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
National Program of Values Education – Republic of Costa Rica (Overview)
- Presented by: Republic of Costa Rica
- View Presentation and Abstract: Click Here
CRE Progress and Challenges – ACR Mini-Plenary
- Presented by: Tricia Jones
- View Presentation and Abstract: Click Here
Safer Campuses: Prevention and Response to Sexual and Intimate Partner Violence and Stalking
- Presented by: Diane Docis, Katie Hanna, Alex Leslie, Beth Malchus
- View Presentation and Abstract: Click Here
Connecting with CRE Tools and Materials: New Resources for Teacher Educators
- Presented by: Bill Warters
- View Presentation and Abstract: Click Here
National Policies on Education for Democratic Citizenship in the Americas
- Presented by: Adriana Cepeda-Organization of American States, Washington, DC, USA
- View Presentation and Abstract: Click Here
Strategies for Teaching Peace and CR in U.S. Undergraduate Environments
- Presented by: David Smith
- 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 |
|---|---|---|
| Racial and ethnic conflict on campus | Pdf article reprinted from the June/July 1991 Issue (Vol 33) of The Fourth R, The Newsletter of the National Association for Mediation in Education which discusses the, "role of the ombudsman in relation to racial incidents and the development and implementation of racial harassment policies ... in developing our training, we will be incorporating racial and cultural differences into the mediation process, including training about communication styles, conflict styles, different expectations for mediation and neutrality and different approaches to emotions and aggressiveness." | |
| World of possibilities: CRE and peace education around the globe, A | 34-page Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which "presents summaries of several important activities related to global expansion of conflict resolution education and peace education." | |
| Peer mediation partnerships: Linking university with community | 22-page Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which highlighted "best practices pertaining to peer mediation partnership initiatives between undergraduates and high school peer mediation programs ... issues addressed include[d] team-building and motivation, skills-sharing and training, program assessment, and leadership and guidance." | |
| Exploring emotional literacy through visual the arts: With embedded literacy and numeracy skills | 21-page PDF document created to "enable staff who are not Arts practitioners to carry out this [art based] work. They are designed as individual projects but can equally be extended into small group activities ... The aim is to encourage the young person to express visually emotions that are difficult to articulate verbally." Projects include: Making masks (expressing feelings using facial expressions); Abstract art (expressing feelings using colors and shapes); Designing a chair (expressing how I feel about myself); Creating a book (expressing how I feel, exploring what I know about an issue in my life); and Drawing a neighborhood map (exploring safe and unsafe areas where I live). | |
| 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." | |
| Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Orgs | A manual in pdf format providing an overview of various models for conflict resolution education program implementation. The first chapter defines conflict as a natural condition and examines the origins of conflict, responses to conflict, and the outcomes of those responses. It introduces four approaches to implementing conflict resolution education. Each of the next four chapters discusses one of these approaches and presents examples of programs that use the approach. One chapter describes an approach to conflict resolution education characterized by devoting a specific time to teaching the foundation abilities, principles, and one or more of the problemsolving processes in a separate course or distinct curriculum. Another chapter describes an approach in which selected, trained individuals provide neutral third-party facilitation in conflict resolution. A chapter presents an approach that incorporates conflict resolution education into the core subject areas of the curriculum and into classroom management strategies, and another chapter presents a comprehensive whole-school methodology that builds on the previous approach. The next two chapters address conflict resolution education in settings other than traditional schools. The final three chapters address more overarching topics: conflict resolution research and evaluation; a developmental sequence of behavioral expectations in conflict resolution; and the process of developing, implementing, and sustaining a conflict resolution program. | |
| Collaboration across fields: Implementation and sustainability of SEL, CRE, PE and CE | 73-page PDF conference reader from the two-day summit, "Collaboration across Fields: Implementation and Sustainability of Social and Emotional Learning (SEL), Conflict Resolution Education (CRE), Peace Education (PE), and Citizenship Education (CE), held in Cleveland, Ohio on June 19th and 20th, 2009. The conference "brought together government representatives from among the 50 states and invited countries (Ghana, Kenya, Montenegro, Philippines) and their non-governmental organization partners. Organizations were invited because of their interest in developing legislation and policy in peace education, social and emotional learning, conflict resolution education, and/or civics education and their interest in securing ways to strengthen implementation and achieve sustainability of these efforts ... this capacity building summit offered a dynamic opportunity to develop a global infrastructure to advance the work in the fields of conflict resolution education, peace education, social and emotional learning, and citizenship education. The summit brought together policymakers, researchers and educators representing regions across the United States and select member countries of the Organization of American States (OAS) and the Global Partnership for the Prevention of Armed Conflict GPPAC). These national and international guests exchanged successful macro level policy design and implementation models at the state-wide or national level, and macro level evaluation methodology and tools for states and countries. Specific areas of focus included: Teacher education, research and evaluation, and policy implementation options for primary, elementary and secondary education at the national or state levels." | |
| Manual for community colleges developing programs in peace and conflict studies: 1st ed. | 96-page PDF, "Manual [which] is a product of a collaboration in which lessons learned are shared on developing programs, certificates, and degrees in the field for community colleges. It is a resource for faculty and administrators authored by faculty and administrators. The chapters submitted reflect a range of approaches and writing styles – some informal, others more rigorous. The authors generally approached topics in a generic way providing recommendations that could be used in a range of institutions. Some pieces reflect looking at one institution and its efforts in a case study approach and then focusing on lessons learned. Overall, the chapters demonstrate the range of strategies that community colleges – arguably the most diverse and varied academic institutions in the U.S. today - are taking to teaching about peace and conflict issues. As such, the writing is reflective of the topics and settings they arise from. It is the intent of the editors that chapters will continue to be edited, updated, revised, and new articles added as the field develops and community college involvement increases." | |
| 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." | |
| Teach kids a lesson ... or help them to learn? | 11-page PDF paper which promotes the idea of restorative justice practices in education as opposed to punitive ones. "Restorative justice philosophy views misbehavior in terms of how it has impacted upon relationships in the school community. Once the harm is acknowledged in a concrete way the process moves beyond harm to ask how can this harm be repaired? If schools are places of learning, where young people are encouraged to be independent and creative thinkers, are able to share their ideas and opinions, learn to accept the view of others, to be responsible and accountable for their learning, it stands to reason that the "punitive school" is being counter productive in achieving these desired outcomes." | |
| Participation & involvement: A community college transforms its culture | Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which describes the key details of a two-day performance-based training program designed to teach observable skills in conflict resolution and group process to employees of Lane Community College, as well as the results and outcomes. Includes bibliography. | |
| Graduate peace & conflict studies programs: reconsidering their problems & prospects | Pdf article from Conflict Management in Higher Education Report, Volume 5, Number 1, (Sept 2004), which discusses the proliferation of graduate coursework in peace and conflict studies to, "consider how peace and conflict type programs are created and developed, reflect on their prospects and problems, and introduce topics that I believe will have to be dealt with in the future." | |
| 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. | |
| Application of the transactional view, An: A unique role for ombudsmen in campus protest | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 3, (May 2003), which examines the role of the Observer Program at University of Colorado, created by the Ombudsman office, in student protests. | |
| Recommended Guidelines for Effective Conflict Resolution Education Programs | These Recommended Guidelines for Effective Conflict Resolution Education Programs, released in 2002, are the product of work begun by a committee of the Conflict Resolution Education Network (CREnet) and completed by the Association for Conflict Resolution (ACR). The Guidelines outline how elementary and secondary school teachers, administrators, conflict resolution education practitioners, and policy makers can measure progress toward effective conflict resolution education programs. By addressing core goals, components, content and qualities of effective school-based conflict resolution education programs, these Guidelines are intended to also help leaders to make decisions about the resources and strategies needed to support such educational programs in their schools. | |
| Summary - The Positive impact of social & emotional learning kindergarten to eighth grade students | 12-page PDF 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." | |
| Challenge to create a safer learning environment for youth, The | 83-page PDF report which continues the author's "exploration of how violence affects learning and my search for effective approaches to support learning for those who have experienced violence ... I sought to learn more about how violence affects learning by interviewing young people who are currently struggling with learning, either within or outside the school system. I wanted to explore how responses to trauma support or limit learning possibilities by interviewing young people and professionals engaged in the school system and in other education for youth." | |
| 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. | |
| Theater and conflict resolution education | 8-slide Powerpoint presentation "examining the ways theater is being used to teach and learn about conflict." | |
| Conflict negotiation skills for youth | 186-page PDF training manual on Conflict Negotiation Skills for Youth. The manual is directed at government and nongovernmental organization personnel working with young people. It presents a variety of participatory training methods and exercises. Users are encouraged to refine and adapt the materials. The contents are organized as follows: Conflict Negotiation Skills for Youth: Facilitator's Guide Section I: Youth and the conflicts they face in daily life, Session 1: Understanding youth, Session 2: Understanding conflict, Section II: Techniques for resolving intra-personal conflicts, Session 3: Self-awareness, Session 4: Communication, Session 5: Negotiation, Session 6: Mediation, Section III: Techniques for resolving group conflict, Session 7: Group building, Session 8: Team building and cooperation, and Session 9: Advocacy for youth development References. |