Conflict Resolution Education - National Criminal Justice Reference ...

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Appendix G: <strong>Conflict</strong> <strong>Resolution</strong> Staff Development Provider Assessment Forms General Information Provider Assessment Form Name of provider: __________________________________________________________________ Organizational affiliation: ____________________________________________________________ Provider address: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Phone: (_____)_____________________________________________________________________ Fax: (_____)_____________________________________________________________________ Training based on specific published materials? ❑ Yes ❑ No If yes, title of materials: ___________________________________________________________ Authors: _______________________________________________________________________ Publisher and publication date: ____________________________________________________ Materials included in training costs? ❑ Yes ❑ No If no, cost: Teacher materials: $ __________ Student materials: $ __________ Required? ❑ Yes ❑ No Video materials: $ __________ Required? ❑ Yes ❑ No Other materials: $ __________ Required? ❑ Yes ❑ No G–1
Type of training provided: Training audience: Format of training: Length of training: Scheduling options: Costs of staff development services: Other general descriptive information about the staff development provider: Strengths and weaknesses: G–2
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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
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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 132 and 133: Problem-Solving Processes of Confli
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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