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
SEL Conceptual Framework for Positive Youth Development
- Presented by: Molly McCloskey-Association for Supervision and Curriculum Development, Alexandria, USA
- View Presentation and Abstract: Click Here
Horizon Community: Character Reformation and CRE in an Adult Prison
- Presented by: Madeleine G. Trichel, Marion Correctional Institution
- View Presentation and Abstract: Click Here
Supporting Community “Thirdsiders” via the East Side Conflict Resolution Outreach Project
- Presented by: Bill Warters and Daniela Shuke, Wayne State University MADR Program
- View Presentation and Abstract: Click Here
Making Class Matter and Engaging Difference
- Presented by: Rachel M. Goldberg
- View Presentation and Abstract: Click Here
Tri-C Sustained Dialogue Campus Network Overview
- Presented by: Ty Olson, Cuyahoga Community College
- View Presentation and Abstract: Click Here
Peer Mediation Partnerships: Linking University with Community
- Presented by: Lisa E. Shaw, Program Advisor and Interns: Rebecca Newman, Roxanne Libby, William Still and Jared Schmidt
- 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 |
|---|---|---|
| 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." | |
| 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. | |
| Coaching youth initiatives: Guide for supporting youth participation | 150-page PDF guide which, "explores the concepts of coaching, youth initiatives and youth participation, including practical tools and methods, advice and information, opportunities and support for those encouraging young people’s participation in youth initiatives ... As a handbook which aims to offer practical support for people active in coaching youth projects, the biggest part of this publication deals with ‘coaching’ itself and the adaptation of different coaching techniques to the field of youth work." | |
| SACSC Toward a safe and caring secondary curriculum | Web site developed by the Society for Safe and Caring Schools and Communities in Edmonton, Alberta, Canada whose mission "is to encourage home, school and community practices that teach, model and reinforce socially responsible and respectful behaviors, so that living and learning can take place in a safe, caring and inclusive environment. Achieving this mission requires the involvement not only of parents, teachers, and children, but of all the important adults in children's lives." The "purpose of the Society for Safe and Caring Schools and Communities Toward a Safe and Caring Curriculum Secondary Unit and Lesson Plans web-based resource is to provide units, lesson plans and other resources that integrate safe and caring knowledge, skills and attitudes into all subject areas in the Alberta secondary curriculum... this resource was developed by Alberta reachers in whose classrooms the accompanying lessons have been field tested." The lessons address 6 topics: Living Respectfully; Developing Self-Esteem; Respecting Diversity and Preventing Prejudice; Managing Anger; Dealing with Bullying; and Resolving Conflicts Peacefully for junior and senior high school students. | |
| 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." | |
| 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. | |
| Inter-agency P.E.P.: Skills for constructive living: Community course booklet | 35-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 ... a handout booklet, which outlines the major concept areas covered in the community course." | |
| 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. | |
| 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. | |
| 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." | |
| SCORE Quick Reference Guide to Peer Mediation for Students | 10-page guide for student peer mediators that reviews the mediation process and provides practice tips. Developed for use by the Student Conflict Resolution Experts (SCORE) program in Massachusetts as "a quick reference guide for students to accompany their training". | |
| Incorporating restorative approaches | 82-page PDF topic guide which presents a, "session plan, guidance and resources for training day focusing on incorporating restorative approaches. Aims to develop an understanding of restorative approaches and their role in behaviour and attendance improvement. The aim is also [to] develop an understanding of the leadership issues in incorporating restorative approaches and explore how restorative approaches might be developed in [one's] own setting." Also available is a related set of 12 slides in ppt format for use in training event. | |
| Current trends in graduate ADR programs: Preliminary findings | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 2, (March/April 2000), which "presents a few preliminary findings from a two-year study of all graduate ADR (Alternative Dispute Resolution) and CR (Conflict Resolution) programs in the United States, the study concentrates on 45 areas of inquiry utilizing semi-structured interviews of program directors and coordinators concerning issues such as the growth and direction of their programs." | |
| Lessons from literature: Classroom manual for English literature teachers | 40-page PDF manual which provides "the framework for [teachers] to use the books and stories you're already teaching to increase awareness about the damaging effects of physical, sexual and verbal abuse. Designed to integrate easily into your existing literature curriculum, the program empowers you with resources that help your students build key academic skills and meet national education standards while also learning to recognize abusive uses of power and control and alternatives to violence. Two in-depth lessons are included in this manual." The books used in this manual are "Their Eyes Were Watching God," by Zora Neale Hurston and "Lord of the Flies," by William Golding. | |
| Companion: A campaign guide about education and learning for change in diversity, human rights ... | 80-page PDF manual, "designed to help those involved in learning for democracy and learning for change. The issues it raises and the methods which are proposed have been developed as a part of the campaign, but the manual can and should be used after the formal end of the campaign ... This is not a campaign for young people. It is a campaign by young people. The slogan of the campaign "All different, All equal" combines the freedom of diversity and the equality of rights, and it reflects the Council of Europe philosophy in tackling all forms of discrimination and exclusion." | |
| Celebrating African American/Black leaders in history: Their religions and their legacy | 16-page PDF lesson plan in which students, (grades 6-12) are "introduced to several Black and African American leaders and learn about the influence of their religious beliefs on their activism and contributions to society. Students will learn biographical, historical and religious information associated with these leaders, peer-teach their findings, and gain a greater understanding of the overall historical context of their work through creating a class timeline." | |
| 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." | |
| Youth & conflict: A toolkit for intervention | 35-page PDF toolkit which is, "part of a series that explores how development assistance can address key risk factors associated with conflict. One area that is receiving increasing attention is the relationship between young people and violence ... This document: 1) examines key issues related to youth participation in violence; 2) discusses lessons learned in developing programs for at-risk youth; 3) presents a range of program options; 4) includes illustrative monitoring and evaluation tools; and 5) identifies relevant USAID mechanisms and partners. Together, the elements of this toolkit are designed to help raise awareness about the linkages between young people, development aid, and conflict; and to help officers integrate a conflict perspective into their development programming." | |
| 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." | |
| 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. |