University of Minnesota School of Social Work
Syllabus
SW 5904-Facilitation & Conflict Mgmt: Humanistic Approach
Part I: Course information
SW 5904-Facilitation & Conflict Mgmt: Humanistic Approach
2 credit
Faculty contact:
Name:
Email:
Phone:
Office Location:
Short Description:
The purpose of this course is to prepare students in a humanistic approach to: (1)
facilitate meetings in small human service organizations and units within large
bureaucratic structures; and (2) manage conflict among individuals, groups, and
communities in multiple settings.
Long Description:
The purpose of this course is to prepare students in a humanistic approach to: (1)
facilitate meetings in small human service organizations and units within large
bureaucratic structures; and (2) manage conflict among individuals, groups, and
communities in multiple settings, including: organizational meetings, workplace
relationships, families, neighborhoods, schools, court services, and social justice
movements. Students will be introduced to a number of conflict management practices,
including negotiation, mediation, restorative dialogue, and the circle process.
Moving beyond a quick settlement driven/legalistic approach to facilitating conflict
management that focuses entirely on the presenting issues; social workers can offer a
more humanistic approach that is dialogue driven. This approach can strengthen and even
transform relationships, while also helping manage and resolve the presenting issues. It is
also a culturally respectful and flexible approach. Restorative dialogue and circle
processes will be highlighted since both are grounded in a humanistic approach. The
numerous practices of restorative dialogue include a variety of research-based practices
used in the global community that are often based on the wisdom of many indigenous
cultures, particularly the circle process. Content areas will include: historical involvement
of social workers in facilitation, conflict management, and conflict resolution; humanistic
approach to facilitation and conflict management/resolution; and what has been learned
from research.
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Clinical Content for MN Social Work Licensure:
This course contains some clinical content, as required by the Minnesota Board of Social
Work for eligibility for the Licensed Independent Clinical Social Worker (LICSW). The
number of hours in each required category is listed below:
Area
Differential Assessment Clinical
Evaluation
Diagnosis
based
Intervention methodologies
treatment
Methods
planning
Hours
0
0
10
0
SW
values
and
ethics
10
Culturally
Other
specific
areas
clinical
assessment
0
10
Part II: Course outcomes
At the conclusion of this course, participants will:
1)
Be knowledgeable about the context in which facilitation and conflict
management as a social work practice method has developed, including its
connection to core social work principles and ethics.
2)
Understand the basic principles and techniques of facilitating meetings in small
human service organizations, and units within large bureaucratic structures, and
in the community.
3)
Understand the basic principles and techniques of facilitation, negotiation,
mediation, and restorative dialogue as forms of conflict management and
resolution, with a particular emphasis on the use of the circle process in multiple
social work settings.
4)
Understand the humanistic approach to facilitation and conflict management that
can lead to deeper conflict transformation and healing, moving beyond mere
problem solving.
5)
Be knowledgeable of the impact of race and culture (broadly defined) on the
experience of facilitation and management/resolution of conflict.
6)
Understand the importance of peacebuilding and spirituality in the process of a
humanistic approach to facilitation, negotiation, mediation, and restorative
dialogue.
7)
Understand how techniques of facilitation and conflict management can be
applied in workplaces, families, communities, and nations, including in child
welfare settings, schools, and working with seniors.
8)
Be knowledgeable of empirical research findings related to the practice of
mediation and restorative dialogue in a variety of micro and macro systems.
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9)
Be able to facilitate a conflict management session using a restorative dialogue
practice.
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Competency: 2.1.1 – Identify as a professional social worker and conduct oneself accordingly
Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s
history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and
growth. Social workers:
Covered in class through
Practice Behavior
(i.e., activity, reading,
Assessed
content)
•
•
•
Foundation: Practice personal
reflection and self-correction to
assure continual professional
development
Foundation: Demonstrate
professional demeanor in behavior,
appearance, and communication
Foundation: Use supervision and
consultation
Session 2
Paper # 1
Session 3
Assignment # 4: Team Project
Role Play
Foundation: Demonstrate effective
oral and written communication in
working with individuals, families,
groups, organizations, communities,
and colleagues
Advanced: Identify and evaluate
models of assessment, prevention,
intervention and evaluation that are
appropriate to their area of practice
Session 3, 6, 7, 8, 9
Foundation: Recognize the extent to
which a culture’s structures and
values may oppress, marginalize,
alienate, or create or enhance
privilege and power.
Foundation: View themselves as
learners and engage those whom
they work as informants
Foundation: Continuously discover,
appraise, and attend to changing
locales, population, scientific and
Session 4
Session 3
Competency: 2.1.3 – Apply critical thinking to inform and communicate professional judgments
Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use
critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication
of relevant information. Social workers:
Covered in class through (i.e.,
Practice Behaviors
Assessed
activity, reading, content)
•
•
Paper # 3
Assignment #4: Team Project
Role Play
Session 2, 3
EP 2.1.4 Engage diversity and difference in practice
Social workers understand how diversity characterizes and shapes the human experience and is critical to the
formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including
age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political
ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a
person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power,
and acclaim. Social workers:
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
•
•
•
Session 4
Paper # 1
Session 2, 3
Page 4 of 17
•
•
•
technological developments, and
emerging societal trends to provide
relevant services
Foundation: Provide leadership in
promoting sustainable changes in
service delivery and practice to
improve the quality of social
services
Advanced: Assess the impact of
historical and contemporary
contexts on practice and policy in
their area of practice
Advanced: Organize and advocate
with community members, program
participants, service providers,
community organizations, policy
makers and the public to improve
practice and service delivery in their
area of practice
Session 1, 3, 4
Paper # 2
Session 1
Session 3, 4, 5
FC Competency: 2.1.10 (a)-(b) – Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities
Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and
evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups,
organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based
interventions designed to achieve client goals; using research and technological advances; evaluating program
outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and
services; and promoting social and economic justice.
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
•
•
•
•
•
Advanced - Engage: Use empathy
and sensitive interviewing skills to
engage individuals and families in
identifying their strengths and
problems.
Advanced – Engage: Develop a
mutually agreed-on focus of work
and desired outcomes
Advanced - Engage: Employ
diverse strategies to engage with
individuals, families, groups,
organizations or communities.
Advanced - Assess: Assess groups,
organizations or communities within
their local to global contexts to
determine a range of effective and
appropriate interventions.
Advanced - Assess: Identify
strengths and assets that exist
within communities and groups and
employ intervention models that
build upon them
Session 3
Role Play
Assignment # 4: Team Project
Session 3
Session 3
Session 3
Session 3, 4
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•
•
•
Advanced - Intervention: Help
clients resolve problems
Advanced – Intervention: Negotiate,
mediate, and advocate for clients
Advanced - Intervention: Employ
knowledge, skills and appropriate
conceptual frameworks and theories
to tailor a range of evidence-based
interventions at organizations and
various levels of communities
Session 1
Session 3, 4, 5
Session 3
Assignment # 4: Team Project
Role Play
Assignment # 4: Team Project
Role Play
Assignment # 4: Team Project
Role Play
Part III: Course requirements
Required Texts and Materials
(Text Books)
Circle Processes: An Old/New Approach to Peacemaking. Pranis, Kay (2005). Good Books:
Intercourse, PA. ISBN-1-56148-461-X (71 pages)
Cool Tools for Hot Topics: Group Tools to Facilitate Meetings When Things Are Hot. Kraybill, Ron
and Wright, Evelyn (2006). Good Books: Intercourse, PA. ISBN-978-1-56148-543-7 (86 pages)
Dialogue for Difficult Subjects: A Practical Hands-On Guide. Schirch, Lisa and Campt, David
(2007), Good Books: Intercourse, PA. ISBN-978-1-56148-551-2 (78 pages)
Restorative Justice Dialogue: An Essential Guide for Research and Practice
Umbreit, Mark and Armour, Marilyn Peterson (2010). New York, NY: Springer Publishing
Company. ISBN: 978-0-8261-2258-2 (322 pages)
Social Work Approaches to Conflict Resolution
Chetkow-Yanoov, Benyamin (1997). New York: The Haworth Press. ISBN: 0-7890-0185-3 (155
pages)
Strategic Negotiation: Negotiating During Turbulent Times. Docherty, Jayne Seminare (2005).
Good Books: Intercourse, PA. ISBN-1-56148-428-8 (87 pages)
Recommended Texts
Social Work and Restorative Justice. Beck, Elizabeth; Kropf, Nancy P.; and Leonard, Pamela
Blume (2011). Oxford University Press: New York, NY. ISBN-978-0-19—539464-1 (305 pages)
Managing Conflict Through Communication. Abigail, Ruth Anna and Cahn, Dudley D. (2011).
Allyn & Bacon: Boston, MA. ISBN-13-978-0-205-68556-1 (306 pages)
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Mediating Interpersonal Conflicts: Approaches to Peacemaking for Families, Schools,
Workplaces, and Communities. Umbreit, Mark S. (2006). Eugene, OR:Wipf and Stock
Publishers. ISBN-13: 978-1-59752-837-5 (272 pages)
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Assignments
Preparation of a paper (6-8 pages, double spaced) that focuses on how the principles and
practices of facilitation and conflict management through negotiation, mediation, and
restorative dialogue either were or could have been applied within the context of specific
conflict in which you were involved within a workplace setting. How did you handle the
conflict? To what extent did you apply the basic principles of facilitation and conflict
management that you learned in this course? How would the conflict have been resolved
differently had the principles you have learned in this course been applied, assuming they were
not actually applied. DUE: __________.
#2
Visiting a local human services agency and observing a staff or community meeting. Preparation
of a brief (2-3 paper) that reports on the experience, reflects on how the principles and practices
of effective facilitation of meeting that were learned from the readings in class (“Running
Effective Meetings and Facilitating Groups” and “Guidelines for Facilitating a Meeting”) were or
were not evident, and identify what has been learned from this experience. DUE:
____________.
#3
Preparation of a paper (8-10 pages, double spaced) that will be a critical analysis of the books
“Social Work Approaches to Conflict Resolution” and “Restorative Justice Dialogue.” The paper
should identify both several points that you found the most helpful in each book, while also
identifying several points that you found the least helpful, issues that were not addressed, or
other critical comments. DUE: __________.
#4
Team Project, Presentation: Each student is required to complete a class presentation project as
part of a team of three or more students. Projects are to consist of developing and presenting a
role-play of a specific conflict situation utilizing a form of restorative dialogue. The conflict
should first be played out without any conflict resolution skills. It should then be replayed
applying restorative dialogue skills. Presentations of projects should be approximately 45
minutes in length, including class discussion. Presentations will be scheduled on
______________.
Grading Structure
Element
Class Participation
Paper #1
Paper #2
Paper #3 - Observing an agency staff mtg
Group Project, Presentation
Grading Scale
A
AB+
B
=
=
=
=
93
90
87
83
-
Points
30%
15%
15%
10%
30%
Due Date
aa/bb/cccc
aa/bb/cccc
aa/bb/cccc
aa/bb/cccc
100
92
89
86
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B- =
C+ =
C =
C- =
D+ =
D =
80
77
73
70
67
60
-
82
79
76
72
69
66
Students who are taking this class S/N must earn at least 70 points in order to receive a
grade of S.
Course Policies
There are many University and School of Social Work policies that govern this course.
Please go to http://www.cehd.umn.edu/ssw/Documents/SSWCoursePolicies.pdf to see
a complete description of all the policies.
Session Plan
Session 1
Topic: HOW FACILITATION OF MEETINGS and CONFLICT MANAGEMENT
RELATE TO CORE SOCIAL WORK VALUES
Required Readings:
Text:
Restorative Justice Dialogue: An Essential Guide for Research and Practice,
Umbreit and Armour, (2010), Pages 1-66
Chapter 1: Restorative Justice as a Social Movement
Chapter 2: A Movement Grounded in Core Social Work Values
Articles:
“An Interview with Mary Parker Follett,”Negotiation Journal (1989), Davis.
“Conflict Resolution,” Encyclopedia of Social Work (1995), Mayer.
“Running Effective Meetings and Facilitating Groups”, Northeast SABES (System
for Adult Basic Education Support, Graduate College of Education, University of
Massachusetts, Boston), July 2002
“Guidelines for Facilitating a Meeting”, International Federation of University
Women, Geneva, Switzerland, 2005
Related Session Activities
Lecture
Small Group Discussion
Short Simulation
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Session 2
Topics: FACILITATION OF MEETINGS IN SMALL HUMAN SERVICE ORAGANIZATIONS AND
UNITS WITHIN LARGE BUREAUCRATIC STRUCTURES
Required Readings:
Texts:
Restorative Justice Dialogue: An Essential Guide for Research and Practice,
Umbreit and Armour, (2010), Pages 239-264
Chapter 9: The Facilitators Role in Restorative Dialogue
Social Work Approaches to Conflict Resolution Chetkow-Yanoov, Benyamin
(1997), Pages 1-44, 79-96
Chapter 1: A Systems Model for Solving Problems
Chapter 2: A Systems Model for Analyzing Conflicts
Chapter 6: Some Basic Ways to Practice Conflict Resolution
Strategic Negotiation: Negotiating During Turbulent Times. Docherty, Jayne
Seminare (2005). Pages 1-87
Cool Tools for Hot Topics: Group Tools to Facilitate Meetings When Things Are
Hot. Kraybill, Ron and Wright, Evelyn (2006). Pages 1-86
Article:
“Effective Meeting Facilitation: The Sine Qua Non of Planning”, National
Endowment for the Arts, Washington, DC, 2011
Related Session Activities
Lecture
Small Group Discussion
Short Simulation/Role Play
Session 3
Topics: HUMANISTIC APPROACH TO FACILITATION, NEGOTIATION, MEDIATION, &
RESTORATIVE DIALOGUE
Required Readings:
Texts:
Restorative Justice Dialogue: An Essential Guide for Research and Practice,
Umbreit and Armour, (2010), Pages 81-238
Chapter 4: Restorative Justice Dialogue as Intervention
Chapter 5: Victim Offender Mediation
Chapter 7: Peacemaking Circles
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Circle Processes: An Old/New Approach to Peacemaking. Pranis, Kay (2005).
Pages 1-71
Related Session Activities
Lecture
Small Group Discussion
Short Simulation/Role Play
Session 4
Topics: IMPACT OF RACE AND CULTURE ON FACILITATION, NEGOTIATION, MEDIATION,
AND RESTORATIVE DIALOGUE
Required Readings:
Texts:
Restorative Justice Dialogue: An Essential Guide for Research and Practice,
Umbreit and Armour, (2010), Pages 239-290
Chapter 9: The Facilitators Role in Restorative Dialogue
Chapter 10: Dimensions of Culture in Restorative Dialogue
Social Work Approaches to Conflict Resolution Chetkow-Yanoov, Benyamin
(1997), Pages 45-78
Chapter 3: Conflict Generated by Unmet Needs and Clashes of Values
Chapter 4: Conflicts Generated by Establishment-Minority Relations
Chapter 5: Conflicts Generated by Victimization
Articles:
“Native Model of Mediation,” in Mediating Interpersonal Conflicts (2006),
Umbreit, Appendix 4, pages 263-272.
Related Session Activities
Lecture
Guest Speaker
Short Demonstration
Session 5
Topics: IMPORTANCE OF PEACEBUILDING AND SPIRITUALITY IN PROCESS OF DEEPER
CONFLICT TRANSFORMATION AND HEALING
Required Readings:
Texts:
Restorative Justice Dialogue: An Essential Guide for Research and Practice,
Umbreit and Armour, (2010)
Chapter 3: Spirituality
Page 11 of 17
Articles:
“Conflict Resolution and Spirituality,” National Institute for Dispute
Resolution (1996).
“Peacemaking and Spirituality: Touching the Soul within the Energy of
Trauma,” (2005), Umbreit.
Related Session Activities
Lecture
Small Group Discussion
Short Demonstration
Session 6
Topic: RESTORATIVE DIALOGUE IN FAMILY CONFLICTS
Required Readings:
Text:
Restorative Justice Dialogue: An Essential Guide for Research and Practice,
Umbreit and Armour, (2010)
Chapter 6: Family Group Conferencing
Articles:
“Divorce and Child Custody Mediation” in Mediating Interpersonal Conflicts (
2006), Umbreit, Chapter 5
“Feminist Perspectives on Family Rights: Social Work and Restorative Practices for
Stopping Abuse of Women” in Social Work and Restorative Justice, Beck,
Elizabeth; Kropf, Nancy P.; and Leonard, Pamela Blume (2011), Chapter 9
Related Session Activities
Lecture
Guest Speaker
Short Simulation
Session 7
Topics:
RESTORATIVE DIALOGUE IN COMMUNITY CONFLICTS
Required Readings:
Articles:
“Community Mediation” in Mediating Interpersonal Conflicts (2006), Umbreit,
Chapter 3
Page 12 of 17
“Using Conflict to Build Community: Community Conferencing” in Social Work and
Restorative Justice, Beck, Elizabeth; Kropf, Nancy P.; and Leonard, Pamela Blume
(2011), Chapter 7
“Responding to Hate Crimes through Restorative Justice Dialogue,” Contemporary
Justice Review (2006), Coates, Umbreit, & Vos.
Related Session Activities
Lecture
Guest Speaker
Short Simulation/Role Play
Session 8
Topics: RESTORATIVE DIALOGUE IN WORKPLACE CONFLICTS
Required Readings:
Articles:
“Conflict in the Workplace: Social Workers as Victims and
Perpetrators,” Social Work (2005), Ringstad.
“Informal Mediation of Staff Conflict in Human Services”” in Mediating
Interpersonal Conflicts (2006), Umbreit, Chapter 8
Related Session Activities
Lecture
Small Group Discussion
Demonstration
Short Simulation/Role Play
Session 9
Topics: RESTORATIVE DIALOGUE IN SCHOOL CONFLICTS
Required Readings:
Text:
“School Mediation” in Mediating Interpersonal Conflicts (2006), Umbreit,
Chapter 7
Articles:
“Social Work and Restorative Justice Implications for School System Practice, in
Social Work and Restorative Justice, Beck, Elizabeth; Kropf, Nancy P.; and
Leonard, Pamela Blume (2011), Chapter 5
“Restorative Justice Circles in South St.Paul, MN,” (Executive Summary of
Research Report, 2001), Coates, Umbreit, and Vos.
Page 13 of 17
Related Session Activities
Guest Speaker
Video
Simulation/Small Group Discussion
Session 10
Topics: RESTORATIVE DIALOGUE IN JUVENILE JUSTICE SYSTEMS
Required Readings:
Text:
Restorative Justice Dialogue (2010), Umbreit & Armour, pages 143-322.
Articles:
“Restorative justice and juvenile offenders” in Springer, D. and Roberts, A.R.
(Eds.) Juvenile Justice and Delinquency. Boston, MA: Jones and Bartlett
Publishers, Armour, M.P., Umbreit, M.S. (2011).
Related Session Activities
Lecture
Small Group Discussion
Short Simulation/Role Play
Session 11
Topics: RESTORATIVE DIALOGUE IN CHILD WELFARE SETTINGS AND WORKING WITH
SENIORS
Required Readings:
Articles:
“Restorative Justice and Child Welfare: Engaging Families and Communities in the
Care and Protection of Children” in Social Work and Restorative Justice, Beck,
Elizabeth; Kropf, Nancy P.; and Leonard, Pamela Blume (2011), Chapter 8
“Restorative Justice and Aging: Promise for Integrated Practice” in Social Work
and Restorative Justice, Beck, Elizabeth; Kropf, Nancy P.; and Leonard, Pamela
Blume (2011), Chapter 12
“Connections Between Group Work and Family Meetings in Child Welfare
Practice: What Can We Learn from Each Other?” Social Work with Groups, Vol.28,
Issue 1, 2008, by Crampton and Natarajan.
Related Session Activities
Lecture
Video
Guest speaker
Small Group Discussion
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Session 12
Topics: RESTORATIVE DIALOGUE IN SEVERE CRIMINAL VIOLENCE
Required Readings:
Text:
Restorative Justice Dialogue: An Essential Guide for Research and Practice,
Umbreit and Armour, (2010), Pages 211-238
Chapter 8: Victim Offender Dialogue in Crimes of Severe Violence
Articles:
“Coming Together After Violence: Social Work and Restorative Practices” in Social
Work ad Restorative Justice, Beck, Elizabeth; Kropf, Nancy P.; and Leonard,
Pamela Blume (2011), Chapter 10
Related Session Activities
Lecture
Guest Speaker
Small Group Discussion
Session 13
Topics: RESTORATIVE DIALOGUE IN HATE CRIMES, INTERNATIONAL POLITICAL VIOLENCE,
AND TRANSITIONAL JUSTICE
Required Readings:
Articles:
“A Community Response to a 9/11 Hate Crime: Restorative Justice Through
Dialogue,” Contemporary Justice Review (2003), Umbreit, Lewis, & Burns.
“The Role of the Social Worker in the Face of Terrorism: Israeli Community Based
Experience,” Social Work (2005), Itzhaky & York.
“Arab Offenders Meet Jewish Victim: Restorative Family Dialogue in Israel,”
Conflict Resolution Journal (2006), Umbreit & Ritter.
Related Session Activities
Lecture
Video
Short Simulation
Session 14
Topics: Class Presentations
Required Readings:
Page 16 of 17
Text:
Social Work Approaches to Conflict Resolution (1997), Chetkow-Yanoov, pages
97-156
Chapter 7: Professional Roles in Conflict Resolution
Chapter 8: The Role of Volunteers in Conflict Resolution
Chapter 9: Conflict Resolution skills Can Be Taught
Chapter 10: Summary and Recommendation
Session 15
Topics: Class Presentations
Required Readings:
Texts:
Restorative Justice Dialogue: An Essential Guide for Research and Practice,
Umbreit and Armour, (2010), Pages 291-326
Chapter 11: Emerging Areas of Practice
Additional Bibliography
Coming To Our Senses: Healing Ourselves and the World Through Mindfulness,(609 pages),Jon
Kabet-Zinn (2005)
The Moral Imagination: The Art and Soul of Building Peace (177 pages), John Paul Lederach
(2005)
Positive Approaches to Peacebuilding (395 pages), Cynthia Sampson, Mohammed Abu-Nimer,
Claudia Lieber, Dianna Whitney (2003)
The Little Book of Conflict Transformation (71 pages), John Paul Lederach (2003)
The Little Book of Strategic Peacebuilding (84 pages), Lisa Schirch (2004)
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