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
Preventing and Addressing Sexual Violence Against Children: Local Solutions for Ohio
- Presented by: Debra Seltzer, Sexual Assault & Domestic Violence Prevention Program, Bureau of Health Promotion and Risk Reduction, Ohio
- View Presentation and Abstract: Click Here
CRE Progress and Challenges – ACR Mini-Plenary
- Presented by: Tricia Jones
- View Presentation and Abstract: Click Here
How to Run a Student Mediation Conference
- Presented by: Marge Bleiweis
- 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
State-wide Initiative for Creating Positive Learning Environments (Ohio)
- Presented by: Mary Lou Rush, Cheryl Kish, Ohio Department of Education
- View Presentation and Abstract: Click Here
Preventing and Addressing Sexual Violence Against Children: Global to Local Strategies of the ISPA
- Presented by: William (Bill) Pfohl, President, International School Psychology Association
- 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 |
|---|---|---|
| Campus conflict hotspot mapping | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 3, (May 2003), which discusses the idea of Hotspot mapping, the "opportunistic sampling of campus community members to get their input on where conflict occurs on campus and what its relative intensity may be." | |
| Culture of power, The | Pdf article from Conflict Management in Higher Education Report, Volume 5, Number 1, (Sept 2004), which examines the culture of power particularly within educational institutions. | |
| Regional Meetings benefit campus conflict resolution efforts | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 1, (Oct 2001), presenting highlights of meetings for conflict resolution professionals across the United States. | |
| Making class matter and engaging difference | 42-page Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which "explore[d] ways to make ideas relevant and memorable so students take the ideas home and apply them to their every day lives, examples will include exercises on how to understand and engage difference well." | |
| Restorative justice in the classroom: Lesson 5 the justice circle part 3 | 8-page pdf lesson which provides "students with an opportunity to learn and practice the facilitation of Justice Circles. After a review of the purpose and process, students role-play scenarios, covering all roles including the role of facilitator. After their role-play experience, students discuss whether the circle would be effective in both healing the victim and helping the offender learn a better way to behave, and explore what could have been done differently to more effectively meet those objectives." | |
| Tale of two colleges, A: Diversity, conflict, and conflict resolution | Pdf article from Conflict Management in Higher Education Report, Volume 5, Number 1, (Sept 2004), which shows, "how real people can achieve dramatically different outcomes depending on the strategies they devise and the methods they employ, the first chapter shows people digging in to their positions and trying to force the Other Person to give in, the second chapter shows similarly situated people using the problem-solving negotiation strategy popularized in the book Getting To Yes." | |
| Learning to live together: Building skills, values and attitudes for the 21st Century | 167-page pdf study which, "represents an attempt to interpret the aim of ‘learning to live together’ as a synthesis of many related goals, such as education for peace, human rights, citizenship and health-preserving behaviours. It focuses specifically on the skills, values, attitudes and concepts needed for learning to live together, rather than on ‘knowledge’ objectives. The aim of the study is to discover ‘what works’ in terms of helping students learn to become politely assertive rather than violent, to understand conflict and its prevention, to become mediators, to respect human rights, to become active and responsible members of their communities—as local, national and global citizens, to have balanced relationships with others and neither to coerce others nor be coerced, especially into risky health behaviours ... The recommendation emerging from the study for national policy-makers and curriculum specialists is that a core national team of educators committed to the goals of peace-building, human rights, active citizenship and preventive health should be created, in order to put together and pilot test materials and methodologies related to these goals." | |
| Restorative justice in the classroom: Lesson 3 the justice circle | 13-page pdf lesson which "through role-play, students examine the Justice Circle as a way of developing a system of support for both the victim and offender. They learn roles of the participants in a Justice Circle and develop respect for the perspectives and feelings of everyone involved. This includes an overview of who should be involved and what participants might be experiencing/feeling-- setting the ground rules for using this strategy to resolve conflict." | |
| Reaching across boundaries: Talk to create change | 21-page pdf handbook which, "shows you how to conduct Mix It Up Dialogues. In the dialogues, participants will have honest discussions about social boundaries, and they will plan action projects that help cross those boundaries ... Mix It Up Dialogues aren't just about talking, however. They're also about taking action -- changing personal behaviors that may hurt or exclude others and engaging in collective projects to improve school climate." | |
| Teacher development for conflict participation: Facilitating learning for "difficult citizenship" | 15-page pdf article which "examines the professional development-related opportunities available to teachers to support their facilitation and teaching for peacebuilding citizenship, the few teacher learning opportunities offered seem unlikely to enhance teachers' capacity to foster diverse students' development of agency for difficult citizenship, much of the explicit professional development available in the schools examined emphasizes teachers' control of students and containment of disruption (peacekeeping), instead of their facilitation of diverse students’ participation in constructive conflict management (peacemaking and peacebuilding), professional learning opportunities are often relegated to short, fragmented occasions, primarily during teachers’ volunteer time after school: this severely limits their potential to foster critical dialogic learning on the difficult issues of citizenship education practice." Includes bibliography. | |
| Nonviolent communication and ombuds work | Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which relates the author's experience using a model from "Nonviolent Communication (NVC)," created by Marshall B. Rosenberg, in her work as university ombudsman at Humboldt State University. | |
| 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. | |
| Researching campus conflict management culture(s): A role for ombuds? | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 1, (Oct 2002), whose "purpose in this article is to briefly explore a somewhat expanded role set for the ombuds, one that includes the ombuds as researcher ... I suggest here that the ombuds is in a unique position to serve as a guide or "primary informant" ... to researchers interested in campus organizational culture and subculture, especially as it relates to conflict-related behaviors and beliefs." Includes bibliography. | |
| PeaceKidz manual | 101-page Word document created by PeacekidZ, "a program that aims to develop children's ability to understand, analyze and resolve conflicts in their everyday lives. PeacekidZ teaches children the three R's of conflict resolution: recognize, respect, resolve." "Through each year of PeaceKidZ, each group of SAIS student teachers builds a curriculum detailing the lessons and activities they taught during the course of the nine-week program. They then compile these into a final document. The Conflict Management Toolkit will assemble and offer these curricula as a resource for other universities and outreach programs that are interested in developing similar programs. We will also provide a bibliography with more detailed books and resources on teaching. Currently, the manual from the first year of PeaceKidZ and a bibliography of the materials SAIS students consult to design the program are available for download." | |
| Social and Emotional Aspects of Learning (SEAL): Improving behaviour, improving learning | This fully articulated curriculum resource from the United Kingdom is available as a 90MB zip file containing the full kit or as individual pdfs. It aims to develop the underpinning qualities and skills that help promote positive behaviour and effective learning. It focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills. The materials help children develop skills such as understanding another's point of view, working in a group, sticking at things when they get difficult, resolving conflict and managing worries. They build on effective work already in place in the many primary schools who pay systematic attention to the social and emotional aspects of learning through whole-school ethos, initiatives such as circle time or buddy schemes, and the taught personal, social and health education (PSHE) and Citizenship curriculum. The materials are organised into seven themes: New Beginnings, Getting on and falling out, Say no to bullying, Going for goals!, Good to be me, Relationships and Changes. Each theme is designed for a whole-school approach and includes a whole-school assembly and suggested follow-up activities in all areas of the curriculum. The colour-coded resources are organized at four levels: Foundation Stage, Years 1 and 2, Years 3 and 4, and Years 5 and 6. Pupil reference material and photocopiable teacher reference material accompany each theme. | |
| Men stopping rape exercises | Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which presents a "list of some of the exercises developed by the members of Men Stopping Rape in Madison, WI, for use in anti-rape workshops, I compiled this list for use in Syracuse at a Man-to-Man training program entitled 'Practical Strategies for Ending Abuse: A Skill Training for Educators.'" | |
| 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. | |
| Cyberconflict: The role of email communication | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 2, (February 2003), discusses email communication and its relationship to conflict. | |
| 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." | |
| Building effective peer mentoring programs in schools: An introductory guide | 54-page PDF guide which, "provides a framework for designing a peer mentoring program, where older youth (typically high school students) mentor younger students (elementary or middle school) in a school setting. The guide incorporates the latest research on peer mentoring, and provides solutions to the common challenges faced in implementing a peer mentoring model." |