Conflict Resolution Education - National Criminal Justice Reference ...

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Problem-Solving Processes of <strong>Conflict</strong> <strong>Resolution</strong> The program provides training in and practice with the problem-solving strategies. Problem-Solving Process Major emphasis Minor emphasis No emphasis Negotiation Yes No Yes No Yes No Mediation Yes No Yes No Yes No Consensus decisionmaking Yes No Yes No Yes No Learning Opportunities and Styles Criteria for the learning process relate to the manner in which the curriculum is organized, delivered, and learned. Degree to which criteria are satisfied Learning Process Criteria Fully To some extent Not at all 100% 75% 50% 25% The program uses a variety of learning activities. 4 3 2 1 0 The program offers opportunities to practice conflict resolution in day-to-day situations. 4 3 2 1 0 Materials are age appropriate for the target population. 4 3 2 1 0 Materials have clear formats and directions. 4 3 2 1 0 Materials are culturally consistent for the target population. 4 3 2 1 0 Materials are gender sensitive. 4 3 2 1 0 Materials provide ideas for extending activities and learning beyond the materials. 4 3 2 1 0 Materials offer opportunity or ideas for parental involvement. 4 3 2 1 0 Materials contain ideas for integrating conflict resolution into standard school subjects. 4 3 2 1 0 F–4 Comments
Implementation Criteria for implementation relate to the efficacy of the information provided by the program to guide school personnel in the use of the materials and the program. Degree to which criteria are satisfied Implementation Criteria Fully To some extent Not at all 100% 75% 50% 25% Describes how to use the program. 4 3 2 1 0 Describes appropriate audiences for the program. 4 3 2 1 0 Describes how to address barriers to implementation. 4 3 2 1 0 Offers startup ideas and suggestions for extending the program. 4 3 2 1 0 Describes how to identify students for participation if only some students will be involved. 4 3 2 1 0 Provides staff with suggestions for resources that offer additional information and strategies. 4 3 2 1 0 Provides schedules and plans for training students. 4 3 2 1 0 Provides practice activities in conflict resolution. 4 3 2 1 0 Offers ideas for promoting the program within the school. 4 3 2 1 0 Provides ideas for managing program operation. 4 3 2 1 0 Delineates adult responsibilities in program operation. 4 3 2 1 0 Provides ideas for obtaining sponsorships and financial support. 4 3 2 1 0 Provides tools for assessing program effectiveness. 4 3 2 1 0 F–5 Comments
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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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The program’s partnerships bring
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Notes 1. Sneve, V.D.H. 1987. “Wom
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♦ What strategies did students us
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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 102 and 103: Region IX: Western (Arizona, Califo
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 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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