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
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
Conflict Transformation Education for At-Risk Youth: Connecting With Kids
- Presented by: Sarah Bernhardt
- View Presentation and Abstract: Click Here
Theater and Conflict Resolution Education
- Presented by: Tricia S. Jones
- View Presentation and Abstract: Click Here
Field Services Arbitration Process: Building Stronger Teachers through Facilitated Dialogue
- Presented by: Anne Price and Marcia Roach, Cleveland State University
- View Presentation and Abstract: Click Here
Restorative Justice
- Presented by: Gary Shaw
- View Presentation and Abstract: Click Here
Changing the World – Youth Mediators Across the Globe
- Presented by: Tricia 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 |
|---|---|---|
| Creating harmony in the classroom: Building safe and inclusive classrooms for special populations | 231-page pdf manual designed "to assist teachers with building an inclusive and safe classroom for all students, including special needs, deaf, and visually impaired youth. Teachers who build an inclusive and safe classroom environment are encouraging all youth to excel academically and socially." Includes chapters on building self-awareness in students, enhancing student's problem-solving skills, mediation in school settings, evaluting conflict resolution education programs and a chapter on resources. | |
| 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." | |
| Encyclopedia of peace education | Online resource which, "provides a comprehensive overview of the scholarly developments in the field to date as well as new insights from across the globe from the various actors involved in advancing peace education internationally. Thus, this online resource serves as a living reference guide that traces the history and emergence of the field, highlights foundational concepts, contextualizes peace education practice across international and disciplinary borders, and suggests new directions for peace educators." | |
| Evolution of the Role of Ombudsperson on University and College Campuses, The | Pdf article reprinted from the February/March 1995 Issue (Vol 55) of The Fourth R, The Newsletter of the National Association for Mediation in Education which discusses the history and role of ombuds people in colleges and universities. | |
| Exploring emotional literacy through visual the arts: With embedded literacy and numeracy skills | 21-page PDF document created to "enable staff who are not Arts practitioners to carry out this [art based] work. They are designed as individual projects but can equally be extended into small group activities ... The aim is to encourage the young person to express visually emotions that are difficult to articulate verbally." Projects include: Making masks (expressing feelings using facial expressions); Abstract art (expressing feelings using colors and shapes); Designing a chair (expressing how I feel about myself); Creating a book (expressing how I feel, exploring what I know about an issue in my life); and Drawing a neighborhood map (exploring safe and unsafe areas where I live). | |
| National curriculum integration project: Final report, phase two (2000-2001) | National curriculum integration project sought to promote the infusion of conflict resolution education into middle school curriculum, teaching it as part of other subjects, rather than as a stand-alone topic. This report shares the findings which suggest that classroom climate improves over the course of the school year using this approach. | |
| Peer mediation, conflict resolution, violence prevention and safe schools, 1986-2001 | 25-page PDF bibliography of resources on the topics of peer mediation, conflict resolution, violence prevention, and safe schools. | |
| Youth & conflict: Global challenges, local strategies, 2008 | 21-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education which "introduce[d] some of the themes and research associated with current thinking in values education | |
| Northeast Ohio Juvenile Corrections Officer (JCO) pilot curriculum | Web-based pilot-project under the coordination of the Global Issues Resource Center at Cuyahoga Community College. "This 120 hour pilot curriculum attempts to address training deficiencies which often lead to high levels of [Juvenile Corrections Officer] staff turnover and increased operational costs ... The challenges associated with the supervision, rehabilitation, and treatment of these [incarcerated] youth has compounded over the last two decades; placing juvenile corrections officers on the front lines. Juvenile detention facilities primarily house youth who have committed a violent or sexually oriented crime, suffer from persistent mental illness, are repeat offenders and have a history of substance abuse (Office of Juvenile Justice and Delinquency Prevention, 2004). This youth population has increased the challenges faced by juvenile detention personnel, thereby creating a demand for more professional, higher skilled detention employees ... For the first time in Ohio, the Northeast Ohio Juvenile Detention Professional Development Project established a comprehensive curriculum for entry level staff that went beyond the current minimum standards to address growing risk factors ... The Project’s Advisory Committee and partners believe that by investing in Ohio’s juvenile corrections officers, agencies can reduce staff turnover, increase employee morale, and improve relationships between staff members as well as between staff and incarcerated youth. It is the Committee’s hope that the pilot curriculum will facilitate the implementation of a formal certification process for staff and agencies utilizing the comprehensive training tool. The existence of a formal certification process will help provide the foundation for recognizing juvenile corrections as more than a job, but rather a profession characterized by motivated and dedicated staff." |
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| 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." | |
| Application of the transactional view, An: A unique role for ombudsmen in campus protest | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 3, (May 2003), which examines the role of the Observer Program at University of Colorado, created by the Ombudsman office, in student protests. | |
| PROS: Peaceful resolution for Oklahoma [high school] students | 106-page PDF manual designed to help teachers and trainers teach high school students the art of peer mediation. Includes definitions, exercises to improve communication skills, leadership and problem solving. | |
| 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. | |
| 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." | |
| 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." | |
| What have I done: Victim empathy pack responsibility exercises | 13-page Word document presenting a "new victim empathy resource designed to keep victim awareness high in Restorative Justice practitioner's priorities." Contains a number of exercises about taking responsibility for one's actions and exploring feelings. | |
| Manual for Colleges and Universities Developing Programs in Peace and Conflict Studies | ||
| 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." | |
| Mediation: An effective way to restore collegiality & shared governance in dysfunctional university | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 1, (Oct 2002), which discusses the use of mediation to settle disputes among university personnel and reestablish collegiality. | |
| 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." |