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Violence Prevention

Violence prevention programs often include a conflict resolution education component, but are more likely to include increases in safety and security issues relevant to the prevention of serious violent behaviors that are, luckily, still quite rare in schools (Burstyn et al, 2001). Violence prevention efforts seek to decrease serious risk behavior, including violence toward self and others, risky sexual behavior, and substance abuse (Wilson, Gottfredson & Najaka, 2001). Conflict resolution education is focused more on the development of important life skills, and especially communication skills, that help students find nonviolent ways to handle their problems and, thereby, may decrease violent behavior.

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Sample Catalog Resources

Below you'll find a randomized listing of up to 20 related items (we may have more...) drawn from our Resource Catalog.

Resource Title Description Links
Conflict Management Week High School Activity Guide A 30-page guide filled with suggested activities to be used during Conflict Management Week (May 1-7, 2000) in Ohio High Schools.
Help Increase the Peace (HIPP) Program This article from 2006 describes the Help Increase the Peace Program (HIPP), a project of the American Friends Service Committee that uses an experiential training model to teach non-violence to youth. The HIP Program is based on the Alternatives to Violence Project (AVP) that has brought Quakers into American prisons to teach non-violence.
Changing Children's Trajectories of Development This research brief describes one of the largest and longest running school-based violence prevention programs in the country--the Resolving Conflict Creatively Program (RCCP)--and discusses the results of a rigorous evaluation of its effectiveness conducted by the National Center for Children in Poverty (NCCP) at Columbia University's Mailman School of Public Health. The brief is designed to inform federal, state, and local policymakers and opinion leaders, as well as program developers and managers at the local level, of an effective strategy for directly addressing the problem of violence among children and youth. The evaluation assessed the impact of the RCCP program on children's developmental trajectories toward violence, providing concrete evidence that early school-based violence prevention initiatives such as the RCCP can work and should be included in communities' efforts to prevent violence among children and youth.
Nonviolence playlets 25-page MS Word document providing examples of nonviolence in action. "These short playlets are intended to dramatically reconstruct actual experiences in which nonviolent direct action has been used, successfully, to overcome violence." Designed for use with youth of different ages.
M.O.V.E.: Mind over violence everywhere 88-page PDF manual developed to provide learning materials on violence prevention for youth with low literacy skills. The objectives of M.O.V.E. are to: Increase awareness of violence and develop skills to prevent violence, increase literacy through non-traditional learning activities, encourage youth to participate actively and assist the facilitator in recording the workshop responses. The program is organized into five sections: Learning and thinking styles, Communication rights and responsibilities, Peer mediation, Resisting peer pressure and Social action.
Social and Emotional Learning and Bullying Prevention 21-page briefing paper prepared for the National Center for Mental Health Promotion and Youth Violence Prevention by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Social and Emotional Learning Research Group at the University of Illinois at Chicago. "Schools using a social and emotional learning (SEL) framework can foster an overall climate of inclusion, warmth, and respect, and promote the development of core social and emotional skills among both students and staff. Because bullying prevention is entirely congruent with SEL, it can be embedded in a school's SEL framework. The aims of this brief are to (a) provide a basic description of a school-wide SEL framework, (b) illustrate the relationship between social and emotional factors and bullying, and (c) explain how an SEL framework can be extended to include bullying prevention."
Multiple Responses, Promising Results: Evidence-Based, Nonpunitive Alternatives To Zero Tolerance Research brief by Child Trends that finds that zero tolerance school discipline policies have not been proven effective by research and may have negative effects, making students more likely to drop out and less likely to graduate on time. Instead, the brief recommends the use of nonpunitive disciplinary action, such as behavior interventions, social skills classes, and character education.
Practicing peace: A peace education module for youth and young adults in Solomon Islands: 4th draft 99-page word document developed "to help people resolve interpersonal and inter-group conflict through productive and peaceful strategies, and to teach young people how they can participate in public life. The module is intended for use with youth and young adults in community and school settings in Solomon Islands." Skill areas include: Understanding rights and responsibilities; Understanding cultural diversity; Restorative justice and reconciliation; Gender relationship skills; Ability to live with change; Leadership qualities Conflict prevention; Traditional definitions of peace; Understand[ing] interdependence between individuals and society and Respect[ing] different cultures."
Managing interethnic relations manual 104-page manual whose purpose is to fill the informational and methodological gap in addressing interethnic relations, it also intends to combat the passive attitudes held by many regarding the improvement of interethnic relations in Georgia, the book is meant for all specialists working on the issue of interethnic relations or those intending to focus on it, includes bibliography.
Peace education in UNICEF: Working paper 52-page PDF paper "produced to describe Peace Education programmes in UNICEF. Peace education programmes have been developed in a number of UNICEF country offices and National Committees for UNICEF over the past decade. Ideas are continually evolving about how to use the full range of children's educational experiences to promote commitment to principles of peace and social justice. The purpose of this working paper is to stimulate further discussion and networking among UNICEF colleagues, to move towards a clearer articulation of good practice in Peace Education, and to pave the way for further exploration of how best to evaluate the impact and effectiveness of this area of UNICEF activity."
Youth and Conflict: Best Practices and Lessons Learned Mercy Corps, as an international NGO focused on "saving and improving lives in the world's toughest places" believes youth are a force for positive change -- the generation that can help transition their countries into productive and secure nations. However, youth are the primary participants in conflict today. The reasons they participate in conflict are multi-dimensional - they lack economic opportunities, political voice and a sense of belonging or connection to their communities. Often the only way young people can imagine changing their predicament is through violence. In Mercy Corps programs the focus is on catalyzing youth's desire for change into positive outlets. This 11-page pdf publication is a sample of Youth and Conflict Best Practices and Lessons Learned drawn from Mercy Corps' programs, other agencies, donors, think tanks and researchers. It is divided into six sections: * General Program Design and Implementation. This section includes advice on training, as it is a central part of many of our youth programs. * Economic Engagement * Political Participation * Youth-to-Community Connections * Youth-to-Youth Connections * Addendum: Lessons from Our Colleagues
Bullying prevention: CRETE training day 3 Powerpoint presentation for educators on bullying and ways to prevent bullying behavior.
Involvement of law enforcement officers in bullying prevention Pdf document examining ways in which law enforcement personnel can be involved in the prevention of bullying.
CRE vs. violence prevention This document compares Conflict Resolution Education with related violence prevention work.
School-based violence prevention programs: A resource manual 199-page pdf manual which "provides practical research- and expert-based information on school-based programs to prevent interpersonal violence. We review 79 prevention programs. Each has research evidence, addresses unique "at-risk" populations, such as children with disabilities, or uses innovative approaches to engaging youth."
Youth & conflict: A toolkit for intervention 35-page PDF toolkit which is, "part of a series that explores how development assistance can address key risk factors associated with conflict. One area that is receiving increasing attention is the relationship between young people and violence ... This document: 1) examines key issues related to youth participation in violence; 2) discusses lessons learned in developing programs for at-risk youth; 3) presents a range of program options; 4) includes illustrative monitoring and evaluation tools; and 5) identifies relevant USAID mechanisms and partners. Together, the elements of this toolkit are designed to help raise awareness about the linkages between young people, development aid, and conflict; and to help officers integrate a conflict perspective into their development programming."
Doing anti-rape work: One man's perspective Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which discusses the author's "anti-rape prevention work with men [which] means trying to reduce the likelihood that the men who attend a workshop will behave in ways that are assaultive."
Exploring the nature and prevention of bullying: Significant identifying characteristics for victims Word document that lists 21 characteristics of victims of bullying.
Cultivating Peace - Taking Action This 66-page pdf is a curriculum packet developed for use in Canadian classrooms. "This resource encourages students to examine their own beliefs regarding the need for change in our world and their personal responsibility in taking action. The preconditions necessary for a culture of peace are explored through the examination of global issues in sustainable development, economic disparity, fair trade, human rights and consumerism. Students are given opportunities to explore the range of actions possible, the ways in which change occurs, the barriers to participation and the factors that support youth involvement. The resource includes a teacher's guide, a video, a poster series and a student guide to taking action. It is designed for use in grades 10-12."
Programmes scolaires de prévention de la violence: Manuel de documentation 199-page pdf manual in French which "provides practical research- and expert-based information on school-based programs to prevent interpersonal violence. We review 79 prevention programs (18 in the French version). Each has research evidence, addresses unique "at-risk" populations, such as children with disabilities, or uses innovative approaches to engaging youth."