Deck 11: Exploring Metaphoric Storytelling and Conflict Resolution Practices

Question 1

A DECISION TREE is used to help people

A) Determine what types of landscaping to use in their gardens.
B) Analyze a range of possible decisions and their outcomes.
C) Use active listening skills to resolve conflict.
D) Arbitrate a decision based on the best evidence and arguments presented by both parties.
E) Grow spiritually.

Answer 1

B

Question 2

A DECISION FORK depicts

A) The outcomes of a decision.
B) The expected values of a particular course of action.
C) A choice between different courses of action.
D) The amount of food that should be eaten at any one time.
E) How polite or impolite an adversary may be.

Answer 2

C

Question 3

An OUTCOME FORK depicts

A) The possible processes that a person can choose.
B) The costs of avoiding conflict.
C) The benefits of using an adversarial approach.
D) The possible consequences of a particular course of action.
E) The largest expected value possible.

Answer 3

D

Question 4

The ENDPOINT VALUES identify

A) The possible courses of action that two people can choose.
B) The difference between the benefit and cost of each outcome.
C) The benefits of using an adversarial approach.
D) The largest expected value possible.
E) The costs of each course of action.

Question 5

The EXPECTED VALUE for each outcome fork is calculated by

A) Adding all the benefits of each possible outcome.
B) The weighted average of the end values for each outcome fork.
C) Subtracting the cost of an adversarial process from the benefit of a collaborative process.
D) Multiplying the end values for each outcome fork by the hypotenuse of a perfect square.
E) Multiplying the end values for each outcome fork by 50 percent.

Question 6

SOFT FACTORS on a decision tree refer to

A) Costs that can easily be quantified.
B) Benefits that can easily be quantified.
C) Emotional and relational considerations that cannot be easily quantified.
D) Choices that a person needs to make.
E) Only (a) and (b).

Question 7

The principle of RETRIBUTIVE JUSTICE generally requires that

A) People who have a fight try to reconcile their relationships.
B) People receive praise for committing misdeeds, building on the strengths perspective.
C) People receive appropriate punishment for committing misdeeds.
D) A whole community be brought together to offer support for the people involved in the conflict.
E) The whole community helps with brainstorming win-win solutions.

Question 8

What is the difference between COMPENSATION and RESTORATION?

Question 9

Identify two advantages and two challenges in using DECISION TREES to help with conflict situations.

Question 10

What is the advantage of involving both parties in developing a DECISION TREE, rather than just having one party develop it?

Question 11

What is the difference between HARD FACTORS and SOFT FACTORS, and how is each depicted on a decision tree?

Question 12

Reggie believes that Zelda breached his confidentiality. He is considering going to court, but that could be expensive and he does not like to speak in public. He is also considering going to mediation, which is less expensive and is in private, which he prefers. Identify two SOFT FACTORS that should be considered in relation to this decision.

Question 13

A union is thinking of going on strike because it feels management is not serious about offering a fair pay raise. What are the choices that the union is considering? How would the union go about finding the information it needs in order to develop a decision tree with percentages and expected values?

Question 14

How can a decision tree be used by a helping professional to prepare for a negotiation process? (Provide a brief case example to demonstrate the value of preparing with a decision tree.)

Question 15

How could a mother and son use a decision tree to help them decide which courses the son should take in high school? Provide examples to illustrate use of the decision tree.

Question 16

The NARRATIVE section of a process recording refers to

A) Summarizing what everyone said in the meeting.
B) Identifying the feelings of the people attending the meeting.
C) Identifying the thoughts of the people attending the meeting.
D) Writing out, word for word, what everyone said in the meeting.
E) Identifying the skills or theory used by the professionals at the meeting.

Question 17

The REFLECTION section of a process recording refers to

A) Identifying the feelings of the professionals attending the meeting.
B) Identifying the thoughts of the professionals attending the meeting.
C) Summarizing what everyone said in the meeting.
D) Identifying the skills or theory used by the professionals at the meeting.
E) Only (a) and (b).

Question 18

When writing a process recording and CRITIQUE of a role-play, students should

A) Only identify the strengths of their role-play.
B) Only identify the weaknesses of their role-play.
C) Only identify the strengths of the client.
D) Only identify the weaknesses of the client.
E) Identify the strengths and weaknesses of how the professional made use of CR theory and skills.

Question 19

If the professional in the role-play does not effectively demonstrate the use of a particular skill in a role-play, then students can demonstrate a PRACTICAL UNDERSTANDING OF THIS SKILL by writing

A) That the skill was not used effectively.
B) An example of how the skill could have been used more effectively.
C) An explanation of why the clients were so difficult.
D) An analysis of the theory behind the skills.
E) A commitment to learn the skill in the future.

Question 20

To identify SKILLS that could be analyzed in the process recording, students may use

A) The inventories of skills in the textbook.
B) Skills identified in other scholarly textbooks.
C) Skills identified in journal articles.
D) Skills identified on scholarly and reputable websites.
E) All of the above.

Question 21

What are the benefits of doing PROCESS RECORDINGS of CR role-plays as part of the learning process? (Identify at least three benefits.)

Question 22

What are the challenges of doing PROCESS RECORDINGS of CR role-plays as part of the learning process? (Identify at least three challenges.)

Question 23

METAPHORIC STORYTELLING refers to

A) Telling people how to live their lives.
B) Encouraging people to listen to one another.
C) Focusing on the main issues raise by each client in the conflict.
D) Using narratives, anecdotes, or analogies to help people see things from a different perspective.
E) Highlighting the cost of not reaching agreement in mediation (i.e., the BATNAs of each party).

Question 24

When a professional uses a metaphor in a CR process, the metaphor should

A) Carry a positive message about the conflict or how the parties can manage it.
B) Be in words that go above the clients' heads, so they will need the professional to explain it.
C) Let clients know that they have been foolish, mean, or bad.
D) Tell people what they already know.
E) Invite clients to argue more violently.

Question 25

A client says, "I am so wrapped up in this mess that I cannot breathe." Describe how a professional can build on this metaphor in a way that helps the client.

Question 26

Identify three publications that focus on conflict resolution.

Question 27

Identify three research institutes that focus on conflict resolution.

Question 28

Select a particular type of conflict resolution (e.g., family mediation, university ombud, school antiviolence programs). Identify two associations that provide information or support services for this type of CR.

Question 29

Select a particular type of conflict resolution (e.g., victim-offender mediation, labor arbitration, patient advocacy). Describe whether this type of CR requires any type of training, internship, licensing, accreditation, or commitment to a particular code of ethics.

Question 30

Identify a conflict resolution website that relates to your own areas of practice. Critique the website in relation to the information that it provides about conflict resolution (e.g., to what extent it is based on scholarly research, how accurate and clear the information is, how current the information is, and what additional information would be helpful).