Conflict Resolution Education - National Criminal Justice Reference ...

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Position: A point of view; a specific solution that a party proposes to meet his/her interests or needs. A position is likely to be concrete and explicit, often involving a demand or threat and leaving little room for discussion. In conflict resolution, an essential activity is for participants to move beyond positions in order to understand underlying interests and needs. Power: The ability to act or perform effectively. Reframing: The process of changing how a person or party to a conflict conceptualizes his/her or another’s attitudes, behaviors, issues, and interests, or how a situation is defined. Reframing during conflict resolution processes helps to mitigate defensiveness and deescalate tension. Resolution: A course of action agreed upon to solve a problem. Restraint: A method of balancing power in a relationship wherein the party with more power voluntarily refuses to use some of the power at his or her disposal. D–3 Summarize: To restate in a brief, concise form. Summarizing is an aspect of active listening utilized by both disputants and mediators to increase common understanding. Synergy: Cooperative thought and/or action of two or more people working together to achieve something neither could achieve alone. Trust: To have confidence in or feel sure of; faith. Value: A principle, standard, or quality considered worthwhile or desirable. Violence: Psychological or physical force exerted for the purpose of injuring, damaging, or abusing people or property. Sources: Schrumpf, F., D. Crawford, and R. Bodine. 1996. Peer Mediation: Conflict Resolution in Schools, revised edition, Champaign, IL: Research Press, Inc. Reprinted with permission from the authors and Research Press. Girard, K., and S.J. Koch. 1996. Appendix A. Conflict Resolution in the Schools: A Manual for Educators, pp. 135–139. Reprinted with permission from Conflict Resolution in the Schools: A Manual for Educators, K. Girard and S.J. Koch, copyright © 1996, Jossey-Bass Inc., Publishers, 800–956–7739.
Appendix E: Conflict Resolution in Schools Needs Assessment Answer each question by providing the response that most accurately reflects your personal view of your school. 1. I am a: ❑ student ❑ staff member ❑ parent ❑ other 2. Conflicts interfere with the teaching and learning process: ❑ often ❑ sometimes ❑ rarely 3. Problems between people at this school are caused by: often sometimes rarely a. expectation to be competitive ❑ ❑ ❑ b. intolerance between adults and students ❑ ❑ ❑ c. intolerance between students ❑ ❑ ❑ d. poor communication ❑ ❑ ❑ e. anger and/or frustration ❑ ❑ ❑ f. rumors ❑ ❑ ❑ g. problems brought to school from somewhere else ❑ ❑ ❑ 4. Without exceeding 100% as the total, estimate the percentage of problems referred for disciplinary action by the following categories: a. between students ___________ % b. between student and classroom teacher ___________ % c. between student and other staff members ___________ % d. between student and school rules ___________ % e. other ___________ % E–1 Total 100%
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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
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Punishment Expresses power of an au
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enduring systemic changes vital to
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♦ Community training. Positive yo
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themselves from mainstream culture.
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wards can avoid consequences that c
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cooperative learning include improv
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♦ Mentoring at-risk youth. Every
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Community Mediation Programs Commun
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Conflict resolution training must b
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to traditional school settings. Sch
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the relationships between students
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Page 82 and 83: After 1 year of operation, the prog
Page 84 and 85: Risk Factor Community Availability
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Page 88 and 89: Early Childhood to Grade 2 Grades 3
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Page 94 and 95: Figure 7: Sample Needs Assessment Q
Page 96 and 97: Going Too Fast Eagerness to impleme
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Page 100 and 101: California Lawyers for the Arts Nor
Page 102 and 103: Region IX: Western (Arizona, Califo
Page 104 and 105: Conflict Management: Middle School
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Page 108 and 109: Focus: To teach students to identif
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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
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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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