The Lawyer-Assisted Family Law Property Mediation: Legal Aid Commission Trial vs The Priority Property Pool: Which Should You Choose?

By Amy Li

This post is part of a series of the best posts written by undergraduate law students enrolled in 2024 in Non-adversarial Justice at Monash University.

Victims of abusive relationships are at a higher risk of being financially disadvantaged and at poverty after separation. They are more likely to accept unfair property settlements and are three times more likely to receive less than 40% of the property pool. Parties who perpetrate abuse can continue to abuse them through the legal system, by delaying legal procedures, sending unnecessary legal letters, deliberately increasing their legal fees and causing the victim to be the subject of harsh cross-examinations. Due to little funding in Legal Aid, only 8% of Australian households are eligible to access a grant to receive legal aid.

Image by <a href=”http://<a href=”https://www.vecteezy.com/free-photos/business”>Business Stock photos by VecteezyArrmypicca

Due to these issues, the Lawyer-Assisted Family Law Property Mediation: Legal Aid Commission Trial and Priority Property Pools were recently established and aimed to increase access to resolving post-separation property matters through efficient and low-cost avenues aimed at parties experiencing family violence and economic abuse.

This article aims to provide a comparative analysis of the evaluation of the Lawyer-Assisted Family Law Property Mediation: Legal Aid Commission Trial (the LAC Trial) and the Priority Property Pools under $500,000 (PPP500) pilot programs. This post is designed to be especially useful for women who are experiencing ongoing severe financial hardship as a result of family violence and are seeking a family law property settlement in the State of Victoria, Australia, where the author is based.

The LAC Trial

The LAC Trial was initially established in 2020 and was funded to be a two-year trial. It provides legally assisted mediation for dividing property where net assets are $500,000 or less (excluding superannuation). The applicant must also be a priority client of the Family Dispute Resolution Service, a Legal Aid service designed to organise family dispute resolution conferences between parties at no cost (excluding the cost of legal representation). Priority clients includes people who have experienced, or is at risk of experiencing family violence.

If the application is successful, the applicant will be appointed a lawyer who will make an application on behalf of the client. A case manager can also provide the applicant with referrals to family violence support services and provide alternative solutions if mediation is deemed inappropriate. In Victoria, financial disclosure must be required before the first conference, which is intended to make the process more efficient. If resolved, parties are encouraged to sign a Heads of Agreement and lawyers apply for consent orders.

This program allows more women experiencing financial hardship to access legal representation for a property settlement. The more intensive case management is helpful for vulnerable parties as they are able to work with non-legal professionals to get the support and advice needed. The legal representation can level out the playing field for a victim who has a lack of bargaining power in private negotiations. Participants are also less likely to agree to a minority settlement as they receive constant advice from their lawyers and have a realistic proposal in mind. Where a party has experienced extensive family violence, mediation can be held between lawyers on behalf of the parties privately. The outcome is legally binding which allows victims to ‘move on’ and have separate finances without a connection. The fact that Legal Aid is involved removes another aspect of systems abuse, as Legal Aid can fund to obtain certain forms of financial disclosure for the vulnerable parties and avoid obstructive behaviour from the aggravating party.

However, the primary reason why this option may not be suitable for some clients experiencing financial hardship is that mediation requires cooperation from the other party. If the case manager does not receive a response from other party or they decline to participate, the matter is closed. The requirement of needing financial disclosure before the first mediation could also backfire for victims of abuse. This is because victims experiencing family violence may have limited access to financial information as well as the necessary documentation. Furthermore, during the pilot program, some legal professionals observed that parties who had a history of perpetrating family violence were likely to be obstructive in their financial disclosure. These parties would ‘drag their feet’ and be very slow with their paperwork, decreasing the efficiency of this program and increasing trauma for victims. There is also less incentive for parties to settle during mediation as they are not funding the process. However, it should be noted that these are aspects of systems abuse and are not unique to the LAC Trial.

Priority Property Pool

The priority property pool (PPP) was established as a pilot program in the Federal Circuit and Family Court of Australia in 2020. It was designed to provide access to more simple and efficient court processes for property dispute settlements in family law. It was created for similar reasons of ensuring the court-led process would mitigate any power imbalances and ensuring that disclosure occurs expediently and efficiently while achieving just and equitable outcomes. To be eligible, the main requirement is for parties to file their initial application seeking a property or financial order only and that the value of the net assets must be less than $550,000 (excluding superannuation). Neither party can seek a parenting order unless the court makes an exception and declares the case to be a PPP case. There are two streams:

  1. a registrar-led stream where a judicial registrar assists the parties to resolve their property and financial arrangements by consent; and
  2. a judge-led limb which is a simpler procedural process and ends in a judicial determination if the registrar-led limb is unsuccessful.

In comparison to standard litigation, PPP is able to assist parties who were unable to negotiate out of court. Vulnerable parties are naturally more intimidated by the court process but can have better access due to simplified forms and reducing the number of forms required during the proceedings. This leads to a much more efficient court procedure, with an average turnaround of 6 months, much shorter than the years long standard litigation process. A timely resolution is important for vulnerable parties as to not increase financial hardship and trauma. Furthermore, the streamlined court process removes the requirement to file affidavit material which could reduce trauma for victims of family violence as they would not need to recount their experience or hear the other party’s affidavit as well. The registrar-led limb also has a more ‘hands-on’ case management approach and are able to identify unequal bargaining power or other dynamics. The other parties seem to be more compliant even in the registrar-limb, which focuses on a consensual solution, and parties take the process more seriously compared to mediation.

Similar to the LAC Trial, there could be difficulties with parties refusing to make frank financial disclosures and vulnerable parties having little access to financial documents, however, in PPP, judges can make orders. The major issue with PPP is that it leaves a gap for people experiencing family violence who fall within the PPP program but are ineligible for legal aid representation. Therefore, for a client who is experiencing financial hardship and unable to afford private representation, PPP may not be as helpful as the LAC Trial. It also excludes victims who are seeking a parenting order as well. While judges can make findings about family violence, the absence of affidavit material can decrease the likelihood for family violence allegations to be identified. Registrars have limited capacity to manage complex dynamics when it comes to non-compliance from the other party and usually requires the matter to be referred to a judge, which could increase the time required to finalise the outcome.

Continuation after the Pilot Programs

The LAC Trial and PPP were very successful during their pilot program period and have since been expanded by Victoria Legal Aid and the Federal Circuit and Family Court of Australia respectively. The LAC Trial has been transformed into the Family Law Property Program and eligibility requirements for clients remain the same. Since the pilot program, funding has been extended twice with a current end date of 30 June 2025. The grants are capped for 20 parties per month and a lawyer can apply through Victoria Legal Aid’s online system, ATLAS.

The PPP program has continued since the pilot program and have expanded to all filing registries since. After an application has been made, a Judicial Registrar will review the application and determine whether it is a PPP case. If the applicant has an asset pool under $550,000, the required documents to initiate the process are the initiating application, a financial summary and a genuine steps certificate.

Overall, the LAC Trial is suited to a client who is in severe financial hardship and has experienced family violence, where the other party is willing to have mediation to resolve the dispute. The PPP is most suited towards a client whose other party is unwilling to engage with the client as the courts can help to make a judicial decision as it is a comparatively more formal setting. Both programs are suited towards clients who have serious financial hardship, however the LAC Trial guarantees legal representation. They are also both sensitive to that fact that a majority of the client base includes parties who have experienced family violence and try to even out unequal bargaining powers.

About Amy Li

Amy Li is a penultimate year student completing her Bachelor of Laws (Honours) and Commerce double degree at Monash University. Amy is currently a paralegal at a plaintiff class actions firm and volunteers to assist refugees. Through her studies, she has developed a strong interest to improving access to the legal system for vulnerable individuals.

TIPS FOR NEW PRACTITIONERS: Getting your documents in order

Samantha Hardy
This article has been republished and adapted with permission. The original publication can be located within The Conflict Management Academy.

When setting up your practice, it’s important to have all your documents in order. Many people don’t prepare in advance and then are in a last-minute panic when the first client turns up and they need paperwork! 

It’s also important to remember that each client may need different types of paperwork, so you adapt and tailor your documents to each client and context.

What documents do you need?

During your training as a coach or mediator, you probably discussed things like agreements to mediate, or coaching contracts, but these are not all you need. You will also need things like:

  • Enquiry-related documents (e.g. information sheets and brochures for parties, lawyers, support people or employers)
  • Business-related documents (e.g. proposals, scope of work, invoices or client databases)
  • Service-related documents (e.g. questionnaires and intake forms agreements to participate, privacy and confidentiality agreements, record of mediation outcomes, spreadsheet for recording property items, value or distribution documents)
  • Correspondence templates
  • Feedback sheets, surveys, and evaluation documents

You may need a few versions of each kind of document for different clients and situations. For example, when an employer is involved as sponsor or when there are multiple parties involved in the conflict (whether a workplace or family conflict) or documents related for different services (e.g. mediation and coaching).

How do you make these documents available?

As well as the content of these documents, you should consider carefully when and how they are made available to prospective or current clients. For example:

  • Are the documents (in a generic version) made available publicly (e.g. on your website)?
  • Are the documents sent to prospective or current clients (as templates or with their details added)?
  • How important is it that the clients read and/or understand the documents? How do you ensure this is likely to happen? What happens if the client does not read the documents you provided?
  • Do you recommend and/or suggest clients obtain (legal or other) advice about the contents of any documents provided?
  • How accessible are your documents (e.g. for people who have visual or other impairments)?
  • What opportunities are there for clients to discuss the contents of the documents with you?
  • Do clients need to sign any documents? Do these need to be witnessed (by anyone, a lawyer or JP)? Can they be signed electronically?

You may have been provided with pro-forma examples of documents, like agreements to mediate or confidentiality agreements, from your trainers or your accreditation bodies, and these are a useful foundation to work from. However, using them “out of the box” is not ideal, as your brand, your clients, and your context are unique, and you need documents that are designed for your particular practice.

I highly recommend you go through any template very carefully and identify any contents or language that needs adjusting.  You should do this when creating your own branded template, but you should also do a quick check for each client, to ensure that each document is tailored appropriately for the specific client and their situation.

Check the content is applicable

Check that the content of the document suits your client and their situation. For example:

  • Is there is an employer or sponsor involved?
  • Is this a two-party or a multi-party situation?
  • Will you be working in person or online?
  • Is the process going to be confidential, or are there reporting requirements (e.g. to an employer)?
  • Does the template refer to laws (e.g. in relation to a mediator’s obligation to disclose information to authorities in certain circumstances) that might vary across jurisdictions?
  • Does the document use terminology that is not relevant to your client’s context. For example, does the document refer to litigation or going to court when this isn’t something your client is likely to be considering, or include statements like “settlement is legally binding” which may not apply to your client’s situation.

Check that the language is suitable

Formal or informal? The language used will differ greatly depending on your client-base. If you are working as a mediator in a legal context, many of your lawyer-clients may be repeat clients so will not need a great deal of information. However, referring lawyers may be providing information to their clients (e.g. a panel of three mediators for the client to choose between) and so you may also want to provide information suitable for lawyers to give to their clients to help inform the client’s choice.

How the people involved are referred to? If you are working with two employees involved in a personality clash at work, they may not find it comfortable to be referred to as “disputants” or “parties”. Try to accommodate language that is suitable for the dispute. For example, if it is a family dispute involving children, referring to the parties as “parents”.

How is the situation or conflict described? If your clients are currently involved in litigation, it might be perfectly acceptable to refer to the situation using language like “the dispute”. However, if you are mediating between family members in a personal conflict or employees who have a personality difference, this terminology might not sit well with them. You might be better using language like “your concerns” or “your working relationship”. Try to be sensitive to what would be comfortable for your clients.

Is it consistent with your brand? If your brand is down-to-earth, plain English, and informal, then providing clients with documents full of legal-ease or formal terminology and language may create a disconnect for your clients. This doesn’t mean you don’t include necessary information, but rather try to use language that is clear and also consistent with your brand ‘voice’.

Is it ambiguous, overstating, or misleading?  Be very careful not to use sweeping statements that may be misinterpreted. Terms to be careful about include “voluntary” and “confidential”. Depending on the client’s circumstances, these terms may not apply in a straightforward manner and can create confusion and distrust (and even sometimes lead to complaints).  For example, an employee who is required to attend mediation as a condition of their employment may not feel that their participation is voluntary. Similarly, if following a workplace mediation, one participant breaches an agreement to keep the discussions confidential by talking with a colleague about what happened, there is often very little anyone can do about this.  This can lead to the other person complaining that “the mediator said it was confidential and yet they couldn’t stop them from talking about what happened”.

Conclusion

Getting your documents in order and knowing how to adapt them when needed is important to build credibility and professionalism in your work.

In our Beyond the Table course accessible on the Conflict Management Academy, we have created an entire module on Your Documents which can help you review a broad variety of examples of different kinds of documents and be tailored to fit your practice and your brand.

We consider different categories of documents, including:

  • Enquiry-related documents (e.g. information sheets and brochures for parties, lawyers, support people or employers)
  • Business-related documents (e.g. proposals, scope of work, invoices or client databases)
  • Service-related documents (e.g. questionnaires and intake forms agreements to participate, privacy and confidentiality agreements, record of mediation outcomes, spreadsheet for recording property items, value or distribution documents)
  • Correspondence templates
  • Feedback sheets, surveys, and evaluation documents

Author Biography

Dr Samantha (Sam) Hardy is the Director and Lead Trainer of the Conflict Management Academy. Sam is an experienced mediator, conflict coach, and the founder of the REAL Conflict Coaching System™. She provides conflict support to managers and leaders across the world as well as professional development training, supervision and mentorship to mediators and coaches who work with clients in conflict. Sam is an accredited mediator under the Australian National Mediation Accreditation System (NMAS), a certified transformative mediator by the United States Institute of Conflict Transformation, and a certified narrative coach. She has been awarded Conflict Coach of the Year at the Australian Dispute Resolution Awards in 2022 as well as the Australian Resolution Institute Award for Service to Dispute Resolution in 2021 for her leadership and innovation in the field. Sam also publishes widely in dispute and conflict resolution, including Dispute Resolution in Australia, Mediation for Lawyers and Conflict Coaching Fundamentals: Working with Conflict Stories.

Informed, Involved, Inclusive: The Proposed Curriculum

Rory Gowers & Milan Nitopi
This article is Part 2 of 3 in our series ‘Informed, Involved, Inclusive’.

Rory and Milan (left to right) presenting at the 12th Conference World Mediation Forum – Foro Mundial de Mediación in Brazil in November 2024.

Disclaimer: ​​This introductory story is a work of fiction and does not intend to resemble any person or their lived experiences. Names, persons, places, and incidents are products of the author’s imagination. Any resemblance to actual events, locales, or persons is purely coincidental.

In the past…
Ashita had a promising future in Aressa, Syria. As a rising star in the development of artificial intelligence, she was ecstatic when her supervisor pulled her aside on Friday afternoon to share exciting news—her talents had been noticed. Come Monday morning, she would step into a new role, a significant leap forward in her career. As she travelled home that evening, she imagined the innovations she would contribute and the problems she would solve. But by Sunday night, the world she knew was gone.

Then something happened…
The war arrived without warning. Bombs shattered in the night sky, and chaos erupted in the streets. Her family fled in the back of a cattle truck that night, carrying with them only what they could. As the days turned into weeks, and the weeks turned into months, her past was slowly stripped away as she crossed each border. 

But eventually she arrived in her host country, and she was alone—her family was scattered, lost in the chaos of displacement. In her host country, Ashita faced a new kind of struggle. The temporary permit allowed her to stay, but it did not offer any sense of belonging. She could barely communicate her basic needs, let alone articulate her expertise in AI–employers saw a refugee, not a specialist. The locals eyed her with suspicion, their mistrust became a barrier she could not break down. Without any support or others willingness to understand, her talents and her livelihood began slipping away.

So now we’re doing this…
But there is another way. We offer a fresh and constructive path forward with specific application of the myRESPECTability model (Gowers, 2023) and through the Mastering Intercultural Mediation Initiatives (MIMI) training program. MIMI equips professionals in all fields with the skills to turn challenging intercultural communication into innovative and constructive dialogue with the involved stakeholders central to the issues in question. MIMI trained professionals will gain enhanced skills and competencies that enable them to facilitate sophisticated intercultural bridges to overcome long-standing cultural divides and reflect the current realities of our diverse, complex, and globalised world.

So we can have a future like this…
With skilled intercultural professionals, Ashita does not have to remain unseen. Professionals who are interculturally competent can help resolve situations–like Ashita’s–by adapting the standard mediation principles, processes and practices to ensure all parties feel able to express and address their interests, needs, and concerns in culturally relevant ways so that they may have an equal place at the table.

In this way, people who may be experiencing a sense of ‘out-culture’ can come into their foreground and make significant contributions for the benefit of the whole community as they now have an opportunity to share their insights and talents.
The Author/s have labeled this AI-generated content (AIGC). This indicates that this content was completely AI-generated or significantly edited with AI.

We share this so that we can create a future that bridges the gap between culture and encourages collaboration between people of all nations. We share this so that we can all work together to address global challenges and achieve solutions that promote peace, equity, and sustainability for all life on this planet. And, we share this so that we can equip the world with the knowledge and skills required for tomorrow’s challenges. But let us explain how we propose to do this…

In our first article we laid the foundations that underpin our proposed intercultural competency training model. In this article, we share our working developments that set out curriculum and rubric which outline the key assessments and learning objectives we intend to achieve.

As becoming interculturally competent is more than an intellectual and mindful journey, we decided it is crucial to centre our training model on participant transformation. This means ensuring that key learning objectives are met, including:

  1. Participant engagement
  2. Research informed learning
  3. Self-reflection
  4. Flexibility

MIMI Foundation 1: Interculturally Informed

As the first foundation is a structured learning process centered on establishing the baseline knowledge of intercultural competence, we decided that participants would benefit most by undergoing an intensive workshop whereby they can both learn theory as well as engage in practical exercises with their cohort.

We envision the workshop to be a total of 12 hours completed over a 3 day period (4 hours each day). Throughout the 3 days, participants will engage in collaborative style learning to learn intercultural theory as well as participate in group discussions and completion of case studies. Upon completion of the 3 days, participants will submit a portfolio detailing their reflections of the theory and activities they engaged in.

Group discussions will focus on key interculturality issues in mediation practice, root causes for communication and dialogue issues, as well as a discussion of case studies to address questions such as:

  • How did each party feel about the experience?
  • What was the impact on the parties?
  • What could the facilitator have done differently?
  • How did the different communication skills influence the outcome?
  • What does that tell us about the importance of intercultural principles in mediation?

We expect participants will satisfy the following rubric components to demonstrate their competence in being interculturally informed:

  1. To engage in the workshop including all group discussions, case study analyses, and other activities. This will be evidenced by their attendance and their portfolio submission following the 3 days.
  2. To learn and demonstrate an understanding of intercultural theory and its application to communication and dialogue within mediation practice. This will be evidenced by their portfolio submission following the 3 days.
  3. To self-reflect on learnings, insights, and peer contributions. This will also be evidenced by their portfolio submission following the 3 days.

MIMI Foundation 2:  Interculturally Involved

As the second foundation is centered on developing a deeper understanding of other-cultural needs, values, and expectations, we decided that participants would benefit most by undergoing a full other-culture immersion program whereby they can become practically involved to witness, first-hand, their stories, songs, and symbols.

We recommend that participants undergo 10 consecutive days of immersion (with no less than 3 consecutive days). However, it is not a ‘one size fits all’ situation. Some participants may require more or less time to become fully involved in the other-culture–and that is okay! We support flexibility and we encourage participants to be self-determined in their own learning. During and upon completion of their immersion experience, participants will be required to submit a portfolio documenting their daily and final reflections.

In documenting their daily reflections, participants will be prompted on a variety of intercultural issues, such as:

  • What is a specific cultural difference and similarity you experienced today?
  • What was a communication and dialogue challenge you perceived today?
  • How and why did you address and/or manage the intercultural challenge that you faced today?
  • Record one specific cultural story, song, or symbol that you experienced today.

In documenting their final reflection, participants will be prompted on key interculturality issues in mediation practice or root causes for communication and dialogue issues by drawing on their own knowledge, insights, and immersion experience, such as:

  • How have your learnings and experiences affected your approach to peoples of an other-culture in your day to day life and/or in your mediation practice?
  • What communication or dialogue skills will you bring into your life and/or mediation practice?
  • How are those communication or dialogue skills relevant to effective mediation practice?
  • What do your learnings and experiences tell you about the importance of intercultural principles in mediation?

We expect participants will satisfy the following rubric components to demonstrate their competence in being interculturally informed:

  1. To engage in at least 3 days of immersion in the other-culture and demonstrate a willingness to participate despite feeling a sense of discomfort, unease, or unfamiliarity. This will be evidenced by their attendance and daily reflections.
  2. To learn and develop an acceptance of the needs, interests, concerns, expectations of the other-culture in a way that is culturally relevant to their own intercultural interactions and mediation practice. This will be evidenced by their daily and final reflections.
  3. To self-reflect on learnings, insights, and lived experience. This will also be evidenced by their daily and final reflections.

MIMI Foundation 3: Interculturally Included 

As the third foundation is focused on putting learnings and reflections into practice, we decided that participants would benefit most by engaging in a final practical workshop to adapt their current core principles, practices, and processes to the interests, needs, concerns, and expectations of the other-culture they immersed themselves in.

We envision the workshop to be a total of 20 hours completed over a 5-day period (4 hours each day). Throughout the 5 days, participants will engage in activities such as group discussions, case studies, and role-play exercises. The key focus of this workshop is for participants to demonstrate they are able to accurately identify and address communication and dialogue issues within an intercultural context. Upon completion of the 5 days, participants will be required to submit an ‘Intercultural Practice Statement’ as well as a portfolio detailing the activities they engaged in.

Group discussions, case studies, and role-play exercises will focus on key interculturality issues in mediation practice, root causes for communication and dialogue issues, as well as a discussion of case studies to address questions such as:

  • How did each party feel about the experience?
  • What was the impact on the parties?
  • What could the facilitator have done differently?
  • How did the different communication skills influence the outcome?
  • What does that tell us about the importance of intercultural principles in mediation?

The ‘Intercultural Practice Statement’ is a refined methodology for intercultural interaction and participants will be required to present this with their cohort. This provides an opportunity for them, as well as their cohort, to share insights and experience so that they can learn from each other. Participants will be asked to address a final question such as:

  • What are you going to do differently (i.e., how are you planning to include your learnings and experience into your life) now that you are informed and involved with the other-culture?

We expect participants will satisfy the following rubric components to demonstrate their competence in being interculturally informed:

  1. To engage in the workshop including all group discussions, case study analyses, role-plays, and other activities. This will be evidenced by their attendance and their portfolio submission following the 5 days.
  2. To apply their learnings and insights accurately to identify and address communication and dialogue issues within an intercultural context and in a way that is culturally relevant to their own intercultural interactions and mediation practice. This will be demonstrated by their portfolio submission following the 5 days.
  3. To present their intercultural practice statement to their cohort. This will be evidenced by their attendance and portfolio submission following the 5 days. 
  4. To self-reflect on learnings, insights, lived experience, and peer contributions. This will also be evidenced by their intercultural practice statement and portfolio submission following the 5 days.

Intercultural Competency Specialisation (optional add-on)
As an optional add-on, practitioner-based participants (mediators, family dispute resolution practitioners, lawyers, etc.) can elect to undergo a further 1.5 hour role-play assessment to apply their learnings in a practical scenario.

Our vision for the future is to incorporate this training model within leading institutions (such as mediator Recognised Accreditation Providers, Law Societies, Bar Associations, etc.) to develop an intercultural competency specialisation that practitioners can obtain and enhance their own competencies and professional practices.

Continuing Professional Development (CPD)

Each foundation addresses a different, but very necessary, aspect in intercultural competence development. But, because we believe that competency requires ongoing and continual development, the program will provide life-time access to resources and be supported by mentors, alumni, and peers in the online myRespectAbility community.

Professional Members will also receive exclusive discounts on registration in other myRespectAbility or Affiliate programs and workshops. 

Participants who demonstrate extraordinary performance throughout the program may be invited to add a chapter to the Intercultural Competence Playbook–a journal that we will publish, print, and mail annually–and is an opportunity for all to learn from others’ insights and experiences.

Author Biography

Rory Gowers is a Master of Dispute Resolution (MDR), a Master of Education (MEd), an intercultural mediator, and a business strategist, residing in Greater Sydney, Australia. Rory has extensive international experience as a visionary business problem solver, and certified results coach. Rory’s mission is to facilitate a more respectful world by inspiring people and groups to transform business ecosystems with practical sustainable solutions with a vision to facilitate a place for all and peace for all in our time. Contact Rory via
Webpage: www.myRESPECTability.com
Email: rory.gowers@gmail.com
Mobile: +61 425 292 811
LinkedIn: www.linkedin.com/in/constructiveconflictsolutions

Milan Nitopi is an accredited lawyer and mediator with a Master of Laws in Family Dispute Resolution (LLM FDR). Milan has a passion concerning people, law, and resolution and he strives to equip people with skills for better communication and dialogue to address all kinds of conflict.
Contact Milan via
Email: manitopi@outlook.com
Mobile: +61 432 547 538
LinkedIn: www.linkedin.com/in/manitopi/

Designing a Trauma-Informed Family Dispute Resolution Process

By Shanza Shafeek       

This is the first blog post in a series written by undergraduate law students enrolled in Monash University’s Non-Adversarial Justice unit in 2024. The very best posts have been published here.

Family disputes are inherently stressful, but for those who have experienced trauma—especially from domestic and family violence—the process can be even more overwhelming.

While the Family Law Act 1975 (Cth)  promotes Family Dispute Resolution (FDR) as a flexible, less adversarial alternative to litigation, it often fails to adequately address the unique needs of trauma survivors. This highlights the urgent need for a trauma-informed FDR service that supports victims while promoting healing.

In this blog post, we will explore the concept of FDR, the importance of a trauma-informed approach, the key elements that make it effective, the challenges it presents, and how these elements contribute to a more empathetic, supportive process.

What is Family Dispute Resolution?

FDR is a process where an accredited Family Dispute Resolution Practitioner (‘FDRP’) helps families resolve disputes related to separation or divorce outside of court.

The FDRP assists in creating parenting plans that outline future arrangements based on the best interests of the children. The goal is to resolve issues through ‘genuine effort’before resorting to court orders, promoting ‘cooperative parenting’.

Mandatory FDR requirements include exemptions for cases involving child abuse, family violence, urgency, or an inability to participate, ensuring that FDR is only used when appropriate.

The Need for a Trauma-Informed FDR Service

Trauma-informed care recognises the profound impact trauma has on individuals and strives to create a safe, supportive environment for survivors. Despite some exemptions, around 41% of family violence victims still use FDR to address their needs. However, the adversarial nature of disputes, the presence of perpetrators, and the language used in FDR can trigger past trauma, making the process harmful for victims.

Philippa Davis from the Women’s Legal Service emphasises the importance of having ‘safe processes’ for family violence survivors. Around 23% of victims report feelings of fear and power imbalances during FDR, which often leads to pressure to accept unsafe and undesired agreements. A trauma-informed FDR service, on the other hand, facilitates safer participation, enhances communication, and increases the likelihood of reaching mutually satisfactory agreements.

For example, Rachael Field and Angela Lynch introduced the ‘Coordinated Family Dispute Resolution’ (CFDR) model in 2009—a trauma-informed, four-phase framework. Piloted in five Australian locations, this model was evaluated as ‘holistic and safe’ for victims, demonstrating the positive impact of trauma-informed practices in FDR.

Elements of a Trauma-Informed FDR Service

A trauma-informed FDR service must integrate six key elements to address trauma.

  1. Before the Session:

Assessments:

A trauma-informed FDR service must start with comprehensive suitability and risk assessments to ensure the process is both safe and supportive for victims. These assessments should evaluate critical factors such as violence, power imbalances, and the psychological well-being of participants to determine whether FDR is suitable.

FDRPs should be trained to conduct trauma assessments effectively in cases involving trauma. Studies show that around 30% of parents feel FDRPs lack the necessary expertise to address abuse, highlighting a significant gap in knowledge. This points to an urgent need for targeted training in trauma-informed practices, including safety planning and psychological first aid, so FDRPs can perform these assessments effectively.

Cultural competence is also a key component of these assessments, especially when working with diverse trauma survivors. Susan Armstrong emphasises that FDRPs have reported ‘less confidence’ in cultural competence, indicating the need for cultural training (including First Nations traditions) to ensure parties feel understood, respected and supported from the outset.

Once FDR is deemed suitable, practitioners and domestic violence workers should adopt a ‘multidisciplinary’ approach to develop risk management plans that address the specific trauma needs identified during assessments. Andrew Bickerdike highlights that these plans may include measures such as separate waiting areas and virtual FDR options to create a more supportive environment for victims.

Information:

Clear and comprehensive information must be provided to participants before FDR sessions. As Joanne Law highlights, this information should include details on participation requirements, the roles of FDRPs and lawyers, any necessary religious or cultural accommodations, and the availability of breaks.

Participants should also be informed of their right to have a support person, their ability to express discomfort or withdraw from the process, and the trauma-informed practices in place, such as promoting autonomy and empowerment. Eugene Opperman emphasises that providing this information helps alleviate pre-session anxiety, as it ensures participants are fully aware of their rights and the measures in place to safeguard their well-being.

  • During the Session:

Safe Participation

During the sessions, it is crucial to create a safe environment that encourages active participation. A ‘co-mediation approach’ as suggested by Field and Lynch for the CFDR model, can be particularly effective. This approach involves using gender-balanced mediators and legal advocates for both parties to prevent ‘gender bias’– an issue highlighted in the Post-2006 Evaluation Report.

FDRPs must cultivate a welcoming atmosphere using calming language, offering private rooms to ensure confidentiality, and ‘giving ample time for each party to speak’—strategies emphasised by Dee Hardy. Such an environment helps parties make decisions that align with their own interests and the best interests of their children, rather than feeling pressured into ‘unfavourable choices’, which has been a noted concern.

Corinne Henderson and Isobel Everett further recommend minimising staffing changes, offering a variety of choices, and avoiding arbitrary rules to ensure consistent participation. These elements enhance trauma-management and foster open communication, ultimately making the process more effective for everyone involved.

Validation:

Validation is a crucial component of a trauma-informed FDR service. FDRPs should actively listen to participants, ask trauma-sensitive questions like “How did that make you feel?” and express genuine empathy. These actions help bolster participants’ self-worth and support their emotional well-being, addressing the high levels of acrimony and self-doubt reported by 17% of parties in family disputes.

FDRPs should also remain attuned to participants’ emotional states throughout the session. The concept of the ‘window of tolerance,’ as described by Pat Ogden, Clare Pain and Janina Fisher, is particularly useful. This framework helps FDRPs recognise when a participant is approaching the limits of their emotional regulation—whether in a state of hyperarousal (anxiety) or hypo-arousal (shutdown).

By adjusting the process to stay within the participant’s ‘their ‘optimal state of balance’, FDRPs create a supportive and constructive environment.

  • After the Session:

Summaries:

After each session, FDRPs should provide a clear summary of the outcomes and outline the next steps to ensure that all parties understand the progress made, helping to alleviate anxiety.

Conducting a debriefing immediately after the session allows participants to reflect on their experiences, validate their emotions, and address any lingering concerns. By actively involving them in determining the next steps, this trauma-informed approach enhances their sense of control and supports their healing.

Follow-Ups:

Follow-ups are essential for providing ongoing support and ensuring the long-term effectiveness of agreements. Around 19% of parents who reach an FDR agreement no longer have one a year later. To address this, a follow-up within 1-3 months should assess the agreement’s effectiveness and evaluate parties’ evolving needs. Itshould also include a specialist risk assessment for any new concerns and seek feedback on the trauma-informed FDR service.

A second follow-up, 6-12 months later, should focus on the long-term impact of the mediation, review any additional support needs (such as counselling), and explore the possibility of further mediation. Similar to the CFDR approach, this continued access to resources ensures that parties receive sustained support throughout their healing journey.

Challenges:

Designing a trauma-informed FDR service comes with its challenges. The AIFS evaluation of CFDR found that “some parents still experienced considerable emotional difficulty, even trauma, in mediation,” highlighting the ongoing challenge of effectively addressing trauma within FDR processes.

Additionally, Field and Lynch point out that trauma can significantly impair communication skills, suggesting that specialised training in ‘communication’ and negotiation strategies is essential for trauma-informed FDR services—though such training can be costly.

A trauma-informed FDR service also requires substantial resources, including ongoing, high-quality training for FDRPs and regular evaluations. These challenges must be carefully managed to ensure that trauma-informed FDR services are effective and sustainable.

A trauma-informed FDR service is crucial to effectively support trauma survivors. By integrating the six core elements, FDR can foster healing and achieve outcomes that the adversarial system often fails to provide. As our understanding of trauma continues to grow, FDR services must evolve to offer the compassionate care that victims truly need.

ChatGPT use:

This blog post was developed with the assistance of ChatGPT to identify key issues, which were subsequently fact-checked and supported with relevant journal articles. The insights provided by ChatGPT helped shape the initial framework, ensuring a comprehensive exploration of the topic.

About the author:

My name is Shanza Shafeek, and I am a fourth-year Law/Arts student at Monash University, specialising in sociology. I am currently working as a paralegal in institutional abuse and as a marketing team member for the Muslim Legal Network. I have also been actively involved as a Monash Law Ambassador and a Human Rights Project member for Amnesty International. I am passionate about legal policy, family law, and promoting culturally responsive approaches within legal practice to support diverse communities. I can be found on Linked In.

Vale Dr John Woodward

John, taking a break from writing at the University of Newcastle in March 2020

It is with sadness that our community honours the passing of Dr John Woodward on 5 February.   

John was a trusted colleague, a dedicated member of this Network, a solicitor who spent almost 30 years in litigation practice, a mediator, an arbitrator, and a member of the Law Society of NSW ADR Committee.   He was also so much more than his career achievements, a man who spoke lovingly of his family, an artist, avid tennis player and a friend to so many. One of John’s greatest contributions to the world of ADR was his time spent teaching students in the legal clinic and in civil procedure. His encyclopaedic knowledge of litigation allowed him to speak with an authority on why cultural change in the legal profession is essential, and students listened to what he had to say.

Litigation had been the cornerstone of most of John’s career, and his experience eventually led him to become a keen observer of litigation’s shortcomings. Here is how John explained his ‘conversion’ from hard-nosed litigator to a strong believer in the power of mediation and “the vision of a broader view of justice“:

“[My conclusion was] after thirty years of legal practice as a commercial litigator, that the solutions being offered to litigants by the traditional justice system were somewhat less than ideal.  Clients were complaining that the court could not offer the relief they were seeking, the costs of “winning” were prohibitively high and most of the cases in which I was instructed were resolved on some basis well before they reached a hearing. 

Try as I might, I could never quite be convinced of the claim that the public interest in having the courts “…explicate and give force to the values embodied in authoritative texts…” (1) or otherwise declare the law for the benefit of the public good, had any real relevance to some of the mundane and routine cases in which I was involved.  In fact, of all of the hundreds of cases in which I acted throughout my career as a lawyer, only two found their way into the law reports.” 1

After graduating with a Masters in Dispute Resolution from UNSW, John decided to commence his PhD, as he felt that regulators had made certain assumptions about the legal change that had been brought about by civil procedure rules mandating mediation. The topic resonated well with one of John’s favourite quotes:

“How small, of all that human hearts endure, that part which laws or kings can cause or cure.”

You can read an earlier profile of John and his PhD work in this blog post from 2016.   He graduated in 2019, with his dissertation modestly entitled “Lawyer approaches to Court-Connected Mediation: A New Case Study,” and this is available free open access through SSRN. The key finding of John’s PhD research, based on a large set of qualitative data, was that lawyers are keenly aware of their ethical obligations towards their clients in terms of protecting them, but that this gave rise to a reluctance to have clients directly participating in the mediation process. He also identified that the profession remains generally confused about the extend of confidentiality in mediation, and that this further inhibits lawyers from engaging fully in the mediation process. Finally, he noted that there were still cultural barriers within the profession, stemming at least in part from the limits of most models of legal education.

John’s 2019 PhD Graduation

Some of John’s pieces on this network include: 

John Woodward (far left) at the  6th ADR Research Roundtable at the University of Otago in 2017

Some of John’s scholarly articles include:

John had a fight on his hands after being diagnosed with an aggressive glioblastoma in mid-2023, and he faced that fight with his usual sense of humour and determination, exceeding the dire predictions of his life expectancy but cautioning me regularly with a grin, “don’t buy me any green bananas.” I had the privilege of supervising John’s PhD thesis at UNSW and then at the University of Newcastle, and as the decade passed, we built a friendship based on a passion for ADR (and also for coffee) that transcended the difference in our life stages.

Thank you John for all you taught us, for the future generation of lawyers you helped educate, and for showing us all the power of change to make the world a better place. Ave atque Vale (hail and farewell).

At the 13th ADR Research Network Roundtable in November, we will hold a session in John’s honour.  If you’d like to be involved, please contact me or respond to the call for papers. 

  1. Quote from John’s 2018 blog post about his PhD journey ↩︎

A Fresh Perspective on Conflict Management: Upcoming 7th Edition of a Seminal Text

The enduring relevance of Conflict Management: A Practical Guide lies in its comprehensive exploration of approaches, strategies, tactics, and techniques essential for adopting a constructive and positive approach to conflict. Originally published in 1991 as a foundational text for practitioners, educators, and scholars in the field of conflict resolution, the book has evolved alongside the dynamic field of Alternative Dispute Resolution (ADR) in Australia. Now, the text is set to enter its seventh edition, reaffirming its significance in the discipline.

Authors Expertise

Dr. Peter Condliffe, the book’s author, has a distinguished career in the field. Serving as a Director on the Mediator Standards Board since 2018 and its Chairperson from 2023 to 2024, Peter has played a pivotal role in the NMAS Review and the transition to AMDRAS in Australia. As a practicing barrister and mediator in Victoria, his career has included leadership roles in management, human rights, and ADR, such as CEO of the Institute of Arbitrators and Mediators Australia, Director of Dispute Resolution Centres in Queensland’s Department of Justice and Attorney-General, and engagements with the United Nations. Across its six editions, the book has maintained a multidisciplinary framework reflective of Peter’s extensive expertise.

The upcoming edition will introduce Dr. Claire Holland as co-author. Claire is a practicing mediator, conflict coach, workplace facilitator, and trainer who brings a wealth of academic and practical knowledge to the text. Having used the book extensively in her teaching career, she will incorporate fresh perspectives and insights. Notably, Claire will introduce two new frameworks:

  1. Conflict Analysis Framework: Co-developed with Dr. Judith Herrmann-Rafferty, this tool supports parties in conflict—and the professionals assisting them—to understand the dynamics of a conflict and make informed decisions about next steps.
  2. Planned Approach to Conflict Engagement: Also co-developed by Herrmann-Rafferty and Holland, this framework provides advanced strategies for managing ongoing conflict. It integrates insights and approaches from neuroscience on emotional regulation, fostering cultural awareness, and emphasises sustainable methods for addressing ongoing conflict.

Call for Feedback

Condliffe and Holland are seeking input from practitioners, researchers, and readers to shape the new edition. Feedback on areas to retain, adapt, or expand is particularly welcome. As a text designed for both practical application and academic instruction, the authors are keen to ensure the content remains relevant to its diverse audience, from university courses to professional development settings.

Key Updates in the 7th Edition

The new edition, retitled Conflict Management and Resolution: Theory and Practice, reflects an evolving understanding of conflict. It acknowledges that resolution is not always achievable or desirable and incorporates broader perspectives on conflict engagement. Planned updates include:

  • Reflections on the new AMDRAS regulatory standards in Australia.
  • Expanded coverage of specialties, such as mediation, restorative justice, First Nations processes, complaints management, and group facilitation.
  • Updates on negotiation concepts and processes, incorporating recent scholarship.
  • Insights into online and AI-assisted dispute resolution.
  • Expanded references to feminist theory and contemporary ADR approaches, including dispute system design.
  • A comprehensive update to the history of ADR in Australia.

Proposed Topics for the New Edition

The seventh edition will include chapters on:

  • Navigating Conflict
  • Responding to Conflict
  • Managing Difficult Conversations
  • History of Dispute Resolution in Australia
  • Collaborative Practice
  • Contemporary Approaches to Conflict Management and Resolution
  • Negotiation
  • Mediation
  • Group Facilitation
  • Key Practitioner Skills in Conflict Management and Resolution
  • Managing Ongoing Conflict
  • Dispute System Design

Engage with the Authors

Practitioners and academics are encouraged to contribute by sharing research, case studies, or ideas that could enhance the upcoming edition. Your insights will help ensure that Conflict Management and Resolution: Theory and Practice continues to be an indispensable resource for anyone engaging with conflict management in theory or practice.

Stay tuned for the release of this significant update in late 2025—a resource designed to reflect the latest developments in conflict resolution and equip readers with the tools they need to navigate the complexities of modern conflicts.

Please feel free to contact or write to either of the authors:
Dr Peter Condliffe: pc@vicbar.com.au
Dr Claire Holland: claire.holland@jcu.edu.au

The Role of Intermediaries in Enhancing Access to Justice in ADR

Dr Oz Susler & Dr John Taggart

Introduction

Over the past thirty years, there has been a ‘sea change’ in the treatment of vulnerable court and tribunal users in the United Kingdom. As noted by Lady Justice Hallett in the case of R v Lubemba: ‘Advocates must adapt to the witness, not the other way round.’ Formal rules now place a duty on judges in both civil and criminal cases to ensure that ‘every reasonable step’ is taken to facilitate the participation of witnesses in proceedings.

Emblematic of this culture shift has been the introduction of a new role known as the ‘intermediary’. The intermediary, a communication specialist, is one of a range of ‘special measures’ which were introduced in 1999 through the Youth Justice and Criminal Evidence Act (YJCEA) to improve the quality of evidence available to a court and reduce the stress associated with the justice process. The function of the intermediary is to communicate ‘questions put to the witness ’and ‘to any person asking such questions, the answers given by the witness in reply to them’. As well as assisting witnesses to give evidence in court, intermediaries also advise lawyers and judges on how best to communicate with the witness more broadly.

Background

In England and Wales, the first cohort of intermediaries was introduced in 2004 through what has become known as the ‘Witness Intermediary Scheme’ (WIS) which is run by the Ministry of Justice (MOJ). The WIS matches the vulnerable witness with an intermediary based on their communication needs. The majority of intermediaries operating in England and Wales are speech and language therapists; however, there has been an increase in numbers from other backgrounds, such as teaching, nursing, social work, psychology, and occupational therapy.

In Northern Ireland, a slightly different intermediary scheme operates compared to England and Wales. In 2013, the Department of Justice of Northern Ireland (DOJ) developed a model for the provision of intermediaries in the criminal justice system. This was based on the provisions of the Criminal Evidence (NI) Order 1999, which effectively mirror the provisions of the YJCEA. In Northern Ireland, intermediaries are all trained, registered, and regulated by the DOJ. As in England and Wales, the vast majority of those on the Registered Intermediary Scheme (RIS) register are speech and language therapists, with a number coming from a social work background. A crucial distinction between the intermediary schemes in England, Wales and Northern Ireland is that in the latter, both witnesses and defendants can access the services of registered intermediaries. The DOJ concluded that respect for the principle of ‘equality of arms’ demanded that all vulnerable individuals should be eligible for intermediary assistance.

Beyond Criminal Courts

The special measures regime in both England, Wales and Northern Ireland were originally intended to apply solely to criminal proceedings. However, requests began to be made for intermediary assistance in other justice fora, such as family courts and employment tribunals. Intermediaries now commonly assist vulnerable individuals in these settings in both jurisdictions. In a recent case in England and Wales, the High Court noted how the fundamental role of the intermediary in family courts and criminal courts is the same.1 As intermediaries have become more commonplace in criminal courts and family courts, relevant guidance has been developed to regulate the scope of their role in court. For example, in 2016, Mr Justice Charles, the Vice President of the Court of Protection in England and Wales published practical guidance entitled ‘Facilitating participation of ‘P’ and vulnerable persons in Court of Protection proceedings’. Another significant development in Great Britain has been the introduction of Practice Direction 1A, which also highlights the intermediary role in assisting vulnerable individuals to participate. In Northern Ireland, Practice Direction No.2/2019 contains detailed guidance on the intermediary role in criminal proceedings. Despite intermediaries regularly attending family court hearings, no equivalent guidance for civil courts has been issued.

Challenges

The intermediary role has played a significant part in the move towards promoting ‘best evidence’ and accommodating the needs of vulnerable individuals in court. In this regard, the role has been ‘little short of revolutionary’. The Victims’ Commissioner in England and Wales recently described it as ‘the single biggest improvement in the criminal justice system over the last thirty years’. While the intermediary role is becoming further embedded into justice processes, the role has encountered several challenges. Here are a few of the most important ones:

Duration of Appointment

Ultimately, the duration of an intermediary’s appointment is at the discretion of the court. The court may allow for an intermediary to assist the vulnerable individual for the period of oral evidence or for the entire court proceedings (or possibly for something in between). Understandably, the role of a defendant in a criminal trial is different from a witness so the length of time communication assistance will be required can vary. For example, a defendant will have legal conferences with their lawyers throughout a trial whereas a witness will not. The relevant Practice Direction in Northern Ireland states that the intermediary role is restricted to the period of oral testimony while in England and Wales, a court may exercise its powers to appoint an intermediary for longer. Again, this is at the discretion of the judge. Certain commercial providers of intermediaries, such as Communicourt, strongly argue that communication as a concept is broad and that providing intermediary assistance only for the period of evidence is superficial. The counterargument to this point is that with limited resources, intermediaries should be appointed where they are most needed.

Neutrality

As a relatively new actor to the justice system, the scope of the intermediary role has been contested. One key aspect of the role is that intermediaries operate as officers of the court and, as such, are impartial. How intermediaries operate to facilitate communication and remain impartial is a question that warrants attention. For example, if an intermediary assisting an extremely emotional witness feels that reassuring them might help them and reduce anxiety, is this breaching their impartiality? One anecdotal example from Northern Ireland involved an intermediary putting their arm around a young witness in court to comfort them. It was ultimately held by the judge that this ‘crossed the line’ and the intermediary’s involvement in the case ceased. Regardless of the venue, consideration should be given to how intermediaries can be enabled to carry out their primary role of facilitating communication and be viewed as impartial.

Skills and Qualifications

As discussed above, the majority of intermediaries in both England, Wales and Northern Ireland come from a background in speech and language therapy or social work. The MOJ in England and Wales has tried in recent years to diversify the registered intermediary cohort. In terms of the ‘matching’ of intermediaries to vulnerable individuals based on the nature of the communication issue, it is preferable that there is a wide pool of background and skillsets. For example, some intermediaries work exclusively with young children while others work with the elderly or with people diagnosed with autism spectrum disorder2 or an intellectual disability. Ultimately, a court or tribunal appointing an intermediary should have the confidence that the intermediary has the requisite skillset to facilitate communication and provide clear, practical advice to the legal professionals. Although increasingly rare in practice, some courts have permitted lawyers to effectively cross-examine the intermediary about their experience and suitability for the role. It is suggested such a practice could underline the legitimacy of the role as well as the matching process undertaken by the DOJ or MOJ which have recruited, trained and ‘matched’ the intermediary to the vulnerable individual.

Intermediaries in Australia: Scope and Application

Following on from England, Wales and Northern Ireland, New South Wales was the first Australian jurisdiction to pass legislation for intermediaries in 2015.3 Currently, intermediaries are used within the criminal justice system in Tasmania, Queensland, South Australia4, New South Wales, Victoria5 and the Australian Capital Territory.6 Intermediaries are primarily used to assist vulnerable witnesses including children to give evidence for sexual offences and homicide cases.7 In the Victorian and ACT programmes, in addition to young people, any adult with a mental illness, intellectual disability, dementia or brain injury may be eligible to have an intermediary assist them in giving evidence in a police interview or court for particular criminal matter hearings.8 The reality is that vulnerable individuals experience barriers in access to justice not only in the criminal justice system, but, also in other areas that are connected to the broader legal system, including the civil justice system and court ordered Appropriate Dispute Resolution (ADR). In Australia, ADR processes are highly integrated in the legal system, thus many courts refer parties to participate in an ADR process. In many jurisdictions  attempting to participate in the ADR process may be a prerequisite to the matter proceeding to a hearing before the court.9

Potential Applications of the Intermediary in the Australian Civil Legal System

It can be argued that particular individuals who are identified as more likely to encounter greater barriers in access to justice than the general population, such as Autistic persons, or otherwise neurodivergent individuals, those living with a mental health condition or other neurological/intellectual disabilities, stand to benefit from an intermediary programme that is available in court ordered or legislation-based ADR processes.  Although it is recognised that ADR processes can be varied, this post focuses on the needs of Autistic persons who are subject to court ordered mediation.  While there is no research focused specifically on access to justice for Autistic people, there is significant research in relation to access to justice for people with disabilities.10 The Australian Law Reform Commission’s report11 details issues that may commonly arise when people with disabilities seek access to justice which include ‘communication barriers’ and ‘issues associated with giving instructions to legal representatives and capacity to participate in litigation’. The Report also discusses the issue of capacity to make decisions in their own best interest and in particular, the need for support in Decision-Making.12 Legal reform is likely to have limited practical impact if people do not have access to the support necessary to enable them to participate in legal processes.13 It is at this juncture that intermediaries have the opportunity to play an important role in supporting such individuals who participate in court ordered mediations, hence fostering greater access to justice.

Autistic people communicate differently to non-Autistic people. Further, Autistic people may misinterpret communication by others and may be misinterpreted in their own communication.14 This may give rise to challenges in access to justice in ADR contexts, particularly in mediation which is based on communication between the parties facilitated by a mediator. To fulfil the aims of the International Principles and Guidelines on Access to Justice for Persons with Disabilities,15 Autistic parties engaging in court-ordered ADR processes should have access to an intermediary for support if necessary. A pilot programme may be trialled where intermediaries are made available for court ordered16 family dispute resolution (FDR) mediations, based on clear eligibility criteria. Given the role of the intermediary is to facilitate communication and communication challenges being one of the most commonly challenging aspects of mediation for Autistic persons, this presents a valuable opportunity for Australia to lead other courts and extend the role of the intermediary into a new realm. Drawing on the experiences of England, Wales and Northern Ireland, Australia stands to benefit in taking part in such a significant step towards improving access to justice in ADR for vulnerable individuals, who often experience disadvantage as parties in ADR processes.17

Author Biography

Dr Özlem Sűsler is a graduate of the University of Melbourne and La Trobe University. She holds degrees in Arts, Education and Law and has been admitted as a Barrister and Solicitor of the Supreme Court of Victoria.

Özlem is a senior lecturer at La Trobe University, School of Law, where she coordinates and teaches ADR and Contract Law in the JD and LLB programmes. She is the immediate past director of the JD Programme. Dr Susler has researched and published internationally on ADR in the fields of international commercial arbitration and the scholarship of learning and teaching. More recently she has conducted qualitative research into the experience of Autistic persons engaging in ADR processes (publication forthcoming). Dr Susler has also played a key role in coaching La Trobe Law students in various ADR Mooting competitions. She is a graduate of the Chartered Institute of Arbitrators, the Australian Institute of Company Directors and an AMDRAS accredited mediator.

Dr John Taggart is a Lecturer in Law at Queens’ University, Belfast and the Director of the Institute of Criminology and Criminal Justice (ICCJ). He holds a PhD in Law from the London School of Economics (LSE) and is a member of the Inn of Court of Northern Ireland and a member of Lincoln’s Inn. John’s research focuses on the criminal process, criminal justice and socio-legal approaches to criminal law. John’s research looks at special measures in criminal courts and the role of the intermediary as a communication specialist for vulnerable court users. He has recently worked as an academic consultant to the Australian Capital Territory (ACT) Human Rights Commission and as a legal trainer to the Northern Ireland Department of Justice. John has published widely in publications including the Criminal Law Review, International Journal of Evidence and Proof, International Journal of Law in Context and the Journal of Law and Society.


  1. West Northamptonshire Council (acting via Northamptonshire Children’s Trust) v KA (Mother & Anor) (Intermediaries) [2024] EWHC 79 [43].
    ↩︎
  2. Autism Spectrum Disorder is referred to as ‘autism’ hereafter.  The term ‘autism’ throughout this paper intends to refer to individuals with a diagnosis of autism and no co-occurring intellectual disability. This article uses identity-first language (e.g., ‘Autistic person’) because many autistic people prefer it (Bury et al., 2020; Kenny et al., 2016), and it is considered less discriminatory (Bottema-Beutel et al., 2021).
    ↩︎
  3. See Criminal Procedure Amendment (Child Sexual Offence) Evidence Pilot Act 2015 (NSW).
    ↩︎
  4. South Australia provides a communication assistance scheme. See Evidence Act 1929 (SA) and Summary Offences Regulations 2016 (SA).
    ↩︎
  5. New South Wales introduced an intermediary programme in 2016 and Victoria in 2018.
    ↩︎
  6. Evidence (Miscellaneous Provisions) Amendment Act 2019 (ACT).
    ↩︎
  7. See eg <https://www.justice.vic.gov.au/justice-system/courts-and-tribunals/intermediary-program/about-the-intermediary-program#program-history>.
    ↩︎
  8. See eg <https://www.justice.vic.gov.au/justice-system/courts-and-tribunals/intermediary-program/about-the-intermediary-program#program-history>. In Victoria the criminal matters are restricted to witnesses in homicide matters and victims of sexual abuse.
    ↩︎
  9. For example. the Federal and Family Circuit Court of Australia generally makes it mandatory (unless exceptions apply) for the parties to be referred to Family Dispute Resolution under s.13C(1)(b) of the Family Law Act 1975 (Cth) to attempt to resolve their disputes.
    ↩︎
  10. See, eg, ‘The Justice Project’ Final Report, Part 1 ‘People with Disability’ (August 2018) Law Council of Australia <https://lawcouncil.au/justice-project/final-report>.
    ↩︎
  11. Australian Law Reform Commission, Equality, Capacity and Disability in Commonwealth Laws – Final Report, August 2014 available at <https://www.alrc.gov.au/publication/equality-capacity-and-disability-in-commonwealth-laws-alrc-report-124/>.
    ↩︎
  12. Australian Law Reform Commission, Equality, Capacity and Disability in Commonwealth Laws (Final Report, August 2014) p 4. (Access to justice issues | ALRC).
    ↩︎
  13. Ibid p 7.
    ↩︎
  14. See eg, Maya Albin, Isabella Chawrun, and Ami Tint, “Rethinking Social Communication Support: Exploring Communication Partner Training for Autistic Adults and Their Neurotypical Communication Partners” (2024) Autism in Adulthood <https://doi.org/10.1089/aut.2023.0>
    ↩︎
  15. ‘International Principles and Guidelines on Access to Justice for Persons with Disabilities’ (2020) United Nations Special Rapporteur on the Rights of Persons with Disabilities. Hereinafter referred to as ‘Guidelines’.
    ↩︎
  16. This programme would be implemented through the Australian Family and Federal Circuit Courts.
    ↩︎
  17. Forthcoming qualitative research article on the disadvantage experienced by Autistic adults who participated as a party to mediation is available upon request from Dr Ozlem Susler.
    ↩︎

Mediation as Melodrama, One and a half decades on …


This blog post is motivated by my discussion with a friend about mediation. The friend was recounting her experiences of a divorce mediation, and her description reminded me of an article that I read many years ago by an academic and practitioner who I greatly admire – Dr Samantha Hardy, who these days is the Director of the Conflict Management Academy. The article is entitled “Mediation and Genre” and you can access it here – in the author’s own words, the objective of the article is to explain:


“why a conflict narrative based on the genre of melodrama tends to work against the resolution of the conflict and proposes tragedy as a more constructive genre for a conflict narrative. The paper also discusses how the mediation situation itself can constrain the possible genres that can be constructed in the process and explores the implications of those constraints for people in conflict and for the mediators facilitating a resolution.”

Sam first published this article in 2008 – now some 15 years ago. On re-reading it this week, I was struck by what an enduring piece it is. It also struck a chord with the friend who had recently been through the process as a participant.

Exploring the relationship between mediation and narrative, she explains how the genre of melodrama shapes conflict stories and in turn the mediation process itself. This is more than a purely academic exercise, as understanding melodramatic tendencies can significantly benefit both mediation practitioners and researchers. Most – or I would imagine, virtually all – practitioners would recognise what Cobb refers to as the rigidity and self-perpetuating nature of conflict stories – stories that each person uses to explain the relationship between the disputants, their actions, and the outcomes [link].

The Grip of Melodrama: How We Tell Our Conflict Stories

Western culture is particularly fond of the genre of melodrama, influencing how individuals perceive and articulate their conflicts – and in turn this has consequences for how we might mediate disputes. Sam uses the term “melodrama” not in the colloquial sense of over-the-top theatrics but rather as a specific literary genre characterised by:

  • Moral Polarisation: The division of characters into ‘good’ and ‘evil’, with the storyteller typically casting themselves as the innocent victim and the other party as the villain;
  • Heightened Emotions: Conflicts are often recounted with exaggerated displays of feelings, emphasising the victim’s suffering and aiming to provoke anger and judgment towards the villain; and

Sensationalism:  Disputants’ stories often  jump between events without a linear sequence of cause-and-effect, focusing instead on dramatic turning points and neglecting nuanced explanations.

She argues that individuals in conflict often become “told” by the melodramatic narrative, unconsciously adopting its framework to make sense of their situation. This leads to an oversimplification of complex issues, a focus on individual blame rather than systemic factors, and a rigid adherence to “dream justice” where the victim is vindicated and the villain punished.

Melodrama and the Mediation Process

The influence of melodrama extends beyond the conflict story itself, shaping the dynamics within the mediation process. These include through the duelling of competing narratives – with each party trying to position themselves in the role of victim and the other in the role of perpetrator. Unsurprisingly this hinders the exploration of shared responsibility and understanding. At the same time, melodramatic narrative often positions the mediator as an authoritative figure expected to discern the truth, dispense justice, and protect the victim.

Breaking Free from the Melodramatic Trap: Move Towards the Tragedy

Sam puts forward tragedy as an alternative literary genre that can offer a more constructive lens for understanding conflict. Unlike melodrama, tragedy acknowledges the complexities of human experience, allowing for:

  • Complex Characters: Tragic characters are not purely good or evil but possess internal conflicts and inconsistencies, making their actions understandable even when flawed;
  • Choice and Responsibility: Tragedy emphasizes the protagonist’s agency and the impact of their choices, even within constrained circumstances; and
  • Acceptance and Growth: Tragic narratives recognize that conflict can lead to suffering but also hold the potential for self-awareness and growth, even without a “happy ending”.

Mediators can help facilitate a shift from melodramatic to tragic understanding by:

  • Deconstructing Polarized Identities: Using irony and carefully crafted questions, mediators can help parties recognize the nuances and contradictions within themselves and each other;
  • Highlighting Choice and Agency: By emphasizing the choices available to parties, even within difficult situations, mediators can empower parties to actively participate in shaping the outcome of their dispute;  and

Shifting Focus from the Past to the Future: Encouraging parties to acknowledge their suffering and learn from their experiences allows them to move beyond blame and consider possibilities for growth and change.

The Enduring Relevance of this research

This piece encourages us to move beyond simplistic “fairy tale” understandings of conflict and encourage us to reflect on the complexities inherent in human interaction – and in mediation in particular. By recognising and addressing the tendency towards melodrama, mediators can better assist parties to move beyond entrenched positions and engage in more nuanced, productive dialogue.

Sam develops the concept much further in her book Conflict Coaching Fundamentals: Working with Conflict Stories, and she developed the REAL Conflict Coaching System as a way to support people to re-write their conflict story into one that gives them more choice and agency.

From the Author ….

I took this blog post as an opportunity to contact Sam, and I asked her how her own thinking on mediation narrative has evolved since she wrote this piece. Here’s what she said ….

“When Solon Simmons (Professor at the George Mason University Carter School for Peace and Conflict Studies and Director of the Narrative Lab) mentioned in passing on LinkedIn that I featured in his new book Narrating Peace: How to Tell a Conflict Story, I assumed that I showed up in a footnote somewhere.  Imagine my surprise and absolute delight when I started reading it and discovered that not only has he named a turning point in narrative and conflict scholarship as the “Cobb-Hardy Pivot” (after one of my mentors Sara Cobb and I), he also described my article about mediation and genre as “one of the most important articles on narrative social science in the past century”!  Honestly, to say he made my day is an enormous understatement!  

It’s also so rewarding to know that the work I did in my PhD actually forms the basis of a lot of what I do today in my work with clients in conflict, and supports others to do the same. That long slog to the PhD finish line was worth it in the end!”

Informed, Involved, Inclusive: Laying The Foundations

Rory Gowers & Milan Nitopi
This article is Part 1 of 3 in our series ‘Informed, Involved, Inclusive’.

Rory and Milan (left to right) presenting at the 12th Conference World Mediation Forum – Foro Mundial de Mediación in Brazil in November 2024.

Every culture is in conflict; and, we are all moderated by cultural norms and expectations. Where there is more cultural diversity, there is a greater chance for misunderstanding and an escalation of conflict.

In the context of meditation, facilitators who are not equipped with the necessary intercultural competencies risk undermining that process, which can contribute to difficult or unproductive communication and dialogue. Although competencies standards exist (such as the Intercultural Competence Specialisation by the International Mediation Institute), facilitator training in intercultural predisposition is limited. 

We presented our proposition to counter this serious gap in mediator development at the 12th Conference World Mediation Forum – Foro Mundial de Mediación in Brazil in November 2024 in our address: ‘Informed, Involved, Inclusive: A New Chapter In Intercultural Competence’. The Mastering Intercultural Mediation Implementation (MIMI) training program is based on three core foundations:

  1. Informed,
  2. Involved, and,
  3. Inclusive.

MIMI is a specific application of the my-RESPECT-ability model which entails the intercultural mediation principles, processes, and practices at the heart of the Intercultural Competence Playbook (Gowers 2023).

Visit my-RESPECT-ability to read more on the model or to enrol in introductory webinars.

In developing the MIMI training program we explored intercultural research concepts and approaches (including Dai & Chen, Sveiby & Skuthorpe, Gowers) as well as drawing on our combined lived experience and extensive mediation practice. Rory has lived in over 7 countries and brings insights from over a decade of real-life intercultural mediation practice (in public, private, and voluntary sectors).

Becoming interculturally competent is more than an intellectual and mindful journey. Therefore we decided it is crucial to centre our training model on participant transformation. As participants become more aware, more accepting, and more appreciative of an ‘other-culture’, they begin to develop competencies which enable them to facilitate intercultural interactions effectively.

An ‘other-culture’ is a class, community or sub-culture of any kind (social status, ethnicity, spiritual, gender identity, wealth, occupation, species, etc.) that is so different that it reveals in you a sense of personal discomfort or powerlessness (such as fear or anxiety or a capacity to interact). It is the feeling of being a total foreigner, in contrast to the feeling of being a relaxed tourist. It may be experienced as a feeling of alienation. This is what people from an other-culture experience when they enter into a new, dominant culture where they lack the capacity or the social skills to interact or negotiate on a level playing field.

Foreigner. 外人 Gaijin. 鬼佬 Gwáilóu. Stranieri. Gudiya. Alien. 

The word ‘gudiya’ refers to non-Indigenous people in the context of Aboriginal-English. Indigenous Australians adapted English to communicate with non-Indigenous people after their traditional languages were stolen and is a variety of English, distinct from Australian English.

There are many words to refer to an ‘outsider’ and we all have experienced this feeling at some point in our lives.

Communication and dialogue is an essential and fundamental aspect of mediation, but how do we consider this through the lens of the three cultural motifs:

  • the Eastern “We”
  • the Indigenous “Be”
  • the Western “Me”

In a Western context, ideals such as self-determination and non-partisanship (including neutrality and impartiality) are often discussed as being critical to an effective mediated outcome. But what do these aspects actually mean with consideration of other-cultures?

Whereas in an Eastern context, the ideal of achieving harmony appears critical to an effective mediated outcome. And, in an Indigenous context, ideals of responsibility and collective existence appear critical to an effective mediated outcome. Yet the Western understanding of ‘mediation’ does not translate well with ideals belonging to other-cultures.

We see here that ethical practice is shaped by varying culturally embedded needs and these needs are not exclusive to just one specific cultural perspective. In the context of communication and dialogue, they illustrate the interests, needs, concerns, and expectations of other-cultures. Unless a mediator is interculturally aware, accepting, and appreciative of other-culture perspectives and ethical frameworks, their ability to facilitate effective and enduring outcomes is significantly diminished.

Where all parties to an intercultural dispute are able to express and address their interests, needs, and concerns in culturally relevant ways, then a more creative, sustainable, and harmonious outcome can be achieved.

Mastering Intercultural Competence

Our intercultural competence training model is built on three foundations:

  1. Informed
  2. Involved
  3. Inclusive

Foundation 1: Informed (awareness)

The first foundation is focused on being better informed. By being better informed, we are led to an increased awareness. And, to be better informed we must turn our minds to the facts, feelings, and findings of intercultural research.

This foundation is a structured learning process centered on establishing the baseline knowledge of intercultural competence.

As it has been observed that a person’s experience of other-cultures is both an intellectual and mindful journey, knowledge of an other-culture is not itself enough to develop intercultural competence. Although the International Mediation Institute sets out the minimum standards for intercultural competence specialisation and set the pathway for internationally accepted mediation principles, we recognised that more was required in order to have a complete and comprehensive understanding of an other-culture.

In a Western context, unless we become aware and address our own inner conflict, we are unable to take a ‘balcony view’ of others’ conflict. By failing to adopt a balcony view, we lack impartiality and neutrality; concepts that are cornerstone to Western facilitative mediation practice. However, within other-cultures, a different approach might be taken.

Foundation 2: Involved (acceptance)

The second foundation is focused on being more involved. By being more involved, we are led to a greater acceptance of other-cultures. And, to be more involved we must immerse ourselves within an other-culture and listen to their stories, songs, and symbols.

We created this foundation to allow participants the opportunity to develop a deeper understanding of the other-cultures needs, values, and expectations by providing a full other-culture immersion program. This foundation is the heart of our training model.

This immersion program is crucial as participants must initially feel uncomfortable and confronted with unfamiliar aspects of an other-culture. This makes for a more profound intercultural learning experience. It is ourselves actually undergoing the change where we arrive at a deeper level of understanding and respect for other-cultures and their voice at the ‘table’.

As it takes time to begin immersing ourselves in an other-culture, some participants may elect to extend their immersion program to develop an even deeper understanding of the other-culture that they immersed themselves in.

Immersion is more than assimilation with, or imitation of, the other-culture. In their experience, participants learn respect for the values, needs, and expectations embedded within those other-cultures. It is to understand and accept that our eyes are but only one perspective in the world and that there are many eyes which look upon the face of this earth differently. All perspectives are valued.

Unlike how the International Mediator Institute Standards emphasise mediator proficiency of a particular culture and advocates for cross-cultural application, our approach is focused on competence in intercultural interaction.

To be cross-cultural is not to be intercultural. They are different. ‘Intercultural’ is described by Paula Schriefer as:

“communities in which there is a deep understanding and respect for all cultures. Intercultural communication focuses on the mutual exchange of ideas and cultural norms and the development of deep relationships. In an intercultural society, no one is left unchanged because everyone learns from one another and grows together.”

Foundation 3: Inclusive (appreciation)

The third foundation is focused on being more inclusive. By being more inclusive, we are led to a greater appreciation of other-culture’s wisdom, needs, and ways of working with conflict. And, to be more inclusive, we must turn our minds to choosing the most appropriate principles, processes, and practices of intercultural mediation for that culture.

We created this foundation to allow participants the opportunity to further develop their intercultural mindset and heart-set behaviours. A participant is to adapt their current core principles, practices, and processes to the interests, needs, concerns, and expectations of the other-culture they immersed themselves in.

By putting learnings and reflections into practice, participants are able to accurately identify and address communication and dialogue issues within an intercultural context. This can be achieved with case studies or role play exercises.

Authors Biography

Rory Gowers is a Master of Dispute Resolution (MDR), a Master of Education (MEd), an intercultural mediator, and a business strategist, residing in Greater Sydney, Australia. Rory has extensive international experience as a visionary business problem solver, and certified results coach. Rory’s mission is to facilitate a more respectful world by inspiring people and groups to transform business ecosystems with practical sustainable solutions with a vision to facilitate a place for all and peace for all in our time. Contact Rory via
Webpage: www.myRESPECTability.com 
Email: rory.gowers@gmail.com
Mobile: +61 425 292 811
LinkedIn: www.linkedin.com/in/constructiveconflictsolutions

Milan Nitopi is an accredited lawyer and mediator with (soon) a Master of Laws in Family Dispute Resolution (LLM FDR). Milan has a passion concerning people, law, and resolution and he strives to equip people with skills for better communication and dialogue to address all kinds of conflict.
Contact Milan via
Email: manitopi@outlook.com
Mobile: +61 432 547 538
LinkedIn: www.linkedin.com/in/manitopi/

Motivating people to engage in conflict resolution services

Samantha Hardy
This article has been republished and adapted with permission. The original publication can be located within The Conflict Management Academy.

When we look at how people typically promote conflict-related services, such as mediation, the services are often presented as a better option than other alternatives. In fact, this thinking is even found in the name “alternative dispute resolution”.

However, psychological research shows that using ‘scare’ tactics to try to motivate someone to do something tends not to work. This can be explained by what Wayne Hershberger (1986) first called “the law of approach and avoidance” and means that we tend to move towards pleasure and away from pain.

While you might think that telling someone about all the bad things that might happen if they leave their conflict unresolved would motivate them to move away from those bad things towards something better (e.g. mediation), the problem is that we have promoted our service by reference to the bad things, so they may well subconsciously move away from us!

When we feel an emotion that we find unpleasant, our brain’s natural response is to move away from the thing related to that emotion. In contrast, when we feel an emotion that we find pleasant, our brain is wired to approach.

However, in Shari Talbot’s book The Influential Mind, she explains that when we are trying to influence someone to do something, we have to be careful how we apply this logic. While we tend to move away from something that we see as unpleasant, we can also stop moving altogether if we are not sure about what we are moving towards.

Our brains are wired in such a way that anticipating a reward not only triggers approach, it is more likely to elicit action altogether. If you want someone to act quickly, promising a reward that elicits an anticipation of pleasure may be better than threatening them with a punishment that elicits an anticipation of pain.

In short – if we are trying to avoid something bad, we may move away from it, but we may also freeze if we are uncertain about what lies ahead of us. In contrast, if we know that something positive and rewarding lies ahead of us, we are more likely to actively take steps towards that better option.

This works for both words and images. 

A study of crowd funding requests carried out by Alexander Genevsky and Brian Knutson in 2015 examined 13,500 online requests for funding. These requests were often for financial support for people needing expensive medical treatment, and counter-intuitively, the research found that crowd funding requests were more likely to raise money if they showed someone happy and well rather than someone sick in a hospital bed.

If you search online stock photo libraries for photos relating to “conflict resolution”, you will perhaps be surprised to find that many of the images do not illustrate “resolution” but rather show people in conflict.

Here are some examples:

As well as the law of approach and avoidance, we need to consider people’s need for a sense of certainty and control.

Warnings and threats limit people’s sense of control, so instead we need to emphasize what needs to be done to reap rewards – which increases their sense of control.

So, what does this mean for marketing a service like mediation?

Firstly, talk about the benefits that clients will achieve by participating using an approach framework. Don’t just talk about the bad things they will avoid; also talk about the good things they will gain so that they can manage risk and also know what they can work towards.

Secondly, emphasise the client’s opportunities to make choices and take control of their future.

Thirdly, use positive images on your website, that show how people will feel and behave after they have used your services. 

Here are some examples:

Review your promotional material. If you want to make sure you are marketing your mediation services effectively, think about how much of your content is about what clients can avoid by engaging your services and how much of your content is about what clients can gain (rewards, pleasure) by engaging your services.

Think about the kinds of images you use. Consider whether those images show the problem a client wants resolved or how the client will feel after they work with you? Consider ideas that describe the outcomes people will gain from working with you and the associated positive emotions that those people will elicit.

Author Biography

Dr Samantha (Sam) Hardy is the Director and Lead Trainer of the Conflict Management Academy. Sam is an experienced mediator, conflict coach, and the founder of the REAL Conflict Coaching System™. She provides conflict support to managers and leaders across the world as well as professional development training, supervision and mentorship to mediators and coaches who work with clients in conflict. Sam is an accredited mediator under the Australian National Mediation Accreditation System (NMAS), a certified transformative mediator by the United States Institute of Conflict Transformation, and a certified narrative coach. She has been awarded Conflict Coach of the Year at the Australian Dispute Resolution Awards in 2022 as well as the Australian Resolution Institute Award for Service to Dispute Resolution in 2021 for her leadership and innovation in the field. Sam also publishes widely in dispute and conflict resolution, including Dispute Resolution in Australia, Mediation for Lawyers and Conflict Coaching Fundamentals: Working with Conflict Stories.