Conflict Resolution Education - National Criminal Justice Reference ...

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Region IX: Western (Arizona, California, Guam, Hawaii, Nevada) 33 New Montgomery Street, Suite 1840 San Francisco, CA 94105 415–744–6565 415–744–6590 (fax) Region X: Northwest (Alaska, Idaho, Oregon, Washington) 915 Second Avenue, Room 1898 Seattle, WA 98174 206–220–6700 206–220–6706 (fax) Field Offices Detroit Field Office 211 West Fort Street, Suite 1404 Detroit, MI 48226 313–226–4010 313–226–2568 (fax) A–5 Houston Field Office 515 Rusk Avenue, Room 12605 Houston, TX 77002 713–718–4861 713–718–4862 (fax) Los Angeles Field Office 888 South Figueroa Street, Suite 1880 Los Angeles, CA 90071 213–894–2941 213–894–2880 (fax) Miami Field Office 51 SW. First Avenue, Room 424 Miami, FL 33130 305–536–5206 305–536–7363 (fax)
Appendix B: Conflict Resolution Curriculum Resources The intent of this appendix is to illustrate some of the most current and readily available conflict resolution curriculum resources. These representative materials were selected through a nomination process by national leaders in the field of conflict resolution education. This list is neither exhaustive nor intended as a recommendation of these curriculums by the U.S. Department of Justice or the U.S. Department of Education. The materials have been categorized into five groups: Foundation Abilities, Process Curriculum, Mediation, Peaceable Classroom, and Peaceable School. Many of the publications listed here are available through the Office of Juvenile Justice and Delinquency Prevention’s Juvenile Justice Clearinghouse, a component of the National Criminal Justice Reference Service (NCJRS). An NCJ (National Criminal Justice) number after a citation indicates that the publication is available from the Clearinghouse on microfiche or through paper reproduction or interlibrary loan. For further information, contact the Clearinghouse by telephone at 800–638–8736; via the electronic bulletin board at 301–738–8895; or through the Internet at askncjrs@ncjrs.org. Foundation Abilities Aggressors, Victims, & Bystanders: Thinking and Acting to Prevent Violence. 1994. Ronald Slaby, Renee Wilson-Brewer, and Kimberly Dash, Education Development Center, 55 Chapel Street, Newton, MA 02160. Phone: 800–225–4276 Audience: Grades 6–9. Focus: To develop skills in solving social problems nonviolently and in evaluating beliefs regarding violence. B–1 Key Teaching Strategies: Full-class and smallgroup discussions, games, role-playing, and skill-building exercises. Type of Material: Teacher’s guide and handouts. Cost: $45. Anti-bias Curriculum: Tools for Empowering Young Children. 1989. Louise Derman-Sparks and the ABC Task Force, National Association for the Education of Young Children, 1509 16th Street NW., Washington, DC 20036–1426. NCJ 160365. Phone: 202–232–8777 Audience: Ages 2–5. Focus: To promote critical thinking regarding cultural bias and diversity and problem-solving processes to resolve conflict. Key Teaching Strategies: Activities and discussions. Type of Material: Teacher’s guide. Cost: $17. Circles of Learning: Cooperation in the Classroom. 1984, 1986, 1990, 1993. David W. Johnson, Robert T. Johnson, and Edythe Holuhec, Interaction Book Company, 7208 Cornelia Drive, Edina, MN 55435. Phone: 612–831–9500 Audience: Grades K–8. Focus: To teach students to work cooperatively to achieve mutual learning goals. Program is research and theory based. Key Teaching Strategies: Experiential/cooperative learning, simulations, role-playing, and perspective taking. Type of Material: Book, videos, student manual, and audiocassettes. Cost: Book, $10; video, $25; audiocassette, $10.
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Conflict Resolution Education A Gui
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Conflict is a natural, vital part o
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Acknowledgments The U.S. Department
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The Peace Education Foundation ....
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Chapter 7: Parent and Community Ini
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Appendix H: Strategic Planning Proc
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I don’t understand why Granny nev
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extent, on how people deal with eac
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♦ Conflict resolution training in
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Chapter 1: Understanding Conflict R
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toward resolution. If the disputant
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To broaden their options, those in
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The lines dividing these four appro
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Each teacher may request up to thre
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When I was in the fifth grade, I wa
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Elementary Programs and Curricular
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Chapter 3: Mediation Program Approa
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Teacher Modeling The program’s su
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♦ Support programs during transit
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Mediation met a deep-seated need. .
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ongoing training and support, and e
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♦ Identify feelings. ♦ Identify
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Figure 4: The Problem-Solving Negot
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for their students is essential. Co
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decisionmaking characterizes each c
Page 52 and 53: Punishment Expresses power of an au
Page 54 and 55: enduring systemic changes vital to
Page 56 and 57: ♦ Community training. Positive yo
Page 58 and 59: themselves from mainstream culture.
Page 60 and 61: wards can avoid consequences that c
Page 62 and 63: cooperative learning include improv
Page 64 and 65: ♦ Mentoring at-risk youth. Every
Page 66 and 67: Community Mediation Programs Commun
Page 68 and 69: Conflict resolution training must b
Page 70 and 71: to traditional school settings. Sch
Page 72 and 73: the relationships between students
Page 74 and 75: The program’s partnerships bring
Page 76 and 77: Notes 1. Sneve, V.D.H. 1987. “Wom
Page 78 and 79: ♦ What strategies did students us
Page 80 and 81: spent handling conflicts was reduce
Page 82 and 83: After 1 year of operation, the prog
Page 84 and 85: Risk Factor Community Availability
Page 86 and 87: Chapter 9: Developmentally Appropri
Page 88 and 89: Early Childhood to Grade 2 Grades 3
Page 90 and 91: ♦ Listens without interruption wh
Page 92 and 93: Chapter 10: Establishing Conflict R
Page 94 and 95: Figure 7: Sample Needs Assessment Q
Page 96 and 97: Going Too Fast Eagerness to impleme
Page 98 and 99: Appendix A: Contact Information The
Page 100 and 101: California Lawyers for the Arts Nor
Page 104 and 105: Conflict Management: Middle School
Page 106 and 107: Type of Material: 11- x 17-inch pho
Page 108 and 109: Focus: To teach students to identif
Page 110 and 111: Violence Intervention Curriculum fo
Page 112 and 113: Conflict Managers Training Manual f
Page 114 and 115: Focus: To teach the mediation proce
Page 116 and 117: Type of Material: Curriculum and te
Page 118 and 119: Appendix C: Conflict Resolution Rea
Page 120 and 121: Hawkins, J.D., H.J. Doucek, and D.M
Page 122 and 123: Appendix D: Conflict Resolution Glo
Page 124 and 125: Position: A point of view; a specif
Page 126 and 127: 5. Indicate the types and frequency
Page 128 and 129: 13. I think this school has: ❑ mo
Page 130 and 131: Alternative schools: ❑ Students
Page 132 and 133: Problem-Solving Processes of Confli
Page 134 and 135: Appendix G: Conflict Resolution Sta
Page 136 and 137: Provider Competency Assessment Form
Page 138 and 139: Appendix H: Strategic Planning Proc
Page 140 and 141: Appendix I: The Story of Little Red
Page 142 and 143: WOLF: Right, the forest is my home.
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