¶ … Collaboration and conflict resolution in education." It was written by James Melamed and John Reiman. This particular article is primarily concerned with conflict resolution that occurs within an educational institution. Specifically, such conflict is defined within this article as that which occurs when either a parent of a student or an employee of the educational institution "views the current system or relationship as not working." Such conflicts between parents and educational institution employees are fairly common, and can arise from the slightest incident. The article describes such conflict from two different perspectives. The first is when both of the aforementioned parties communicate directly with one another. The second is when the aforementioned parties seek a mediator to help them reach a resolution. The majority of the article is based on the latter of these scenarios. One of the most important things about this article is that it accentuates the fact that regardless of the nature of the dispute or the particular parties involved in it, there is one desirable outcome, to resolve issues in ways that will benefit the child and endure. Such cooperation not only supports the child, but also supports the essential ongoing relationship between parents and schools. Developing a quality relationship between educators and parents promises to pay continuing dividends into the future (Melamed and Reiman, 2006).

This objective is central to the remainder of the article and to the viewpoint of all the participants involved in a particular dispute. With this objective in mind, the authors present a number of different facets of conflict resolution that assists in reaching this end. The most important of these facets includes emphasizing common ground between the participants. Such common ground will naturally include the best interests in the child that the parents are there for, but may include...

This is a critical component of the conflict resolution process for the simple fact that it underscores the fact that communication attempts for resolution are not a competitive affair. The fulfillment of the desires of both parties can be better obtained by working together ran than working against one another -- which is a basic principle of peace-keeping and conflict resolution.
In keeping with this primary motif, the article primarily focuses on the role of the mediator in facilitating such a salutary environment for both parties while settling issues related to school children. It is worth noting that the mediation process is a fallback after initial attempts at resolution between two parties fails. In that respect, the mediator must fulfill the role of communicating with both sides and getting them to communicate with one another in a civil way to achieve the child's best interest. The best way of going about doing so, the authors stress, is to understand that everyone has their own perspective about what took place and what they believe needs to take place for the child to successfully advance. Those viewpoints are not always congruent with one another, but that does not mean that one side is necessarily 'right' or the other side is 'necessarily 'wrong'. It is the duty of the mediator to get both parties to understand that resolution resides less as a matter of establishing a particular truth as it is understanding the various perspectives each party has for helping the child, and conferring amongst each other to get a solution that works for each party.

From a mediation perspective, the article delivers a number of concerns that must be taken care of to help provide a conducive partnership between both parties to help the child endure. Essentially, the mediator must set a series of ground…