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No description available.

No description available.

No description available.

No description available.

This study is an investigation into the middle school counseling programs that facilitate the early adolescent need to belong to a group. Particular focus is on the effectiveness of teacher-advisory programs, peer mediation programs, and group counseling programs, and how all three programs work together as components of a comprehensive middle school guidance program. Factors associated with successful implementation of these programs and the role of the middle school counselor in the implementation these three programs were also examined. Five middle schools were studied, using qualitative interviews of principals, counselors, and teachers. A focus group of seven to ten students was conducted at each middle school. Results provide a look at several different ways to combine the three programs in a middle school, along with factors for successful implementation. / Ph. D.

There is a great deal of literature written on conflict mediation and Resident Assistant (RA) training. This literature not only helps to define what each area is, but it provides readers with the knowledge necessary to become skilled in mediation or to effectively design training programs to educate students employed to work in residence halls. However, there is little literature regarding how RAs are trained in conflict mediation. This study attempts to address this gap. The purpose of this study was to determine how RAs and professional staff at three public institutions perceive conflict mediation training provided to RAs. To answer the research questions posed in this study the researcher used a self-designed questionnaire. The design of this questionnaire specifically asked questions focusing on the conflict mediation training RAs receive, how often these skills are used, and how important these skills are as perceived by professional and student employees as well as by gender. One hundred seventy-nine responses representing a 31 percent response rate were used in this study. Twenty percent of the participants were professional residence life staff members. The other 80 percent were RAs. In addition, 34 percent of the participants were male and 67 percent of the participants were female. This study's findings illustrated five significant differences in perception among professionals and RAs as well as differences among male and female RAs. Professionals responsible for training RAs may wish to consider these differences as they design future training workshops. However, the study's findings also illustrated that there is an overwhelming, positive consensus in perception regarding RA training in conflict mediation. Not only are RAs trained in conflict mediation but they use and value these skills as well. In addition, these findings indicate that paraprofessional staffing models are successful. / Master of Arts

Today's schools face a mounting number of court cases resulting from conflicts between parents of children with special needs and educators tasked with meeting those needs (Osborne, 2009). Principals have the enormous responsibility to ensure appropriate services to educate students with disabilities and, as special education leaders, require a skill set that includes knowledge of current laws, litigation, student learning needs, and how to support parents' decision making rights and responsibilities. A gap is evident between what principals know about special education leadership and case law and what principals are doing in the field. The purpose of this study was to identify effective actions and behaviors that support Virginia principals' leadership in special education decision making. More specifically, the study examined what can be done to minimize special education disputes between parents and schools and identify principals' skill sets to minimize special education disputes. Two concurrent Delphi studies were conducted with 16 member panels; stakeholders with familial responsibilities to children with disabilities and professional experts with responsibility to special education compliance participated. A final round exchanged findings between the panels. The study identified a list of best practices for Virginia school principals to support special education leadership and decision making. / Ed. D.

No one needs to lose in order for someone else to win. The increasing number of mediation centers throughout the world shows the desire of conflicting parties to find some type of resolution where both may be satisfied. While most centers present the process and rules for mediation, few centers emphasize the environment in which the negotiation is conducted. Retrofitted office buildings, resorts, and agreed ‘neutral’ sites are common destinations to conduct mediation services. How can Architecture influence private contemplation and public negotiation? This thesis attempts to investigate the effect of our built environment on how individuals work together. To explore this question, a conflict resolution center becomes the vehicle to study the physical, social, and intellectual impact on thinking and decision-making. / Master of Architecture

Conflict is an inevitable part qf any workplace environment. Mediation is a conflict resolution process whereby a skilled neutral assists conflicting parties in assessing the strengths and weaknesses of their positions, and helps them negotiate to reach a compromise. This study examines how one attribute of conflicting parties, their desire to set a precedent, interacts with mediation strategy to facilitate different negotiation outcomes. More specifically, parties may differ in the extent to which they simply wish to minimize the n·egative effects of a current conflict or wish to res,jlve underlying sources of conflict and set a precedent for the future. In addition, mediators can affect negotiation processes by focusing attention on either common interests or conflicting interests between the parties. A two-factor (2x2) ex:perimental design was used to investigate the effects of party intent (set precedent or no precedent) and mediator framing ( common-interest or power-focused) on solution quality, solution creativity, and participant satisfaction. A sample of 61 pairs of undergraduate business students ( 122 total participants) performed role-play scenarios representing each experimental condition, and produced negotiated agreements that were subsequently evaluated by two independent judges. The results of the experiment supported three conclusions. First, interest-based mediations produced higher quality and more creative solutions than power-based mediations. Next, parties not intending to set a precedent produced solutions with the same quality and creativity, and are equally satisfied, regardless of framing (interest-based or power-based). Finally, parties who were intending to set a precedent produced higher quality, more creative solutions and were more satisfi din interest-based mediations; and lower quality, less creative solutions and were less satisfied in power-based mediations.