Conflict Resolution Education - National Criminal Justice Reference ...

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WOLF: Right, the forest is my home. I should be free to enjoy my own home. Step 4: Create Win-Win Options RED: In order to solve this problem, I could try to stay on the path when I walk through the forest. WOLF: I could try to remember to call out when I hear you coming instead of quietly stepping out from behind a tree. I could plant some flowers over by Granny’s house for you to pick. RED: I could pick up trash I see in the forest and take it to Granny’s trash can. WOLF: I could check up on Granny to make sure she is OK on those days when you can’t make it. She is my friend, you see. RED: Granny and I can talk to the woodsman and tell him we made a mistake about you. I could tell my friends that I’m not afraid of you anymore—that you can be nice. WOLF: I could meet your friends on the edge of the forest and show them through it. Step 5: Evaluate Options WOLF: Do you think if you tell the woodsman and your friends that you made a mistake about me and that I’m really nice, then I won’t have to worry about the woodsman and his hunters catching me? RED: I think that will work. WOLF: Maybe I could go with you to talk to the woodsman. RED: Yes, that would help. You could also go with me when I tell my friends I’m not afraid of you anymore. . . . I’d like to help you plant some flowers at Granny’s, and I–3 I could also help you plant some in the forest. It would be nice to visit Granny together. She’s pretty lonely. WOLF: That sounds good. RED: I agree. WOLF: I don’t think it will work for you to stay on the path all the time. I can show you where to walk so you don’t harm anything. RED: I think that’s fair. WOLF: I agree. RED: Will it work for you to check on Granny when I can’t visit her? WOLF: Yes, if you call me early in the morning. RED: I think it would be a good idea if I ask my friends for a donation when you give them a tour of the forest, and we could use the money to buy more trees to plant and start a recycling program for the trash we pick up. WOLF: I think we’ve taken care of both of our interests. RED: This solution will help both of us. Step 6: Create an Agreement RED: I’ll arrange for Granny and myself to talk to the woodsman. I’ll try to get an appointment for this afternoon, and I’ll let you know when. WOLF: I’ll get some flowers to plant at Granny’s. I’ll have them ready to plant Saturday. I’ll draw up a possible forest tour map and give it to you. RED: As soon as I get your tour map, I’ll bring some friends over to try it out. That’s when I’ll introduce you and tell them you’re nice.
WOLF: I’ll put a donations box at the edge of the forest for our tree planting and recycling program. RED: And I’ll call you by 7 o’clock if I can’t go visit Granny. WOLF: OK. I’ve agreed to get flowers to plant by Saturday, to draw a tour map of the forest, to go along with you to talk with the woodsman, to meet your friends and lead a tour through the forest, to take care of the donations box, and to visit Granny when you can’t do it. I–4 RED: I’ve agreed to arrange for an appointment with Granny and the woodsman, to plant flowers with you, to bring my friends to tour the forest and introduce you as a nice Wolf, and to call you by 7 o’clock if I can’t visit Granny. (The two shake hands.) Source: Bodine, R., D. Crawford, and F. Schrumpf. 1994. Creating the Peaceable School: A Comprehensive Program for Teaching <strong>Conflict</strong> <strong>Resolution</strong>. Champaign, IL: Research Press, Inc., pp. 102–104, 106, 108, 110, 112. Reprinted with permission of the authors and Research Press, Inc.
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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
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Risk Factor Community Availability
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Chapter 9: Developmentally Appropri
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Early Childhood to Grade 2 Grades 3
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♦ 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 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
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