The Development of Pedagogy and Practicum

This article focuses on the development of the Applied Practice and Theory Program at George Mason University's Institute for Conflict Analysis and Resolution. The authors discuss the experiences of establishing a practicum in an academic program and elaborate on pedagogical realities of linking theory to practice, ethical dilemmas encountered, and implications for the development of reflective practice. An argument for revisiting popular notions of community conflict intervention is developed, and further work is outlined for integrating multiple intervention models to test the relationship between theory and practice.