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
Virginia Tech Shooting: Lessons for Dismantling Norms About Violence
- Presented by: Huey-li Li and Michiko Pence
- View Presentation and Abstract: Click Here
CRE Progress and Challenges – ACR Mini-Plenary
- Presented by: Tricia Jones
- View Presentation and Abstract: Click Here
Successful Maryland School CRE Programs: Highlights of a Statewide Grants Program
- Presented by: Barbara Grochal, University of Maryland King Carey School of Law
- View Presentation and Abstract: Click Here
Columbine Facilitation: Lessons Learned
- Presented by: Lisa Loescher and Myra Isenhart
- View Presentation and Abstract: Click Here
25 Years: Looking Back and Looking Ahead
- Presented by: Larry Dieringer
- View Presentation and Abstract: Click Here
Values Education, Quality Teaching and Safe Schools (Australia)
- Presented by: Gary Shaw
- 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 |
|---|---|---|
| Making a difference: Creating more skillful educators & students & more peaceful schools through CRE | 24-page pdf report which documents the work of the "Conflict Resolution Education Partnership (CRE Partnership)[which] has given over 80 grants to schools in Maryland that have resulted in significant and meaningful changes. Beyond implementing short-term safety measures, Conflict Resolution Rducation (CRE) involves teaching problem solving, anger management snd life lessons for effectively de-escalating and resolving conflicts in productive and peaceful ways. The tesults of the CRE Partnership show dramatic improvements in schools: duccessful conflict resolution programs reduce school discipline problems, improve student decision-making skills and increase academic achievement." | |
| Youth & conflict: Global challenges, local strategies, 2008 | 21-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education which "introduce[d] some of the themes and research associated with current thinking in values education | |
| Restorative justice programs in schools | Web-site created by the Marist Youth Care organization with information about restorative justice programs. "Marist Youth Care is a not for profit agency dealing with at risk young people. We draw our energy and motivation from the call of the gospel to assist socially disadvantaged people to take their rightful place in the community," from the Marist Youth Care website. | |
| Extending campus conflict resolution efforts beyond the mediation table | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 3, (May 2002), which "describes creative responses to campus conflict that don't rely on mediation as their central strategy or approach, providing links to online examples when available." | |
| Tips for developing peace education curriculum: Some lessons from Vietnam | 4-page tips document, the abstract states, "Teachers and schools around Australia are being asked to take responsibility for ensuring safe schools and promoting citizenship among students. This is part of an international movement to use school-based education to promote a global culture of peace. The International Conflict Resolution Centre at the University of Melbourne recently co-developed a national peace education curriculum for primary schools in Vietnam with Vietnamese educators. This experience highlighted three important peace education tools that can also be used within an Australian context: The UNESCO "peace keys," physical games and reflective material." | |
| Immigration & me: Lesson & activity excerpted from the Tanenbaum curriculum passages to immigration | 3-page PDF lesson plan in which students (grade 2-6) interview family members to investigate their immigration story and discover where family traditions came from. | |
| Restorative justice in the classroom: Lesson 2 class meetings | 8-page pdf lesson which "through role-play and discussion, this lesson will help students understand the motives behind offending and re-offending and to develop problem-solving consequences that will help offenders learn a better way to behave. By developing restorative consequences, the classroom community can help the offender repair the harm he/she has caused and discourage the offender from re-offending. Students practice consensus building and explore the consequence-setting aspect of justice circles." | |
| Strengthening undergraduate mediator competency via the Ntl Intercollegiate Mediation Tournament | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 3, (May 2003), which discusses the role of the National Intercollegiate Mediation Tournament in the development of mediation skills in students. | |
| Intake hints | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 2, (Feb 2002), which examines intake procedures and scheduling issues for community mediation, based on work done by "Neighborhood Dispute Settlement Program of Dauphin County (Harrisburg, Pennsylvania), ... a community mediation program which receives referrals from criminal justice entities." | |
| Conflict resolution protocol for elementary classrooms, A | 4-page PDF excerpt from the book, "The First Six Weeks of School" which discusses teaching conflict resolution, "a basic belief underlying The Responsive Classroom® approach to teaching is that how children learn to treat one another is as important as what they learn in reading, writing, and arithmetic. We believe that social skills such as cooperation, assertion, responsibility, empathy, and selfcontrol are essential to children’s academic and social success and we emphasize the teaching of these skills, along with academics, throughout the school day. There are many strategies we use to teach these social skills at the elementary level (K-6), one of which is teaching a protocol for conflict resolution." | |
| Restorative Justice: A Working Guide for Our Schools | The purpose of this publication, available as a 43-page pdf, is to provide support and guidance for teachers, health workers, community leaders, and school personnel who seek to implement Restorative Justice in their schools. The guide introduces Restorative Justice concepts, articulates what is new about the approach, explores benefits, outcomes and impacts and provides guidance on initiating Restorative Justice at the school or district level. Also included are listings of resources for additional information and support. | |
| Changing the world: Youth mediators across the globe | 17-page Powerpoint presentation given to middle school mediators at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which discussed peer mediation programs around the world. | |
| Positive impact of social and emotional learning kindergarten to eighth grade students, The | 51-page PDF technical report which, "summarizes results from three large-scale reviews of research on the impact of social and emotional learning (SEL) programs on elementary and middle-school students — that is, programs that seek to promote various aocial and emotional skills. Collectively the three reviews included 317 studies and involved 324,303 children. SEL programs yielded multiple benefits in each review and were effective in both school and after-school settings and for students with and without behavioral and emotional problems. They were also effective across the K-8 grade range and for racially and ethnically diverse students from urban, rural, and suburban settings. SEL programs improved students’ social-emotional skills, attitudes about self and others, connection to school, positive social behavior, and academic performance; they also reduced students’ conduct problems and emotional distress. Comparing results from these reviews to findings obtained in reviews of interventions by other research teams suggests that SEL programs are among the most successful youth-development programs offered to school-age youth. Furthermore, school staff (e.g., teachers, student support staff) carried out SEL programs effectively, indicating that they can be incorporated into routine educational practice. In addition, SEL programming improved students’ academic performance by 11 to 17 percentile points across the three reviews, indicating that they offer students a practical educational benefit. Given these positive findings, we recommend that federal, state, and local policies and practices encourage the broad implementation of well-designed, evidence-based SEL programs during and after school." | |
| Conflict Resolution Education Connection teacher's calendar 2009-2010 | 24-page pdf calendar created by the Conflict Resolution Education for Teacher Education (CRETE) Connection Project and the Association for Conflict Resolution Education Section. "The calendar, designed to be hung by a teacherÌ¢âÂã¢s desk, provides short takes on CRE tools each month along with corresponding Special Days related to conflict resolution or peacemaking, CRE catalog resources, online links to the CRE website and other great collections of classroom activities and professional development tools. The calendar skips the summer and ends with the month of September to welcome folks back to the new school year!" . | |
| 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. | |
| National curriculum integration project: Final report, phase two (2000-2001) | National curriculum integration project sought to promote the infusion of conflict resolution education into middle school curriculum, teaching it as part of other subjects, rather than as a stand-alone topic. This report shares the findings which suggest that classroom climate improves over the course of the school year using this approach. | |
| Evaluating Your Conflict Resolution Education Program: A Guide for Educators and Evaluators | This 258-page pdf manual is intended to help educators and/or evaluators conduct evaluations of their conflict resolution education programs. Because much of the funding from the Ohio Commission on Dispute Resolution and Conflict Management and the Ohio Department of Education supports school programs, most attention was placed on helping users evaluate these kinds of programs. The manual was prepared as a workbook so that it should be easy to use. Worksheets are included throughout the beginning parts of the manual to help users identify the program goals and evaluation goals they want to emphasize. When offered, questionnaires and interview questions are presented so that the user can simply copy the forms from the book and use them in a school. | |
| 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." | |
| 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." | |
| VOV activities: Strengthening your sense of self-identity, grades 7-12 | 8-page PDF document with activities for 7-12 graders to build communication skills and self-esteem. |