Conflict Resolution Education - National Criminal Justice Reference ...

Chapter 9: Developmentally
Appropriate Practice
This chapter presents a developmental sequence
of behavioral expectations associated with the foundation
abilities and practice of conflict resolution.
The expectations are reasonable for the general
age groupings if learning opportunities and ample
practice have been provided. This developmental
sequence (tables 4 and 5) is based on an examination
of the literature in the field of conflict resolution
and an examination of school practices that offer
conflict resolution training to students. It is intended
to provide guideposts for developing proficiency in
conflict resolution. It is not intended to cover every
aspect of conflict resolution.
As with any educational program, the outcome of a
conflict resolution program will be optimal when it
is designed to meet the specific needs of the students
enrolled in it. Best practice suggests that to develop
the proficiency expected at any given age level, students
must already have developed the proficiency
expected at all the preceding age levels. Students
cannot be expected to use behaviors they have not
yet been taught. For example, if a conflict resolution
program is initiated for high school students, that program
must address more than just the developmental
sequence targeted to high school students. Because all
students cannot be presumed to have developed proficiency
in the foundation abilities and problem-solving
processes of conflict resolution, the program must provide
them with age-appropriate opportunities to learn
and demonstrate the proficiencies that appear in the
sequence for all prior age levels. The developmental
continuum in tables 4 and 5 suggests what to assess
to determine a youth’s proficiency level.
Finally, any definitive developmental sequencing
should be subordinate to consideration of the individual.
Although every individual experiences conflict,
each individual enters and exits conflicts differently.
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The test of a first-rate intelligence is the
ability to hold two opposed ideas in the
mind at the same time, and still retain the
ability to function.
F. Scott Fitzgerald
Age-Appropriate Instruction
If conflict resolution is to be taught successfully, the
curriculum and program must include practice both
in building the foundation abilities and in using the
problem-solving processes. First, students need to
learn the intellectual framework for conflict resolution
and to develop the tools to think systematically
about conflict. They must then be given the opportunity
to practice these skills in a real-life context.
The emphasis must be on practice. To complete the
transition from learning about the processes of conflict
resolution to using those processes in actual
situations, the processes must be “overlearned.” Sufficient
and diverse age-appropriate activities that
give students the opportunity for practice, evaluation,
and further practice are crucial to the success
of any conflict resolution program.
The following learning tools and activities are
suggested for use at each developmental level:
♦ Early childhood education (kindergarten
through grade 2): Using stories, role-plays,
games that promote cooperation, classroom
projects, field trips involving the greater
community, activity cards, posters, puppets,
skits, demonstrations, and activities that
encourage interaction with older children.