Integrative Complexity (IC) underpins both the design of I SEE! Scotland and the 'before and after' empirical measures of course effectiveness. Using the cross-culturally validated IC measurement frame (Baker-Brown et al, 1992), trained IC coders have found I SEE! Scotland to be effective at significantly increasing IC management across very diverse participant groups.
By targeting how, rather than what participants think, the course avoids eliciting defensive reactance. As a result, participants can engage honestly on contested topics, enabling them to learn to manage their IC in a safe, supportive environment. Using resilience measures (CD-RISC, Connor and Davidson, 2003), I SEE! Scotland has also been found to increase resilience significantly.
Throughout I SEE! Scotland, participants experience shifting from low toward high IC, over and over on a range of topics and in diverse situations. They notice in their thoughts, emotions, and bodies, what happens when they are in low IC (black and white thinking, tunnel vision) during role play conflict scenarios and other group activities. Participants then notice what happens in themselves and others as they manage their IC. While moving toward higher IC (seeing the bigger picture, respecting difference), they learn and practice a range of strategies to find collaborative solutions in the midst of disagreement, even on hotly contested issues.
By targeting how, rather than what participants think, the course avoids eliciting defensive reactance. As a result, participants can engage honestly on contested topics, enabling them to learn to manage their IC in a safe, supportive environment. Using resilience measures (CD-RISC, Connor and Davidson, 2003), I SEE! Scotland has also been found to increase resilience significantly.
Throughout I SEE! Scotland, participants experience shifting from low toward high IC, over and over on a range of topics and in diverse situations. They notice in their thoughts, emotions, and bodies, what happens when they are in low IC (black and white thinking, tunnel vision) during role play conflict scenarios and other group activities. Participants then notice what happens in themselves and others as they manage their IC. While moving toward higher IC (seeing the bigger picture, respecting difference), they learn and practice a range of strategies to find collaborative solutions in the midst of disagreement, even on hotly contested issues.
Shifting from low toward high ic
This shift is a difficult one to make while disagreeing strongly with other people—even in role!—but our empirical measures show that I SEE! Scotland participants develop their capacity to do this. (See below, ‘IC Scotland has been validated empirically’.)
Participants also learn key skills, such as active listening and basic mediation, that support and reinforce IC management in a range of challenging contexts.
The IC educational method used in I SEE! Scotland has been proven effective across a range of conflict situations, cultures, and demographics, including England, Europe, and Kenya.
Participants also learn key skills, such as active listening and basic mediation, that support and reinforce IC management in a range of challenging contexts.
The IC educational method used in I SEE! Scotland has been proven effective across a range of conflict situations, cultures, and demographics, including England, Europe, and Kenya.
ISEE! Scotland has been validated empirically
Before and after each course, I SEE! Scotland participants complete anonymised questionnaires that we analyse using the cross-culturally validated IC measurement frame (Baker-Brown et al, 1992). Each response is assigned an IC score and the before and after course scores are compared for increases in IC management. (All participants provide informed written consent before completing any assessments.)
After a 16 contact hour IC course (with 12-16 participants per group), our analyses show that participants:
After a 16 contact hour IC course (with 12-16 participants per group), our analyses show that participants:
- emerge from black and white ‘tunnel vision’ and polarised thinking (IC score 1, out of 1-7)
- able to perceive some validity in opposing viewpoints (IC score 2 and above)
- equipped to pursue solutions even with those they oppose that are beneficial to themselves and their wider communities
- leading to enhanced social cohesion
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Empirical assessments of the first two course runs of I SEE! Scotland found an increase in positive engagement with difference (higher IC scores) from Session 1 to Session 7 / 8.
This graph (click it for a larger version) depicts the increase:
This shift predicts more peaceful outcomes to conflict. |
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The bar chart opposite (click for larger version) shows IC scores from twelve diverse participant groups after completing the I SEE! Scotland course.
The IC scores are based on analyses of participants' oral presentations (transcribed, anonymised; due to space constraints on the chart, only odd course numbers are labelled). The chart shows end of course IC scores of 2 and above, indicating respectful engagement with difference despite disagreement, enabling participants to be part of the solution in a conflict situation, predicting more peaceful outcomes. |
