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
How to Run a Student Mediation Conference
- Presented by: Marge Bleiweis
- View Presentation and Abstract: Click Here
Cyberbullying: What the research is telling us…
- Presented by: Amanda Lenhart
- 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
CRE Progress and Challenges – ACR Mini-Plenary
- Presented by: Tricia Jones
- View Presentation and Abstract: Click Here
Fairfax County Public Schools Conflict Resolution and Peer Mediation Training 2010
- Presented by: Joan Packer, Swaim Pessaud, Kristen John
- View Presentation and Abstract: Click Here
Theater and Conflict Resolution Education
- Presented by: Tricia S. Jones
- 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 |
|---|---|---|
| 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. | |
| Peace education: A pathway to a culture of peace (2nd Edition) | 209-page pdf book designed to provide educators with the basic knowledge base as well as the skill- and value-orientations that we associate with educating for a culture of peace. Although this work is primarily directed towards the pre-service and in-service preparation of teachers in the formal school system, it may be used in nonformal education. Part I presents chapters that are meant to help us develop a holistic understanding of peace and peace education. Part II discusses the key themes in peace education. Each chapter starts with a conceptual essay on a theme and is followed by some practical teaching-learning ideas that can either be used in a class or adapted to a community setting. Part III focuses on the peaceable learning climate and the educator, the agent who facilitates the planting and nurturing of the seeds of peace in the learning environment. Finally, the whole school approach is introduced to suggest the need for institutional transformation and the need to move beyond the school towards engagement with other stakeholders in the larger society. | |
| 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. | |
| Making things right: Restorative justice comes to campuses | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 1, (Jan/Feb 2000), discussing the use of restorative justice principles for "creative options to traditional justice systems, options which are flexible enough to allow positive productive responses to a variety of offenses or violations and which also meet the unique needs of the University community." | |
| Shared Solutions - A Guide to Preventing and Resolving Conflicts (in Special Ed) | The Ontario Ministry of Education encourages the use of approaches and strategies that lead to higher achievement for all students in Ontario's publicly funded education system. This Shared Solutions resource guide is intended to help parents, educators, and students with special education needs work together to prevent conflicts, resolve them quickly, and allow students to develop their full potential and succeed in school. The approaches outlined build on techniques and strategies for conflict prevention and resolution that are already in place in many school boards. | |
| 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." | |
| 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." | |
| Restorative justice in the classroom: Lesson 4 the justice circle part 2 | 5-page pdf lesson which provides "students with an understanding of the process of Justice Circles and teaching them how to use this strategy in conflict resolution. Students practice setting restorative consequences and assess whether the consequences they identify would be effective in both healing the victim and helping the offender learn a better way to behave." | |
| Peace education: A pathway to a culture of peace | 178-page pdf document which "helps the educator, whether in formal or non formal settings, to understand that peace is a holistic concept and state of being and that it can not be learned in the traditional lecture-note taking-testing framework. Indeed, peace education can be integrated into many disciplines. The culture of peace must replace the culture of violence if we and our home, planet Earth, are to survive ... teaching the value of tolerance, understanding and respect for diversity among the school children could be introduced through exposing them to various countries of the world, their geography, history, and culture. At the appropriate levels, curricula must include human rights, the rules governing international law, the United Nations Charter, the goals of our global organization, disarmament, sustainable development and other peace issues. The participation of young people in this process is very essential. Their inputs in terms of their own ideas on how to cooperate with each other in order to eliminate violence in our societies must be fully taken into account. In addition to expanding the capacity of the students to understand the issues, peace education aims particularly at empowering the students, suited to their individual levels, to become agents of peace and nonviolence in their own lives as well as in their interaction with others in every sphere of their existence ... We have organized the book into three sections. Part I presents chapters that are meant to help us develop a holistic understanding of peace and peace education. Part II discusses the key themes in peace education. Each chapter starts with a conceptual essay on a theme and is followed by some practical teaching-learning ideas that can either be used in a class or adapted to a community setting. Part III focuses on the peaceable learning climate and the educator, the agent who facilitates the planting and nurturing of the seeds of peace in the learning environment. Finally, the whole school approach is introduced to suggest the need for institutional transformation and the need to move beyond the school towards engagement with other stakeholders in the larger society." | |
| 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. | |
| Strategies to prevent youth violence | 92-page pdf chapter from "Best Practices of Youth Violence Prevention: A Sourcebook for Community Action," which investigates "Social-cognitive interventions strive to equip children with the skills they need to deal effectively with difficult social situations, such as being teased or being the last one picked to join a team. They build on Bandura’s social-cognitive theory, which posits that children learn social skills by observing and interacting with parents, adult relatives and friends, teachers, peers, and others in the environment, including media role models (Bandura 1986). Social-cognitive interventions incorporate didactic teaching, modeling, and role-playing to enhance positive social interactions, teach nonviolent methods for resolving conflict, and establish or strengthen nonviolent beliefs in young people ... Mentoring—the pairing of a young person with a volunteer who acts as a supportive, nonjudgmental role model—has been touted by many as an excellent means of providing a child or adolescent with a positive adult influence when such an influence does not otherwise exist. Evidence has shown that mentoring can significantly improve school attendance and performance, reduce violent behavior, decrease the likelihood of drug use, and improve relationships with friends and parents." | |
| Social and emotional learning (SEL) and student benefits | 12-page pdf document brief which "shares the latest research on the effects of social and emotional learning SEL) on students and includes strategies for implementing SEL, it explains how SEL works, elaborates on how SEL can be an integrative prevention framework that addresses the Safe Schools/Healthy Students (SS/HS) core elements, and spells out implications of the research for SS/HS grantees." | |
| 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." | |
| 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." | |
| 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. | |
| Conflict resolution education: the challenge of institutionalization | Powerpoint presentation discussing conflict resolution education in schools. | |
| ASJA mediation component gaining strength | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 2, (March/April 2000), presenting the Association for Student Judicial Affairs (ASJA) and events and programs at their Twelfth Annual International Conference. | |
| Culture of honesty earns a degree of respect, A: Facilitating academic honesty at the University of | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 3, (May 2002), discusses the University of Georgia's mediation policies and procedures for resolving academic dishonesty disputes. | |
| 10 challenges facing campus mediation programs | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 2, (Feb 2002), which discusses the role and challenges among college mediation programs based on interviews with university campus mediation programs, and then "extrapolating examples to look at the larger issues facing these programs." | |
| 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." |