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. ***********************************************************************
Educating for a Peaceful World
This article outlines a program of what schools can do to encourage the values, attitudes, and knowledge that foster constructive rather than destructive relations, which prepare children to live in a peaceful world. It describes four key components of such programs: cooperative learning, conflict resolution training, the constructive use of controversy in teaching subject matters, and the creation of dispute resolution centers in schools.
Skills for adolescence: experience with the International Lions-Quest program.
This article describes the development of the Lions-Quest Skills for Adolescence program. The primary purpose of this program is to respond to the needs of young people by helping them become more self aware, more skilled, more able to make positive and healthy choices, and better able to make informed, aware, and considered decisions about their own behavior. Skills for Adolescence is one school/community/parent-based curricular program that attempts to address health, life skills, and prevention issues in ways that have clearly struck a common chord in numerous countries. The program's emphasis on effective communication, on self-efficacy and social skills, and on strengthening the family appear to have a strong appear in many different contexts and cultures. Careful attention to local needs during adaptation while employing collaborative strategies is an essential ingredient to crossing cultural and national boundaries.