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Critique 1
In “Emotion, Emotion Regulation, and Conflict Resolution,” Halperin (2014) examines the ways different emotions like fear or anger have an impact not on creating conflict, but on effectively resolving it. Using examples from large-scale political conflicts like ethnic tensions, Halperin (2014) offers suggestions for how to become more aware of the emotions that naturally arise during conflict, and how to leverage even negative emotions to promote resolution. The author concludes that effective conflict resolution strategy depends on effective emotion regulation.
It is impossible to address conflict resolution without taking into account the role emotions play. Although this is not an experimental research, Halperin (2014) shows how emotion regulation techniques—both indirect and direct—can be used to resolve major conflict. However, emotion regulation depends on the willingness of participants to apply specific techniques and cultivate emotional intelligence and self-awareness. These are challenges to be sure, but they are not insurmountable as long as stakeholders are collectively committed to change.
Because Halperin’s (2014) study applies to large-scale political and ethnic conflicts like those in Israel, the principles should be easily transferred to any organizational setting in which far less is at stake. In particular, the direct and indirect emotion regulation strategies Halperin (2014) offers are useful in any conflict resolution setting. The key now becomes how to implement emotion regulation strategies: how to teach them to education leaders and indeed leaders in both the public and private sector who deal with conflict on a regular basis. I can personally apply the Halperin (2014) research to my own approach to conflict resolution by monitoring my emotions and understanding how to leverage anger and fear to achieve desirable outcomes.
References
Halperin, E. (2014). Emotion, emotion regulation, and conflict resolution. Emotion Review 6(2014): 68-76, DOI: 10.1177/1754073913491844
Critique 2
Prior literature has established mediation as an effective conflict resolution tool in education. This research by Malizia & Jameson (2017) shows how mediation can be taught to students in K-12. Mindfulness practice, social-emotional learning, emotion regulation systems, and other strategies can be taught to peer mediators to build resilience and help both students and educators resolve conflicts peaceably, quickly, and effectively.
Mediation is a complex set of interrelated cognitive and behavioral components. Self-awareness and self-management must be developed concurrently with social awareness, listening skills, and other externalizations during the conflict resolution phase. Core competencies in conflict resolution cannot develop on their own but must be taught, as without structure, training, or support, disputants will resort to their emotional defaults and use dysfunctional means of coping with stress, emotional intensity, and disagreements. The authors also analyze the shortfalls of the current American education system in preparing students for real-life conflict resolution scenarios. Peer mediation can be considered integral to education, as well as a means of resolving the mental health challenges extant throughout the nation.
The role of the educator in conflict resolution among students is often underestimated; there are few clear guidelines for teachers or administrators when it comes to the tools and techniques mentioned by Malizia & Jameson (2017), such as mindfulness, social-emotional learning, and emotion regulation. This article will be extremely helpful in showing how an education administrator can instruct staff and students in these interrelated mediation methods.


References
Malizia, D.A. & Jameson, J.K. (2017). Hidden in plain view. Conflict Resolution Quarterly 2018: 1-18.

Critique 3
In “Advocacy for gender minority students: recommendations for school counsellors,” Simons, Beck, Asplund, et al (2018) offer evidence-based advocacy recommendations for middle school counselors when working with transgender, intersex, and genderqueer students. The authors first outline the role of counselors in advocacy in general, then describe the target population, and proceed to outline specific roles, tasks, and functions. Administrative support is required for advocacy efforts.
The recommendations Simons, Beck, Asplund et al (2018) offer can help transform the culture of middle schools by enabling counselors to play a more active role in student advocacy. Transforming the curricula is one way of advocating on behalf of transgender, intersex, and genderqueer students. One of the most helpful aspects of the article is the advice on how middle school counselors can advocate on behalf of gender minority students in a restrictive school climate. Alliances with strategic partners, community and self-resilience techniques, and other issues are also discussed.
This research is helpful for administrators and educators as well as for school counselors regarding the role of advocacy in helping all students to reach their potential. The article demonstrates why advocacy is multifaceted, involving several interrelated strategies including curriculum development, administrative support, public policy advocacy, and community advocacy.



References
Simons, J.D., Beck, M.J., Asplund, N.R., et al (2018). Advocacy for gender minority students: recommendations for school counsellors. Sex Education, DOI: 10.1080/14681811.2017.1421531