Conflict Resolution Education - National Criminal Justice Reference ...

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Notes 1. Sneve, V.D.H. 1987. “Women of the Circle.” In H. Thompson, A. Huseboe, and S. Looney (eds.), A Common Land, A Diverse People. Sioux Falls, SD: Nordland Heritage Foundation. 2. Brendtro, L., and N. Long. 1993 (Spring). “Violence Begets Violence: Breaking Conflict Cycles.” Journal of Emotional and Behavioral Problems, p. 5. 3. Ibid. 4. Ibid., pp. 5–6. 5. Beekman, S., and J. Holmes. 1993. Battles, Hassles, Tantrums & Tears: Strategies for Coping with Conflict and Making Peace at Home. New York, NY: Hearst Books, William Morrow & Company, Inc., Publishers, p. 90. 66 6. Wong, P., M. McLaughlin, and M. Moore. 1995 (July). Evaluation of Phase 1 of the Whole School Conflict Resolution Project. Final report. Stanford, CA: Stanford University School of Education. 7. The Second Step and Conflict Managers programs are available for use in local Boys & Girls Clubs by contacting the Boys & Girls Clubs National Headquarters (see appendix A under “Community-Based Programs”). 8. Cox, J.D. 1996 (May). Personal communication. 9. Contact information for the AmeriCorps Conflict Resolution Training Project and the National Association for Community Mediation is included in appendix A under “Community-Based Programs.” 10. Wilson, B. In press. The Quiet Evolution: Implementing Discipline-Based Art Education in Six Regional Professional Development Consortia. Santa Monica, CA: Getty Center for Education in the Arts.
Chapter 8: Conflict Resolution Research and Evaluation Research on conflict situations within schools and on the impact of conflict resolution education programs provides strong support for establishing these programs in schools. Many of the studies conducted to date have focused on mediation programs, which are distinctive and perhaps more prevalent in schools than programs employing one of the other three approaches to conflict resolution education. Because the peaceable classroom and process curriculum approaches integrate conflict resolution education into the normal curriculum, evidence of the success of these approaches has been somewhat difficult to document. However, the positive outcomes associated with mediation programs hold promise that broader based conflict resolution programs that use mediation will be successful as well. Comprehensive studies to evaluate the two peaceable school programs highlighted in chapter 5 are under way. Early Research In 1974, DeCecco and Richards published the results of one of the most comprehensive studies on conflict within schools. 2 They interviewed more than 8,000 students and 500 faculty members in more than 60 junior and senior high schools in New York City, Philadelphia, and San Francisco and found that more than 90 percent of the conflicts reported by students were perceived to be either unresolved or resolved in destructive ways. Moreover, negotiation of conflicts was practically nonexistent. Studies on the Teaching Students To Be Peacemakers Program More recently, David Johnson and Roger Johnson conducted 11 research studies to examine the 67 Research in this field indicates that conflict resolution and mediation programs show positive effects in reducing violence. 1 effectiveness of the Teaching Students To Be Peacemakers program. 3 Results demonstrate the impact that conflict resolution training programs have on the ability of students to manage their conflicts constructively. Johnson and Johnson conducted carefully controlled studies in inner-city and suburban school districts throughout the United States and Canada. The grade level of the students involved in the research ranged from the 1st through the 10th grades. Two approaches to training in peer mediation were studied. In one, the total student body received the training; in the other, a small group of teachers and students received the training. Students were randomly assigned to one of these approaches, while teachers were rotated across approaches. The following is a summary of the questions asked by these studies and their findings: ♦ How often do conflicts among students occur, and what are the most commonly occurring conflicts? The findings indicated that students engaged in conflicts daily. In the suburban schools studied, the majority of reported conflicts resulted from the possession of and access to resources, choice of available activities, playground issues, and turn-taking. Some conflicts involved physical and verbal aggression. In one urban elementary school studied, the vast majority of conflicts referred to mediation involved physical and verbal violence.
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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
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
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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
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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 78 and 79: ♦ What strategies did students us
Page 80 and 81: spent handling conflicts was reduce
Page 82 and 83: After 1 year of operation, the prog
Page 84 and 85: Risk Factor Community Availability
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Page 88 and 89: Early Childhood to Grade 2 Grades 3
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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
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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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