Core Process Oriented Skills 3: Conflict, Diversity and Relationships

Core Process Oriented Skills 3: Conflict, Diversity and Relationships

Unit Description

Develop a deeper understanding of Process Oriented theory and skills for working with conflict, including deep democracy principles and Mindell’s four phase conflict theory

In this unit, building on the foundation provided in Core Process Oriented Skills 2 (105), students will develop a deeper understanding of process oriented theory and skills for working with conflict, including deep democracy principles and Mindell’s conflict theory. Deep democracy views inclusion of marginalised parts of self, groups and states as essential to the healthy functioning of the whole. Students will develop awareness of and sensitivity to rank, power, privilege, culture and gender, and also develop their holistic counselling skills for working with individuals, couples, groups and communities through demonstrations by academic teaching staff and participating in experiential exercises, including the use of genograms in assessment. They will learn to apply holistic counselling skills to manage inner and external conflicts, with a particular focus on polarity, primary and secondary processes and edge awareness.

Unit Code

106

Unit Type

Core Unit

Credit Points

3.0

Consultation Times

30 minutes before and after workshop intensives and by appointment during the semester

Topics Covered

  • Understanding process oriented theories of conflict and Deep Democracy principles, including rank, power, privilege, marginalisation and diversity.
  • The three-step process: my side, your side and neutral position. Signs of conflict escalation and de-escalation
  • Facilitating communication with individuals, couples, groups and communities: Recognising parallel edges and the counsellor’s edge
  • The mythic nature of relationships, and high and low dreaming
  • Covert and overt influences of rank, power and privilege on life aspects and conflicts, including work, for self and others
  • Cross cultural sensitivity and communication skills
  • Gender dynamics and power and privilege
  • Managing inner and external conflict

Learning Outcomes

On completion of this unit, students will be able to:

  1. Effectively apply process oriented theories of conflict management to analyse internal and external conflicts
  2. Critically analyse the influence and impact of rank, power and privilege in a range of relationships and cultural contexts, including their own cultural background
  3. Demonstrate a sensitivity to gender dynamics and power differentials in their professional relationships
  4. Implement principles for working with diverse client groups, and competently demonstrate cross cultural communication skills in practice
  5. Competently apply concepts of field theory, roles, ghost roles and deep democracy in process oriented work

Assessment Overview

Case Study Essay

Apply the three-step process to the case study provided to demonstrate an understanding of how to work with conflict and parallel edges in relationships. Analyse differences in the relationship arising from power, rank, diversity and cultural differences.

Reflective Essay

Write an essay on High and Low dreams in relationship and the mythic nature of relationships. Draw a genogram of a relationship considered in the essay and include an analysis of gender and power on relationships.

Unit Resources

Textbook

Mindell, A. (2014a). Sitting in the fire: Large group transformation using conflict and diversity. Florence, OR: Deep Democracy Exchange.

Prescribed readings

Mindell, A. (2001). The dreambody in relationships. Portland, OR: Lao Tse Press.

Mindell, A. (2012). Quantum mind: The edge between physics and psychology (2nd ed.). Florence, OR: Deep Democracy Exchange.

Mindell, A. (2014b). The leader as martial artist (3rd ed.). Florence, OR: Deep Democracy Exchange.

Mindell, A. (2014c). Working on yourself alone: Inner dreambody work (2nd ed.). CreateSpace Independent Publishing Platform.

Delivery Mode

Workshop intensives

On-campus workshop intensive 2:

9:00 am – 5:30 pm
Seven hours of teaching and learning

On-campus workshop intensive 3:

9:00 am – 5:30 pm
Five hours of teaching and learning

Online delivery
1.5 hour Zoom discussion

Study Buddy activities
Eight hours over the semester

Student Workload

The total unit workload is equivalent to 7.3 hours per week over the semester, 117.5 hours in total.

  • 12 hours on-campus workshop intensives
  • 1.5 hours Zoom discussion
  • 8 hours study buddy work
  • 96 personal study hours

Written by: Mr Samuel Minton • Created: July 21, 2020, 10:09 a.m.