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
Ohio’s Truancy Prevention Through Mediation Program
- Presented by: Edward M. Krauss, Ohio Commission on Dispute Resolution and Conflict Management
- View Presentation and Abstract: Click Here
Expert Chat Session with Richard Cohen
- Presented by: Richard Cohen
- 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
Strategies for Creating a Safe School Environment
- Presented by: William Pfohl, Western Kentucky University
- 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
Macro Models of Implementation: Policy to Practice
- Presented by: Terry Pickeral-Cascade Educational Consultants, USA
- 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 |
|---|---|---|
| Nonverbal communication for educators | Online learning module consisting of 14-sections "designed to introduce you to key ideas related to nonverbal communication, with a special emphasis on aspects of nonverbal communication that relate to teaching and learning in the classroom. By the completion of this learning module you should be able to: Understand the importance of nonverbal communication; State a definition of nonverbal communication and identify different types; Describe the purpose nonverbal communication serves in the communication process; Identify core nonverbal communication concepts that relate to classroom management; Understand Dyssemia (a condition related to the inability to read facial expressions) and its causes; Understand the use of DANVA as a tool for recognizing Dyssemia; Access simple activities and reference materials for creating your own teaching activities related to Nonverbal Communication." | |
| Community mediation centers and campus mediation | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 2, (February 2003), which "presents some of the similarities between campus mediation work and that of community mediation centers and provides readers of the Report with more information on some of the potential benefits of membership in the National Association for Community Mediation (NAFCM)." | |
| 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." | |
| GIRC Annotated Bibliography of Conflict Resolution Resources | An annotated bibliography from the Global Issues Resource Center on conflict resolution resources covering the topics of bullying prevention, classroom management, and trauma & violence prevention. Includes books, curricula, videotapes, simulations and games. | |
| 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." | |
| Emergence of campus mediation systems, The: History in the making | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 1, (Oct 2001), which "explore[s] historical changes in the campus context as it relates to mediation and conflict resolution, and make[s] note of apparent trends in the writing and research on campus conflicts and conflict resolution." Includes bibliography | |
| Good Practice Guidelines for Peer Mediation Initiatives | A one-page summary of guidelines for best practice for peer mediation program initiatives. Based on a larger evaluation of Peer Mediation Programs in New South Wales Government Schools published in 2003 | |
| VOV activities: Learning nonviolent conflict resolution skills, grades 7-12 | 13-page PDF document which presents activities for 7-12 graders to improve conflict resolution skills. | |
| Peace education curriculum: Programa pendidiken damai (pdf) | 84-page pdf translation of the Indonesian "Kurikulum Pendidikan Damai" which "was the first of its kind to be developed in Indonesia, representing peace education from an Islamic and Acehnese perspective. It promotes a positive, comprehensive peace encompassing peaceful relations with God the Creator, with oneself, with one's fellow humans, and with the environment. The curriculum teaches communal peace in accordance with the positive Islamic approach, namely the absence of war and discrimination and the necessity of justice in society. This manual emphasizes that peace is neither a subjugation to situations nor a passive acceptance of injustice, discrimination, and war, but rather a recognition of these problems and addressing them in a peaceful manner. The curriculum also stresses the importance of process and ends, since peace is both process and results, as reflected in active involvement of students in a system of learning by doing ... The materials and learning activities were authored in such a manner to allow the students dominant roles in the learning process. The students are guided to observe, analyze, and seek for solutions to existing conflicts. We feel that this strategy can better improve the students' knowledge on conflict and peace, build their skills in managing conflicts without violence, and actualize them all in their real life." | |
| Introducing cooperation and conflict resolution into schools: A systems approach | 29-page PDF chapter in the 2001 publication: Peace, conflict and violence: Peace psychology for the 21st Century by D.J. Christie, R.V. Wagner and D.A. Winter. The chapter argues the fundamental importance of a systemic approace to peace and conflict resolution education. The authors discuss five levels of "school systems through which one can introduce cooperation and conflict resolution concepts, skills, and processes: Level 1, the student disciplinary system; Level 2, the curriculum; Level 3, pedagogy; and Level 4, the school culture and Level 5, the community—will enhance the view of the school system as an “open system†embedded in a larger communal system which can aid in the sustainability of school system change." | |
| Evolution of the Role of Ombudsperson on University and College Campuses, The | Pdf article reprinted from the February/March 1995 Issue (Vol 55) of The Fourth R, The Newsletter of the National Association for Mediation in Education which discusses the history and role of ombuds people in colleges and universities. | |
| Alternative dispute resolution in the law schools | Pdf article reprinted from the February/March 1995 Issue (Vol 55) of The Fourth R, The Newsletter of the National Association for Mediation in Education which discusses the development of alternative dispute resolution education in law schools. | |
| CRETE Project Overview (April 2010) | An overview of the Conflict Resolution Education in Teacher Education (CRETE) initiative as of April 2010. The document reviews the need for CRETE and provides a list of current partners and a history of funding support for the initiative. | |
| Managing and resolving conflicts effectively in schools and classrooms | A multipart learning module developed by the National Training and Technical Assistance Center for Drug Prevention and School Safety Coordinators which contains a five-day curriculum which providing educators and administrators with the skills and techniques to manage and eventually reduce conflict in schools. Day 1 addresses conflict and conflict management in education, day 2 presents curriculum infusion and peer mediation, day 3 introduces the peaceable school and classroom, day 4 presents best practices in conflict resolution education and day 5 helps educators develop a conflict management plan. Includes annotated bibliography and list of CRE organizations and programs. | |
| National curriculum integration project: Report on year one (1998-1999) | Word document which summarizes findings from research that examined: The best practices for developing and implementing curriculum infusion and integration processes, the impact of the NCIP conflict resolution education on students' conflict orientations and the impact of the NCIP conflict resolution education on classroom climate. | |
| Insider's edge, The | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 2, (March/April 2000), presenting the use of a "designated insider, an individual skilled in conflict intervention who is part of the organization, but not part of the particular department or issue in dispute," in solving workplace conflicts. | |
| 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. | |
| 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. | |
| Making the case for campus mediation | Pdf article originally published in The Fourth R, Vol. 55, (Feb/March 1995) presenting arguments to assist organizers of college and university mediation programs who often must make a case for their programs to reluctant administrators. | |
| VOV activities: Understanding the value of dialog, grades 7-12 | 13-page PDF document with a number of activities to aid secondary students in improving communication skills. |