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Violence Prevention

Violence prevention programs often include a conflict resolution education component, but are more likely to include increases in safety and security issues relevant to the prevention of serious violent behaviors that are, luckily, still quite rare in schools (Burstyn et al, 2001). Violence prevention efforts seek to decrease serious risk behavior, including violence toward self and others, risky sexual behavior, and substance abuse (Wilson, Gottfredson & Najaka, 2001). Conflict resolution education is focused more on the development of important life skills, and especially communication skills, that help students find nonviolent ways to handle their problems and, thereby, may decrease violent behavior.

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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
STOP: On-the-spot bullying intervention Word document presenting actions and statements for on-the-spot intervention of bullying behavior.
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."
1st Report to the Nation on Youth Courts and Teen Courts This national report (43-pages in MS Word format) documents significant highlights and events over a fifteen (15) year period of unprecedented and historic growth of this groundbreaking American juvenile justice prevention and intervention program that utilizes volunteer youth to help sentence their peers. The report begins in 1993, when fewer than seventy-five (75) local youth and teen courts existed in just about a dozen states. The report concludes fifteen (15) years later in 2008, when more than a record 1,000 local communities in 48 states and the District of Columbia now operate these local juvenile justice programs. Historic numbers of youth and adults are now involved, as more than 111,868 juvenile cases were referred to local youth and teen courts and more than 133,832 volunteers to include both youth and adults who volunteered to help with the disposition and sentencing of these juvenile cases.
Tug of war - Peace Through Understanding Conflict This 10-chapter 104-page book, available as a pdf, is for youth ages 8-16 interested in a peaceful world - and in understanding the forces that cause conflict, both in personal relationships and across the globe. Tug of War describes: 1) What the roots of war are. 2) How we create "The Enemy". 3) A new way to handle violence. Illustrated by award-winning artist, Rod Cameron. Part of the Education for Peace Series by Atrium Society Publications
Help Increase the Peace (HIPP) Program This article from 2006 describes the Help Increase the Peace Program (HIPP), a project of the American Friends Service Committee that uses an experiential training model to teach non-violence to youth. The HIP Program is based on the Alternatives to Violence Project (AVP) that has brought Quakers into American prisons to teach non-violence.
Practicing peace: A peace education module for youth and young adults in Solomon Islands: 4th draft 99-page pdf 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."
Peace and Nonviolence Curriculum Grades 1-6 This curriculum focused on nonviolence in daily life provides profiles of 12 peacemakers and provides suggested activities and a bibliography with suggested readings. The peacemaker profiles include Franz Jagerstatter, Martin Luther King, Jr., Mother Teresa of Calcutta, Mohandas K. Gandhi, Anwar Sadat, Eleanor Roosevelt, Dag Hammarskjold, Thomas Woodrow Wilson, Albert Einstein, Albert Schweitzer, Dietrich Bonhoeffer, and Will Rogers.
Peer mediation programs: An end to school violence? On-line journal article which "focuses on the ineffectiveness of PMPs [Peer Mediation Programs] to combat higher-levels of school violence, part I discusses school violence, both past and present, part II explores the shift from traditional methods of discipline to more proactive and education-based methods that are used in many schools today, part III addresses the fundamentals of peer mediation including what it is and how it is implemented, part IV examines which students PMPs should be targeting and why PMPs fail to prevent them from committing violent acts on their schools, finally, the conclusion recommends ways to reduce conflict in schools."
Bullying prevention: CRETE training day 3 Powerpoint presentation for educators on bullying and ways to prevent bullying behavior.
Preventing, Assessing and Intervening in Teen Dating Abuse This training guide and related slides and handouts aims to provide school Specialized Instructional Support Personnel with information and skills to identify, assess, effectively intervene in, and prevent teenage dating abuse; as such, it is appropriate for upper middle school and high school communities (and some lower middle school communities). The full training kit with powerpoint and handouts is available at http://safesupportivelearning.ed.gov
Social and Emotional Learning and Bullying Prevention 21-page briefing paper prepared for the National Center for Mental Health Promotion and Youth Violence Prevention by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Social and Emotional Learning Research Group at the University of Illinois at Chicago. "Schools using a social and emotional learning (SEL) framework can foster an overall climate of inclusion, warmth, and respect, and promote the development of core social and emotional skills among both students and staff. Because bullying prevention is entirely congruent with SEL, it can be embedded in a school's SEL framework. The aims of this brief are to (a) provide a basic description of a school-wide SEL framework, (b) illustrate the relationship between social and emotional factors and bullying, and (c) explain how an SEL framework can be extended to include bullying prevention."
Educating for Peace and from the University: Memorial Anthology of a Decade 488-page pdf in Spanish. The UNESCO Chair in Education for Peace was created in November 1996 from a cooperation agreement between the University of Puerto Rico and the Organization of United Nations Educational, Scientific and Cultural Organization (UNESCO). This Anthology provides an overview of the essays and documents developed in the first decade of activity seeking to promote reflection and attention to the problems of violence and hope and to encourage and provide direction for non-violent action towards peaceful coexistence. The Anthology was released on a commemorative CD and as this downloadable pdf.
Gandhi's Nonviolent Values and Skills This 295-page guidebook, subtitled "A Violence Prevention Guidebook for High Schools", is available online as a series of pdfs. It provides a basic methodology for proceeding from "awareness" through "concern" to "action" building on the ideas of nonviolent activist Mohandas Gandhi. The units in the Guidebook are designed to help teachers nurture in their youth and in themselves: 1) a disciplined mind - awareness - there are other ways of thinking and acting, you can control your feelings and thoughts, you have an important role to play in the world; 2) a compassionate heart - concern - becoming empathetic and deepening the desire to act on behalf of others; 3) a courageous hand - action - putting compassion into practice by standing with others in service and against the forces and forms of oppression/domination (social change); 4) a committed will - perseverance - pledging to be a doer of peace and a teacher of peace. It provides a pledge of nonviolence as a key element of the program that can be used in various settings. The units include the following: Unit 1: Introducing Gandhi and His Principles Unit 2: Respect Unit 3: Anger Unit 4: Nonviolent Problem-Solving & Nonviolent Resistance Unit 5: Making Amends & Forgiveness Unit 6: Our Oneness with the Earth & Challenging Materialism Unit 7: Courage & Solidarity: Overcoming Our Fears & Standing with Others Who Are Treated Unfairly Unit 8: Courage: Challenging the -ISMS: Sexism, Racism, Nationalism & War
Something is Wrong - Exploring the Roots of Youth Violence A 382-page pdf curriculum guide addressing violence in the lives of youth. From the introduction:" The Chicago Freedom School, Project NIA and Teachers for Social Justice have partnered along with other volunteers to develop a curriculum guide in order to contribute to the ongoing efforts by young people and their adult allies to analyze the root causes of youth violence and to create local solutions"The authors "wanted to create a curriculum that would provide a holistic view of violence in the lives of young people across a number of arenas. Through this curriculum, we want to challenge youth to think about a) the roots of violence in their lives; b) the enforcers and victims of violence; c) the effects of violence on both victims and perpetrators; and d) how violence can ultimately be minimized through systemic changes."
Changing Children's Trajectories of Development This research brief describes one of the largest and longest running school-based violence prevention programs in the country--the Resolving Conflict Creatively Program (RCCP)--and discusses the results of a rigorous evaluation of its effectiveness conducted by the National Center for Children in Poverty (NCCP) at Columbia University's Mailman School of Public Health. The brief is designed to inform federal, state, and local policymakers and opinion leaders, as well as program developers and managers at the local level, of an effective strategy for directly addressing the problem of violence among children and youth. The evaluation assessed the impact of the RCCP program on children's developmental trajectories toward violence, providing concrete evidence that early school-based violence prevention initiatives such as the RCCP can work and should be included in communities' efforts to prevent violence among children and youth.
Non-Violent Conflict Management: Conflict Resolution, Dealing with Anger, Negotiation and Mediation This 95-page pdf training guide is designed to support the development of conflict resolution skills for people involved in social work activities. "This module teaches conflict management through a combination of skill-building and philosophical discussion to enable participants to become invested in the idea that non-violent conflict management is better, more effective, and more efficacious in the long run than either conflict avoidance, or an aggressive approach that produces 'winners' and 'losers.' The material can be presented in training sessions of varying lengths from one class to an entire semester. The author recommends separating the three modules over time to allow time for integration of skills."
Programmes scolaires de prévention de la violence: Manuel de documentation 199-page pdf manual in French which "provides practical research- and expert-based information on school-based programs to prevent interpersonal violence. We review 79 prevention programs (18 in the French version). Each has research evidence, addresses unique "at-risk" populations, such as children with disabilities, or uses innovative approaches to engaging youth."
Conflict Management Week High School Activity Guide A 30-page guide filled with suggested activities to be used during Conflict Management Week (May 1-7, 2000) in Ohio High Schools.
Involvement of law enforcement officers in bullying prevention Pdf document examining ways in which law enforcement personnel can be involved in the prevention of bullying.
Violence begets violence, breaking conflict cycles One page diagram illustrating the cycle of conflict caused by stress in a child.