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O presente artigo tem como objetivo descrever, analisar e explicar as práticas educativas de mediação de conflitos das orientadoras educacionais. A discussão se justifica pelos limites da produção teórica sobre o tema e pelas contribuições às práticas de mediação em que estão envolvidos profissionais da educação, alunos e familiares de alunos. O estudo apoiou-se no materialismo histórico e dialético, em elementos conceituais e históricos sobre os conceitos de mediação e de conflito e, por fim, em contribuições de autores do campo da orientação educacional. Metodologicamente, utilizou-se de entrevistas semiestruturadas realizadas com quatro orientadoras educacionais que, no momento da pesquisa, trabalhavam em escolas públicas. Os resultados são apresentados em quatro categorias de análise: a) formação e experiência, onde é discutida a ausência de práticas educativas específicas sobre a atuação profissional das orientadoras, além do exíguo material teórico disponível; b) organização e divisão do trabalho, onde fica clara a reprodução da divisão do trabalho capitalista na prática dessas educadoras; c) práticas educativas de mediação de conflitos, onde se descreve a complexa trama de atividades realizadas por essas trabalhadoras e d) identidade profissional, tópico onde são abordados os dilemas advindos dos muitos papéis que elas desempenham.

Southeast Asia has been a hotbed of intractable civil conflicts motivated by several issues such as ethnicity, ideology, and historical injustice, among others. Despite the intractability, there have been instances when third-party assistance through mediation has been vital in achieving peace agreements in the region. Using the cases of the third-party mediation of the conflicts in Aceh, Indonesia and Mindanao, Philippines, this research identified the kinds of mediation and qualities of mediators that led to the achievement of peace agreements in these two cases. This research mainly focused on path dependence, critical junctures, and periodization approaches in the comparative analysis of Aceh and Mindanao third-party mediation through a qualitative examination that involved comparative process tracing (CPT), a two-step methodological approach that combines theory, chronology, and comparison. The results showed that the mediators instrumental to the Aceh and Mindanao peace agreements allayed the commitment issues of the negotiations and ensured the trust and confidence of the conflict parties. Thus, mediators should create relations of trust among parties and a mediation environment where the commitment fears are relieved through the promise of third-party monitoring.

Mediation is a widely used form of third-party conflict management for which research has primarily focused on the role of mediators. But how are the relations between disputing parties constituted in communication involving written texts, such as official letters or medical reports, during mediation sessions? To gain deeper insight into the communicative dynamics through which third-party disputes are created, sustained, and resolved, this article proposes a new theoretical perspective on mediation that illuminates how human beings and written texts can act as vectors for each other, i.e., how they can make important differences in mediation sessions because they carry or convey what someone or something else is saying, doing, thinking, or feeling and, thus, contribute to composing the nature of disputants’ relations. The value of this vectorial perspective on mediation is subsequently demonstrated through an inductive analysis of video-recorded sessions that took place at an administrative tribunal in Canada. By showing how texts (or their absence) can act as (1) conjunctive vectors that contribute to highlighting disputants’ compatibilities and help them find common ground, or (2) disjunctive vectors that contribute to highlighting their incompatibilities and obstruct their dispute resolution, this article advances the academic and professional literature on the role of communication in conflict mediation work, and reveals significant implications for the study and practice of conflict management in organizations as well as scholarship on relational ontologies.

Despite considerable interest in the effects of evolutionary conflict in colonies of social insects, relatively little attention has been paid to this issue in clonal animals with modular construction, such as colonial ascidians, bryozoans, and cnidarians. These colonial animals are structural individuals, subdivided into repeated morphological modules, which can individually acquire, process, and share resources. While size-related selection favors colony formation, evolutionary conflicts remain a potent obstacle to such cooperation. These conflicts can occur at several levels and must be mediated for cooperation to emerge. Module-level conflicts potentially result in coalitions of genetically similar modules failing to share resources or monopolizing reproduction. Mediation occurs by a number of mechanisms including: (a) a single-module bottleneck at the initiation of colony formation, (b) allorecognition that limits colony fusion to close kin, (c) development of new modules from connective tissue, (d) synchronization of module budding, (e) programmed module death, (f) terminal differentiation of reproductive modules, and (g) architectural constraints. Effective mediation of module-level conflicts, however, may in some cases contribute to cell-level conflicts. Animal colonies typically have multipotent stem cells, and genetically variant stem cells can potentially monopolize gamete formation. Limiting colony fusion to close kin may not eliminate such conflict. Finally, in at least some taxa an association between photosymbiosis and coloniality is found. Allocation of photosynthate can lead to host-symbiont conflicts that can be mediated by housing symbionts intracellularly and using chemiosmotic mechanisms to detect defectors. Colonial animals thus serve as a living laboratory of evolutionary conflict and its mediation.

We are aware of the challenges affecting the present society, social and existential issues that follow. Being a teacher requires a permanent training in line with the latest societal developments and the evolution of knowledge. Both School and the teacher are expected to contribute to the student’s integral education. The main objective of the present study was to analyze the contribution of continuing teacher training in conflict mediation and evaluate the performance of the mediating strategies in responding to the School’s current socio-educational challenges. We have conducted a qualitative study, as there is still a need for significant theoretical scientific contributions to this subject. We gathered data through semi-structured interviews. Participants include nine teachers, aged between 33 years and 62 years, of both sexes, working as teachers in schools or groups of schools in the north of Portugal. The data analysis was done based on an analysis of content technique, according to the interview’s codification upon the register units where we have determined categories and subcategories. The results show that continuing formation in conflict mediation is essential for upgrading and knowledge innovations, as well as for the development of new strategies leading to better professional practice. This training in mediation promotes the acquirement of skills required to deal with nowadays School’s socio-educational challenges more easily. Furthermore, we found that there is a perfect association between socio-educational abilities developed in mediation and the ones that help students through their mandatory schooling journey.

This article presents results of the implementation of conflict mediation, as a proposal for pedagogical intervention to deal with indiscipline in a public school in Porto Velho city, the State of Rondonia, in the Western Amazon of Brazil. The study was justified by the growing manifestation of indiscipline, to the detriment of the processes of teaching and students ’cognitive and social development. Moreover, there are no stricto sensu research on mediation applied to education in the Northern Region of Brazil, nor studies that promote dialogue between school mediation and the Cultural-Historical Theory activity. The intervention lasted four months, from August to November 2019, with eighteen students from a 7th grade class, nine teachers, and four professionals from the school's management team participating in the research. This was a research of qualitative approach, of pedagogical intervention, whose stages consisted of situational analysis, sensitization, training, institutionalization, and evaluation. Eight meetings were held with students, five with teachers, and six with the management team, totalling nineteen meetings. The evaluation of the intervention was carried out through observation, questionnaire and interview. The data collected was organized and analyzed into three categories: i) coexistence at school; ii) conflict mediation at school; iii) effects of conflict mediation). Among the main results, it was found that students expressed that mediation provided positive changes in school coexistence; teachers affirmed the need to adapt the pedagogical practice to the classroom in order to decrease indiscipline situations and the management team recognized the relevance of mediation as a strategy to face indiscipline, noticing the change of posture in students and also in teachers.

Este artigo discute o modelo de segurança pública adotado pelo estado do Pará desde 2011 e seu potencial para a não judicialização desnecessária de conflitos. Por meio de uma pesquisa bibliográfica e documental, além da aplicação de entrevistas semiestruturadas, foram analisados os aspectos relacionados à gestão pública estratégica do estado ao longo de um processo histórico de integração entre instituições públicas policiais e a Fundação Pro Paz, bem como a utilização da mediação extrajudicial de conflitos, que representa uma alternativa aos mecanismos repressivos. Neste contexto, foram contabilizadas as demandas e os resultados alcançados por um Núcleo de Mediação de Conflitos (NUMEC) instalado em uma Unidade Integrada Pro Paz (UIPP), na cidade de Santarém. Entre todas as demandas adequadamente registradas, mais da metade foi resolvida com sucesso. Portanto, mostrou-se relevante promover a investigação dessa política pública estadual, que tem por objetivo o estabelecimento de um novo paradigma de prevenção e enfrentamento da violência por meio da mediação e da aproximação estrategicamente planejada entre diversos órgãos públicos e a sociedade em um inovador padrão de unidade policial.

Berufliche Weiterbildungen im Bereich Kommunikation haben seit Jahren Hochkonjunktur. Neben fachspezifischen Weiterbildungen sind Weiterbildungen, die darauf abzielen, die kommunikativen Fähigkeiten zu verbessern, die nachgefragtesten auf dem deutschen Weiterbildungsmarkt. Ob es gilt, die eigene Rhetorik zu schulen, die Beratungskompetenz zu steigern, lateral zu führen, konstruktiver zu streiten oder achtsamer zuzuhören: Es findet sich am Markt heute ein umfassendes Angebot an Kursen, in denen das thematisiert, trainiert und optimiert werden soll. Mediation und systemischen Beratung sind zwei der Verfahren, die hoch im Kurs stehen, die anerkannt sind und rege nachgefragt werden. Auf die Spezifika beider Verfahren wird im vorliegenden Text ebenso eingegangen wie auf Überschneidungen, Ergänzungspotenziale und Unterschiede der Verfahren. Reflektiert wird das auf Basis der Erfahrung des Autors, der selbst zertifizierter Mediator und systemischer Berater (DGSF) ist.

This study aims to explain how to reconstruct the form of mediation through a framing analysis. The concept of framing in mediation is a form of communication that is constructively framed. The dynamics of conflict, the mediation process becomes the most decisive part of the problem-solving process. How a mediator is able to reframe this mediation concept by empowering the conflicting parties to get out of the problem without having to worsen the situation. The research method used qualitative with a framing analysis approach that explains of a mediator is not a decision-maker in the negotiation process. A mediator is able to find solutions to constructive and cooperative problems in accordance with the mediator's abilities.

Since the EU has expanded its common security focus in the 1990s, this important regional organisation has become the most frequent mediator in low-level civil conflicts worldwide. Under what condi...

Power sharing is largely accepted among scholars and policy-makers as a potentially effective mechanism for building peace in the aftermath of violent ethnic conflicts and self-determination disputes. Although the operation of power sharing may be prone to ongoing challenges and even political crises arising from the legacy of the conflict, international actors continue to promote power-sharing arrangements to manage self-determination and other ethnopolitical conflicts. This article investigates the normative and instrumental reasons why third-party mediators (on behalf of international organizations and/or states) turn to power-sharing strategies during peace negotiations. It considers the reasons why third-party mediators promote power sharing when its maintenance is likely to depend on their ongoing commitment and governance involvement. We argue that mediators draw from four different perspectives in their support of power-sharing settlements: international law, regional and internal security, democracy and minority rights, and a technical approach where mediators focus on the mechanics of power-sharing designs. The article draws on in-depth semi-structured interviews with officials from the United Nations and the European Union working for the organizations’ respective mediation units as well as documentary analysis of official mediation documents.

Use these proven strategies for mediation to maintain a safe, productive classroom environment, model positive social interactions, and allow students to increase their personal responsibility.

Mediation is widely considered an effective means of conflict resolution. Although some studies mention social environments where this practice takes place, they do so in an introductory or general manner. The objective of this study is to categorize social environments where conflict mediation is used and provide examples of conflicts that are tackled through mediation. A systematic literature review was designed to examine 207 articles published in scientific journals, for a 20-year period (1994-2014). Results showed five social environments (family, educational/academic, work/professional, community/national, and international contexts) and 45 subcategories of themes related to each context. The wide use of conflict mediation and its importance were discussed in the light of the Ecological Systems Theory.

In classroom interactions, facilitation of children’s autonomous choice of acting (agency) may produce conflicts among children. While facilitation does not have the function of managing these conflicts, it shares some types of action with conflict mediation, one of which is formulation. Formulation elaborates the gist of previous utterances and enhances interlocutors’ actions. This paper provides a qualitative analysis of nine transcribed sequences of interaction, included into five different programs of facilitation. The analysis shows that formulations fulfil two different functions. First (function of mediation), they are designed as developments of the gist of children’s utterances, enhancing stories of cooperation. Second (function of facilitation), they are designed as explications of the gist of children’s utterances, without enhancing cooperative stories.

The 125/2010 Resolution from the National Council of Justice - CNJ demanded that brazilian courts would need to create centers of conflict resolution, stressing the importance for training mediators. In the year of 2015 the Mediation Act (Act. No. 13.140) was approved in Brazil as well as the New Civil Procedure Code. Both laws stablished the possibilitie of conflict mediation to solve conflicts in and out of court, strengthening the role of mediators and the requirement for training. This study presents mediation techniques that need to be learnt and practiced during the mediation trainings in order to promote the proper implementation of mediation at the National System of Justice. This research is held on bibliographical and documentary survey. It intends to clarify theses techniques and orientate the accredited training instituitions to deepen the practical and theoretical study of these techniques, allowing a current and qualified training.

In conflict mediation understanding the concept and mastering the skill of neutrality is perceived as essential. Despite as a fundamental and core principle in mediation, it has been a debate among mediators upon the outcome of the mediation itself. This principle puts mediator as facilitator who would not influence or be partial over the parties. Indeed, mediators highly respect on aspirations and demands of the parties by creating an acceptable procedural framework which enables disputants to achieve their goals fairly. Nevertheless it is practically an arduous principle and inapplicable. In addition, neutrality is not a stipulation for a successful mediation; rather, mediators need to and should be partial and biased in some cases. This article, therefore, is aimed to examine the problems revolve around the issues of neutrality in mediation process.

Al proponer intervenir a través de la mediación en la gestión de las relaciones interpersonales y en los conflictos (asociados a la incivilidad, a la indisciplina o a la violencia) se promueve un medio positivo y colaborativo de (re)construir la (con)vivencia escolar. Sostengo que los proyectos de mediación de conflictos generan procesos de mejora de la escuela, en términos educativos, sociales y organizacionales, en favor de su calidad educativa y de su función socializadora., Ata de Congreso II Fórum Internacional de Mediadores de Conflictos. Cordoba: Universidad de Loyola

Purpose– Research on conflict mediation presents a scattered, piecemeal understanding of what determines mediators’ strategies and tactics and ultimately what constitutes successful mediation. This paper presents research on developing a unifying framework – the situated model of mediation – that identifies and integrates the most basic dimensions of mediation situations. These dimensions combine to determine differences in mediator’s strategies that in turn influence mediation processes and outcomes.Design/methodology/approach– The approach used by this paper was twofold. First, the existing empirical literature was reviewed on factors that influence mediator’s behaviors. Based on the findings of this review, a survey study was conducted with experienced mediators to determine the most fundamental dimensions of mediation situations affecting mediators’ behaviors and mediation processes and outcomes. The data were analyzed through exploratory factor analysis and regression analysis.Findings– The results of the study show that four of the most fundamental dimensions of mediation situations include: low vs high intensity of the conflict, cooperative vs competitive relationship between the parties, tight vs flexible context and overt vs covert processes and issues. Each of these factors was found to independently predict differences in mediators’ behaviors and perceptions of processes and outcomes. These dimensions are then combined to constitute the basic dimensions of the situated model of mediation.Originality/value– The situated model of mediation is both heuristic and generative, and it shows how a minimal number of factors are sufficient to capture the complexity of conflict mediation in a wide range of contexts.

Since December 2013, the Intergovernmental Authority on Development has been mediating the current South Sudan conflict. The mediation effort is predicated under Chapter VIII of the United Nations Charter under which regional organizations can undertake activities in the area of conflict mediation and resolution. In January 2014, the mediation process resulted in the signing of two landmark agreements on the cessation of hostilities and the political detainees. The paper argues that the authority’s mediation process is in danger of failing due to a number of reasons, including the authority’s structural problems and lack of leverage to enforce its will on the parties to the conflict. In the end, the mediation may have a chance of success if the organization can tap into its mediation experience gained during the Sudan and Somalia peace processes. Moreover, the authority’s mediation of the South Sudan conflict has a chance of succeeding because it has been recognized by the African Union and the Un...

Os Projetos de Mediação de Conflitos na Escola (PMCE) afiguram-se como uma tecnologia social de melhoria socioedutiva. Os PMCE de alcance amplo propõem uma mudança (inter)pessoal, cultural e organizacional. Com este artigo pretende-se evidenciar os fatores promotores e bloqueadores da implementação de um PMCE, tendo por base um estudo em profundidade e longitudinal, de cariz qualitativo, realizado numa Escola de 2º e 3º ciclos, Território Educativo de Intervenção Prioritária, na qual o projeto funciona desde 2009. Os resultados perimitiram identificar aspetos positivos e negativos e apontaram ainda a necessidade de uma intervenção sistemática, coletiva e participada., School Conflict Mediation Projects (PMCE) are a social technology for socioeducational improvement. The broad-ranging PMEC propose a (inter)personal, cultural and organizational change. This article intends to highlight the factors that promote and block the implementation of a PMCE, based on an in-depth and longitudinal study, using a qualitative research framework, carried out in a School of 2nd and 3rd cycles, in the Educational Territory of Priority Intervention, in which the project has been working since 2009. The results have identified positive and negative aspects, and also pointed out the need for systematic, collective and participative intervention.

"In February 2013, the conference “New Perspectives on the 1965 Violence in Indonesia” brought together community-based researchers and representatives from human rights and advocacy organisations across several regions of Indonesia to discuss new historical understandings about the tragedy of 1965 and its impact on Indonesian society. Together with a number of Australia- and Indonesia-based researchers, these community-based researchers and NGO advocates discussed a wide range of themes, including the role of the state in the violence, the patterns of violence, the impacts of the violence on women, children and communities, and the legacies of this mass social violence in particular regions of Indonesia. These discussions were animated and broad-ranging, with each of the participants bringing unique views and experiences, particularly those from the grass-roots and national NGOs represented." (author's abstract)

Resolving contestations over resource management rights around coastal villages remains a focal challenge for co-management initiatives in remote coastal zones. Contemporary socio-political settings increasingly see local people having to negotiate between local long-standing (horizontal) relationships and new emerging (vertical) relationships which involve collaborations with outside actors who try to assume neutral mediating positions. Using two conflicts, this article examines the rise and fall of a participatory coastal resource management program in eastern Indonesia involving a fishing community engaged in a co-management arrangement with a conservation non-government organisation (NGO). An actor-oriented approach is applied to analyse how these conflicts shape, drive and direct collaborations across the community–NGO interface. We discuss how these impact the implementation of the conservation ethics and sustainable natural resource management practices, and show how particular mediating capacities of an NGO may overcome, and even build forth on, conflict in some contexts but fall short in others. We argue that local resource user groups and conservation teams operate according to strong local relationships that are entrenched in cultural–historical hierarchies of power. We moreover note that these local relationships significantly influence the extent of neutrality of external groups in their mediating, coordinating and technical advisory roles. The effectiveness of co-management partnerships hinges on the ability to balance actors’ mediating capacity with their local dependence for operation.