Anthem College Module 3 Relative Values Discussion
Question Description
For the Module 3 Discussion Boardyou will examine relative values and apply them to working in criminaljustice. Examples of relative values include honesty, integrity,bravery, and courage. Relative values are considered relative becausethey can change depending upon the scenario. For example, all lawenforcement officers must be honest and not lie. But there are timeswere lying is appropriate, such as when using subterfudge (i.e.misleading a suspect to believe evidence exists when it does not) or toprotect ones life. If an off duty officer was approached by a known gangmember who pointed a gun at the officer and said, ?Are you a cop? I amgoing to kill the next cop I see,? denying they are a cop to save theirlives would be acceptable. I look forward to reading your DB post aboutrelative values. Be sure to review the course reading materials beforeanswering the DB questions.
Reading material for reference and citation
We discuss the roleof mediation strategies in solving interpersonal conflicts. Our resultsproved that the efficiency of the mediator’s strategy differs dependingon whether the conflict takes place in a separate dyad or in a dyadwithin a social group. The pressing strategy appeared to be the mosteffective when compared with others in solving conflicts that had arisenin a dyad within a social group. The facilitating strategy appeared tobe the most effective in comparison with others in solving conflictsthat had arisen in a separate dyad.
Thisarticle examines the role of mediation strategies in solvinginterpersonal conflicts. We consider solving interpersonal conflicts asdisputants choice of the facilitating strategy and model threemediation strategies in our experimental design: facilitating, neutral,and pressing.
Thesample for our study consisted of 312 participants: 179 young women and133 young men, upperclassmen in high school. The participants ranged inage from 14 to 18 years old (the median age was 16.7). In addition, 18specifically instructed experimenters performed the role of themediator. Our experimental study was divided into two sets based on twoconditions: a group and separate dyads based on different ways ofsolving conflicts. The main goal of the experiment was to create aconflict situation by means of a game situation simulating conflict for alimited resource. This resource was a high grade, which parties couldobtain only by solving the crossword puzzle containing biological words.
Thestudy’s results showed that the mediator’s strategy has an impact onthe process of solving interpersonal conflicts. Our results proved thatthe efficiency of the mediator’s strategy differs depending on whetherit is in a conflict in a separate dyad or in a conflict arising in adyad within a social group. The pressing strategy appeared to be themost effective when compared with others in solving an interpersonalconflict that had arisen in a dyad within a social group. Thefacilitating strategy appeared to be the most effective in comparisonwith others in solving an interpersonal conflict that had arisen in aseparate dyad. The results of this study can be used in the developmentof methodical guidelines for teachers, who often act as mediators insolving conflicts among teenagers, and for the teenagers themselves.
Introduction
Conflictsoften arise under conditions of limited resources, when parties believethat both sides needs cannot be satisfied at the same time (Pruitt andRubin [ 44]). Mediation plays a large role in solving interpersonal conflicts. Weconsider mediation as a process in which a mediator can only evaluate,facilitate, and assist the disputants in the search for a solutionsatisfying both parties; they cannot decide what that solution will be(Baker and Ross [ 3] ). A mediator has no authority to dictate an agreement or has the authority but chooses not to use it (Kressel and Pruitt [ 28] ).
Mediatorsface a great number of professional challenges related to building asuccessful mediation practice (Raines, Pokhrel, and Poitras [ 45]). Deep interpersonal conflict requires an enormous amount of skill tomediate. A mediator can intervene in many ways, and his or her successin encouraging the parties to reach an agreement may depend on a varietyof intervention strategies.
Mediators Strategies in Solving Conflicts
Amediator’s behavior is critical in determining the success or failureof mediation. Scholars categorize a mediator’s behavior into differenttypes of strategies he or she may use with the parties in conflict(Bercovitch and Houston [ 4] ). Approximately twenty?five have been reported, including evaluative (Della Noce [ 13] ; Riskin [ 46] ; Wall and Chan?Serafin [ 57] ), pressing (Carnevale and Pruitt [ 11] ; Wall and Chan?Serafin [ 57] ), neutral (Kydd [ 29] ; Wall and Chan?Serafin [ 57] ), facilitating (Gabel [ 16] ; Kressel [ 27] ; Riskin [ 46] ), narrative (Hardy [ 18] ), problem solving (Harper [ 19] ), strategic (Kressel [ 27] ), pragmatic (Alberstein [ 1] ), transformative (Bush and Folger [ 9] ; Kressel [ 27] ), deal making and orchestration (Kolb [ 24] ), and trust caucus (Poitras [ 42] ).
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