The role of interest‐based facilitation in designing accreditation standards: The Canadian experience

Abstract

This article discusses the design and implementation of a national certification process forfamily mediators by Family Mediation Canada (FMC) in 1999, us well asfindingsfrom data collected during the pilot testing of the certification process. Debates continue about theoretical orientation, best practices, and thus thefeasibility of standards of practice. This article argues that although these debates are vital to disciplinary growth, they deflect attention from areus offundamental consensus. Professional practice and certification standards are designed using one of two approaches. The first approach is expert-driven and evaluative and focuses on dflerences among practitioners. In this approach, experts evaluate differences and then propose the best model and standards ofpractice. The second approach is interestbused andfacilitative. It builds on areus of consensus among practitioners. Facilitators use mediation methods to support practitioner self-empowerment and self-determination in the design of practice and certijication standards. This article argues that adoption of the second approach was the key to the success of the FMC process.The Family Mediation Canada certification program is a model for the field both in its orientation and its implementation -Michael Lang (in Pradyznski, 1999) The results of the evaluation justify the implementation of the certification process nationally.

Beyond basic training: A model for developing mediator competence

“…One of the most important aspects of mediator professionalism is the ability to reflect upon the mediation proceedings (Kaufman, 2003;Neilson and English, 2001;Bronson, 2000). Using an internal dialogue, reflective mediators ask questions such as "What other skills do I require?"…”

“…The importance of appropriate training to ensure the efficacy of each stage has been extensively discussed in recent literature (Bronson, 2000;Harges, 1997;Honeyman, 1999;Neilson and English, 2001). Over the past decade, several basic requirements have been defined to guide training process planning and features.…”

“…It could, according to Lang (1998), increase awareness and even help develop more profound insights into the nature of mediation. Mediators using self-assessment methods during their certification process in British Columbia, Canada, reported they were able to learn through experience, develop self-awareness, and become more professional (Neilson and English, 2001). Self-assessment methods are often used to expose reflective thinking patterns and give evidence of mediators' professional development (Bronson, 2000).…”

“…Professional mediators are usually characterized by reflective thinking patterns and a high degree of self-criticism. The ability to listen to their inner voice and unhesitatingly critique their actions is believed to contribute to constant improvement in their performance (Kaufman, 2003;Bronson, 2000;Neilson and English, 2001). Development of reflective thinking might help mediators make inferences and spur personal and professional growth.…”