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Either-or dilemmas reduce the capacity of clinicians to manage ethical predicaments. Wise practitioners generate multiple courses of action prior to making a decision. It is important to consider the possible consequences to each course of action that is identified, including for all stakeholders. An important way to evaluate these different courses of action is to consider their congruence with commonly accepted moral principles. When working in pupil services, a professional's primary responsibility is to the student, however, there are also responsibilities that the practitioner has to the other stakeholders. Clinicians can help students improve their moral development by engaging them in ethical decision making, thus collaborative decision making should be the norm. In doing so, however, clinicians should assess the student's readiness to participate in ethical decision making. If students are too young, immature, cognitively delayed, or suffering from a mental illness, the practitioner should ensure parents are partners in the process.

Analyzes how the evidence from the Gulf of Mexico and Colorado River cases relates to the four realms of scholarship underpinning and combined through this book’s interdisciplinary research: public dispute resolution, adaptive leadership, collaborative decision-making, and political communication. These four areas, while intersecting in many ways, are often discussed, both in academia and the general public, separately from one another. Exploring the two cases through the combination of several propositions from these four areas, contributes to the development of a number of interdisciplinary practices that can assist stakeholders in the active resolution of transboundary energy, water, and environmental disputes.

Outlines the significance of re-thinking the negotiation, leadership, collaborative decision-making, and political communication strategies we rely on to resolve transboundary water and energy conflicts, as it pertains to shaping the economic, environmental, and social prosperity of the communities we belong to. Emphasizes an interdisciplinary research approach to ascertain whether the manner in which governments, industry, and NGOs conduct transboundary resource management negotiations alters the prospects for finding effective agreements. Such factors include: how they frame a dispute; who they send as representatives; what preparatory work they do; what principles they use to structure the negotiation process; how they define their interests and estimate those of the other side; what ground rules they establish; how they respond to unpredictable and uncertain circumstances; by which criteria they create and distribute value; how they insulate the agreement against spoilers; and how they structure follow through.

In this conclusion, the authors consider steps toward systemic transformation in education. They offer proposals for relation-enriching actions in the classroom, the whole school, the community, higher education institutions, and beyond. In the classroom, the authors emphasize the art of inquiring, the art of listening, the art of appreciation, and the art of disagreeing; in the whole school, they advocate a relational ethos and the development of a culture of inquiry and collaboration, participative decision-making, and relational responsibility; in the community, they propose that parents should be co-learners and co-authors of the educational narrative and that neighborhood institutions should serve as school’s learning partners; in the case of higher education institutions, the authors stress these institutions’ role in expanding students’ learning and supporting teachers’ professional development. Finally, the authors point out that a systemic transformation in education invites a globally shared inquiry into new ways living together.

Being in the trenches with patients and other caregivers while working collaboratively toward a patient’s goals is a fantastic experience. However, it is equally important to be cognizant of the many difficulties to be encountered while working in the trenches. When caring for patients who are marginalized, the highs and lows of being a medical provider for this population can be extreme because of the circumstances surrounding both their medical and social situations. Practicing principles of collaborative decision-making, along with seeking to understand and empathize with others, serves to complement the other tools that are required to navigate this profession successfully. Educating the next generation of medical providers on how to step out of their comfort zone and engage a diversified population of patients will ensure that patients have providers who are willing to be in the trenches with them for the days to come.