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
SEL Conceptual Framework for Positive Youth Development
- Presented by: Molly McCloskey-Association for Supervision and Curriculum Development, Alexandria, USA
- View Presentation and Abstract: Click Here
Peer Mediation Creating Life Long Conflict Practitioners
- Presented by: Mary Alice Smallbone and J. Frank Rizzo
- View Presentation and Abstract: Click Here
Citizen Diplomacy as CRE: Building Mutual Understanding and Peaceful Relations
- Presented by: Michelle Watson & Dr. Susan Colville-Hall
- View Presentation and Abstract: Click Here
Columbine Facilitation: Lessons Learned
- Presented by: Lisa Loescher and Myra Isenhart
- View Presentation and Abstract: Click Here
International and National Conflict Resolution Education (CRE)
- Presented by: Jennifer Batton and Brandi Suttles
- View Presentation and Abstract: Click Here
Supporting Community “Thirdsiders” via the East Side Conflict Resolution Outreach Project
- Presented by: Bill Warters and Daniela Shuke, Wayne State University MADR Program
- 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 |
|---|---|---|
| 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 | |
| Promoting SEAL through circle time | 7-page PDF document promoting Social and Emotional Aspects of Learning through circle time for secondary students. "Circle time sessions provide a potential vehicle for the classroom delivery of the SEAL curriculum. Circle time is a time set aside each week when a whole class of young people and their teacher sit in a circle and explicitly engage in a structured programme of games, experiential activities, discussion and relaxation strategies ... It aims to provide an emotionally safe forum for participants to engage with a range of key issues, including peer relationships, conflict resolution, shared goal setting, justice, friendship, democratic principles, respect for individual differences and freedom of choice." | |
| Respecting each other: From the Tanenbaum curriculum interreligious understanding guidebook | 5-page PDF lesson plan which helps students understand and develop their own concept of respect for others. | |
| Clique bullying scenario | Web-based interactive scenario which presents children reacting to a clique bullying situation and "taking a stand against the crowd." | |
| Preparation of pre-service teachers for a culture of dignity and peace, The | 38-page PDF article which argues the necessity of peace education for future teachers. Abstract: This paper argues that since schools are considered spaces for critical transformation and teachers play a vital role in creating conditions where students can become loving, caring members of society, peace education should be made explicit in teacher education. It asserts that the teacher education culture in Ontario is keen and positioned for this endeavour to take place despite implicit and marginalized peace education content and practices. It continues by suggesting how a move to prepare teacher candidates with education for and about peace through the magnifying of current implicit peace practices may strengthen the overall momentum of producing just societies, thereby, building human dignity. Drawing from findings derived from a small-scale study, three implications for teacher education are given: teacher education must recognize the proclivity of teacher candidates for partnership pedagogy; create space for sharing experiences; and expose teacher candidates to peace education knowledge. Six recommendations are provided for increasing possibilities for peaceful and equitable social pathways. The overarching purpose is to stimulate further discussion and networking among Ministry of Education in Ontario and faculties of education by advocating how peace education aligns with the goals inherent in their own philosophies and those of the global peace agenda. | |
| 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. | |
| 40 cases: Restorative justice and victim-offender mediation | 86-page book in PDF format which, "provides a diverse range of first hand accounts from mediators and facilitators offering some means of communication between victims and offenders. Through the authentic voices of practitioners, the cases unfold to reveal how communication was facilitated and the outcomes that followed. This publication aims to provide practitioners, policy makers and interested professionals with: - Opportunities to compare practice - An examination of the appropriateness of offering access to Restorative Justice - An understanding of the subtleties of facilitated victim-offender communication - An opportunity to see beyond our own preconceptions of victims and offenders - Clarity and inspiration." | |
| 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." | |
| Inter-agency P.E.P.: Skills for constructive living: Background notes for teachers | 40-page pdf 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." This manual is a "summary of the major points covered in the training sessions to be used as a reference." | |
| PROS: Peaceful resolutions for Oklahoma [elementary] students: School-based peer mediation curric | 83-page PDF manual which helps teachers and trainers introduce elementary school students to peer mediation and conflict and teach communication and problem solving skills. | |
| Reducing youth crime | 4:50 podcast discussing "school-based violence prevention programs [which] have been proven effective at reducing violence, truancy, drug abuse, and delinquency." | |
| Inter-agency P.E.P.: Skills for constructive living: Teacher activity book | 361-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 ... the teacher's main resource it has a lesson-by-lesson curriculum for formal schooling structured according to the children's cognitive and emotional development." | |
| UNESCO: Mainstreaming the culture of peace | 26-page pdf created by UNESCO which "defined the Culture of Peace as consisting of values, attitudes and behaviours that reject violence and endeavour to prevent conflicts by addressing their root causes with a view to solving problems through dialogue and negotiation among individuals, groups and nations. The 1999 United Nations Declaration and Programme of Action on a Culture of Peace (resolution A/53/243) called gor everyone – governments, civil dociety, the media, parents, teachers, politicians, scientists, artists, NGOs and the entire United Nations system – to assume responsibility in this respect. It staked out eight action areas for actors at national, regional and international levels:" Those 8 action areas are: Fostering a culture of peace through education; Promoting sustainable economic and social development; Promoting respect for all human rights; Ensuring equality between women and men; Fostering democratic participation; Advancing understanding, tolerance and solidarity; Supporting participatory communication and the free flow of information and knowledge and Promoting international peace and security. | |
| Peer mediation training for schools: Best practice guidelines (UK) | 8-page Word document which presents best practice guidelines developed by the Peer Mediation Network in the UK. Paper begins with a definition of peer mediation and then outlines best practices for many aspects of training. | |
| 25 years: Looking back and looking ahead | 20-page Powerpoint keynote address given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which reviewed "the CRE field from the vantage point of Educators for Social Responsibility (ESR)." | |
| The Role of Restorative Justice in Teen Courts: A Preliminary Look | In March 2000, the American Probation and Parole Association convened a focus group to examine and discuss the role of restorative justice in teen court programs (also called youth and peer courts). The panel consisted of persons working actively in teen courts and persons working actively in more traditional restorative justice-based programs. This paper provides a brief overview of restorative justice principles and addresses several key issues the focus group members identified that serve as a promising foundation from which teen courts can begin to move toward integrating more restorative justice-based practices within their programs. Key issues discussed include how youth courts can rethink the role of victims and the community within their programs, how youth courts can alter the way that their proceedings and practices are structured, and how youth courts can rethink and redefine sentencing options so that they are based on the restorative justice philosophy. | |
| Quick Guide to Implementing a Peer Mediation Program | A 7-page pdf providing a series of annotated questions designed to help a school plan for the implementation of a peer mediation program. Draws on the many years of experience gained at School Mediation Associates, a long-standing peer mediation advocacy and training organization. | |
| Creating schoolwide prevention and intervention strategies: Effective strategies... | 55-page PDF document which is "intended to put the issue of schoolwide violence prevention in context for educators and outline an approach for choosing and creating effective prevention programs. The guide covers the following topics: 1. Why schoolwide prevention strategies are critical, 2. Characteristics of a safe school, 3. Four sources of vulnerability to school violence, 4. How to plan for strategies that meet school safety needs, 5. Five effective response strategies and 6. Useful Web and print resources." | |
| 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. | |
| Virginia Tech shooting: Lessons for dismantling norms about violence | 10-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education, which "offers a Preliminary inquiry into pedagogical actions for addressing the intersections among gender, race, ethnicity, social class, mental illness, and violence, the limitations of the thinking that pervaded the recent public discourse on the Virginia Tech Shooting will be revealed and a responsive pedagogical action proposed." |