SUBJECT INDEX

A

Abilene Paradox, 785 accuracy motivation, 461-462, 468 acquisitions, 800-802 action evaluation, 839-841 action research, 828-829 action science, 490-492, 496-501 active listening, 153-154 activity inhibition, 128 actor-observer biases, 276 Administrative Dispute Resolution Act

of 1990, 733

adolescence: development of conflict resolu­tion skills in, 377-381; friends' influence during, 378-379; friendship and cooperation in, 379-380; perspective taking for, 380; role of conflict in, 380-381; self-esteem of, 378-379; stage theories for, 378-380 adulthood and conflict resolution, 381-384 advocacy teams, 83-85 AEIOU coding sheet, 708

AEIOU communication behaviors, 707-708 affiliative needs, 105

After Action Review (AAR), 502-503 aggression and violence, 509-532; behavior­

ism, 517; conditioned responses in, 517; culture of, 519-520; described, 511-512, 514-515; design strategies, 524-525; development of, 512, 515-516; diagnosis of, 524; disposition of, 514-516; ethical consid­erations of, 528; evaluation of, 527; moral theories of, 520-523; physiology, 512-513; social influences, 512, 517-519; solutions for, 525-526; types of, 513-514, 516-517, 523 agreeableness, 347-348 Agreement Circumplex, 419-427 airline instrument accuracy, 69 alternation, 424 ambivalence, 112 AmericaSpeaks, 762-763 analogical reasoning, 261-262 anchors, 209-210 anger, 275-276, 713-714 anti-Semitic harassment case story, 573-577 antisocial personality disorder, 513 antiviolence projects, 526 apologies, 107-108 applied linguistics (AL), 161 applied peace linguistics (APL), 171; apprecia­tive inquiry (AI), 164-166; constructive communication (CC), 167-170; language, 162, 172; nonviolent communication (NVC), 162-164; powerful non-defensive communication (NDC), 166-167 appreciative inquiry (AI), 165-166, 574; applied peace linguistics (APL), 164-166, 171

Appreciative Inquiry Summit, 763-764

arousal and aggression, 515-516

arousal levels, 307

assertion, 126

assertive strategies, 135, 136

assertiveness, 742

attacking, 350, 706-707

attitudes, 25-26, 80; and objectives, 699-700 attribution error, 629-630 attribution theory, 275-276 authoritarianism, 54, 127

authority, 817-818

autistic hostility, 28

autonomy, 126, 135

avoidance, 336, 350

B

back-channel responses, 153 “bare bones” model, 710 bargaining chips and chops, 703 behavioral decision making (BDM), 211-212 behavioral skills, 262-264

behavioral synchrony cues, 259 behaviorism, 517

beneficial conflict, 809-813

best alternative to a negotiated agreement (BATNA), 135

better outcomes, 202-203

biased punctuation, 246, 855

biases, 245, 460-461; actor-observer, 276; linguistic, 151.

bilateral escalation, 855-858 boss-subordinate stress, 785-786 bottom-up power, 124 brain function, 271-272, 299 brainstorming: creativity, 411, 427-428;

problem solving, 216

bridging: creativity, 418-419, 421, 424-425; problem solving, 201-202 broaden-and-build model, 287 bungling actions, 24, 26

Bush and Folger critique, 206-207

C

calculus-based distrust (CBD), 100-105 calculus-based trust (CBT), 94-95, 100-103;

building, 103-104

Calcutta red light district, 120

Camp David, 640-642 catharsis theory, 771 causal modeling, 834-835 change, 436-454; commitment to, 440, 449-450, 452-453; defined, 436; driving and restraining forces of, 438-439; managing planned change, 441-442; motivation for, 442-444, 451; process of, 437-441; refreez­ing, 440-441; resistance to, 444-449, 452; theories of, 326-327; training implications, 450-453; unfreezing, 437-438, 442-444 change agents, 874-875 chemical plant decision, 82-83 children: custody cases, 203; fighting over hose, 23-24

China, 671-692; constructive controversy in, 672-678; cooperation and competition in, 671-672, 676-678, 682-683; cooperative goals in, 684-685; cross-cultural studies, 678-681, 683; experiments in, 675-676; goal interdependence in, 683; leadership in, 681-682; positive diversity in, 686-687; practical implications, 684-686; research methods in, 674-676; values in, 679-681; Western theories, validity of, in, 673-674 choice and decision making, 208-209 circular causality, 547 civilized oppression, 43-44 claim for superiority, 53 climate, 702 coercive methodologies, 613-614 cognitive biases: egocentric judgments of,

248-249; intergroup conflict and, 181-182; and judgmental biases, 244-249; simplifying conflict within, 245-246; systematic processing of, 460-461 cognitive control ability, 296 cognitive orders of consciousness, 383 cognitive orientation, 343-344 cognitive reasoning, 79 coherence, 565 cohesiveness, 183

Coleman Raider models.

collaboration, 404-405, 777-778 collaborative climates, 720-721 collaborative negotiation model, 843 collective interests, 256-257 commitment and change, 440, 449-450, 452-453

communication and conflict, 144-157; dialogic paradigm of, 152-154; encoder-decoder par­adigm of, 145-147; intentionalist paradigm of, 147-150; message form of, 154-155; obstruction through, 155-156; perspective­taking paradigm of, 150-152. See also language

communication behaviors, 706-708 communication chains, 858-859 community strategy, 135 comparative case analysis, 838-839 compassionate witnessing, 288 compensation, 425-426 competencies, 661

competition, 30-31, 877-879. See also cooperation and competition

competitive debate, 30 complexity theory, 657-659

Comprehensive Peer Mediation Evaluation

Project (CPMEP), 841-843 compromise, 416-417, 422 concert creation, 816-817 concurrence seeking, 71, 72, 74 conditioned responses, 517 confidants, 812 conflict resolution continuum, 701 conflict resolution initiatives (CRIs). See research on conflict resolution initiatives confrontation, 134, 872 conscientiousness, 347 conscientization, 134, 872 construals, 307 constructing reality, 627-628 constructive communication (CC), 167-171 constructive competition, 30-31 constructive controversy, 69-91; in academics, 85-89; in China, 672-678; and competitive debate, 30; and controversy groups, 89; and creativity, 80; and culture, 642; and decision making, 77-79, 81-85; and democracy, 90; described, 70-73; intellectual conflict, impor­tance of, in, 69-70; problem solving, 77-79, 83; research results, 77-82; theory of, 73-77 consumer research, 828 contending strategies, 204, 350, 852 context communications, 632-633 contextual interventions, 740-741 contingent agreements, 424-425 contingent mediation, 860-862 contractual mediation, 734-735 contrastive metaphors, 161 controllability, 275 controversy. See constructive controversy cool nodes, 300-302, 306 cooperation, 65, 376.

cooperation and competition, 23-68; construc­tive and destructive competition, 30-31; effects of, 26-30; and game theory, 16; initi­ating, 31-32; and judgmental biases, 247-248; and personality, 342; positive and negative characteristics of, 27-28; theories of, 15-16, 24-26, 33-36; training implications, 40-42; understanding conflict in, 33-40; values underlying conflict resolu­tion, 36-37; workshop training using, 698. See also China

cooperative goal structure, 75 cooperative orientation, 33-34 Coordinated Management of Meaning (CMM): anti-Semitic harassment case story, 573-577; Daisy Model, 568-569, 575; Hierarchy Model, 571-573, 575-576; LUUUTT Model, 569-572, 574-575; moral conflict, 563, 565-566; Serpentine Model, 567-568, 575 coordination, 565-566 core biases and effects, 245 cosmopolitan communicator, 287 cost cutting: creativity, 418-419, 421, 425;

problem solving, 201-202 counseling in marital conflicts, 229-230 counter-phobic defenses, 336 creative problem solving, 71 Creative Response to Conflict (CRC), 377 creativity, 391-401; Agreement Circumplex,

419-427; collaboration and, 404-405; and conflict, 402-413, 417-418; constructive controversy, 80; egg drop exercise, 405-406; evolving systems approach, 392-395; game of interest chess, 430-431; guidelines for, 406-411; and ideas, 411-412, 427-428; and individuals, 404-405, 415, 427; integrative agreements and, 416-422; locations for, 429; the mix, 428-429; moral development and, 395; networks of enterprise, 394-395; in the outcomes of conflict, 414-435; play ethic, 394-395, 404, 408, 429; points of view, 399-400, 403-404, 429; the process and the product, 415-416, 427; shadow box experi­ments, 395-399; and tension, 408-409; and time, 394, 404, 429 critical reflection, 489-490 cross-categorical knowing, 378 Cuban missile crisis, 251 cultural chauvinism, 634 cultural differences, 875-877 Cultural Grids, 662-667 cultural identity development models, 655-656 cultural imperialism, 45, 55 cultural relativism, 610, 636-637 culture, 625-648; aggression and violence,

519-520; attribution error, 629-630; and communications, 629-630, 632-633; con­structive controversies, 642; cultural rela­tivism, 636-637; diplomatic example, 640-642; education, 633-639; individuals and, 627-629, 634-635; intercultural

culture (continued)

explorations, 642-645; micro culture creation, 637-639; mindsets, 627, 639-640; peace building and, 642; perceptions of, 631-632, 643-644; and power, 131; stereo­types, 630-631; workshop training, 711-713.

D

Daisy Model, 568-569, 575 debate, 71-72, 74 decision making: anchors, 209-210; applied

approach, 210-211; behavioral decision making, 211-212; in conflict situations, 210; constructive controversy, 77-79, 81-82; fairness interpretation, 213; frames, 209; gender conflict and the family, 227-228; by groups, 211-213; by individuals, 208-210; power imbalance in, 212-213; Problem Solving and Decision Making (PSDM) Model, 208-213; reference points for, 209; relationship preferences in, 213 deep structure of conflicts, 130-131 deeply rooted conflict. See intractable conflict defense motivation, 461, 462, 468-469 dehumanization, 185 deindividuation, 185 delay of gratification paradigm, 295-296, 302-303

deliberate discourse, 71 democracy, 90 denial, 336 dependent strategy, 135 design strategies, 524-525 deterrence-based trust, 94 Deutsch's Crude Law of Social Relations, 31-32, 184, 287

development of conflict resolution skills, 356-388; adolescence, 377-381; adulthood, 381-384; cognitive orders of consciousness, 383; early childhood, 358-371; emotions and, 365, 368; middle childhood, 371-377; psychosocial stages, 373; social cognitive approaches, 361-362; social-emotional learning, 357-358

developmental impact, 553-554 developmental research, 827 deviance, 513-514 dialogic paradigm, 152-154 dialoguing, 377 difficult life conditions, 53 difficult personalities, 351-353 displacement, 336 disposition, 514-515 distributive injustice, 44, 45-47, 59 distributive justice, 859 distrust, 97, 107. See also trust division of labor, 820 domestic work balance, 233 double-loop learning, 491 double-swing model, 284 dual-concern models: creativity, 418; inter­group conflict, 189; personality, 348-349; problem solving, 204

dual-process theories, 458 durable categories, 372-373 duty for self-respect, 288 dynamic interactions and power, 122

E

early childhood: development of conflict resolution skills, 358-371; Early Childhood Social-Emotional Learning (ECSEL) curricu­lum, 368-371; friends' influence in, 359-360; individual differences in, 364-366; motivation and personality in, 366-368; neural activity in, 364; role of conflict, 360-364; SOAR model, 370; social cognitive approaches, 361-362; stage theories of development, 359-364

Early Childhood Social-Emotional Learning (ECSEL) curriculum, 368-371

earnout, 425

economic inequality, 5-7, 179 effective actions, 24, 26 effective power, 124 egg drop exercise, 405-406 ego-oriented performance orientation, 288 ego-reality conflict, 334

egocentric perspective, 205, 248-249 egotistical deprivation, 47 electronic negotiation, 259 elicitive approaches, 877

emergent mediation, 735, 858 emotion work, 228-229

emotional intelligence (EQ), 295-296 emotionality, 539

emotions, 268-293; anger, 275-276; brain function, 271-272; and conflict, 273-282, 365, 368; control of, 285-290; fear, 274-275; guilt, 280-282; hope theory, 282-285; humiliation, 276-280; nature of, 270-273; shame, 281; workshop training, 713-714 empathy, 61-62, 366

employees trying to avoid layoffs, 120 encoder-decoder paradigm, 145-147 encodings, 297 enculturation, 655-656 enduring rivalries.

F facilitative type, 743 fairness, 65, 213, 253-255 fallibility of people, 37 false dichotomy, 247-248 family conflicts. See gender conflict and the family fear, 274-275 feedback, 260-261, 442-443 field theory, 15 filter check model, 712 final offer arbitration, 56 first person inquiry, 503 five-factor model (FFM), 346-348 fixed pie perception, 212, 246-247, 260 flexible attention deployment, 303 flexible thinking, 427-428 focused social imaging, 555 force field analysis, 438-439, 796 forest policy, 765-767 forgiveness, 62-65, 109 fourth force, 649-651 frames, 209, 286, 554, 860-861 fraternal deprivation, 47 freedoms, 164 frustration, 515-516 fundamental attribution errors, 276, 630 fundamentalism, 598 funding agencies, 829-830 future planning, 759-767 Future Search, 760-762

G

game of interest chess, 430-431 game theory, 16-17 gender, aggression and violence, 516-517 gender conflict and the family, 223-240;

egocentric judgments of, 248; historical changes in, 223-224; individual beliefs about, 232; intervention implications, 234-236; marital asymmetry, 230-233; marital benefits, 224-229; racial/ethnic differences, 225-226; societal beliefs about, 232-234; understanding the conflict in, 229-234 general power, 125 genocide prevention, 618-620 globalization, 289 goal interdependence. See interdependence golden rule of conflict, 76 gratification, 368 group decisions, 83, 211-213 group labels, 319-321 group learning, 87-89 group-level forces, 182-184 group mobilization, 851-852 groupthink, 71, 183-184 guided imagination, 61-62 guilt, 280-282

H

healthcare delivery, 768-769 help, 806, 807-808 heteronomous morality, 359 heuristic-systematic model, 458-461, 465-466

heuristics, 244, 458-459 hierarchy, 132-133 Hierarchy Model, 571-573, 575-576 high context communications, 632-633 high power groups, 137-138 history of conflict theories, 13-20 hockey season canceled, 251 honesty, 35 hope theory, 282-285 hot reactions, 298-299, 304 hot spots, 300-302

Howard Beach incident, 249-250 human construction, 615 human nature, 651-652 human relatedness, 53, 65 human relations paradigm, 543 human rights, 602-622; coercive methodolo­gies, 613-614; and conflict resolution, 613-618; current understanding, 608-610; equity, belief in, 37; genocide prevention, 618-620; history of, 602-606; progression of conflict, 612; universal declaration of human rights (UDHR), 606-608, 610-612 humiliation, 276-280

I

id-superego conflict, 334 ideas, 216, 411-412, 427-428 identification-based distrust (IBD), 100-103, 106-107

identification-based trust (IBT), 94, 96-97, 100-103; building, 105-106

identity: and culture, 628-629; and religion, 593-595, 597

ideological frames of reference, 128-129 ideology, 537-538 idiographic study, 332 image exchange, 791-793, 799 imbalance of power, 212-213 implicit power theories, 129 implicit theories, 317-330; changing, 326-327;

comparing theories, 318-322; and conflicts, 322-327; and early childhood development, 366-367; entity theory, 317; incremental theory, 317, 322; punishment vs.

decision making by, 208-210; early child­hood of, 364-366; employees, 783-784; gender conflict and the family, 232; and human rights, 603-604; problem solving of, 204-205 inductibility, 26 inequitable opportunity structures, 133 informing, 706-707 ingroups, 472-474, 538 injustice, 44-55, 59-60; in conflicts, 56-57.

See also justice and conflict innovation, 879-880 instability, 537 instrumental cooperation, 417 integration, 416-417, 635 integrative potential, 416-417 integrative solutions, 201-202 intellectual opposition. See constructive

controversy intellectualization, 337 intentionalist paradigm, 147-150 intercultural explorations, 642-645 interdependence, 24-26 interfaces, 783 intergroup conflict, 176-196; analyzing the conflict, 187-188; cognitive factors for, 180-182; confronting the conflict, 188-189; escalation dynamics, 184-185; group-level forces, 182-184; intractable conflict, 538; lin­guistic bias, 151; organizations, 787-800; perceptual factors for, 180-182; resistances to resolution, 185; resolving the conflict, 189-190; sources of, 178-180; training impli­cations, 190-194; understanding of, 186-187 intergroup conflict meetings, 790-799 intergroup cooperation, 87 interminable moral conflict, 561 interpersonal conflict, 303-308 interpersonal justice, 859 interpersonal negotiation strategies (INS), 205-206

interpersonal relationships, 204-205, 784-787. See also small group conflict intervention, 234-236, 546-555 intractable conflict, 533-559; characteristics of, 534-541; human relations paradigm, 543; instability and, 537; intervention in, 546-555; medical paradigm of, 544; outcomes in, 540-541; post-modern paradigm of, 544-545; processes of, 539-540; realist paradigm of, 542-543; in relationships, 538-539; system change initiatives and, 553; systems paradigm of, 545-546; and tractable conflicts, 534-536; training implications, 555-556

Intrapersonal Cultural Grids, 662-667 Irish conflict, 5-7; mediation, 858-859

J

job security, 784 judgmental biases, 243-267; cognitive biases,

244-249; collective interests, 256-257; coop­eration and competition, 247-248; emotional opposite results, 257-258; exaggeration of conflict, 249-250; fairness judgments, 253-255; invalid perceptions of control, 252-253; lose-lose outcomes, 251-252; schmooze effect, 259; training implications, 260-264; transparency, illusion of, 255-256 justice and conflict, 43-68; described, 57-58;

and injustice, 44-57, 59-60; and mediation,

859; training implications, 58-67; understanding conflict in, 55-58 justifying, as negotiation tactic, 58

K

kinetic power, 123 Kluckhohn-Strodtbeck Model, 652 knowledge-based trust, 94 knowledge expansion, 527, 821 Kosovo conflict, 869-870

L

labels, 319-322 ladders of inference, 497-498 language, 158-175; applied linguistics (AL),

161; appreciative inquiry (AI), 164-166, 171; constructive communication (CC), 167-171; described, 159; linguistics, defined, 161; nonviolent communication (NVC), 162-164, 171; of peace, 160-161; poem on language, 174-175; powerful non-defensive communi­cation (NDC), 166-167, 171; resolution of conflict, 160; threefold repetition of the initial letter (THRIL) technique, 170-171. See also communication and conflict large group methods, 757-780; Appreciative

Inquiry Summit, 763-764; collaboration, new patterns of, in, 777-778; described, 758-759; future planning and, 759-767;

Participate Design, 769-772; problem solving for, 772-777; redesign process of, 770-772; and work design, 767-772 latent causes of conflict, 743 law of nature, 604 layered personality, 334 leadership, 183; in China, 681-682; and religion, 589-591, 596 learning: by analogy, 837-838; constructive controversy and, 77-79; from the field, 578-579; by groups, 87-89; to learn, 879; social context of, 40 learning through reflection, 486-506; action science, 490-492, 496-501; and conflict, 495-504; critical reflection, 489-490; experiential learning, 492-495; ladders of inference in, 497-498; Marsick and Watkins' learning model, 487-488; model of learning, 486-489 legal positivism, 605 legitimizing myths, 131 linguistic intergroup bias, 151 linguistics. See language listen to understand, 148 literal vs. intended meanings, 148-150 logrolling: creativity, 418-419, 421, 422-423; problem solving, 201-202

Lord's Resistance Army (LRA), 582-583 lose-lose outcomes, 246-247, 251-252 loss-averse decision making, 209 love needs, 339-340 low context communications, 632-633 low power groups, 137-138 LUUUTT Model, 569-572, 574-575

M

marital benefits, 224-229

marital conflicts, 1-3; counseling for, 229-230. See also gender conflict and the family marriage, historical overview, 224 marshmallow test, 295-296, 302-303 Marsick and Watkins' learning model, 487-488 Maslow's hierarchy of needs, 339-340 meaning making in language, 164 meaning perspectives, 489 measuring theories, 318-322 mediation, 726-756; contingent, 860-862; effectiveness or ineffectiveness of, 727-732; emergent mediation, 858; framework for, 732-735; justice and conflict, 859; narrative, 859-860; Northern Ireland conflict, 858-859; outline for parents, 739; research gaps in the study of conflict resolution, 858-862; rival approaches to, 859-860; training implica­tions, 750-752; transformative, 860; users of, 745-747; workshop training, 715. See also mediators

mediators: assertiveness of, 742; behavior of, 735-742; contractual and emergent, 734-735; interventions of, 740-741; multiple mediators, 858-859; parents' outline as, 739; realistic expectations for, 747-748; reflective learning, 748-750, 752; reflexive interven­tions, 738-740; stylistic preferences of, 742-745, 748; twelve stages of mediator moves, 736-737

medical paradigms, 544 mental illness, 513-514 mergers and acquisitions, 800-802 micro culture creation, 637-639 microcultures, 625-626

middle childhood and conflict resolution, 371-377

middle-out power, 124 mindfulness, 286 mindsets, 627, 639-640 minimization, 337, 635; of differences, 643-644

miscommunications, 629-630 model of learning, 486-489 modeling, 309-310, 818-820 momothetic study, 332 moods, 476-479 moral community, enlarging, 60-61 moral conflict, 560-581; analyzing, 562; anti­Semitic harassment case story, 573-577; Coordinated Management of Meaning (CMM), 563, 565; Daisy Model, 568-569, 575; described, 561-562; engaging the par­ties in, 563-566; Hierarchy Model, 571-573, 575-576; implications of, 577-579; learnings from the field on, 578-579; LUUUTT Model, 569-572, 574-575; Serpentine Model, 567-568, 575

moral development, 395 moral exclusion, 44-45, 60, 853 moral orientation, 343-344 morality of constraint, 359 morally attenuated, 561 motivation, 298, 343-344; of aggression and violence, 515; for change, 442-444, 451; and personality, 366-368 motivation, affect, cognition, behavior, and surrounding environment (MACBE) model, 547, 843

motivational biases, 460-461 movement, 368, 439 multi-trait measures, 346-350 multicultural conflict resolution, 649-670;

advantages of, 659-661; competencies in, 661; complexity theory, 657-659; Cultural Grids, 662-667; cultural identity develop­ment models, 655-656; as a fourth force, 649-651; training implications, 661-663; worldviews, 651-655. See also culture multiple audience problem, 152 multiple mediators, 858-859 multiple offers, 263-264 Murray's need theory of personality, 338-339 mutual perspective, 206 mutual respect, 65 mutual security, 64 mystery, 565-566 mythical fixed pie mindset, 212

N

naming and shaming, 613-614, 617 natural law, 603 need principle, 45-46 need theories, 338-340, 353 needs, 127-128, 180, 702 negative inductibility, 26 negative substitutability, 25 Negotiation Evaluation Survey (NES), 843-844 negotiations, 872; planning form for, 704;

and power, 134-135; settings for, 465-466; strategies of, 350

nested societal levels, 512

networks of enterprise, 394-395

neuroticism, 346-347

Nobel Peace Prize, 6

non-defensive communication (NDC), 166-167, 171

nonnegotiable conflicts and marital counsel­ing, 1-3, 229-230

nonspecific compensation, 201-202, 418-419 nonviolence, 37

nonviolent communication (NVC), 162-164, 171

norm violations, 521

norms of cooperative behavior, 34-36

norms of creativity, 431

Northern Ireland conflict, 5-7;

mediation, 858-859

npower, 127-128

O

off-site meetings, 791-798

ontogeny, 271

Open Space Technology, 772-777 openness to experience, 347 oppression, 43-44, 871-872

organizations, conflict in, 781-804; with indi­vidual employees, 783-784; intergroup, 787-800; interorganizational, 800-802; inter­personal relationships and, 784-787; primary contributors to, 782-783. See also intergroup conflict meetings

orientations of power, 126-127

outcomes, 527, 540-541

outgroups, 538

P

paradigmatic persuasion experiment, 456-458

Participate Design, 769-772

partitioning cognition, 429

peace, 160-161, 615, 642; sustainable peace, 135, 872

peace education, 721-723

peace through language. See language peer-to-peer conflict, 786-787

pendulation, 284

perceived power, 125

performances, 816-817

persistence, 298

personal power, 122-123, 126-130 personality, 331-355; characteristics of, 811-812; difficult personalities, 351-353; multi-trait measures of, 346-350; need theories of, 338-340, 353; psychodynamic theories of, 332-338, 353; psychological orientations of, 342-345; single trait approaches, 345-346; situation vs. personal­ity, 351; and social situations, 340-345; trait theories of, 345-353; and trust, 98 perspective taking, 76, 80, 366, 375-376, 380 perspective-taking paradigm, 150-152 persuasion, 455-485; and affect, 476-479; biases and, 460-461; defined, 455; heuristic- systematic model, 458-461; majority sources of, 474-476; minority sources of, 474-476; and moods, 476-479; and negotiation settings, 465-466; paradigmatic persuasion experiments, 456-458; and processing modes, 458-460, 464-465; and processing motives, 461-471; self-affirmation, 471-472; and society, 466-468, 472-474 phylogeny, 271 physiological needs, 339 physiology, 512-513 Platinum Rule, 642 play ethic, 394-395, 404, 408, 429 pluralist frame of reference, 128 poem on language, 174-175 points of view, 391-401, 403-404, 429; confi­dence of, 409; evolving systems approach, 392-395; importance of, 399-400; shadow box experiments, 395-399. See also creativity polarities, 537 polarization, 185, 861 politeness, constraints of, 813-816 political discourse, 90 political regimes, unstable, 53 positions, 420, 702 positive change, 164 positive interdependence, 83-84 positive self image, 49-50 post-modern paradigm, 544-545 postsettlement settlements, 264 posttraumatic stress disorder (PTSD), 62-63 potential power, 123 power, 120-143; components of, 125-138; conflicts and, 133-138, 179-180; defined, 121-122; distinctions of, 122-125; environ­mental factors and, 130-133; imbalance of, 212-213; language of, 164-165; npower, 127-128; personal factors, 126-130, 342; training implications, 138-140 powerful non-defensive communication (NDC), 166-167, 171 practitioners, 11-13, 831-832 prejudice, 317-318 preoperational stage, 359 prescriptive approaches, 877 primal values, 655 primary power, 123-124 proactive aggression, 519 problem identification, 792-794, 799 problem solving: approaches to, 201-202;

constructive controversy and, 77-79, 83; critiques and, 206-208; dialoguing and, 377; individual perspectives in, 204-205; large groups and, 772-777, 794-799; problem solving style (PSS), 203; research on, 204, 852-853; settlement oriented style (SOS), 203; short term success in mediation (STSM), 203; social perspectives of, 204-206; solutions to, 200-204, 216-217. See also Problem Solving and Decision Making (PSDM) Model

Problem Solving and Decision Making (PSDM) Model, 197-222; in conflict situations, 214-217; decision making with, 208-213; described, 198-200; problem solving with, 200-208; training implications, 218-220 problem-solving style (PSS), 203, 743-744, 748 procedural injustice, 44, 47-48, 59-60 procedural justice, 859 projection, 336 protracted social conflict. See intractable conflict

psycho-logic, 270 psychodynamic theories, 332-338, 353 psychological mechanisms, 54 psychological orientations, 98-99, 342-345 psychosocial stages, 373

Q

quasi-stationary social-equilibrium, 550 question asking, 263

R

race based intergroup conflict, 34, 58; Howard beach incident, 249-250; teachers, high school, 3-5, 713

radical frame of reference, 128 radical impact, 554 rampage killings, 513 rational arguments, 77 rational choice, 208-209 reaction formation, 336 reactive aggression, 519 reactive devaluation, 258 readiness, 862-864, 872-874

Real Time Strategic Change, 765-767, 772 realist paradigm, 542-543 realistic group conflict theory, 178-179, 181 reality checks, 527 reasoned persuasion, 641 reasoning and thinking, 631-632 reciprocal perspective, 206 reciprocity, 36-37, 263 reconciliation, 598-600 redesign process, 770-772 reference points, 209 reflection, 307-308, 368 reflective techniques, 41-42, 494,

748-750, 752

reflexive interventions, 738-740, 808 reframing, 34, 703 refreezing change, 440-441 rejection sensitive, 279 relational power, 122-123 relational styles, 744-745 relationships, 97-100, 213; in intractable conflict, 538-539

relative deprivation, 133-134, 850-851 relative power, 125 religion, 582-601; beliefs and values of,

587-589, 595-596; fundamentalism and, 598; identity and, 593-595, 597; leaders and followers in, 589-591, 596; prevention, 598-600; reconciliation and, 598-600; reli­gious awakenings, 583-585; role in conflict, 584-585; social institutions and, 591-592, 596; and the third side, 585-587, 597-598 reparative injustice, 44, 51-52, 56 reproductive revolution, 224 reputations and trust, 99 research gaps in the study of conflict resolu­tion, 849-867; escalation, 853-858, 861; group mobilization, 851-852; mediation, 858-862; origins of conflict, 849-852; readi­ness for conflict resolution, 862-864; relative deprivation, 850-851; strategic choice theory, 852-853

research on conflict resolution initiatives,

825-848; action research, 828-829, 839-841; basic research, 826; causal modeling, 834-835; comparative case analysis, 838-839; Comprehensive Peer Mediation Evaluation Project (CPMEP), 841-843; consumer research, 828; developmental research, 827; executives and administrators, 830-831; experience surveys, 836-837; experimental research, 833-834; field research, 827-828; funding agencies, 829-830; learning by analogy, 837-838;

Negotiation Evaluation Survey (NES), 843-844; practitioners, 831-832; process evaluation approach, 845; researchers, 832-833; survey research, 836 residues of conflict, 527 resistance to change, 444-449, 452 resistance to resolution, 185 resolution, 417; of conflict, 160, 189-190, 322-327, 351 resonance, 105 responsibility to protect, 619 restraining forces, 438-439 retributive injustice, 44, 51-52, 60 rhetorically attenuated, 561 rights of man, 604 rights of self-determination, 609 ritual sharing, 709 role exchanging, 61 role of point of view. See points of view role playing, 61, 579, 696 role theory, 131-132 rule of law, 608

S safety needs, 339 scaffolding, 369-370 schmooze effect, 259 scope of justice, 44-45, 52-55 secondary power, 123-124 self-actualization needs, 340 self-affirmation, 471-472 self-control, 367-368, 376 self-distanced perspectives, 308 self-esteem, 82, 374-375, 378-379 self-fulfilling prophecies, 28-29, 184 self-immersed perspectives, 308 self-observation, 286 self-regulation, 294-313; brain function, 299;

interpersonal conflict, 303-308; modeling, 309-310; plans and implementation strategies, 308-309; preliminaries, essential, 296-298; willpower, 295-303 self-regulatory failure, 303-305 self-theories, 325-326 sense of injustice, 44, 48-51 sense of self, 374 Serpentine Model, 567-568, 575 settlement, 417 settlement oriented style (SOS), 203 sexual conflict. See gender conflict and

the family shadow box experiments, 395-399 shame, 281 shared community, 37 short term success in mediation (STSM), 203 single-loop learning, 490-491 single trait approaches, 345-346 site leadership teams, 842 skeptic's critique, 207-208 skills, 37-40, 75-77, 821

small group conflict, 805-821; assistance for,

806- 807; authority in, 817-818; beneficial conflict in, 809-813; “concert” creation and, 816-817; modeling benefits in, 818-820; and performances, 816-817; politeness, constraints of, in, 813-816; and support,

807- 809

SOAR model, 370

social cognition, 361-362, 518

social competence, 519

social conditions for injustice, 53-54

social contexts, 40-42, 230-232

social contract, 604

social Darwinism, 14

social dominance orientation (SDO),

129-130, 181

social environment, 733-734

social identity theory, 5-7, 179-182, 472-474 social institutions, 591-592, 596

social interaction perspectives, 204-206 social learning, 340-341, 357-358, 517-518 social motivation, 105, 466-468

social perspective coordination, 205

social psychological research, 8-11, 17-20 social situations, 342-345

social skills, 87

social support, 443-444

social value orientation, 466 socially situated meaning, 153 sociobiology, 512

solutions, 66-67, 201-202, 525-526. See also problem solving

special interest groups, 34, 58; teachers,

high school, 3-5, 713

spirals, 305-306

stage theories of development: adolescence, 378-380; early childhood, 359-364; middle childhood, 372-376

stereotypes, 99, 181, 630-631 stimulation through conflict, 417-418 stimulus control, 298-299 strategic choice theory, 852-853 strategic creativity, 247-248 strategic type, 743-744, 748 stress, 210, 301-302, 304 structural violence, 523 structuring controversies, 82 substantive interventions, 741 substitutability, 25 superordination, 426-427 support, 126, 806, 807-809 sustainable outcomes, 124 sustainable peace, 135, 872 symbolism, 537-538 system change initiatives, 553 systematic processing, 458, 460-461 systemic eloquence, 564 systemic forms of injustice, 59 systems paradigm, 545-546

T

targets of injustice, 54-55 task-oriented learning-mastery goals, 288 task structure, 86-87 teachers, high school, 34, 58; intergroup conflict, race based, 3-5, 713

teaching conflict resolution skills. See workshop training

teaching in India, 637-639 temperament, 365 temple stone placement, 414-415 tension, 408-409

theories for understanding conflict: coopera­tive orientation, 33-34; norms of cooperative behavior, 34-36; reframing, 34; values underlying conflict resolution, 36-37

theories of cooperation and competition, 15-16, 33-36

theorist orientation, 11-13 theory-in-use patterns, 501-502 theory of conflict resolution, 32-33 theory of constructive controversy, 73-77 theory of cooperation and competition, 24-26

theory of practice, 695-696 theory of relative deprivation, 47 third side, 585-587, 597-598 threefold repetition of the initial letter (THRIL) technique, 170-171

time and creativity, 394, 404, 429 time and irreality, 394 time-outs, 306-307 time-space oasis, 407-408 togetherness, 126-127 tolerance, 634 top-down power, 124 tractable conflicts, 534-536 trait theories, 345-353 transcendent eloquence, 578 transformational mediation, 744-745, 860 transparency, 255-256 trauma, 540-541 trust, 92-119; building, 262-263; in conflict situations, 103-113; described, 92-94; managing conflict with, 110-113; relationships, importance in, for, 94-103; violations of, 107-110

two-dimensional approach, 189

U

Uganda conflict, 582-583

ulterior motive, 430

underlying interests, 416, 420

understanding, 33-40, 55-58, 81, 229-234

unfreezing, 437-438, 442-444 unilateral escalation, 854-855 unilateral perspective, 205

unitary view of power, 128

uniting, 706-707

universal adherence, 608

universal declaration of human rights (UDHR), 606-608, 610-612

universal experience of authority, 817-818 unlinking, 422

unwitting commitments, 29

USSR's intention toward US, 147

V

value conflicts, 179

victims, 48-50, 618

violence, 37, 53, 54, 526. See also aggression and violence

virtuosity, 287-288

W

Western theories and China, 673-674 willpower, 295-303 win-win attitudes, 33-34, 58 work design, 767-772 Work Out, 772, 773 workshop training, 695-725; Coleman Raider AEIOU coding sheet, 708; Coleman Raider “bare bones” model, 710; Coleman Raider collaborative negotiation model, 843;

Coleman Raider conflict resolution contin­uum, 701; Coleman Raider filter check model, 712; Coleman Raider mediation model, 715; Coleman Raider negotiation planning form, 704; Coleman Raider reframing formula, 703; collaborative climates, 720-721; communication behaviors, 706-708; culture and conflict, 711-713; and education system changes, 717-719; emo­tions and, 713-714; format of, 697-698; in mediation, 715-716; negotiation, 709-711, 718; in negotiation, 702-706; objectives of, 698-700; and overview of conflict, 700-702; peace education in, 721-723; pedagogical insights in, 695-696

World Cafe, 772, 774

World Trade Center site planning, 762-763 world views, 651-653, 702

World War II, 268-269

Y

yielding, 204

This page constitutes a continuation of the copyright page.

Chapter Five: Exercise on p. 139 by Susan Fountain is used by permission.

Chapter Sixteen: Epigraph on p. 356 is from Eleanor Roosevelt, Vol. 1: 1884-1933 by Blanche Wiesen Cook. Copyright © 1992 by Blanche Wiesen Cook. Used by permission of Viking Penguin, New York, a division of Penguin Putnam Inc.

Chapter Eighteen: The Egg Drop exercise on p. 405 is used with permission from Kenneth Sole.

Chapter Twenty: Epigraph on p. 436 is from Rules for Radicals by S. Alinsky. Copyright © 1971 by Vintage Books, New York. Used by permission from Random House.

Chapter Twenty-Three: Excerpt on p. 516 is from Bone Black: Memories of Girlhood by bell hooks. Copyright © 1996 by Gloria Watkins. Reprinted by per­mission of Henry Holt and Company, LLC.