File #2302: "2018_Book_NordicMediationResearch.pdf"
Testo
1|Preface|5
1|Contents|6
1|List of Contributors|8
1|Introduction to Nordic Mediation Research|10
2|1 Background and History of Mediation in the Nordic Countries|10
2|2 Mediation Practice and Training in the Nordic Countries|11
2|3 Nordic Mediation Research|12
2|References|14
1|Part I: Systemic Aspects of Nordic Mediation|15
2|A Dispute Systems Design Perspective on Norwegian Child Custody Mediation|16
3|1 Dispute Systems Design and Family Mediation|17
3|2 Child Custody Mediation from Facilitative Mediation to Diverse Mediation Models|18
4|2.1 Child Custody Mediation as Facilitative Mediation|18
4|2.2 Adapting Mediation to the Needs of Diverse Families|19
4|2.3 Mediation Is Diluted to Settlement|20
3|3 Norwegian Child Custody Mediation Systems|21
4|3.1 Norwegian Welfare State as the Backdrop|21
4|3.2 Current Structure of Child Custody Mediation in Norway|22
3|4 Critical Perspectives on Norwegian Child Custody Mediation|24
4|4.1 Unclear Target Group|24
4|4.2 Overly Broad Definition of Mediation|26
4|4.3 Relationship Between the Three Tiers of Mediation|27
4|4.4 Particular Problems Related to Court-Connected Custody Mediation|28
3|5 Improving Child Custody Mediation|29
4|5.1 Recognising the Needs of High Conflict Families|29
4|5.2 Preventing Conflicts and Conflict Escalation|30
4|5.3 Transparent, Coherent and Unbundled Services|31
3|References|32
2|``Restorative Justice´´: History of the Term´s International and Danish Use|34
3|1 Introduction|35
3|2 International Use of the Term ``Restorative Justice´´|35
3|3 Danish Context|39
3|4 Expanding Use of ``Restorative Justice´´|44
3|References|45
2|Developing Family Mediation in Finland: The Change Process and Practical Outcomes|48
3|1 Introduction|49
3|2 Family Mediation and Family Conflicts in the Service System|50
3|3 Methodological Questions in Developmental Mediation Research|53
4|3.1 Development: Top-Down or Bottom-Up?|53
4|3.2 Learning: Adopting Existing Knowledge or Creating New?|54
3|4 The Developmental Process in Project Fasper|55
4|4.1 The Mapping of Terrain|56
4|4.2 Developing and Implementing Family Mediation Practices|56
4|4.3 Distributing the Created Models|59
4|4.4 Where to Go Next-Consolidating Family Mediation Nationwide|59
4|4.5 Evaluating the Developmental Process|60
5|4.5.1 Developmental Work in a Multi-Organisational and Multi-Professional Network|60
5|4.5.2 Developmental Work as Collaborative Concept Formation|61
3|5 The Outcomes of the Project|62
4|5.1 The Process Model for Family Mediation|62
4|5.2 The Family Mediators´ Toolkit|63
4|5.3 The Service Model for Organising Family Mediation in a Multi-Organisational Network|65
4|5.4 The Model for Elementary Training of Family Mediators|66
4|5.5 Evaluating the Benefits of the Implemented Family Mediation Model|68
3|6 Conclusions|70
3|References|71
2|Victim Offender Mediation in Sweden: An Activity Falling Apart?|74
3|1 Introduction|75
3|2 Background|75
3|3 The Development of Victim Offender Mediation in Sweden|76
3|4 The Act on Mediation in Penal Matters|78
3|5 The Swedish Mediation Model|80
3|6 Problematic Issues|81
3|7 The Future of Victim Offender Mediation in Sweden|84
3|References|85
1|Part II: The Mediator, Mediation Process and Outcomes|87
2|Unwrapping Court-Connected Mediation Agreements|88
3|1 ``The Black Box´´ of Mediated Agreements|89
3|2 State of The Art|90
3|3 Court-Connected Mediation and Its Legal Framework|90
3|4 Methodology|92
3|5 The Substance of the Agreements|94
4|5.1 Substantive Issues|94
4|5.2 Procedures|96
4|5.3 Safeguarding|98
3|6 Creativity in Court-Connected Mediation|99
3|7 Linguistic Analysis|101
4|7.1 Framing and Stereotyped Expressions|102
4|7.2 Legal Language|102
4|7.3 Bureaucratic Language: ``Kancillisprog´´|103
4|7.4 Hidden Subjects|104
3|8 Discussion|104
3|References|107
2|Custody Mediation in Norwegian Courts: A Conglomeration of Roles and Processes|109
3|1 Introduction|110
3|2 Legislative Considerations: The Main Objectives Behind the Current Regulation|113
3|3 Overview of the Procedural Rules for Custody and Contact Cases|113
3|4 The Different Roles of the Expert in Custody and Contact Cases: An Overview|117
4|4.1 Which Qualifications Are Required for Experts?|117
4|4.2 The Role of Expert Evaluator|117
4|4.3 The Mentor Role|118
4|4.4 The Mediator Role|118
5|4.4.1 Definition and Distinguishing Characteristics|118
5|4.4.2 Evaluation from Judges and Experts in Judicial Settlement Efforts|118
5|4.4.3 A Facilitative Role in Judicial Settlement Efforts in Custody Disputes?|120
3|5 Why Is Evaluation so Common in the Judicial Settlement Efforts of Custody and Contact Cases?|121
3|6 Concerns Regarding an Evaluative Mediator Role in Contact and Custody Cases|122
3|7 What Is the Point of Judge and Expert Mediators Who Do Not Evaluate?|126
3|8 How Do We Achieve Mediation That Provides Good Quality Outcomes Without Evaluation?|127
4|8.1 The Power of Feeling Heard, Understood and Empowered|127
4|8.2 Scope and Need for Evaluation?|128
3|9 The Interaction and Cooperation Between the Judge and the Expert in the Mediation Process: Potential Problems|131
4|9.1 The Problem at Hand: The Expert Has Ex Parte Communication with Parties, Whereas the Presiding Judge Cannot|131
4|9.2 Problems with the Current Regulation and Practice Regarding Ex Parte Communication in These Cases|132
3|10 Amendments of Regulation and Practice?|133
3|References|135
2|Mediation in Light of Modern Identity|137
3|1 Introduction|138
3|2 The Study and Its Design|138
3|3 Identity as Contextual Performance|139
3|4 How the View of Identity Changes What Seems To Be Going On|141
3|5 How to Integrate the Modern View of Identity in Research Methodology|142
3|6 Relevant Theory for Integrating Modern Identity Concepts with Analysis Strategy|142
3|7 Participants´ `Truth´ Based on Cultural, Christian Roots|144
3|8 Striving for Christie´s Norm Clarification|145
3|9 We Have to Listen to More than the Parties|146
3|References|147
2|When Is Restorative Justice? Exploring the Implications of Restorative Processes in Juvenile Offence Cases Based on Interviews...|148
3|1 What Makes a Restorative Process?|149
4|1.1 Levelling the Field|149
4|1.2 Methodological Overview|151
4|1.3 Theoretical Framework|152
4|1.4 Reflections on the Researcher´s Position|153
3|2 Discovering the Balanced Model of Northern Ireland|154
4|2.1 Successful First Moving in Conflict Heart Land|154
4|2.2 Empathic Disciplining|155
3|3 The New Norwegian Youth Sanctions: The Balance Act Boundaries of Restoring and Volunteering|157
4|3.1 Professionalising the Restorative Field|157
4|3.2 A Voluntary Process?|159
4|3.3 Conflict Re-theft vs the Noble Cause of Fighting Recidivism|161
4|3.4 The Conscientious Chain of Caring Professionals|163
4|3.5 And (Restorative) Justice for All?|166
4|3.6 The Show Must Go On: When Offended Parties Decline the Invitations|167
3|4 Orlando, Florida: An Alternative `Community´ Approach|169
4|4.1 Diverting Young Offenders Restoratively|169
4|4.2 A Very Alternative Restorative Experience|170
4|4.3 Empathic Hard-Liners: We Scare Because We Care|172
3|5 Discussion: When Is Restorative Justice?|175
4|5.1 Neutrality/Impartiality|175
4|5.2 Voluntarism|176
4|5.3 Punishment as Rationale|176
4|5.4 The Offended Party|177
4|5.5 The Role of Community|178
4|5.6 Equality Before the Law vs Individual Concerns|178
4|5.7 Mediation and/or Restorative Justice: Laymen vs Professionals|179
4|5.8 So, When Is It Restorative Justice?|180
3|References|181
1|Part III: Children´s Rights and Mediation|183
2|The Involvement of Children in the Process of Mandatory Family Mediation|184
3|1 Introduction and Presentation of the Question|185
3|2 Frameworks for and Practice of Children´s Participation in Family Mediation|186
3|3 Clarification of Concepts and Analytical Starting Point|189
3|4 Method and Data Collection|190
4|4.1 Selection: Children, Type of Mediation, Conflict Level and Degree of Problem Accumulation|191
5|4.1.1 Problem Accumulation in the Family|193
4|4.2 Analysis of Quantitative and Qualitative Data|194
4|4.3 Representativeness and Relevance|195
3|5 Results from Quantitative and Qualitative Qnalysis|195
4|5.1 Children´s Participation and Their Message to Parents|196
5|5.1.1 Breakdown|196
5|5.1.2 Preservation and Improvement|198
5|5.1.3 Reorientation|198
5|5.1.4 Security|199
4|5.2 Children´s Experiences, Opinion and Preferences About Their Inclusion in the Mediation Process|200
3|6 Nuances in the Children´s Experiences from Qualitative Analysis|203
4|6.1 The Children Generalise: ``All Children Should Be Allowed to Take Part´´|204
4|6.2 Children´s Experiences in Relation to Conflict Level, Degree of Problem Accumulation and Type of Mediation|204
3|7 Summary and Concluding Discussion|206
3|References|208
2|Mediation and the Best Interests of the Child from the Child Law Perspective|210
3|1 Introduction|211
3|2 Court-Connected Family Mediation in Finland|212
3|3 Child Law and the Best Interests of the Child|213
3|4 Facilitative Mediation Approach to the Best Interests of the Child|215
3|5 Evaluative Mediation Approach to the Best Interests of the Child|218
3|6 Conclusion|220
3|References|221
1|Part IV: Mediation in Theory and Practice|224
2|Past, Present and Future of Mediation in Nordic Countries|225
3|1 History of Mediation in Nordic Countries|226
3|2 Mediation as a System|228
3|3 Theoretical Models of Mediation|229
3|4 Practical Mediation Systems in Context|231
4|4.1 Communal Mediation Systems|231
4|4.2 Mediation in Legal Context|233
5|4.2.1 Victim Offender Mediation|233
5|4.2.2 Judicial Settlement Efforts and Court-Connected Mediation|235
5|4.2.3 Lawyer Mediation|237
5|4.2.4 Family Mediation|237
4|4.3 Other Mediation Systems|237
3|5 Mediation in Action|238
3|6 Conclusions|241
3|References|241
2|Mediation in Finnish Schools: From Conflicts to Restoration|246
3|1 Introduction|247
3|2 Restorative Justice in the School Context|247
4|2.1 Mediation is Considered as a Method of Learning Conflict Management in Schools|249
4|2.2 Mediation Strengthens Social Skills and Relationships|250
4|2.3 Mediation in Schools Needs Commitment to Principles of Restorative Approach|252
3|3 School Mediation in Finland|253
4|3.1 History and Basic Elements of Mediation Activity in Finnish Schools|253
4|3.2 Outcomes of Mediation Activities in Finnish Schools|257
3|4 Concluding Remarks|262
3|References|264
1|Index|266
1|Contents|6
1|List of Contributors|8
1|Introduction to Nordic Mediation Research|10
2|1 Background and History of Mediation in the Nordic Countries|10
2|2 Mediation Practice and Training in the Nordic Countries|11
2|3 Nordic Mediation Research|12
2|References|14
1|Part I: Systemic Aspects of Nordic Mediation|15
2|A Dispute Systems Design Perspective on Norwegian Child Custody Mediation|16
3|1 Dispute Systems Design and Family Mediation|17
3|2 Child Custody Mediation from Facilitative Mediation to Diverse Mediation Models|18
4|2.1 Child Custody Mediation as Facilitative Mediation|18
4|2.2 Adapting Mediation to the Needs of Diverse Families|19
4|2.3 Mediation Is Diluted to Settlement|20
3|3 Norwegian Child Custody Mediation Systems|21
4|3.1 Norwegian Welfare State as the Backdrop|21
4|3.2 Current Structure of Child Custody Mediation in Norway|22
3|4 Critical Perspectives on Norwegian Child Custody Mediation|24
4|4.1 Unclear Target Group|24
4|4.2 Overly Broad Definition of Mediation|26
4|4.3 Relationship Between the Three Tiers of Mediation|27
4|4.4 Particular Problems Related to Court-Connected Custody Mediation|28
3|5 Improving Child Custody Mediation|29
4|5.1 Recognising the Needs of High Conflict Families|29
4|5.2 Preventing Conflicts and Conflict Escalation|30
4|5.3 Transparent, Coherent and Unbundled Services|31
3|References|32
2|``Restorative Justice´´: History of the Term´s International and Danish Use|34
3|1 Introduction|35
3|2 International Use of the Term ``Restorative Justice´´|35
3|3 Danish Context|39
3|4 Expanding Use of ``Restorative Justice´´|44
3|References|45
2|Developing Family Mediation in Finland: The Change Process and Practical Outcomes|48
3|1 Introduction|49
3|2 Family Mediation and Family Conflicts in the Service System|50
3|3 Methodological Questions in Developmental Mediation Research|53
4|3.1 Development: Top-Down or Bottom-Up?|53
4|3.2 Learning: Adopting Existing Knowledge or Creating New?|54
3|4 The Developmental Process in Project Fasper|55
4|4.1 The Mapping of Terrain|56
4|4.2 Developing and Implementing Family Mediation Practices|56
4|4.3 Distributing the Created Models|59
4|4.4 Where to Go Next-Consolidating Family Mediation Nationwide|59
4|4.5 Evaluating the Developmental Process|60
5|4.5.1 Developmental Work in a Multi-Organisational and Multi-Professional Network|60
5|4.5.2 Developmental Work as Collaborative Concept Formation|61
3|5 The Outcomes of the Project|62
4|5.1 The Process Model for Family Mediation|62
4|5.2 The Family Mediators´ Toolkit|63
4|5.3 The Service Model for Organising Family Mediation in a Multi-Organisational Network|65
4|5.4 The Model for Elementary Training of Family Mediators|66
4|5.5 Evaluating the Benefits of the Implemented Family Mediation Model|68
3|6 Conclusions|70
3|References|71
2|Victim Offender Mediation in Sweden: An Activity Falling Apart?|74
3|1 Introduction|75
3|2 Background|75
3|3 The Development of Victim Offender Mediation in Sweden|76
3|4 The Act on Mediation in Penal Matters|78
3|5 The Swedish Mediation Model|80
3|6 Problematic Issues|81
3|7 The Future of Victim Offender Mediation in Sweden|84
3|References|85
1|Part II: The Mediator, Mediation Process and Outcomes|87
2|Unwrapping Court-Connected Mediation Agreements|88
3|1 ``The Black Box´´ of Mediated Agreements|89
3|2 State of The Art|90
3|3 Court-Connected Mediation and Its Legal Framework|90
3|4 Methodology|92
3|5 The Substance of the Agreements|94
4|5.1 Substantive Issues|94
4|5.2 Procedures|96
4|5.3 Safeguarding|98
3|6 Creativity in Court-Connected Mediation|99
3|7 Linguistic Analysis|101
4|7.1 Framing and Stereotyped Expressions|102
4|7.2 Legal Language|102
4|7.3 Bureaucratic Language: ``Kancillisprog´´|103
4|7.4 Hidden Subjects|104
3|8 Discussion|104
3|References|107
2|Custody Mediation in Norwegian Courts: A Conglomeration of Roles and Processes|109
3|1 Introduction|110
3|2 Legislative Considerations: The Main Objectives Behind the Current Regulation|113
3|3 Overview of the Procedural Rules for Custody and Contact Cases|113
3|4 The Different Roles of the Expert in Custody and Contact Cases: An Overview|117
4|4.1 Which Qualifications Are Required for Experts?|117
4|4.2 The Role of Expert Evaluator|117
4|4.3 The Mentor Role|118
4|4.4 The Mediator Role|118
5|4.4.1 Definition and Distinguishing Characteristics|118
5|4.4.2 Evaluation from Judges and Experts in Judicial Settlement Efforts|118
5|4.4.3 A Facilitative Role in Judicial Settlement Efforts in Custody Disputes?|120
3|5 Why Is Evaluation so Common in the Judicial Settlement Efforts of Custody and Contact Cases?|121
3|6 Concerns Regarding an Evaluative Mediator Role in Contact and Custody Cases|122
3|7 What Is the Point of Judge and Expert Mediators Who Do Not Evaluate?|126
3|8 How Do We Achieve Mediation That Provides Good Quality Outcomes Without Evaluation?|127
4|8.1 The Power of Feeling Heard, Understood and Empowered|127
4|8.2 Scope and Need for Evaluation?|128
3|9 The Interaction and Cooperation Between the Judge and the Expert in the Mediation Process: Potential Problems|131
4|9.1 The Problem at Hand: The Expert Has Ex Parte Communication with Parties, Whereas the Presiding Judge Cannot|131
4|9.2 Problems with the Current Regulation and Practice Regarding Ex Parte Communication in These Cases|132
3|10 Amendments of Regulation and Practice?|133
3|References|135
2|Mediation in Light of Modern Identity|137
3|1 Introduction|138
3|2 The Study and Its Design|138
3|3 Identity as Contextual Performance|139
3|4 How the View of Identity Changes What Seems To Be Going On|141
3|5 How to Integrate the Modern View of Identity in Research Methodology|142
3|6 Relevant Theory for Integrating Modern Identity Concepts with Analysis Strategy|142
3|7 Participants´ `Truth´ Based on Cultural, Christian Roots|144
3|8 Striving for Christie´s Norm Clarification|145
3|9 We Have to Listen to More than the Parties|146
3|References|147
2|When Is Restorative Justice? Exploring the Implications of Restorative Processes in Juvenile Offence Cases Based on Interviews...|148
3|1 What Makes a Restorative Process?|149
4|1.1 Levelling the Field|149
4|1.2 Methodological Overview|151
4|1.3 Theoretical Framework|152
4|1.4 Reflections on the Researcher´s Position|153
3|2 Discovering the Balanced Model of Northern Ireland|154
4|2.1 Successful First Moving in Conflict Heart Land|154
4|2.2 Empathic Disciplining|155
3|3 The New Norwegian Youth Sanctions: The Balance Act Boundaries of Restoring and Volunteering|157
4|3.1 Professionalising the Restorative Field|157
4|3.2 A Voluntary Process?|159
4|3.3 Conflict Re-theft vs the Noble Cause of Fighting Recidivism|161
4|3.4 The Conscientious Chain of Caring Professionals|163
4|3.5 And (Restorative) Justice for All?|166
4|3.6 The Show Must Go On: When Offended Parties Decline the Invitations|167
3|4 Orlando, Florida: An Alternative `Community´ Approach|169
4|4.1 Diverting Young Offenders Restoratively|169
4|4.2 A Very Alternative Restorative Experience|170
4|4.3 Empathic Hard-Liners: We Scare Because We Care|172
3|5 Discussion: When Is Restorative Justice?|175
4|5.1 Neutrality/Impartiality|175
4|5.2 Voluntarism|176
4|5.3 Punishment as Rationale|176
4|5.4 The Offended Party|177
4|5.5 The Role of Community|178
4|5.6 Equality Before the Law vs Individual Concerns|178
4|5.7 Mediation and/or Restorative Justice: Laymen vs Professionals|179
4|5.8 So, When Is It Restorative Justice?|180
3|References|181
1|Part III: Children´s Rights and Mediation|183
2|The Involvement of Children in the Process of Mandatory Family Mediation|184
3|1 Introduction and Presentation of the Question|185
3|2 Frameworks for and Practice of Children´s Participation in Family Mediation|186
3|3 Clarification of Concepts and Analytical Starting Point|189
3|4 Method and Data Collection|190
4|4.1 Selection: Children, Type of Mediation, Conflict Level and Degree of Problem Accumulation|191
5|4.1.1 Problem Accumulation in the Family|193
4|4.2 Analysis of Quantitative and Qualitative Data|194
4|4.3 Representativeness and Relevance|195
3|5 Results from Quantitative and Qualitative Qnalysis|195
4|5.1 Children´s Participation and Their Message to Parents|196
5|5.1.1 Breakdown|196
5|5.1.2 Preservation and Improvement|198
5|5.1.3 Reorientation|198
5|5.1.4 Security|199
4|5.2 Children´s Experiences, Opinion and Preferences About Their Inclusion in the Mediation Process|200
3|6 Nuances in the Children´s Experiences from Qualitative Analysis|203
4|6.1 The Children Generalise: ``All Children Should Be Allowed to Take Part´´|204
4|6.2 Children´s Experiences in Relation to Conflict Level, Degree of Problem Accumulation and Type of Mediation|204
3|7 Summary and Concluding Discussion|206
3|References|208
2|Mediation and the Best Interests of the Child from the Child Law Perspective|210
3|1 Introduction|211
3|2 Court-Connected Family Mediation in Finland|212
3|3 Child Law and the Best Interests of the Child|213
3|4 Facilitative Mediation Approach to the Best Interests of the Child|215
3|5 Evaluative Mediation Approach to the Best Interests of the Child|218
3|6 Conclusion|220
3|References|221
1|Part IV: Mediation in Theory and Practice|224
2|Past, Present and Future of Mediation in Nordic Countries|225
3|1 History of Mediation in Nordic Countries|226
3|2 Mediation as a System|228
3|3 Theoretical Models of Mediation|229
3|4 Practical Mediation Systems in Context|231
4|4.1 Communal Mediation Systems|231
4|4.2 Mediation in Legal Context|233
5|4.2.1 Victim Offender Mediation|233
5|4.2.2 Judicial Settlement Efforts and Court-Connected Mediation|235
5|4.2.3 Lawyer Mediation|237
5|4.2.4 Family Mediation|237
4|4.3 Other Mediation Systems|237
3|5 Mediation in Action|238
3|6 Conclusions|241
3|References|241
2|Mediation in Finnish Schools: From Conflicts to Restoration|246
3|1 Introduction|247
3|2 Restorative Justice in the School Context|247
4|2.1 Mediation is Considered as a Method of Learning Conflict Management in Schools|249
4|2.2 Mediation Strengthens Social Skills and Relationships|250
4|2.3 Mediation in Schools Needs Commitment to Principles of Restorative Approach|252
3|3 School Mediation in Finland|253
4|3.1 History and Basic Elements of Mediation Activity in Finnish Schools|253
4|3.2 Outcomes of Mediation Activities in Finnish Schools|257
3|4 Concluding Remarks|262
3|References|264
1|Index|266