeek, Newbridge, and Executive Book Clubs and translated into Chinese and Spanish. With colleagues, he has written books on teamwork, lead­ership, and conflict management in China published in Chinese. He is a part­ner in his family’s health care business, which has nine hundred employees and is based in Minnesota, United States.

Ilene Wasserman, Ph.D., is the founder and principle of ICW Consulting Group and is adjunct faculty at the Fielding Graduate University. Dr. Wasserman has consulted with Fortune 100 companies, universities, nonprofits, and religious­based groups for over twenty years in the area of fostering diversity and creat­ing cultures that welcome and engage a range of cultural, ethnic, and other social identity differences. The focus of her consulting includes conducting orga­nizational assessments, developing mentoring programs, coaching leaders, and executive coaching, leadership, performance management, conflict resolution, intercultural communication, and team effectiveness. She has taught courses in transformative conflict, transforming organizations through appreciative inquiry, structural inequality, and diversity and human development. Dr. Wasserman conducts research in the area of transformative discourse and the engagement of diversity by using an action research methodology that integrates the coordi­nated management of meaning and appreciative inquiry. She received her Ph.D. in human and organizational systems and her M.A. in organization develop­ment from Fielding Graduate University. She also holds an M.A. in counseling and an M.S.W. from Washington University in St. Louis, and a B.S. from Cornell University.

Eben A. Weitzman is an associate professor in the graduate programs in dis­pute resolution, and in the public policy Ph.D. program, both at the University of Massachusetts, Boston. He received his Ph.D. in social and organizational psychology from Columbia University. His work focuses on conflict within and between groups, with emphases on organizational conflict, cross-cultural con­flict, and intergroup relations. He does conflict resolution, organizational devel­opment work, and dispute resolution systems design with a wide variety of individuals and organizations in both the public and private sectors, including organizations in health care, education, organized labor, government, law enforcement, social services, business, and the courts.

Patricia Flynn Weitzman is an assistant professor of psychology at Harvard Medical School/Brigham & Women’s Hospital. She received her Ph.D. in devel­opmental psychology from New York University in 1996. Her research interests center on sociocultural influences on interpersonal conflict resolution and nego­tiation. She has done research on negotiation in medical encounters and con­flict resolution with young adults, older adults, and ethnic minority patient groups.

Lyle Yorks is associate professor in the department of organization and leader­ship, Teachers College, Columbia University, where he teaches courses in strat­egy development, human resource development, and research methods and is director of the AEGIS doctoral program in adult education.