Conflict Resolution Education - National Criminal Justice Reference ...

♦ Elementary school (grades 3–5): Integrating
problem-solving analysis into the standard curriculum
and using role-plays, classroom projects
and class meetings, school-based peer mediation
programs, videos, games, school assemblies, classroom
demonstrations, and student presentations
to parent and community groups.
♦ Middle school (grades 6–8): Teaching students
to train younger students in the problem-solving
strategies of conflict resolution by helping them
to negotiate or by facilitating consensus decisionmaking
sessions, integrating conflict resolution
into the regular school curriculum, holding school
assembly demonstrations, having students create
role-play exercises, having students perform informational
demonstrations or skits for the parents
and community, and having students provide
actual conflict resolution services to community
organizations.
♦ High school (grades 9–12): Establishing peer
mediation programs; teaching students to train
other students as peer mediators; holding school
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assemblies and demonstrations; creating roleplay
exercises; producing videos; having students
and school professionals provide conflict resolution
training to the community; letting students
assist schools with the development of conflict
resolution programs for younger children; having
students serve as mediators or facilitators for
community programs for younger children, senior
citizens, and other community-based groups; and
having students serve as mediators in local school
and community disputes. In the departmental
framework of most secondary schools, conflict
resolution education can be offered as a specific
course in the general curriculum, integrated into
other courses, or organized as a special instructional
unit within appropriate subject matter courses.
In summary, the developmental sequence presented
in tables 4 and 5 is valid for educating youth, regardless
of the setting. If the youth has not developed the
proficiency expected of someone younger, that proficiency
must be developed through age-appropriate
instruction and activities.