Problem solving for one

Abstract

This article describes the development of problem solving for one (PSl), a process designed for situations in which only one party to a dispute is present for mediation. The process seeks to assist the lone party in developing conflict management plans and strategies.

Beyond the Bridge: Transforming Conflict Research, Education, and Practice by Transcending Barriers—Honoring the Contributions of Tricia S. Jones

“…Conflict coaching, as championed by those in the dispute resolution community, has consistently functioned in relation to other dispute resolution processes (Brinkert, ; Tidwell, ). However, it was only with Trish's considerable coverage of organizational dispute systems in Conflict Coaching that the first thorough proposal was put forward for integrating conflict coaching within the umbrella of organizational dispute system design.…”

State of Knowledge: Conflict Coaching Theory, Application, and Research

“…Conflict coaching emerged and became a distinct concept in the conflict resolution field between the early 1990s and 2001. The first formally developed conflict‐specific coaching‐type process was created at Macquarie University in Australia in 1993 (Tidwell ). Called problem solving for one , it was a dyadic, interest‐based process for an individual in a conflict situation where one or more parties did not want to engage in mediation.…”

“…The program added a conflict coaching service in 2006 and carried out approximately fifty sessions in the following two years. The SMS program uses a model based on the work of Tidwell () and Brinkert ().…”

“…Conflict coaching is primarily a dyadic process in which a coach trained in conflict resolution or executive coaching works with a client to develop the client's conflict‐related understanding, interaction strategies, and interaction skills (Brinkert ). It emerged and gained prominence in the conflict resolution field largely because one or more parties did not want to participate in mediation (Tidwell ). Its uses have become considerably more varied.…”

Mapping Expectancy Violations: Self-reflection and Planning for Better Communication

“…Mapping the process depicted in the theory can help students to maximize personal potential in dealing with others (Eppler, 2006). Explicating processes through mapping, discussion, and critical reflection has been shown to build advanced-level skills in problem solving (Kokotovich, 2008) and individual analysis of conflict (Tidwell, 1997). This activity helps to guide students through the process of mapping expectations and then actively engages them in planning for better communication.…”