NCJ Number
102439
Journal
Mediation Quarterly Issue: 13 Dated: (Fall 1986) Pages: 3-20
Date Published
1986
Length
18 pages
Annotation
In suggesting sources for designing a curriculum in family mediation, this paper proposes a positive framework unique to the needs of family mediators and recommends interdisciplinary premises on the basis of knowledge about change and the family, adult development and learning, and empowerment.
Abstract
Possible sources for the theoretical base of a family mediation curriculum are change as the norm of human experience, the family's management of change, change and adult development, crisis as a mechanism of change, and divorce as crisis and change mechanism. Based on the foregoing theoretical base, the curriculum should teach congruent mediation processes which facilitate empowerment (agreements that give disputants more control over their lives) and positive change (growth tasks and resources viewed more clearly) through dispute resolution. Concepts of adult learning should determine the framework for process in family mediation, and empowerment should be the guideline for teaching mediation skills. These skills are adult education, counseling, conflict management, and crisis intervention. The proposed graduate-level curriculum could best be implemented through an institution-based mediation center that would provide both preservice and inservice training. A figure of the curriculum model and 50 references.