Conflict Resolution Education - National Criminal Justice Reference ...

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♦ Community training. Positive youth development is supported by the establishment of partnerships with youth-serving organizations and those who encounter youth in conflict. Conflict resolution training may be provided for police departments, park districts, Boys & Girls Clubs, the Urban League, and other interested agencies and organizations that work with youth. The program recruits specific personnel from these agencies and organizations to attend community training. ♦ Police-youth-community dialogs. Afterschool sessions on site and Saturday retreats in the country bring youth, police, and community members together to learn about one another and practice conflict resolution skills. In working sessions, participants play a series of team games designed to demonstrate how teams can solve problems together. These activities lead to a common vision and allow participants to confront their differences as well as their interdependency. Through its CPS program, IIDR builds a shared vision that is a foundation for change among all members of the school community. The curriculum guides schools toward a systemic transformation. Schools build the capacity to manage conflict and 46 change as they develop and implement a peaceable school program. Notes 1. Bodine, R., D. Crawford, and F. Schrumpf. 1994. Creating the Peaceable School: A Comprehensive Program for Teaching Conflict Resolution. Champaign, IL: Research Press, Inc., p. 2. 2. Ibid, p. 3. 3. Ibid, p. 29. 4. Johnson, D., and R. Johnson. 1993. “Cooperative Learning and Conflict Resolution.” The Fourth R 42:8. 5. Konopka, G. 1985. “A Renewed Look at Human Development, Human Needs, and Human Services.” Proceedings of the Annual Gisela Konopka Lectureship. St. Paul, MN: University of Minnesota Center for Youth Development and Research, p. 186. 6. The RCCP curriculums include Resolving Conflict Creatively: A Teaching Guide for Grades Kindergarten Through Six, 1993, and Resolving Conflict Creatively: A Teaching Guide for Secondary Schools, 1990. New York, NY: RCCP National Center. For more information, see “Peaceable School” in appendix B. 7. Bodine et al., Creating the Peaceable School, 1994. For more information, see “Peaceable School,” appendix B.
Chapter 6: Juvenile Justice and Alternative Education Initiatives For juvenile justice facilities and alternative schools, implementing conflict resolution means changing the institution’s approach to internal conflicts from a punitive one to one that uses problem-solving methods. In these settings, conflict resolution programs are introduced to supplement, not replace, existing disciplinary policies and procedures. Given opportunities for positive expression and problem resolution, youth learn alternatives to violent and self-defeating behavior. Conflict resolution programs for juvenile justice facilities and for alternative schools serving delinquent and at-risk youth address similar issues. These youth tend to demonstrate self-destructive, antisocial, or violent behavior to a greater degree than even the more behaviorally challenged youth in regular schools. In both cases, an effective conflict resolution program must address the psychological needs and the developmental stage of the youth. The impediments to behavioral self-awareness in delinquent and at-risk youth are considerable and pervasive. Typically, their ability to evaluate their own behavior is underdeveloped, and they are seriously deficient in the foundation abilities of conflict resolution, especially orientation, perception, and emotional abilities. Many have an ingrained sense of failure and view success as beyond their reach and ability. These problems often go beyond the purview of conflict resolution programs, which do not offer therapy. However, young people who need therapy can still participate in and profit from conflict resolution programs. At issue is whether the behavioral challenges faced by these youth can be addressed while they are receiving conflict resolution education or whether their problems require initial 47 Peacemaking is not easy. In many ways, it is much more difficult than making war. But its great rewards cannot be measured in ordinary terms. Former President Jimmy Carter 1 attention. A benefit of conflict resolution education is the development of the youth’s ability to apply the training in appropriate situations. The extent of therapy needed will be determined by how well the youth applies the conflict resolution training. The greater the gap between the youth’s standard behavior and the desired behavior of conflict resolution, the greater the demand for practice and coaching. Juvenile Justice Facilities The juvenile justice correctional facility provides opportunities over alternative education settings, because the students live and attend school within the facility. Programs taught in these facilities allow more time for training and practice in conflict resolution. Many juvenile offenders have deficits in cognitive skills. They tend to be undersocialized and lack the values, attitudes, reasoning abilities, and social skills required for positive social interaction. These individuals have not acquired the skills and strategies for constructive relationship building and problem solving, nor have they bonded with anyone who exhibits these behaviors. By teaching the foundation abilities and problem-solving processes of conflict resolution (see chapter 1), the juvenile justice facility can facilitate the development of social competency in these youth, so that they no longer alienate
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Conflict Resolution Education A Gui
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Conflict is a natural, vital part o
Page 6 and 7: Acknowledgments The U.S. Department
Page 8 and 9: The Peace Education Foundation ....
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Page 12 and 13: Appendix H: Strategic Planning Proc
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Page 22 and 23: toward resolution. If the disputant
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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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