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
Expert Chat Session with Richard Cohen
- Presented by: Richard Cohen
- 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
Connected and Respected: Lessons from Resolving Conflict Creatively
- Presented by: Larry Dieringer
- View Presentation and Abstract: Click Here
From the Ground Up: Lessons in Growing the Central Michigan Restorative Justice Initiative (CMRJI)
- Presented by: Nancy Schertzing, Michigan State University
- 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
Restorative Justice
- Presented by: Gary Shaw
- 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 |
|---|---|---|
| New directions and issues in the teaching of conflict resolution | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 2, (Feb 2002), which "explores the issues related to understanding the effectiveness of the process and content of conflict resolution (specifically negotiation) teaching and training, it asks whether or not the right approach to training is being used and if the training "sticks," it also questions how the content of the field is evolving and if teaching methods are tracking the evolution." Includes bibliography. | |
| Evaluation report: Life skills project implementation in the Armenian education system | 45-page Word report which "represents an evaluation of implementation of the Life Skills Project being conducted in the Armenian education system as [a] component of an overall effort in education reform ... the project was piloted in the first and fifth grades in 16 schools in 1999-2000. In 2000-2001 the project was expanded to 100 schools and to the second and sixth grades. UNICEF provided funding and some logistical support and the MOES provided administrative and logistical project support and workspace for the curriculum development team." | |
| Conflict resolution: Citizenship education for young people with special needs | 27-page PDF document which aims to, "develop positive models for dealing with conflict and to practise appropriate responses to deal with conflict." Includes examples of use of universal access symbols to increase retention and understanding when working with low literacy participants and students in special education classrooms. | |
| Strengthening undergraduate mediator competency via the Ntl Intercollegiate Mediation Tournament | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 3, (May 2003), which discusses the role of the National Intercollegiate Mediation Tournament in the development of mediation skills in students. | |
| Tolerance in multiethnic Georgia: Training methodology manual for educators | 156-page pdf training manual, "on the management of interethnic relations intended for teachers and youth leaders (educators). It also includes the description of the ethnic groups residing in Georgia and covers the themes like the nature of ethnic stereotypes and attitudes, peculiarities of intercultural dialogue, the essence of ethnic identity and conflicts. The suggested training system is based on the findings of the empirical research carried out with the teachers in the public schools of Georgia, youth leaders in patriot camps and future teachers. The system underwent an additional testing with 195 training participants. The given book can be useful to psychologists, students, ethnologists and those who are involved in the fields of education and interethnic relations." | |
| 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." | |
| 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 | |
| Developing departmental communication protocols | Pdf article from Conflict Management in Higher Education Report, Volume 4, Number 1, (Oct. 2003), which presents the concept of a "Communication Protocol [which] is a set of guidelines for day-to-day communication and informal problem solving developed in a mediation context involving a group of co-workers, these Protocols are most effective when developed with the full participation of both staff and management, although difficult to achieve, in academic units the chair needs to participate, the more inclusive the group, the more the Protocol will reflect the culture and norms of the organization." | |
| 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." | |
| 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." | |
| Practicing peace: A peace education module for youth and young adults in Solomon Islands: 4th draft | 99-page word document developed "to help people resolve interpersonal and inter-group conflict through productive and peaceful strategies, and to teach young people how they can participate in public life. The module is intended for use with youth and young adults in community and school settings in Solomon Islands." Skill areas include: Understanding rights and responsibilities; Understanding cultural diversity; Restorative justice and reconciliation; Gender relationship skills; Ability to live with change; Leadership qualities Conflict prevention; Traditional definitions of peace; Understand[ing] interdependence between individuals and society and Respect[ing] different cultures." | |
| M.O.V.E.: Mind over violence everywhere | 88-page PDF manual developed to provide learning materials on violence prevention for youth with low literacy skills. The objectives of M.O.V.E. are to: Increase awareness of violence and develop skills to prevent violence, increase literacy through non-traditional learning activities, encourage youth to participate actively and assist the facilitator in recording the workshop responses. The program is organized into five sections: Learning and thinking styles, Communication rights and responsibilities, Peer mediation, Resisting peer pressure and Social action. | |
| The Dignity in Schools Campaign Model Code on Education and Dignity | The Dignity in Schools Campaign Model Code on Education and Dignity presents a set of recommended policies to schools, districts and legislators to help end school pushout and protect the human rights to education, dignity, participation and freedom from discrimination. The Code is the culmination of several years of research and dialogue with students, parents, educators, advocates and researchers who came together to envision a school system that supports all children and young people in reaching their full potential. Five chapters organize the 104 page document. They cover Education, Participation, Dignity, Freedom from Discrimination, and Monitoring and Accountability.In October 2013, DSC released a new revised version of the Model Code, which includes new sections on: social and emotional learning, prevention and response to bullying behavior, reducing tickets and summonses issued in school, reducing racial disparities in discipline through culturally responsive classroom management, creating safe schools for LGBTQ students and other topics. A community toolkit was also created to help groups make good use of the Model Code. It is available separately. | |
| Pre-Service Teacher Curriculum | A 247-page pdf document containing a four module curriculum designed to provide pre-service teachers opportunities for analyzing the impact of self as an individual teacher in the classroom. This includes information on pursuing self- assessment, developing communication skills through active and reflective listening, rapport, and trust building, and defining the processes used in managing conflict. The curriculum is also designed to help pre-service teachers identify and strengthen skills used in effective communication to better manage conflicts, especially those in classrooms. Finally, the curriculum is intended to assist pre-service teachers with skills that will be developed through the use of conflict management strategies. |
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| Conflict resolution across the curriculum | Pdf article reprinted from the Aug/Sept 1997 Issue (Vol 79) of The Fourth R, The Newsletter of the National Association for Mediation in Education which creates an argument for the teaching of conflict resolution in colleges and universities in every academic discipline as a necessary skill for graduation much like basic writing skills classes. "Ultimately, conflict resolution across the curriculum suggests that good conflict resolution skills need broader integration into the culture in which we live, conflict resolution must not simply be the private domain of specialists, it must be a way in which everyone learns to solve problems, it must become a part of every discipline just as good writing is a part of every discipline." | |
| Similarities and differences between campus ombudsing and mediation | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 1, (Oct 2002), which "identifies and discusses some of the similarities and differences between mediation centers and ombuds offices on college and university campuses." | |
| 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. | |
| NCIP resource guide: "Developing caring citizens and skilled problem solvers" | Pdf document presented as a guide for integrating the principles and practices of conflict resolution into the middle school classroom culture and curriculum. Topics addressed include: Educational Theories; Core Components of an Integrated Program; Integrating Four Related Fields; Comprehensive Conflict Resolution Curriculum Outline; Creating a Caring Classroom Climate; Benchmark Abilities of a Peaceable Classroom; Outline for a Successful Integrated Conflict Resolution Program; Getting Started Questionnaire; Implementation Timeline; and Curriculum Mapping | |
| 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. | |
| Positive approaches to discipline scenario | Web-based interactive scenario which "demonstrates the differences between positive discipline and punishment. Discipline techniques focus on what we want the child to learn and what the child is capable of learning. Punishment, on the other hand, focuses on misbehavior and may do little or nothing to help a child behave better in the future. The differences between positive discipline and punishment are great, as well as the lessons learned that result from the technique used." |