@article{44f48e075446476db2f242af1c9ef61b,
title = "Beyond the Bridge: Transforming Conflict Research, Education, and Practice by Transcending Barriers—Honoring the Contributions of Tricia S. Jones",
abstract = "In this tribute to the 2004 recipient of the International Association for Conflict Management's Jeffrey Z. Rubin Theory-to-Practice Award, we honor the work of Tricia S. Jones. Having worked with Trish as grad students, research and practice collaborators, and journal editors, we highlight her unique contributions to conflict resolution education, the role of emotion in conflict, and conflict coaching. We also celebrate her ability to transcend both disciplinary and academic–practitioner barriers as she elevates the importance of communication research.",
author = "Jameson, {Jessica Katz} and Ross Brinkert and Raines, {Susan S.}",
note = "Funding Information: In addition to placing me in the classroom and getting me to my first academic conference, Trish hired me to work on the Comprehensive Peer Mediation Evaluation Project funded by the William and Flora Hewlett Foundation (1995) and the Surdna Foundation (1995). This project, which compared conflict education and peer mediation programs in four states from elementary through high school, introduced me to the complexities of research coordination, survey design, data collection, data entry, and data analysis. Trish always knew which projects were a good fit for my skills and interests, as I coordinated a local conference on mediation in higher education, participated in mediation training for Temple University ombudspersons, and studied the implementation and dissemination of our own peer mediation program, the Conflict Education Resource Team (CERT) that Ross will describe further below. All of these opportunities sowed the seeds for a career in engaged research as Trish modeled how to build partnerships with on-and off-campus organizations to make her research as robust and relevant as possible while always bringing the results into practice. Funding Information: Trish has built upon this foundational study in several ways. She has received $2,200,000 in grant funding from several sources to study and design Conflict Resolution Education in Teacher Education (CRETE) (George Gund Foundation, 2004, 2007; FIPSE, 2004, 2007; JAMS Foundation, 2008, 2010) including creation of a website (www.creducation.org/www.creducation.net) to support conflict education curricula and peer mediation training (JAMS Foundation, 2006). Trish and her colleagues developed CRETE to address the absence of conflict resolution education topics in preservice teacher education. Conflict resolution education can be framed to include any or all of four main goals: (a) creating a safe learning environment; (b) creating a constructive learning environment; (c) enhancing students{\textquoteright} social and emotional development; and (d) creating a constructive learning community. Evaluation studies performed by Trish and others have consistently found that schools that include conflict resolution education programs experience outcomes including decreased violence, decreased intergroup conflict, improved school and classroom climate, increased constructive conflict behaviors, and increased parental and community involvement (Jones, 2004a,b,c). Trish{\textquoteright}s work has highlighted the benefits of conflict resolution education to schools, students, and society during a time when education budgets are continually strained, underscoring the importance of Trish{\textquoteright} research and advocacy work. Publisher Copyright: {\textcopyright} 2018 International Association for Conflict Management and Wiley Periodicals, Inc.",
year = "2018",
month = may,
doi = "10.1111/ncmr.12120",
language = "English (US)",
volume = "11",
pages = "115--129",
journal = "Negotiation and Conflict Management Research",
issn = "1750-4708",
publisher = "John Wiley and Sons Inc.",
number = "2",
}