Conflict Resolution Education - National Criminal Justice Reference ...

Going Too Fast
Eagerness to implement a program can lead
to beginning without adequate discussion and
preparation. Successful programs develop from
careful planning and training before implementation
is begun. Programs implemented without
adequate preparation tend to be less successful
and to hinder the implementation of future programs.
People say, “We tried that one time but it
didn’t work, so let’s not try now.”
Going Without Support
Programs usually fail when administrators and
faculty have no knowledge of or do not support
“interest-based” conflict resolution approaches.
Administrators and faculty who feel no responsibility
for achieving the program’s goals will not
help support the program.
However, the commitment and support of the
administration, faculty, and parents appear to be
universal success factors for conflict resolution
education programs.
Administrative Commitment and Support
Every successful conflict resolution education
program enjoys leadership and support from both
the school’s and the school district’s administration.
Administrators provide leadership and support for
programs in a variety of ways:
♦ Using staff meetings and parent meetings to
discuss programs and their benefits in relation
to student/adult outcomes.
♦ Participating in training and staff development
programs.
♦ Leading staff meetings and problem-solving
sessions using conflict resolution processes.
Pitfalls To Avoid
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Selecting the Wrong Program and Trainers
Failure to match the program to the school’s
particular needs will result in problems. Successful
implementation of a program at one
school does not mean it will be the right program
for every school. Selecting a trainer who is
not qualified or who will not build the school’s
training capacity will also create future problems
in implementing and, more importantly, in sustaining
a program.
Failing To “Hang In There” for the Long Haul
Abandoning a program when it gets difficult
or seems to be in a logjam is a mistake. With so
many other demands on teachers, counselors, and
administrators, it is tempting to stop some of the
more time-consuming activities that are not specifically
academic in nature. However, true results
from conflict resolution programs are seen only
after some time has elapsed.
Laura Otey, Administrator, K–12
Austin Independent School District, Austin, Texas 2
♦ Recognizing program success during assemblies,
schoolwide announcements, parent-teacher association
meetings, school board meetings, and on
other occasions.
♦ Making use of effective conflict management and
the language of conflict resolution in the school
and on the playground.
♦ Teaching or co-teaching conflict resolution
lessons in the classroom.
Faculty Commitment and Support
When the faculty have little knowledge of the principles
and the processes of conflict resolution, a
conflict resolution program is not likely to be sustained.
If faculty are not involved in training and
program development, they are not likely to accept
responsibility for achieving the program’s goals.
Behind every successful program is a core of faculty
who believe passionately in the value of having