Conflict Resolution Education - National Criminal Justice Reference ...

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Acknowledgments The U.S. Department of Justice (DOJ) and the U.S. Department of Education (ED) recognize the dedication and commitment of Donni LeBoeuf, Senior Program Manager, Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, DOJ; and Charlotte Gillespie, Group Leader, Program Service Team, Safe and Drug-Free Schools Program, Office of Elementary and Secondary Education, ED. Their diligence, work, and enthusiasm for this project have helped to bring the vision of this Guide to fruition. We are indebted to Donna Crawford and Richard Bodine of the Illinois Institute for Dispute Resolution who spent countless hours writing and refining the manuscript to convey the variety of approaches within the field of conflict resolution education and the potential of all these approaches for bringing about peaceful resolution of disputes in a number of settings. We also thank Judith Filner of the National Institute for Dispute Resolution for her work in drafting an initial outline for the manuscript and providing her knowledge of effective and promising programs. In addition, we thank the following members of the Conflict Resolution Education Planning Committee whose ideas and expertise helped bring this project to its completion: Lee Arbetman, Margery Baker, Shay Bilchik, Noël Brennan, Eileen M. Garry, George Henderson, Emily Martin, William Modzeleski, Gail Padgett, John J. Wilson, and Judith Zimmer. We are grateful to the following individuals for their counsel, guidance, and support throughout this project: Terry Amsler, Ron Ativissimo, Rebecca Atnafou, Vicki Baldwin, Linda Barnes-Robinson, Marcia Choo, Richard Cohen, Irene Cooper-Basch, Jared Curhan, Mary Czajkowski, Robin Delany-Shabazz, Larry Dieringer, Dennis D. Embry, Lucy Friedman, Lynn Glassman, Barbara Greenberg, Mark Greenberg, J. David Hawkins, Shelia Heen, Patti Holman, David Johnson, Ted Johnson, Marianne Klink, Nancy Langan, Linda Lantieri, Linda Lausell, Ray Leal, Raúl Martinez, John Mazzarella, Pamela Moore, Marilyn Moses, Cheryl Niro, Dennis Noonan, Gayle Olson-Raymer, Laura Otey, Kenneth E. Powell, Ellen Raider, Tom Roderick, Laura Parker Roerden, David Roush, Melinda Smith, Ronald Stephens, Susan Stroud, Marcia Sweedler, Annette Townley, Lloyd H. Van Bylevelt, Martin Walsh, and Terry Wheeler. This Guide would not have been possible without the steadfast effort and careful review provided by all of these experts and practitioners. Finally, we wish to express our appreciation to the staff of the Juvenile Justice Resource Center, especially Laurie Shah and Janet McNaughton, who gathered information, edited the manuscript, and prepared the document for publication. Additionally, the Juvenile Justice Clearinghouse, under the guidance of Catherine Doyle, deserves our thanks for their work in bringing the final manuscript through the publication process. vii
Table of Contents Foreword ............................................................................................................................................................... v Acknowledgments........................................................................................................................................... vii Prologue............................................................................................................................................................... xv Introduction ......................................................................................................................................................... 1 Purposes of Conflict Resolution Education ................................................................................................. 1 Responsible Citizenship ............................................................................................................................. 1 Violence Prevention and Safe Schools ...................................................................................................... 2 Systemic Change ........................................................................................................................................ 3 Rationale for Establishing Conflict Resolution Programs ......................................................................... 3 How the Guide Is Organized .......................................................................................................................... 4 Chapter 1: Understanding Conflict Resolution ..................................................................................... 7 Origins of Conflict .......................................................................................................................................... 7 Basic Psychological Needs ......................................................................................................................... 7 Limited Resources ...................................................................................................................................... 7 Different Values.......................................................................................................................................... 8 Responses to Conflict ...................................................................................................................................... 9 Outcomes of Soft, Hard, and Principled Responses ................................................................................ 9 Problem-Solving Processes .......................................................................................................................... 10 Principles of Conflict Resolution................................................................................................................. 10 Foundation Abilities for Conflict Resolution ............................................................................................. 11 Steps in the Problem-Solving Process ........................................................................................................ 12 Approaches to Conflict Resolution Education ........................................................................................... 12 Chapter 2: Process Curriculum Approach ............................................................................................. 15 The Program for Young Negotiators ........................................................................................................... 15 Teacher Training and Community Involvement ..................................................................................... 15 Negotiation Curriculum ........................................................................................................................... 16 Followup Opportunities ........................................................................................................................... 16 Ongoing Curriculum Development and Innovation .............................................................................. 16 ix
Page 2 and 3: Conflict Resolution Education A Gui
Page 4 and 5: Conflict is a natural, vital part o
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 32 and 33: Elementary Programs and Curricular
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.
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wards can avoid consequences that c
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cooperative learning include improv
Page 64 and 65:
♦ Mentoring at-risk youth. Every
Page 66 and 67:
Community Mediation Programs Commun
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Conflict resolution training must b
Page 70 and 71:
to traditional school settings. Sch
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the relationships between students
Page 74 and 75:
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
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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
Page 108 and 109:
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
Page 116 and 117:
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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