Conflict Resolution Education. A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings. Program Report.
This guide was developed for educators, juvenile justice practitioners, and others in youth-serving organizations to increase awareness of conflict resolution education and its potential for the peaceful settlement of disputes. Conflict resolution programs can help schools promote both the individual behavior changes necessary for responsible citizenship and the systemic change necessary for a safe learning environment. The guide is designed to provide sufficient information and tools to initiate the development of comprehensive youth-centered conflict resolution programs. Chapter 1, "Understanding Conflict Resolution," defines conflict as a natural condition and presents the essential principles of conflict resolution. Each of the next four chapters discusses one of the following approaches to conflict resolution: (1) the process curriculum approach; (2) the mediation program approach (peer or other mediation); (3) the peaceable classroom approach; and (4) the peaceable school approach, a comprehensive whole-school approach. The next two chapters address conflict resolution in juvenile justice settings and in parent and community initiatives. The final three chapters consider research on conflict resolution, developmentally appropriate practices, and conflict resolution program development and implementation. Nine appendixes offer a variety of resources for establishing conflict resolution education programs, including lists for further reading, a glossary, sample forms, and a strategic program plan. (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
Violence Prevention for Young Adolescents: A Survey of the State of the Art. Working Papers.
This paper presents the results of a survey of 51 violence prevention programs around the country, including detailed case studies of a select sample, reviews of the evaluations of these programs, and recommendations for next steps to be explored during the conference. Part I discusses the survey of violence prevention programs. It describes a survey of state-of-the-art violence prevention programs (N=51). The survey results are discussed in the areas of geographic distribution, founding dates, program goals, funding sources, populations served, program settings, major activities. and program evaluation. Major achievements and major barriers described by the programs are discussed. Part II presents case studies of these violence prevention programs: (1) Boston Conflict Resolution Program; (2) Building Conflict-Solving Skills; CO Gang Prevention and Intervention Program; (4) The Paramount Plan: Alternatives to Gang Membership; (5) Project Stress Control School-Based Curriculum; (6) Project Stress Control through Stress Management (SCSM) for Juveniles in Youth Development Centers; (7) Resolving Conflict Creatively Program; (8) Second Step: A Violence Prevention Curriculum; (9) Viewpoints Training Program; (10) Violence Prevention Curriculum Project; and (11) Violence Prevention Project. Part III presents conclusions obtained through the survey questionnaire and follow-up interviews. Appendixes include the survey instrument and additional program descriptions and evaluation information. (ABL)
Childhood predictors of adolescent substance abuse: Toward an empirically grounded theory.
Abstract This article reviews the etiology of chemical use and abuse among children and adolescents as well as states the etiological pathways of youth drug behavior between initial, occasional and regular use. The authors also discuss determinants of the onset of chemical use such as the family; peers; early antisocial behavior; school; attitudes, beliefs and personality traits; and early initiation of use. They develop a theoretical premise based on the most current etiological research and offer a social development model that serves as a basis for prevention intervention.