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Under oversættelse

 
Empowerment and Recognition
Empowerment og recognition er vigtig i al mediation. Empowerment og recognition er noget, som mediator tilfører parterne, og som mediator lader parterne tilføre hinanden i løbet af processen. Begge begreber er skal forstås dynamisk og som en bevægelse fra en relativt svagere tilstand til en relativt stærkere tilstand.

Empowerment er denne bevægelse:
Urolig   →  Roligere
Forvirret   →  Afklaret
Frygtsom   →  Mere tillidsfuldt
Uorganiseret   →  Mere målrettet
Tøvende   →  Mere beslutningsdygtig

Recognition er denne bevægelse:
Selv beskyttende  →    Mere opmærksom på andres behov
Garderet  →    Mere åben
Mistænksom →    Mere villig til at acceptere andres gode intention
Ser kun sagen fra en side  →  Bedre i stand til at se andres synsvinkler
Transformativ Mediation
Al mediation transformerer konflikt, og det særlige ved den stilart, som kalder sig transformativ mediation er, at den bygger på kommunikationsteori og handler om først og fremmest at forbedre dialogen mellem parterne.

The Greeting Card Company
 
Den transformative mediator åbner ikke mediationen med en gennemgang af processen. Den transformative mediator fører i stedet en dialog med og mellem parterne om, hvordan de ønsker, at samtalen skal udvikle sig. Efter mediationens åbning afbryder mediator parterne meget lidt og forsøger gennem hele processen, at få dem til at have initiativet. Mediator griber kun ind, når han/hun synes, at niveauet for empowerment eller recognition er for lavt.
 
Videotræning klip
Åbning (18 mb)
 
Don udtrykker skepsis til processen og til dens betydning fort, hvad der kommer til at stå i hans personalemappe. - Mediatorerne lytter aktivt, og Chris begynder at tale til Don om hans bekymringer over processen.
 
Videotræning klip ↓
Dialog om processen. (24 mb) (Adgang til videoklippene kan opnås gennem aftale med hans.boserup@gmail.com
 
Medens Don har ordet og viser lav empowerment, bliver mediatorerne opmærksomme på Chris’ voksende frustration og lave grad af recognition ved bare at sidde som lytter til Dons negative bemærkninger. Med opdagelsen af lav empowerment og lav recognition  prøver de at tilføre empowerment ved aktiv lytning til Don og ved at give ordet til Chris.
 
Videotræning clip ↓
Klippet viser, hvordan mediatorerne gennem aktiv lytning forsøger at løfte niveauet for empowerment eller recognition (22 mb). (Adgang til videoklippene kan opnås gennem aftale med hans.boserup@gmail.com
 
 
Chris viser empowerment og viser også efterspørgsel af recognition. På Don’s kropssprog bemærker vi et skifte mod forøgelse af recognition og muligt også af empowerment. Klippet viser også et eksempel på "lip-service": Ja, - men, hvilket normalt er et tegn på manglende recognition. 
 
Videotræning klip
Klippet viser forandringer i både empowerment og recognition. (23 mb).(Adgang til videoklippene kan opnås gennem aftale med hans.boserup@gmail.com )
 
 
Don viser tegn på øget empowerment. Mediatorerne opsummerer for at stimulere den opnåede forøgelse af empowerment og recognition, og for at understrege de muligheder, der viste sig i dialogen. Mediatorerne stiller spørgsmål for at klargøre det eventuelle potentiale for empowerment. Forandringen i empowerment og recognition fra begyndelsen til slutningen af mediation kan tydeligt observeres.
 
 
Videotræning klip
Empowerment og recognition er opnået, afklaret og fastholdt (24 mb). (Adgang til videoklippene kan opnås gennem aftale med hans.boserup@gmail.com )
 
 
I sagen om The Purple House medierer Robert A. Baruch Bush en konflikt i et boligkvarter, hvor parterne er de nye ejere af en villa (Elizabeth med datteren) og formanden for det lokale arkitektur udvalg (Julie). De nye ejere har malet deres hus lilla, og det mener udvalget er i strid med reglerne.
 
Videotræning klip
Mediator Professor Robert A. Baruch Bush fortæller her om de grundlæggende principper for transformativ mediation.
 
  
Som det kan ses, er åbningen af den transformative mediation ikke en gennemgang af processen men meget mere en dialog med parterne.
 
Formanden for  arkitektur udvalget forklarer i fri fortælling, hvordan hun ser konflikten og dens årsag. Mediator sammenfatter og forsøger ikke at moderere eller at reframe. Han gentager simpelthen, hvad han har hørt, for at sikre sig, at han har forstået taleren og for at Julies empowerment ved at acceptere den måde, hvorpå hun fortæller sin historie og for at fremme yderligere fri fortælling. Læg mærke til, at Julie giver sin beretning med henvisning til rettigheder og pligter, snarere end med henvisning til interesser, behov eller bekymringer.
 
 
Elizabeth beder om ordet og får det. Hun fortæller nu frit (altså uden spørgsmål), hvordan hun har opfattet sagen. Læg mærke til, at også Elizabeth giver sin beretning
med henvisning til rettigheder og pligter, snarere end
med henvisning til interesser, behov eller bekymringer.
 
 
Også Elizabeth’s beretning bliver opsummeret, som Julie’s blev det.
Mediator opsummerer (22 mb) (Adgang til videoklippene kan opnås gennem aftale med hans.boserup@gmail.com
 
 
Professor Bush fortæller sin fremgangsmåde under: ‘Reflecting guidelines’. Det betyder, 1) ‘Afspejl’ nøjagtigt hvad der blev sagt. 2) Hold dig så tæt som muligt til talerens udtryksmåde. 3) Forhold dig kun til den talende part.
Mediator’s response (13 mb).(Adgang til videoklippene kan opnås gennem aftale med hans.boserup@gmail.com )
 
Som det kan ses nedenfor, er den vigtigste strategi observere parterne uden at afbryde, selv i sekvenser, hvor den ene part fylder det hele, og selv om denne part ventilerer stærke følelser i temmelig lang tid. Kun hvis mediator mener, at niveauet for empowerment er faldende eller for lavt (og tilsvarende for recognition) , vil mægleren gribe ind.
 
Difficult issues (13 mb). (Adgang til videoklippene kan opnås gennem aftale med hans.boserup@gmail.com )
 
The mediator summarises that there apparently are more disagreements between the parties than just the issue of the colour of the house.
 
Mediator summarises (11 mb). (Access to the downloads requires arrangements with hans.boserup@gmail.com )
  
The mediator summarises that there apparently are issues about felt discrimination due to different ethnicity. His summarizing is interrupted by Elizabeth in a strong voice and with Julie trying to response without being very successful. Denise (Elizabeth’s daughter also interrupt stating that she feel that Julie’s attitude to the colour issues is felt like a personal thing. The mediator is just observing as he see no opportunities for improving lack of or request for empowerment or recognition so pressing that they can justify breaking the flow of the parties’ dialogue. 
 
Mediator summarises (16 mb). (Adgang til videoklippene kan opnås gennem aftale med hans.boserup@gmail.com )
 
 
In this clips can be seen how little the mediator tries to get the floor by leaving the control of the process with the parties. You may notice too that the parties are in an empowered mode in this sequence by introducing possible next steps. Elizabeth is reacting assertive when Julie indicates that the answer the architectural committee may come up with probably not will satisfy Elizabeth.
Julie is expressing recognition towards Elizabeth’s needs and showing empowerment by openly considering what can be done.
 
Improved recognition (18 mb). (Adgang til videoklippene kan opnås gennem aftale med hans.boserup@gmail.com )
Julie is expressing recognition towards Elizabeth’s needs and showing empowerment by openly considering what can be done.
 
Improved recognition and empowerment (22 mb). (Access to the downloads requires arrangements with hans.boserup@gmail.com )
 
 
Reaction to Other Mediation
What Is Conflict?
A break down or a crisis in relationship.
Empowerment and Recognition
Guiding principles in any style of mediation. Both concepts are dynamic and about moving from a relative weak position to a relative stronger position.
 
A Three-Stage Rocket
First , the mediator must identify the current options for improving empowerment or recognition, and then decide whether he will or will not interfere in the communication flow between the parties. Opportunities for improving empowerment or recognition surface all of the time, but the smart mediator knows that the process will lose its momentum if he tries to do something with each and every one of the situations that arise. Knowing which opportunity to take and which to leave alone is an important learned skill that takes time to acquire. In the mediator’s self-concept, any interference is a challenge of empowerment.
 
Secondly , the mediator must learn how to design his interference in such a way that it is not received like a forced pressure.
 
Thirdly , the supporting interference to raise the level of empowerment or recognition must come across as something undertaken by the participants and not as instructions or orders from the mediator.
A Special Way to See, Listen and Think
The mediator must adopt a way of thinking that keeps him focused on opportunities for empowerment or recognition that come up every so often. The mediator has to, in other words, attempt to establish a microfocus in the microdynamics between the participants. Another way of regarding the mediator’s role is that of an assistant, replacing hampering microdynamics with promoting microdynamics. We call this the mediator’s ability to make ground for microdynamics for microskills. The mediator must learn what situations containing opportunities for empowerment or recognition look like. Here it is important that the mediator is far more attentive to how the parties talk about their elephant in the living room rather than the fact that the parties are simply talking about the elephant in the living room. The inexperienced mediator is advised to learn by heart those cues surfacing again and again in exchanges, meaning the cues that call upon the mediator’s ability to support improving the level of empowerment or recognition.
Emotions
The next time you are watching a movie or a play or hearing a dialogue between others, try to notice points for improving empowerment or recognition. The mediator deals with emotional statements the same way he deals with other statements. Emotional statements expressed in conflict are often situations containing opportunity for elevation of empowerment or recognition. If the mediator senses that opportunities for empowerment or recognition are uncomfortable or difficult, it frequently helps to realise that, to the same degree, moments containing problems also contain options for solution.
 
Private Meetings
Occurs rarely in transformative mediation.
 
Guiding PrinciplesSteering
The transformative mediator finds that very difficult.
 
Exercise
 
Try to answer the questions below
 

  1.  
  2. Please write three examples of statements showing lack of empowerment.

  3.  
  4. Please write three examples of statements showing lack of recognition.
  5. Please write three examples of statements showing request for empowerment.
  6. Please write three examples of statements showing request for recognition.
  7. Please write three examples of statements showing emerging empowerment.
  8. Please write three examples of statements showing emerging recognition.
  9. What are grounded feelings?
  10. Please write down three grounded feelings.
  11. Think of an emotion and write down which grounded feelings the emotion combines with.
  12. Why is it important to be able to see what kind of grounded feeling is behind a certain emotion?
  13. How can feelings become shortcuts to needs or concerns?
  14. Please write down two examples of a statement that, at first glance, appear to be expressed from a position of strength but, on analysis, are actually made from a lack of empowerment.
  15. Explain how can it be seen whether empowerment and recognition are static or dynamic?
  16. Please write down some differences between transformative and generic mediation.
  17. Much of mediation focuses on problems. What does transformative mediation focus on in particular?
  18. Please consider what is the mental or emotional difference between giving and receiving recognition.
  19. How does transformative mediation regard the imbalance of power between parties?
 
 
 
 
 
Guiding PrinciplesSteering
All steering must be changed into encouragement.
 

 

Titel:
The Greeting Card Company
(Transformative Mediation Video 6/4/98)
Spilletid: 70 minutes
Bestilles hos:
Conflict Resolution Center
Center for
Instructional & Learning Technologies
University of North Dakota (701) 777-2129

Hyperlinkene til downloads af klip fra denne meget instruktive video er fjernet på begæring af copyright ejerne, som pt. foretrækker at vise The Purple House som model for, hvordan transformativ mediation udføres. Adgang til videoklippene kan opnås gennem aftale med hans.boserup@gmail.com

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Titel:
The Purple House
Spilletid: 146 minutes fordelt på to DVD'er
 
 ISBN 0-9709492-1-9
VHS $325.00
DVD $325.00
 
Bestilles hos
Institute for the Study of Conflict
Transformation
314 Cambridge Street
Stop 8009
Grand Forks, ND 58203
701.777.2022
fax: 701.777.6184
email: isct@und.nodak.edu
 
http://www.transformativemediation.
org/publications.htm


Copyright ejerne har bestemt, at kun seks klip skal kunne downloades fra de to CD'er. Adgang til de syv øvrige videoklip kan opnås gennem aftale med hans.boserup@gmail.com
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Book's Website Day 2 
 
Empowerment and Recognition
Guiding principles in any style of mediation. Both concepts are dynamic and about moving from a relative weak position to a relative stronger position.
Transformative Mediation
 
The Greeting Card Company
 
The opening in transformative mediation is an encouragement to discussion between the parties and the mediator(s) about how the parties would like the process to unfold. After the opening the mediators interferes only little.
 
Videotraining clip ↓
Opening (18 mb) c
 
Don expresses some serious concerns about the process – the mediators listen active and Chris starts to respond to the concerns.
 
Videotraining clip ↓
Discussion about the process. (24 mb) (Access to the downloads requires arrangements with hans.boserup@gmail.com
 
While Don has the floor (showing lack of empowerment) the mediators become aware of Chris’ growing frustration just sitting there listening and they understand it as a sign of disempowerment or recognition, which they try to meet by after active listening to Don giving the floor to Chris.
 
Videotraining clip ↓
Mediators active listening and response to lack of empowerment or recognition (22 mb). (Access to the downloads requires arrangements with hans.boserup@gmail.com
 
While Don has the floor (showing lack of empowerment) the mediators become aware of Chris’ growing frustration just sitting there listening and they understand it as a sign of disempowerment or recognition, which they try to meet by after active listening to Don giving the floor to Chris.
 
Videotraining clip ↓
 
Mediators active listening and response to lack of empowerment or recognition (22 mb). (Access to the downloads requires arrangements with hans.boserup@gmail.com )
 
 
Chris is demonstrating empowerment and request for recognition. By Don’s body language a change in recognition and perhaps empowerment can be seen. The sequence also provides an example of lip-service: Yes, - but normally being a sign of lacking recognition.
 
 
 
Videotraining clip ↓
Dynamics in exchanges showing empowerment and recognition (23 mb).(Access to the downloads requires arrangements with hans.boserup@gmail.com )
 
 
Don shows signs of being empowered. The mediators summarize in order to maintain the achieved empowerment and recognition and to emphasize opportunities mentioned during the dialogue. The mediators ask questions to clarify potentials for empowerment. The change in empowerment and recognition from the beginning of the mediation can clearly be seen.
 
 
Videotraining clip ↓
Empowerment and recognition achieved, clarified and maintained (24 mb). (Access to the downloads requires arrangements with hans.boserup@gmail.com )
 
 
In The Purple House Robert A. Baruch Bush mediate in a dispute in a neighbourhood where the parties are a new home owner (Elizabeth with her daughter ) and the chair of local architectural control committee (Julie)
 
Videotraining clips ↓
The mediator Professor Robert A. Baruch Bush explains the core principles for the transformative mediation, from which the clips below is taken.
 
  
As can be seen is the opening of the transformative mediation not a statement but rather a conversation
 
The chair of the architectural control committee explains in free storytelling how she see the conflicts and its origin. Mediator summarises and tries not to moderate neither to reframe. He simply rephrases what he has heard to make sure that he has understood and to improve empowerment for Julie by accepting the way she tells her story and to promote further free storytelling. Please note that Julie is telling her story in the mode of rights and obligations rather than in a mode of interests, needs or concerns.
 

Elizabeth asks for the floor and get it. She then in the free storytelling mode tells her perspective. Please note that Elizabeth too is telling her story in the mode of rights and obligations rather than in a mode of interests, needs or concerns.
 
Also Elizabeth’s story is summarized as Julie’s was.
The mediator is summarising (22 mb) (Access to the downloads requires arrangements with hans.boserup@gmail.com
 
 
Professor Bush is explaining his strategy as mediator on ‘Reflecting guidelines’. That is, 1) ‘Mirror’ completely what was said. 2) Stay close to the speaker’s language. 3) Engage with speaking part only.
Mediator’s response (13 mb).(Access to the downloads requires arrangements with hans.boserup@gmail.com )
 
As can be seen below the main strategy is observe the parties without interrupting even in sequences where one party is taking most of the floor and even if that party is venting strong emotions for a rather long time leaving the other party frustrated. Only if the mediator finds opportunities to improve lack of or request for empowerment or recognition will the mediator intervene.
 
Difficult issues (13 mb). (Access to the downloads requires arrangements with hans.boserup@gmail.com )
 
The mediator summarises that there apparently are more disagreements between the parties than just the issue of the colour of the house.
 
Mediator summarises (11 mb). (Access to the downloads requires arrangements with hans.boserup@gmail.com )
  
The mediator summarises that there apparently are issues about felt discrimination due to different ethnicity. His summarizing is interrupted by Elizabeth in a strong voice and with Julie trying to response without being very successful. Denise (Elizabeth’s daughter also interrupt stating that she feel that Julie’s attitude to the colour issues is felt like a personal thing. The mediator is just observing as he see no opportunities for improving lack of or request for empowerment or recognition so pressing that they can justify breaking the flow of the parties’ dialogue. 
 
Mediator summarises (16 mb). (Access to the downloads requires arrangements with hans.boserup@gmail.com )
 
 
In this clips can be seen how little the mediator tries to get the floor by leaving the control of the process with the parties. You may notice too that the parties are in an empowered mode in this sequence by introducing possible next steps. Elizabeth is reacting assertive when Julie indicates that the answer the architectural committee may come up with probably not will satisfy Elizabeth.
Julie is expressing recognition towards Elizabeth’s needs and showing empowerment by openly considering what can be done.
 
Improved recognition (18 mb). (Access to the downloads requires arrangements with hans.boserup@gmail.com )
Julie is expressing recognition towards Elizabeth’s needs and showing empowerment by openly considering what can be done.
 
Improved recognition and empowerment (22 mb). (Access to the downloads requires arrangements with hans.boserup@gmail.com )
 
 
What Is Conflict?
A break down or a crisis in relationship.
Empowerment and Recognition
Guiding principles in any style of mediation. Both concepts are dynamic and about moving from a relative weak position to a relative stronger position.
 
A Three-Stage Rocket
First , the mediator must identify the current options for improving empowerment or recognition, and then decide whether he will or will not interfere in the communication flow between the parties. Opportunities for improving empowerment or recognition surface all of the time, but the smart mediator knows that the process will lose its momentum if he tries to do something with each and every one of the situations that arise. Knowing which opportunity to take and which to leave alone is an important learned skill that takes time to acquire. In the mediator’s self-concept, any interference is a challenge of empowerment.
 
Secondly , the mediator must learn how to design his interference in such a way that it is not received like a forced pressure.
 
Thirdly , the supporting interference to raise the level of empowerment or recognition must come across as something undertaken by the participants and not as instructions or orders from the mediator.
The mediator must adopt a way of thinking that keeps him focused on opportunities for empowerment or recognition that come up every so often. The mediator has to, in other words, attempt to establish a microfocus in the microdynamics between the participants. Another way of regarding the mediator’s role is that of an assistant, replacing hampering microdynamics with promoting microdynamics. We call this the mediator’s ability to make ground for microdynamics for microskills. The mediator must learn what situations containing opportunities for empowerment or recognition look like. Here it is important that the mediator is far more attentive to how the parties talk about their elephant in the living room rather than the fact that the parties are simply talking about the elephant in the living room. The inexperienced mediator is advised to learn by heart those cues surfacing again and again in exchanges, meaning the cues that call upon the mediator’s ability to support improving the level of empowerment or recognition.
Emotions
The next time you are watching a movie or a play or hearing a dialogue between others, try to notice points for improving empowerment or recognition. The mediator deals with emotional statements the same way he deals with other statements. Emotional statements expressed in conflict are often situations containing opportunity for elevation of empowerment or recognition. If the mediator senses that opportunities for empowerment or recognition are uncomfortable or difficult, it frequently helps to realise that, to the same degree, moments containing problems also contain options for solution.
 
Private Meetings
Occurs rarely in transformative mediation.
 
Guiding PrinciplesSteering
The transformative mediator finds that very difficult.
 
Exercise
 
Try to answer the questions below
 
  1.  
  2. Please write three examples of statements showing lack of empowerment.
  3.  
  4. Please write three examples of statements showing lack of recognition.
  5. Please write three examples of statements showing request for empowerment.
  6. Please write three examples of statements showing request for recognition.
  7. Please write three examples of statements showing emerging empowerment.
  8. Please write three examples of statements showing emerging recognition.
  9. What are grounded feelings?
  10. Please write down three grounded feelings.
  11. Think of an emotion and write down which grounded feelings the emotion combines with.
  12. Why is it important to be able to see what kind of grounded feeling is behind a certain emotion?
  13. How can feelings become shortcuts to needs or concerns?
  14. Please write down two examples of a statement that, at first glance, appear to be expressed from a position of strength but, on analysis, are actually made from a lack of empowerment.
  15. Explain how can it be seen whether empowerment and recognition are static or dynamic?
  16. Please write down some differences between transformative and generic mediation.
  17. Much of mediation focuses on problems. What does transformative mediation focus on in particular?
  18. Please consider what is the mental or emotional difference between giving and receiving recognition.
  19. How does transformative mediation regard the imbalance of power between parties?
 
 
 
 
 
Guiding PrinciplesSteering
All steering must be changed into encouragement.
 
Title:
The Greeting Card Company

(Transformative Mediation Video 6/4/98)
Tape Running Time: 70 minutes
Order by:
Conflict Resolution Center
Center for
Instructional & Learning Technologies
University of North Dakota (701) 777-2129

The hyperlink to the download is removed on request from the copyright owners who for the time being prefer The Purple House used as show model presenting Transformative mediation. Access to the clip without hyperlink to the download requires arrangements with
hans.boserup@gmail.com
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Title:
The Purple House
DVD Running Time: 146 minutes on two DVDs

ISBN 0-9709492-1-9
VHS $325.00
DVD $325.00

Order by
Institute for the Study of Conflict
Transformation
314 Cambridge Street
Stop 8009
Grand Forks, ND 58203
701.777.2022
fax: 701.777.6184

http://www.transformativemediation.
org/publications.htm


The copyright owners have requested that only six clips from the 146 minutes long training video (actually two CDs) can be downloaded. Access to the seven clips without hyperlink to the downloads requires arrangements with hans.boserup@gmail.com
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
    
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