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This usually involves two or more groups with opposing views regarding specific issues, and another group or individual who is considered to be neutral in their opinion on the subject. This last bit though is quite often not entirely demanded if the "outside" group is well respected by all opposing parties. Resolution methods can include conciliation, mediation, arbitration or litigation.

It may be possible to avoid conflict without actually resolving the underlying dispute, by getting the parties to recognize that they disagree but that no further action needs to be taken at that time. In a few cases, such as in a democracy, it may even be desirable that they disagree, thus exposing the issues to others who need to consider it for themselves: in this case the parties might agree to disagree.

1 Further reading

• Lam, J.A. (1988). The impact of conflict resolution programs on schools: A review and synthesis of the evidence. Amherst: University of Massachusetts Mediation Project.

• Mitchell, V. (1990). Curriculum and instruction to reduce racial conflict. ERIC Digest No. 64. New York: Teachers College, Columbia University, ERIC Clearinghouse on Urban Education(ED322274)

• Rifkin, J. (1991, Spring). An overview of dispute resolution in educational institutions. National Institute for Dispute Resolution FORUM, 1-4.

• Roderick, T. (1987/1988). Johnny can learn to negotiate. Educational Leadership, (4), 86-90.

• Stichter, C. (1986). When tempers flare, let trained student mediators put out the flames. American School Board Journal, 173 (3), 41-42.

• Teltsch, K. (1990, December 26). Reacting to rising violence, schools introduce 'fourth R': Reconciliation. The New York Times, p. B15.

2 External links

• Preparing Teachers for Conflict Resolution in the Schools
• Practitioner Assessment of Conflict Resolution Programs
• Conflict Resolution Programs in Schools
• Anti-Bias and Conflict Resolution Curricula: Theory and Practice

3 See also

• dispute resolution