Conflict Resolution
The Office of Student Conduct and Conflict Resolution (SCCR) provides Conflict Resolution services to students in order to aid them in effective conflict resolution processes and develop students' abilities to handle conflict effectively. The Conflict Resolution services provide students an avenue to address and resolve interpersonal conflicts which may include but is not limited to conflicts between members of a student organization, roommates, students within a class or study group, faculty/staff and students, and friends.
Services
Students can utilize the Student Conduct and Conflict Resolution Services by contacting the office at (352) 392-1261 ex. 207 or by visiting the Office of Student Conduct and Conflict Resolution located within the Dean of Students Office (202 Peabody Hall).
Here is a comprehensive list of various services available to students:
Conflict Coaching
Students seek counsel and guidance from SCCR in order to engage a conflict more effectively/independently.
Facilitated Dialogue
Students access SCCR to coordinate having a third party (mediator) facilitate a structured session aimed at resolving a conflict and/or constructing a go-forward or future plan for the parties involved. The parties are in control of any agreement reached or decision made, though depending on the circumstances, SCCR may have to give final approval and/or monitor the proposed terms of an agreement. The mediators for Conflict Resolution services are the SCCR staff, University of Florida law school students, or other community members where appropriate.
Mediation
Students access SCCR to serve as a third party to coordinate a structured session aimed at resolving a conflict and/or constructing a go-forward or future story for the parties involved.
Restorative Justice Practices
Through a diversion program or as an addition to adjudication, SCCR provides space and facilitation for students taking ownership for harmful behavior and parties affected by the behavior to jointly repair harm. The process involves several meetings and an approximately 2-hour Restorative Justice session.
SOURCE: Giacomini, N. G. & Schrage, J. M. (2009, February). And justice for all: The new model for transforming student conduct administration through a spectrum of resolution process informed by social justice theory. Presentation presented at the annual conference for Association for Student Judicial Affairs, Clearwater Beach, FL.
Who Are the Mediators?
The mediators for Conflict Resolution services are the SCCR staff, University of Florida law school students, and other community members where appropriate.
Glossary of Terms
Allies: "Members of the advantaged group who act against the oppression(s) from which they derive power, privilege, and acceptance" (Adams, Bell & Griffin, 2007, p. 47)
Campus Climate: The feeling or tone of a campus with regard to how students interact with, respect and include one another within the community.
Conflict "An expressed struggle between at least two interdependent parties who perceive incompatible goals, scarce resources, and interference from others in achieving their goals" (Wilmot & Hocker, 2001, p. 41)
Conflict Culture: This term speaks to the unique lens or story an individual brings to the table in a dispute and the ways in which this surfaces or influences their engagement in a conflict.
Conflict Resolution (CR) or Conflict Management: "Used broadly to reflect the wide and growing range of creative practices, policies and procedures that advance a competent, practical understanding of the nature of conflict and the application of conflict management on today's campuses" (ASCA CR Summit Report)
Core Values Values conceptualized by student affairs associations including ASCA, ACPA, and NASPA that frame and guide practice. Common themes include Diversity, Inclusion and Multicultural Competence; Collaboration; Education and Student Development; Professional Development; Integrity; Service, Leadership and Respect.
"CR-friendly" Summary Statement on the Work of ASCA/Student Conduct Administration: "ASCA specializes in student conduct administration and promotes evidence-based best practice. These practices include a variety of informal and formal models that account for the diversity of campus cultures, student backgrounds, and developmental needs of contemporary students in higher education. ASCA provides professional development opportunities to its members in conduct administration that helps students to take responsibility for their behavior, learn from the experience, and create healthy, safe, and just campus communities" (ASCA CR Summit Report)
Diversity: Many definitions exist. One that captures the term's complexity while cautioning against getting sidetracked: "The concept of diversity is not new. Every few years, another word is adopted that encompasses the ideas, values, and implications around difference and identity. Examples of this trend include non-interchangeable terminology such as pluralism, inclusion, multiculturalism, intercultural communication, cross-cultural competency, diversity, and social justice. While the vocabulary may change, the concepts behind the words remain the same. These concepts include being aware of personal bias, valuing human interaction across difference, engaging in complex thinking beyond or across categories, fostering inclusive climates, assessing equitable achievement, and challenging and dismantling systemic oppression" (www.naspa.org/about/diversity)
Lens: A lens is a perspective or point of view:
- Looking through a student development lens suggests that this perspective values and is informed by the principles and theories of student development and learning theories.
- A students rights lens informs perspective with a working understanding of policies, laws and mandates.
- A restorative justice lens introduces concepts of student accountability to community, inclusive decision-making, repairing harm, and rebuilding trust.
- A social justice lens frames student conduct and conflict management by adding an understanding of and commitment to examining systems and practices and account for power, privilege and oppression.
Magic Real Estate: A term coined by Schrage that describes the space between an incident and selected resolution pathway. Often, it is in this space that the greatest potential exists for educational, effective, creative, flexible, restorative, and socially just methods of resolution. Here the incident remains in pure form a simple conflict. No formal set of structures or standards yet exists to restrict the space for the stories of those involved to be shared and honored. Marginalization- When a whole category of people are expelled from useful participation in social life.
Master Narrative vs. Counter Narrative: A master narrative is a leading mainstream cultural story that a nation tells itself and others about society. A counter narrative is a story which is not representative or resonant with the hegemonic cultural story of society.
Model Student Conduct Code: Original campus code model framed by Stoner & Cerminara (1990) and revised by Stoner & Lowery (2004). The Code is shaped by case law, policies and mandates while endorsing opportunities for student development through accessible, inclusive processes that support resolution of conflict and conduct at the least formal levels.
Multi-partiality: Differs from impartiality in that the facilitator "favors all" instead of "favoring none" in conflict resolution by tending to diverse needs so that all stories may be told. Multi-partial strategies: 1) Notice and seek to understand asymmetry that exists between parties; 2) Consider the momentum or distraction facilitator's social identity brings to the process; 3) Take responsibility for actively equalizing power; 4) Make social identity available as a topic; 5) Understand that context is always relevant; and 6) Emphasize creating a safe space (Wing & Marya, 2007).
Privilege: Access to something of value solely because of one's social identity.
Social Identity: Refers to membership in groups that experience power and privilege differently in society based on shared characteristics (whether real or perceived). In the U.S., these defined groups often include gender, ability, age, race, ethnicity, sexual orientation, and social class.
Social Justice (SJ): "Building student communities that afford equal, safe opportunity and access to campus resources by accounting for social identity, power, privilege and oppression in the administration of law, policy, conduct codes and related societal structures" (ASCA CR Summit Report)
Structural Oppression vs. Institutional Oppression: Structural Oppression includes policies and individual behaviors within institutions that have a differential and/or harmful impact on target groups, whether or not they are so intended. Institutional Oppression is found in those policies, laws, rules, enacted by organizations and institutions that disadvantage target groups and advantage agent group.
Student Conduct: "Refers to normative expectations of student behavior within a campus community" (ASCA CR Summit Report)
Student Conduct Administration: "Various policies and practices that define behavioral standards, sustain community relationship, and hold students accountable to these standards and relationships" (ASCA CR Summit Report).
Target: Social identity group that are often disenfranchised and exploited
Source: Giacomini, N. G. & Schrage, J. M. (2009, February). And justice for all: The new model for transforming student conduct administration through a spectrum of resolution process informed by social justice theory. Presentation presented at the annual conference for Association for Student Judicial Affairs, Clearwater Beach, FL.
Definitions adapted from:
Adams, M., Bell, L.A., & Griffin, P. (Eds.). (2007). Teaching for diversity and social justice. (2nd ed.) New York: Routledge.
ASCA Conflict Resolution Summit Reports compiled by William Warters, 2008.
Schrage, J.M. & Giacomini, N.G. (Eds.). (2009, in press). Transforming Student Conduct Practices (working title). Sterling: Stylus.
The Program on Intergroup Relations, University of Michigan.
Wilmot, W. & Hocker, J. (2001). Interpersonal conflict, (6th ed.). New York: McGraw-Hill Education.
Wing, L., & Marya, D. (2007, May). Social justice mediation. Training presented at the University of Michigan, Ann Arbor, MI.
Resources
Campus Conflict Resolution Resources- Student Center
On-Campus Resources: