Policymakers and Administrators
Welcome to the Conflict Resolution Education Connection’s resources for policymakers and administrators. Our goal is to provide information that will support administrators interested in promoting or extending conflict resolution work within education. The sidebar menu to your right provides a listing of the content areas we focus on at this site.
CRE Conference Presentations
School Conflict Management Training
- Presented by: Jennifer Batton, Director, Global Issues Resource Center, Cuyahoga Community College
- View Presentation and Abstract: Click Here
Preventing and Addressing Sexual Violence Against Children: Local Solutions for Ohio
- Presented by: Debra Seltzer, Sexual Assault & Domestic Violence Prevention Program, Bureau of Health Promotion and Risk Reduction, Ohio
- View Presentation and Abstract: Click Here
Hemispheric Course on Evaluation of Policies and Programs in Citizenship Education
- Presented by: Adriana Cepeda-Organization of American States, Washington, DC, USA
- View Presentation and Abstract: Click Here
How to Run a Student Mediation Conference
- Presented by: Marge Bleiweis
- View Presentation and Abstract: Click Here
Lessons for Helping Students Develop Emotional Awareness to Support CRE
- Presented by: Christa M. Tinari
- View Presentation and Abstract: Click Here
Report on CRETE Partners in Texas
- Presented by: Margaret Leeds
- View Presentation and Abstract: Click Here
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 |
|---|---|---|
| Peer mediation, conflict resolution, violence prevention and safe schools, 1986-2001 | 25-page PDF bibliography of resources on the topics of peer mediation, conflict resolution, violence prevention, and safe schools. | |
| Non-violence in education | 79-page pdf manuscript published in cooperation with Institut de Recherche sur la Resolution Non-Violente des Conflits (IRNC), of which the author says, "These pages do not claim that merely placing the principle of non-violence at the heart of the educational project could be enough to solve them with ease. It is not our intention to teach teachers how to do their job. Our only aim is to urge them to look at their daily practices in the light of the principles and methods of non-violence. Perhaps we can all agree that when non-violence is possible, it is preferable. If so, and if non-violence is preferable, then it is up to us to do everything we can to make it possible. This study does not claim to be offering anything other than an exploration of the possibilities of non-violence." English translation of original French work. | |
| Conflict resolution, negotiation & team building: Reviewing an impossible course that worked | Pdf article from Conflict Management in Higher Education Report, Volume 5, Number 1, (Sept 2004), which presents the story of a "course teaching dispute resolution, negotiation and team building (ACS 201: Dispute Resolution and Team Building) [which] was designed to fit into the program's first year curriculum, this essay reviews the nature of the course and in some detail the student response to it." The course was taught at Ryerson University in Toronto, Ontario. | |
| Physical and verbal bullying | Web-based interative scenario which explores bullying. | |
| Addressing off-campus student conduct with restorative justice | Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which introduces a program where "over 200 students ... participated in restorative justice, meeting face-to-face with community members, fellow students, and campus staff to resolve their cases at the neighborhood level, the results of their conference agreements include hundreds of hours of service in the neighborhoods affected (picking up litter, tutoring at a gradeschool, volunteering at the local library, serving meals to the homeless, etc.), plus written apologies, verbal apologies to neighborhood boards, outreach and education efforts on campus, and in some cases, self-help such as chemical dependency counseling." | |
| Restorative justice for the classroom: Lesson 1 the community web | 3-page pdf lesson "to identify community roles in conflict resolution and develop understanding of the significance of each role in keeping the community safe. Through role play, students learn how each role is a part of an intricate web of community support and how a breakdown in one part of the web affects the whole. Through this lesson students develop communication skills and empathy." | |
| Inter-agency P.E.P.: Skills for constructive living: Community course booklet | 35-page pdf manual which "is one of the components of the Inter-Agency Peace Education Programme, the programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government ... a handout booklet, which outlines the major concept areas covered in the community course." | |
| Improving outcomes for Indigenous students - the Workbook and guide for school educators (3rd ed.) | This 55-page pdf workbook is a practical set of support materials for taking action and working systematically in schools. Developed in Australia, it provides a set of tools and ideas to help achieve improved outcomes for Indigenous students, and can be used in conjunction with the materials on the What Works http://www.whatworks.edu.au/ website and other companion What Works publications. This is the third edition, published in 2010. It was substantially revised and updated and provides a complete support for taking systematic action. | |
| Evaluation report: Life skills project implementation in the Armenian education system | 45-page PDF report which "represents an evaluation of implementation of the Life Skills Project being conducted in the Armenian education system as [a] component of an overall effort in education reform ... the project was piloted in the first and fifth grades in 16 schools in 1999-2000. In 2000-2001 the project was expanded to 100 schools and to the second and sixth grades. UNICEF provided funding and some logistical support and the MOES provided administrative and logistical project support and workspace for the curriculum development team." | |
| New national conflict resolution information initiative launched | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 1, (Jan/Feb 2000), introducing the Conflict Resolution Information Project (CRInfo), a cooperative effort to strengthen the conflict field's information infrastructure. | |
| Podcast audio resources for conflict studies | Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which introduces the concept of podcasting and its use in conflict resolution education, it also provides basic start up information and sites of interest. | |
| Challenges of sexual harassment mediation on campus | Pdf article reprinted from Aug-Sept 1997 issue (Vol. 79 pp. 19-21) of The Fourth R, the Newsletter of the National Association for Mediation in Education examines the use of mediation in college and university sexual harrassment complaints. | |
| Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths (2nd Ed) | This 373-page compendium, available as a pdf, provides researchers and prevention specialists with a set of tools to assess violence-related beliefs, behaviors, and influences, as well as to evaluate programs to prevent youth violence. Although this compendium contains more than 170 measures, it does not claim to be an exhaustive listing of available measures. Most of the measures in this compendium are intended for use with youths between the ages of 11 and 24 years, to assess such factors as serious violent and delinquent behavior, conflict resolution strategies, social and emotional competencies, peer influences, parental monitoring and supervision, family relationships, exposure to violence, collective efficacy, and neighborhood characteristics. The compendium also contains a number of scales and assessments developed for use with children between the ages of 5 and 10 years, to measure factors such as aggressive fantasies, beliefs supportive of aggression, attributional biases, prosocial behavior, and aggressive behavior. When parent and teacher versions of assessments are available, they are included as well. | |
| 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." | |
| Companion: A campaign guide about education and learning for change in diversity, human rights ... | 80-page PDF manual, "designed to help those involved in learning for democracy and learning for change. The issues it raises and the methods which are proposed have been developed as a part of the campaign, but the manual can and should be used after the formal end of the campaign ... This is not a campaign for young people. It is a campaign by young people. The slogan of the campaign "All different, All equal" combines the freedom of diversity and the equality of rights, and it reflects the Council of Europe philosophy in tackling all forms of discrimination and exclusion." | |
| Practicing peace: A peace education module for standards 4 through 6 in Solomon Islands | 87-page pdf document which presents peace education for the Solomon Islands context. "The primary method used in peace education is generally referred to as a "facilitated" or "interactive" model of teaching. In this method, the teacher becomes a facilitator of learning and a co-learner with the students. Students and teachers use experiential strategies to practice skills for peace. There is a shift in the value placed on being a teacher. Using the facilitated processes of conflict resolution and peace education, teachers and students learn together and teach each other." Covered areas include: Interpersonal skills; Understanding and accepting differences; Children's rights; Building community and Mediation. | |
| NCIP resource guide: "Developing caring citizens and skilled problem solvers" | Pdf document presented as a guide for integrating the principles and practices of conflict resolution into the middle school classroom culture and curriculum. Topics addressed include: Educational Theories; Core Components of an Integrated Program; Integrating Four Related Fields; Comprehensive Conflict Resolution Curriculum Outline; Creating a Caring Classroom Climate; Benchmark Abilities of a Peaceable Classroom; Outline for a Successful Integrated Conflict Resolution Program; Getting Started Questionnaire; Implementation Timeline; and Curriculum Mapping | |
| A Peer Mediation Needs Analysis For Schools | A three-page worksheet providing a series of questions for schools to consider prior to implementing a peer mediation program. | |
| Regional Meetings benefit campus conflict resolution efforts | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 1, (Oct 2001), presenting highlights of meetings for conflict resolution professionals across the United States. | |
| Multi-party roommate conflict | Pdf article from Conflict Management in Higher Education Report, Volume 5, Number 1, (Sept 2004), which presents a "roleplay for a graduate course in interpersonal and small group conflict resolution, while it could be used for a mediation roleplay, it's written to be a 4-5 person small group conflict with no formal, outside intervenor, the expectation is that students can represent the characters and still demonstrate conflict resolution skills." |