Giuseppe Ruggiero Direttore IMePS Napoli, Responsabile del comitato di ricerca e formazione A.I.M.S. imeps@libero.it
Da un punto di vista formale, il mediatore è un operatore che ha svolto studi in campo psicologico, medico, sociale, umanistico o giuridico ed è stato adeguatamente formato ad acquisire teorie e tecniche della mediazione, al fine di saper affrontare e gestire situazioni di conflitto in ambito familiare, comunitario e sociale.
L’immagine che rende meglio il suo percorso formativo, una sorta di disegno della sua biografia professionale, è quella di una clessidra collocata orizzontalmente, dove la dimensione posta a sinistra rappresenta l’eterogeneità degli studi e dei know-how di provenienza, il nodo situato al centro l’esperienza della formazione specifica in mediazione, e la dimensione posta a destra i possibili sbocchi operativi nei diversi contesti in cui è richiesto un intervento di mediazione.
I chose the hourglass, so it's an image that combines quite well the temporal dimension, represented by its symbolic function, with the space offered by its constituent geometric lines and stressing the idea of path implicit in the experience of training.
A path that, consistent with the systemic paradigm that defines the theoretical framework of reference, dell'equifinalità emphasizes the principle according to which an open system in the same final state may be the result of different initial conditions.
While some professionals such as lawyers, it is quite likely that the mediation will be implemented in the field of psycho-legal, for the other operators are possible between different plots of basic skills, relevant training and type of environment where there is mainly to operate.
Each, however, will adopt the practice of mediation in personal style, consistent with the knowledge and experiences that come from their own cultural back-ground.
So, to broaden their knowledge and skills, the operator training must pass through a bottleneck.
But this transition takes place in a time of at least two years, needed to deform their visions and transform their relationship styles.
Now, until the hourglass remains in horizontal position, time is frozen.
Imagine, then, to turn it on the cleavage plane and place it vertically, so that it begins to scroll the time of formation, the time for individual processes and relationships and the challenge contained in the heterogeneity of knowledge and practices where students are carriers, the challenge that has as main objective to transform the constraints posed by this type of configuration of the working group on resources for learning and personal growth.
Let us finally to enter the heart of the hourglass.
How to become a mediator?
If the fundamental task of the Ombudsman is to receive the vital and constructive the conflict, channeling his energy toward those who are the main tasks of development and developmental goals of the system, the difficulty lies in being able to effectively harmonize all the stresses encountered during training, before, and the practice of mediation after.
a sort of obstacle course, where the contradiction is the rule and the search for creative solutions that are able to maintain a giustatensione between opposite polarities, the goal.
I have identified at least five dialectical polarities that accompany the complex task of building the identity of the mediator.
1) Thought linear / complex thought.
2) Normal / Abnormal.
3) Learning techniques / job upon himself.
4) Focus on the history / Focus lens.
5) Penalty / Creativity.
linear thinking / Thinking complex
tells an old story that a Muslim was put in prison for a crime he did not commit.
A friend visits him in secret and can give as a gift, a rug for prayers.
The prisoner is initially disappointed, because maybe he would have preferred to receive the blade of a knife or some other thing like that, but after a while ' time, decides to use the gift of his friend.
Thus, while reciting the morning prayers, he began to carefully observe and study the intricate decorative texture of the mat, until one day, it looks a very interesting design, which reproduces exactly the pattern of the internal lock of his cell.
force the lock and is finally free. What
thought or attitude of mind can allow such a profound observation, to give us the knowledge that what we seek is not that far away and difficult to reach as it seems?
dell'AIMS According to the philosophy, mediation is "systemic" not so much the application that is in contexts other than the family, as for the epistemological Summit adopted.
The linear thinking, in fact, is not suited to articulate a reading of the conflict and its possible evolution. E 'must be open to a broader vision of how you configure the conflict within any system, be it an individual, couple, family, group or organization.
The course is therefore proposed to facilitate the comparison of linear optical and optical flow between cultural reductionist tendencies, feeding styles and partial unilateral observation of reality, and need to work a second thought complex, multidimensional, able to give meaning to the different forms and varieties of the manifold.
It will, therefore, support the student in the difficult task of finding their own prejudices and those consolidated habits of cognitive categorization, guiding precise emotional and behavioral choices, in order to help them integrate within itself a multiplicity of readings and indispensable for the construction of meanings for the mediation process systemically.
"The conflict, writes Zamperini, experience becomes thinkable, vivibilee convertible, even if the first space is created to accommodate the quality paradossaledel emotional jumble that it conveys and that alone can disarticolarela logica del pregiudizio e della credenza”.
Ciò che si rende necessario, dunque, secondo l’Autore, è il passaggio da un pensiero categoriale ad un pensiero paradossale, che sia in grado di accogliere e contenere le contraddizioni e le valenze dissonanti che caratterizzano la comunicazione conflittuale tra le parti.
Ritornando alla storiella del prigioniero e del tappeto, può essere utile ricordare che numerosi studi nel campo della psicologia culturale hanno dimostrato che i processi mentali non sono universali, bensì risentono dell’influenza e del condizionamento delle singole culture di appartenenza.
Si è visto, per esempio, che gli occidentali, di fronte ad un’immagine complessa, tend to perceive greater than the background figures, the Orientals, by contrast, tend to store more items and details that are part of the scenario. The same differences can be found in the study of cognitive processes more complex, showing that each worldview has its roots in the only logical explanation is not biological, but also in cultural individual. Faced with a contradiction
Western man is uncomfortable and try to resolve it, because its logic does not tolerate the paradox.
The man who comes from an Eastern culture, however, accepts the existence of the principle of contradiction, that the truth of a proposition does not exclude the truth of another, so that, ultimately, he believes that the truth emerges only when one accepts the validity of simultaneous contradictory assertions.
foster dialogue with the appearance of its binding to observe the reality, with the continuing tendency of the mind to analyze, categorize and judge, and educate the paradoxical thinking through the direct experience of conflictual relationship with each other, become Therefore, the most important objectives of the entire training process.
normal / pathological
The second polarity dialectic concerns the relationship between the size of the normal and the size of the pathology in the practice of mediation.
I'm talking about relationships, and no distinction of operating environments, and very difficult because I need to maintain a clear separation between these two dimensions, in embryo, are both in the dynamics of the conflict, which may represent the evolutionary end respectively to the change or chronicity. I think
maintain this dialectic in the training will help not only to redefine the boundaries of normality, but also to move on to a more complex debate about the differences and similarities between mediation and psychotherapy.
Mediation systemic although it has its own specificities, it is still a support process that, in my opinion, maintains a continuity with psychotherapy and counseling.
E, 'therefore, a process among processes, able to propose and produce a new culture of conflict and human relations based on respect for differences, the principles of solidarity, cooperation and non-violence among humans.
learning techniques / job upon himself.
The third polarity refers to a central aspect of learning: the importance of integrating skills techniques with the thickness of the individual and, in particular, with its level of awareness.
I think that on this point dell'AIMS should ask all teachers and open a forum for discussion on the relationship between duration and "mission" of training in mediation systemic. This raises many questions
fact.
two years are enough to form a mediator, which are required special skills and relational skills in conflict management?
In these two years, how much space should be dedicated, and how, his training and personal growth?
are applicable for this purpose existing strategies and methods used in psychotherapy training, tout-court, or should meet the objectives of the course and the particular features of the intervention of mediation?
If we firmly believe the inability to send a "know how" without connecting to a "how to be" so that the result is a "knowing" flexible, ethically based, aesthetically oriented, intended as a "know how to interrogate the theories and their limits on their mode of interpretation, application and processing, adapted to fit the context of the relationship and history, we can not ignore the importance of this dialectical polarity between the use of the technique and work on yourself. Rather, we must try to make it productive for learning and transformation.
Focus on the history / Focus lens
We know that the greatest difficulty in meeting the mediator that the mediation of divorce is to strike a fair balance between the importance of further the story of the couple and the plot of the meanings that have marked the critical events of married life, namely to address the past, and the need to maintain the focus on the present and the most important objectives to be achieved, namely to look to the future.
Here we compare different models of classically family mediation, negotiation and more pragmatic orientation, or more strictly therapeutic. But even within
dell'AIMS the comparison looks open and constructive methodological differences between the various schools, even if within the same systemic paradigm.
The swing to one extreme or the other of this polarity, along with finding a new way to update the story of the couple, "hollowing out those aspects that prevent binding to access a joint narrative of the conflict and more harmonious, distinctive, in my view, our training proposal, leaving, in addition, the Ombudsman free enough to adapt his skills alla singolarità delle diverse storie con cui si confronta nella sua pratica.
Egli dovrà, infatti, adottare le strategie più efficaci per aiutare l’intero sistema familiare a riorganizzare i propri confini relazionali dopo la separazione, integrando l’impegno faticoso di una genitorialità condivisa e consapevole con la necessità di elaborare il dolore della fine e poter ritrovare una modalità di comunicazione interpersonale più soddisfacente.
L’aderenza alla realtà dei bisogni, non sempre coincidenti, degli adulti e dei bambini, da una parte, e a quella dei tempi e delle finalità dell’intervento di mediazione, dall’altra, rappresenta, dunque, per il mediatore, la sfida most important of his speech, and as such, requires an ability to adapt and balance details, that only experience can ripen fully.
Penalty / Creative
The last point concerns the relationship between rigor and creativity, the pair of opposites often cited by Bateson in his writings.
I refer to the rigor of the model, setting the rules of mediation, but also the ethical rigor required the Ombudsman to ensure the conduct of the meetings in ways that are equitable, fair, respectful of the demands and emotional needs of all.
I refer In addition, creativity is necessary for the penalty does not become rigid and experience of mediation to be conducted in a climate of collaboration, inquiry and openness.
It is, therefore, urge the mediator to search for the best solutions for the family, turning his creative side, overshadowed by the spiral of conflict and rigid opposition parties, and conducting the mediation process with the right amount of balance between directivity and freedom of expression, including credibility and emotional understanding. The same applied to the balance
teacher to lead the team in training towards the acquisition of thinking and feeling a systemic, integrating what Bateson definisce “finalità estroversa”, cioè il desiderio di modificare il mondo, con la “finalità introversa”, cioè il desiderio di cambiare il Sé.
Solo in questo modo il mediatore riuscirà a mettere in moto i processi creativi del cambiamento, utilizzando aspetti e risorse della propria personalità.
Una buona formazione non dovrebbe mai abbassare il livello di tensione tra queste ed altre polarità che emergono durante le varie fasi dell’apprendimento, in modo da preparare il mediatore a sostenere il difficile ruolo di contenitore di tensioni e contraddizioni emotive, al fine, non tanto di risolverle, quanto di accettarle ed armonizzarle.
If this happens within them, can also occur in the dynamics of communication between the warring parties, in their minds and in the depths of their hearts.
Because the ultimate goal of mediation is not shut down the conflict, but at peace.
A good definition of mediator is to "operator of the border."
But, that he might be able to stand on the border between positions, needs, emotions, thought patterns, myths, cultures and conflicting narratives, it is necessary first to have done a thorough job on themselves, on their way of living the conflict in his inner world, and the style with which it deals with relationships, consistent with what has been their family history and personal.
This awareness work will allow him to stay in the game midway attraction of opposites, to answer the call for help of the parties in an active and not reactive, suspending any value judgments, and to encourage the adoption of self-reflective processes within the stereotypical logic of the conflict.
After this brief analysis of the processes set in motion educational experience, I will touch again on the need to optimize time and resources to achieve the educational objectives, paying equal space to learn and practice self-reflection and its history. To this
respect, I believe the work on the personal styles of communication is a priority and essential, as well as the refinement of observation skills and listening and learning negotiation techniques should go through the analysis and management of conflicts develop within the training group.
And 'this, in fact, true relational laboratory that allows the development of the educational process.
Inside, in a timely manner and in accordance with appropriate procedures, will be detailed family history of the student, reviewing, in particular, certain significant areas such as the construction of identity as a couple, parenthood, family culture that revolves around the conflict, the attribution of meaning to the events of the life cycle associated with the experience of separation, in all its meanings. In my
Training Institute we have developed specific training modules on "Communication, storytelling and conflict", inspired by the study of communication patterns proposed by Virginia Satir and some techniques used in psychodrama "Dialogue of the voices" of Stone.
I am increasingly convinced, in fact, that mediation is an area of \u200b\u200b"transgressive" with respect to psychotherapy, which can provide more degrees of freedom and experimentation in the didactic, thanks to the availability of other students to get involved.
work on themselves can be enhanced, therefore, through the organization of day intensive, residential, during which you can use different languages \u200b\u200bof creativity, to promote the search for ways of communicating more closely to their personality structure of the right tension between opposites, which allows individuals to harmonize the different aspects of one's self, accepting the contradictions implicit in the "party game" and learning to be "property in the storm, to follow the current direction, rather than go against.
Conclusions
The debate on the training developed in recent years within dell'AIMS during meetings reserved for self-education teachers and the meetings of the Committee on Education, attended the representatives of all the approved establishment, is finally giving the desired fruit.
The extension of hours training courses scheduled for mediation, the opening area of \u200b\u200bcounseling systems, opportunities for cultural exchange between members and staff conferences offered by national and even more from the pages of this magazine, testified the efforts of those, a differenti livelli, si adoperano per migliorare la qualità della ricerca condotta nell’ambito della mediazione sistemica all’interno dei singoli Istituti.
Sono convinto che l’AIMS possa offrire ancora notevoli contributi allo sviluppo della mediazione in contesti diversi dalla coppia e dalla famiglia.
Sarà, pertanto, estremamente importante confrontarci in futuro con altri modelli di formazione consolidati in ambito nazionale ed internazionale, riservando una particolare attenzione alle differenze metodologiche che emergono tra formazione in mediazione familiare e formazione in mediazione comunitaria e sociale.
Il mio auspicio è che questa rubrica possa rappresentare non solo una concreta opportunità per ampliare the scientific debate, but also a springboard for new initiatives and proposals for research within the educational activities of our Association.
We will in this way even more impetus to the Education Committee, which, through self-training days, seminars and national conferences, will continue to perform its fundamental function as a link between teachers, engaging in a productive research and experimentation new educational models that improve the quality of learning and therefore of the practice of mediation.
Bibliography
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- M. Epstein, "The continuity of being," Astrolabe-Ubaldini publisher, Rome 2002.
- Lao-tzu, "The Book of the street and virtue", Mondadori, Milano, 1993.
- G. Madonna, "Psychotherapy by Bateson. Towards an aesthetics of care. " Basic Books, Milano, 2003.
- G. Ruggiero, "du Médiateur identity, identity de la famille: deux modeles systemiques en comparison "International Colloquium of Family Mediation" in L'enfant risque de l'Oubli ", Lyon, 1998.
- G. Ruggiero, "The family conflict: the evaluation process of mediation." Excerpt from the Issue "social animation" No 5, 1997.
- G. Ruggiero, "The training model dell'AIMS", paper presented at the II International Congress of AIMS, "Profession Ombudsman. A new resource for the welfare of family and community ", Torino, 1999.
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- Kühnen U., "Think Asia" article published in the bimonthly journal "Brain & Mind" No. 9, May-June 2004.
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