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
Effective Ways to Motivate Change in Youth Using Restorative Justice Practices
- Presented by: Keysha Myers, Summit County Juvenile Court; Myron Lewis, Summit County Public Health
- 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
Implementation and Sustainability of SEL/CRE/CE/PE
- Presented by: Caroline Irene Akinyi Owegi-Nairobi Peace Initiative and Mary Wanja Mugo-Ministry of Education, Kenya, Africa
- View Presentation and Abstract: Click Here
How to Run a Student Mediation Conference
- Presented by: Marge Bleiweis
- 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
Columbine Facilitation: Lessons Learned
- Presented by: Lisa Loescher and Myra Isenhart
- 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 |
|---|---|---|
| Addressing off-campus student conduct with restorative justice | Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which introduces a program where "over 200 students ... participated in restorative justice, meeting face-to-face with community members, fellow students, and campus staff to resolve their cases at the neighborhood level, the results of their conference agreements include hundreds of hours of service in the neighborhoods affected (picking up litter, tutoring at a gradeschool, volunteering at the local library, serving meals to the homeless, etc.), plus written apologies, verbal apologies to neighborhood boards, outreach and education efforts on campus, and in some cases, self-help such as chemical dependency counseling." | |
| Digital Pathways for Peace | As peacebuilders place increasing importance on the use of digital technologies to sustain peacebuilding work in this midst of the Covid‑19 pandemic, Peace Direct convened a three‐day online consultation with over 75 practitioners and academics across the globe to share insights and knowledge on how to capitalise on the opportunities for peace that digital technologies provide. The 56-page report is the latest in Peace Direct's series of ‘Local Voices for Peace’ reports. ‘Digital Pathways for Peace: Insights and lessons from a global online consultation’ shares perspectives from local peacebuilders on the benefits and challenges of using technology to build peace, and offers recommendations for policymakers, donors and civil society to harness the capabilities digital technologies offer. | |
| 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. | |
| 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. | |
| Educational discipline using the principles of restorative justice | 15-page pdf article which "shows how restorative justice techniques can be used with students in correctional and alternative education settings. The simple principles of restorative justice are outlined and their suitability for offenders is illustrated through actual prison incidents that have been dealt with using these principles. A protocol is suggested for teachers and administrators who might consider adopting this approach." | |
| 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." | |
| Multi-party roommate conflict | Pdf article from Conflict Management in Higher Education Report, Volume 5, Number 1, (Sept 2004), which presents a "roleplay for a graduate course in interpersonal and small group conflict resolution, while it could be used for a mediation roleplay, it's written to be a 4-5 person small group conflict with no formal, outside intervenor, the expectation is that students can represent the characters and still demonstrate conflict resolution skills." | |
| Peace education curriculum: Programa pendidiken damai | 92-page word document 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." | |
| Licensure Report - Conflict Management Pilot Program In North Carolina | A 9-page pdf document discussing the experiences of Center for the Prevention of School Violence's "Reach In, Reach Out, Reach Over Conflict Management Curriculum" development initiative and related work done on revising statewide licensure of new teachers to include conflict management concepts and skills. Includes reports on results of focus groups with preservice teachers regarding the need for conflict management skills development. As the report indicates, "Although the goal of implementing a teacher licensure enhancement can be ambitious, there were a number of supporting factors for the initiative and foreseeable challenges that were addressed." |
|
| 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)." | |
| Partnership paradigm, A: A case study in research assistant and faculty interaction | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 1, (Oct 2001), which "offer[s] a case study of our intentional effort to change the typical power relationship between most RAs [research assistants] and faculty members, we believe this approach, which we call the partnership paradigm, provides an opportunity for effective and mutually enriching experiences for both faculty and students serving as research assistants." | |
| Talking stick, The and The tree of gratefulness: Autumn -- thankfulness at harvest time | 7-page PDF lesson plan which helps students, "to use nature as a means of expressing respect and gratitude." Projects include creating and using a talking stick. | |
| 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." | |
| Mediation on campus: A history and planning guide | 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 exploring the role of mediation at colleges and universities, with a list of questions that those thinking of starting mediation programs should ask themselves. | |
| Doing anti-rape work: One man's perspective | Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which discusses the author's "anti-rape prevention work with men [which] means trying to reduce the likelihood that the men who attend a workshop will behave in ways that are assaultive." | |
| Slouching towards inclusion | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 3, (May 2002), which discusses the need for diversity in the field of conflict resolution and examples of challenges and solutions when creating diversity within the conflict resolution team is a primary factor. | |
| Community justice in the campus setting | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 1, (Oct 2002), which examines the idea of community justice and how it can be used on college campuses to address student misconduct and improve socialization. Includes bibliography. | |
| 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. | |
| 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. | |
| Inter-agency P.E.P.: Skills for constructive living: Manual for training of facilitators 3 | 49-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 ... this manual has been written for you as a trainer of facilitators. The manual looks at the skills required to develop “effective facilitationâ€, these skills are useful not just for a peace education programme but also for all aspects of the professional life of the people whom you are training, this is the third level of the facilitator training, with three levels of training, this has meant that revision has been built into the course, this level of training is primarily clarification of and building on previous work, this may require you, as the trainer to use the training manuals from level 1 and 2." |