Exploring the Significance of Emotion for Mediation Practice

Abstract

Th e authors report on their exploratory study examining the learning process embedded in mediation. Th eir research procedures involved directed refl exive journaling followed by group discussions to generate insights into how mediation practitioners experience learning in mediation. Th e signifi cance and role of emotion emerged as central to the dynamic of this learning process. Th e research indicates that the experience of positive and negative emotions attached to learning needs to be allowed and attended to within the mediation dynamic. Th is suggests that mediation practitioners need the competence to follow and understand their own learning-attached emotions as well as those of the parties.A lthough emotion has often been observed as an integral aspect of confl ict, it is only in recent years that the role of emotion in the negotiation and mediation of confl ict has received much attention (Shapiro 2002;Schreier 2002). Th is attention has emphasized, among other topics, the role and presence of emotion attached to the substance of the confl ict itself (Lund 2000;Jones and Bodtker 2001;Jameson et al. 2009). We build on this attention by introducing questions and possibilities concerning the presence and role of emotions associated with the learning process embedded in the mediation of confl ict.Our research began as an exploratory inquiry into the experience of the learning process within the practice of insight mediation. What emerged was the overwhelming presence of emotions attached to the learning process itself. While focused on the learning process within insight mediation, we suggest that our observations have relevance to discussions

On being nice and effective: Work‐related emotional intelligence and its role in conflict resolution and interpersonal problem‐solving

“…The emotionally intelligent client, for example, may experience more empathy during a negotiation process (Schreier, 2002) and the emotionally intelligent client should be more capable of responding in constructive ways when experiencing emotional arousal (Schlaerth et al, 2013). The exploration of emotions (Picard & Siltanen, 2013), for example, is likely to be far more efficacious among clients who possess higher EI levels. The exploration of emotions (Picard & Siltanen, 2013), for example, is likely to be far more efficacious among clients who possess higher EI levels.…”

“…In fact, the ability to recognize and manage the emotions of self and others could be a core skill among mediators (Picard & Siltanen, 2013), much as it is a core skill among nurses (Cadman & Brewer, 2001) and counselors (Easton, Martin, & Wilson, 2008). In fact, the ability to recognize and manage the emotions of self and others could be a core skill among mediators (Picard & Siltanen, 2013), much as it is a core skill among nurses (Cadman & Brewer, 2001) and counselors (Easton, Martin, & Wilson, 2008).…”

“…What is not known, however, is whether W-EI facilitates other, presumably more constructive, behaviors under similar circumstance, though such relationships seem plausible. Being able to understand emotions should allow one to humanize others to a greater extent, which should tend to promote respectful and helpful behaviors rather than those that are defensive or hurtful (Picard & Siltanen, 2013). Being able to understand emotions should allow one to humanize others to a greater extent, which should tend to promote respectful and helpful behaviors rather than those that are defensive or hurtful (Picard & Siltanen, 2013).…”

“…When people are provoked by others, they sometimes lose sight of their long-term goals in favor of more immediate, retaliatory actions (Picard & Siltanen, 2013). This dynamic should be less likely to occur at higher levels of EI, because emotionally intelligent people can better anticipate the costs of retaliatory actions and the likely benefits of resolving conflicts before they become intractable (Schlaerth, Ensari, & Christian, 2013).…”

“…Being able to read the emotions of others should promote perspective taking, which has demonstrable links to relationship functioning in general (Schröder-Abe & Schütz, 2011) and conflict management in particular (Rizkalla, Wertheim, & Hodgson, 2008). Being able to understand emotions should allow one to humanize others to a greater extent, which should tend to promote respectful and helpful behaviors rather than those that are defensive or hurtful (Picard & Siltanen, 2013). And emotion management, as we assess it, centrally concerns itself with questions of tactful social behavior (Robinson et al, 2013).…”