IMPLICATIONS FOR TRAINING

Space does not allow detailed discussion of the needs for training in this area. However, the guidelines and processes I have described outline many of the objec­tives to be addressed in a comprehensive training program for practitioners work­ing with intractable conflict.

Systems thinking and analysis. An introduction to dynamical systems the­ory (see Nowak and Vallacher, 1998) offers a conceptual framework for understanding the interrelationships of various elements within systems and their interface with the external environment as they evolve over time. It can also be useful to learn to represent systems in the form of a conflict network through loop analysis. Loop analysis, developed by Maruyama (1963), is a methodology that can be applied for mapping positive and negative feedback processes that escalate, de-escalate, and stabilize destructive conflicts. Partic­ipants should also be trained in using a variety of system analytical frame­works for conflict intervention such as those developed by Lederach (1997), Pruitt and Olczak (1995), and Coleman, Bui-Wrozinska, Nowak, and Vallacher (forthcoming).

Coordination of complex activities. Training should develop skills in working with multitask, multimethod approaches that can integrate multidisciplinary perspectives and methodologies to address immediate, short-term, and long­term goals in a comprehensive and coordinated fashion. Training should also emphasize the importance of temporal distinctions of past, present, and future orientations in intervention.

Creating ripeness. Intervenors would benefit from training in understanding and developing strategies and tactics for assessing, fostering, and maintaining authen­tic commitment to a constructive conflict process among disputants or represen­tatives from disputing groups.

Working with crisis and trauma. Conflict resolvers working with disputants in an intractable conflict need to be trained in working with individuals in emo­tional or physical crisis. Awareness of the symptoms of posttraumatic stress syn­drome and of community-level manifestations of trauma and understanding of how to do crisis intervention when emergencies occur are critical for conducting work in this area.

Facilitating constructive conflict processes. Training in conflict process facil­itation should include instruction in collaborative negotiation, mediation, and other forms of third-party intervention (arbitration, med-arb, and so on) as well as in facilitating dialogue sessions, town hall meetings, and problem­solving workshops. Intervenors should also be trained in the skills of working to elicit locally relevant information, in particular when working cross- culturally.

Creativity, innovation, and artistry. There is a substantial need for innova­tion in this area. Practitioners would benefit greatly from applying a creative problem-solving process to the methods for working with intractable conflict, particularly for working with identity conflict.