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ISCTE-IUL  >  Education  >  MPRI

Conflict Negotiation and Mediation (2 º Sem 2016/2017)

Code: 01689
Acronym: 01689
Level: 2nd Cycle
Basic: No
Teaching Language(s): English
Friendly languages:
Be English-friendly or any other language-friendly means that UC is taught in a language but can either of the following conditions:
1. There are support materials in English / other language;
2. There are exercises, tests and exams in English / other language;
3. There is a possibility to present written or oral work in English / other language.
1 6.0 0.0 h/sem 24.0 h/sem 0.0 h/sem 0.0 h/sem 0.0 h/sem 0.0 h/sem 1.0 h/sem 25.0 h/sem 125.0 h/sem 0.0 h/sem 150.0 h/sem
Since year 2011/2012
Pre-requisites Not apllicable
Objectives After attending this course students should be able:
- To identify inter-personal, intra-group and inter-group conflicts in different social settings
- To use instrumental and symbolic interests in conflict mediation
- To design a training programme in conflict resolution
- To conduct training in distributive vs integrative negotiations
- To use adequate tactics in negotiation procedures
- To use intercultural differences/ similarities as symbolic/instrumental strategies
Program The course deals with conflicts arising in multiple intercultural settings as well as with the ways of solving them. Social-psychological models concerning the origin, processes, and consequences of intergroup conflict will be presented with a focus on how they affect inter-group perceptions, behaviors, and with regard to how they can effectively help overcome conflicts. In this course the processes and techniques of negotiation and mediation will be highlighted and trained as major ways of solving intercultural conflicts by using both parts? interests and maximizing the possibility of a satisfactory conflict resolution. Specific features of distributive and integrative negotiation, as well as cognitive biases of negotiators will show the dynamics of the intercultural negotiation and mediation processes. The application of these general principles to intercultural relations in diverse contexts?health, education, work, justice, or politics?will be made.


Evaluation Method Evaluation will be two-fold: Individual work (ex: a short essay on an empirical study, plus a standardized test) and group work (ex: participation in case studies and in negotiation training sessions). Selective readings will foster the understanding of the implications of the learned concepts, principles and practice.

Teaching Method The UC is organized in theoretical/practical lessons combined with the study of relevant literature. During the lessons students will be encouraged to discuss real-life questions of inter-cultural conflicts and these examples will be used to illustrate the main theoretical principles that guide negotiation or mediation processes. As a support, theoretical approaches and specific models of conflict resolution will be introduced in short lectures, followed by students? input to a practical case of intergroup conflict resolution in intercultural settings.
Observations
Basic Bibliographic Bazerman, M.H. & Neale, M.A. (1992). Negotiating rationally. New York: Free Press.
Dreyfuss, E. (1990). Learning ethics is school-based mediation programs. Chicago: National Law-related Resource Center.
Johnson, D. & Johnson, R. (1995). Teaching students to be peacemakers. Minnesota: Interaction books.
Levy, J. (1989). Conflict resolution in elementary and secondary schools. Mediation Quarterly, 7, 1, 73-87.
Monteiro, M. B. (2010). Conflito e negociação entre grupos. In J. Vala & M. B. Monteiro (Eds. 8ª ed.), Psicologia social (pp. 411-450). Lisboa: Fundação Calouste Gulbenkian.
Simões, E. (2008). Negociação nas organizações: contextos sociais e processos psicológicos. Lisboa: RH Editora.

Complementar Bibliographic