Conflict Resolution Education - National Criminal Justice Reference ...

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Elementary Programs and Curricular Materials After its initial secondary school curriculum, NICEL developed two elementary curriculums. The Conflict Zoo is a curriculum for the third and fourth grades designed to teach the building blocks of conflict resolution and the concepts of justice and fairness. 7 The lessons are given at the beginning of the school year to help students understand conflict management and develop fair rules to live by. The lessons begin with the story of a junior zoo where baby animals play together. To do this, the baby animals must resolve their conflicts nonviolently and build a sense of community. The students experience these everyday conflicts through the eyes of the animals. The philosophy, principles, and skills of conflict resolution are interwoven in role-plays about junior zoo conflicts. Students gradually move from helping the animals resolve their conflicts to resolving conflicts in their own lives. Over the course of the lessons, children learn important terms, create journals, and apply these new ideas to their lives. Role-plays, art, and journal keeping are used to keep the children interested and provide ways for them to internalize and apply the skills they learn in a range of situations. Another curriculum, We Can Work It Out! Problem Solving Through Mediation for elementary schools, follows the same format as We Can Work It Out! for secondary schools, except that the terminology used and the scenarios created are appropriate for elementary school students. 8 Elementary mediation showcases parallel the secondary ones described above. Scenarios for students often involve fairy tales, cartoons, and interpersonal conflicts. Process Curriculum in Juvenile Justice Settings NICEL’s lessons for juvenile justice settings focus on developing an understanding of practical law. Life skills like anger management, communication, and the problem-solving processes of conflict resolution are at the heart of every lesson. The interactive strategies and real-world scenarios keep participants engaged in applying newly learned information. NICEL provides training and materials for juvenile justice professionals in prevention, intervention, and youth development under an OJJDP grant. 20 I learned that you can work out problems without going to the principal’s office. Student, North Carolina NICEL programs can be used separately or integrated into existing curriculums and programs. Schools that have a peer mediation program can use the We Can Work It Out! curriculum to extend the philosophy and skills to the rest of the school population. If a school has not yet developed a conflict resolution education program, a logical first step might be to teach the philosophy and skills of conflict resolution to the entire school community and then to set up a mediation program. The use of these programs and curriculums can help develop a corps of trained practitioners in the school community who have the skills to handle everyday conflicts. Notes 1. Curhan, J.R. 1996. Life Negotiations: The PYN Curriculum for Middle Schools. Cambridge, MA: Program for Young Negotiators, Inc. 2. Some of the curriculums available from PEF are Peacemaking Skills for Little Kids, Pre K–K (F. Schmidt and A. Friedman, 1993), Peacemaking Skills for Little Kids, Grade One (D. Berkell, K. Kotzen, and S. Rizzo, 1996), Peacemaking Skills for Little Kids, Grade Two (E. Brunt, A. Friedman, F. Schmidt, and T. Solotoff, 1996), Peace Scholars: Learning Through Literature, Grade Three (D. Carlebach, 1996), Creative Conflict Solving for Kids, Grade Four (F. Schmidt and A. Friedman, 1991), Creative Conflict Solving for Kids, Grade Five (F. Schmidt and A. Friedman, 1985), Creating Peace, Building Community, Grade Six (J. Bachoy, 1996), and Creating Peace, Building Community, Grade Seven (J. Bachoy, 1996). For more information on these curriculums, see the section “Process Curriculum” in appendix B. 3. The PEF mediation curriculums include Mediation for Kids (F. Schmidt, A. Friedman, and J. Marvel, 1992) and Mediation: Getting to Win/Win! (F. Schmidt and J. Burke, 1994). For more information on these curriculums, see the section “Mediation” in appendix B. 4. Schmidt, F., and A. Friedman. 1994. Fighting Fair for Families. Miami, FL: Peace 10 Education Foundation.
5. Arbetman, L.P., E.T. McMahon, and E.L. O’Brien. 1994. Street Law: A Course in Practical Law, 5th edition. St. Paul, MN: West Publishing Company. 6. Glickman, S., and J. Zimmer. 1993. We Can Work It Out!: Problem Solving Through Mediation, Secondary Edition. Washington, DC: National Institute for Citizen Education in the Law. See “Process Curriculum,” appendix B, for more information. 21 7. Glickman, S., N. Johnson, G. Sirianni, and J. Zimmer. 1996. The Conflict Zoo. Washington, DC: National Institute for Citizen Education in the Law. See “Process Curriculum,” appendix B, for more information. 8. Barnes-Robinson, L., S. Jewler, and J. Zimmer. 1996. We Can Work It Out!: Problem Solving Through Mediation, Elementary Edition. Washington, DC: National Institute for Citizen Education in the Law. See “Process Curriculum,” appendix B, for more information.
Page 2 and 3: Conflict Resolution Education A Gui
Page 4 and 5: Conflict is a natural, vital part o
Page 6 and 7: Acknowledgments The U.S. Department
Page 8 and 9: The Peace Education Foundation ....
Page 10 and 11: Chapter 7: Parent and Community Ini
Page 12 and 13: Appendix H: Strategic Planning Proc
Page 14 and 15: I don’t understand why Granny nev
Page 16 and 17: extent, on how people deal with eac
Page 18 and 19: ♦ Conflict resolution training in
Page 20 and 21: Chapter 1: Understanding Conflict R
Page 22 and 23: toward resolution. If the disputant
Page 24 and 25: To broaden their options, those in
Page 26 and 27: The lines dividing these four appro
Page 28 and 29: Each teacher may request up to thre
Page 30 and 31: When I was in the fifth grade, I wa
Page 34 and 35: Chapter 3: Mediation Program Approa
Page 36 and 37: Teacher Modeling The program’s su
Page 38 and 39: ♦ Support programs during transit
Page 40 and 41: Mediation met a deep-seated need. .
Page 42 and 43: ongoing training and support, and e
Page 44 and 45: ♦ Identify feelings. ♦ Identify
Page 46 and 47: Figure 4: The Problem-Solving Negot
Page 48 and 49: for their students is essential. Co
Page 50 and 51: 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
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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
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Chapter 10: Establishing Conflict R
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Figure 7: Sample Needs Assessment Q
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Going Too Fast Eagerness to impleme
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Appendix A: Contact Information The
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California Lawyers for the Arts Nor
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Region IX: Western (Arizona, Califo
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Conflict Management: Middle School
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Type of Material: 11- x 17-inch pho
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Focus: To teach students to identif
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Violence Intervention Curriculum fo
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Conflict Managers Training Manual f
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Focus: To teach the mediation proce
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Type of Material: Curriculum and te
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Appendix C: Conflict Resolution Rea
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Hawkins, J.D., H.J. Doucek, and D.M
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Appendix D: Conflict Resolution Glo
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Position: A point of view; a specif
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5. Indicate the types and frequency
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13. I think this school has: ❑ mo
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Alternative schools: ❑ Students
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Problem-Solving Processes of Confli
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Appendix G: Conflict Resolution Sta
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Provider Competency Assessment Form
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Appendix H: Strategic Planning Proc
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Appendix I: The Story of Little Red
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WOLF: Right, the forest is my home.
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