Web-based interative scenario which explores bullying.
Web-based interactive scenario which presents children reacting to a clique bullying situation and “taking a stand against the crowd.”
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.
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 childrenâ€™s lives.” The site houses a number of lesson plans and educational units “focusing on adult modeling, the SACSC programs prevent negative social behavior through character education, conflict management training and building respect for diversity. They promote a problem-solving approach to discipline that encourages positive social behavior by expecting young people to fix the wrong they have caused, thereby learning from their mistakes.” They focus on 5 topics: Living Respectfully; Developing Self-Esteem; Respecting Diversity and Preventing Prejudice; Managing Anger and Dealing with Bullying and Harassment; and Resolving Conflicts Peacefully for grades K-6.
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.”
32-page pdf handbook created, “to help students explore new ways of interacting through a process of learning about â€” and learning to honor â€” one anotherâ€™s individuality. Learning about peers humanizes people and helps them to identify with one another rather than ostracize or alienate. The activities below are designed to help individuals â€” particularly independent-minded pre-teens and teens â€” think of their classroom or school as a community and thereby experience solidarity with their peers.”
21-page pdf handbook which, “shows you how to conduct Mix It Up Dialogues. In the dialogues, participants will have honest discussions about social boundaries, and they will plan action projects that help cross those boundaries … Mix It Up Dialogues aren’t just about talking, however. They’re also about taking action — changing personal behaviors that may hurt or exclude others and engaging in collective projects to improve school climate.”
50-page pdf document, “designed for teachers, counselors, students, administrators and others looking for activities and ideas to organize Mix It Up at Lunch Day, reduce social boundaries at school and promote an inclusive learning environment for all students. It includes lesson plans for early, middle and upper grades based on content standards and can easily be adapted for use in school clubs. For additional activity ideas, online polls and essay prompts, visit www.mixitup.org.”
24-page pdf report which documents the work of the “Conflict Resolution Education Partnership (CRE Partnership)[which] has given over 80 grants to schools in Maryland that have resulted in significant and meaningful changes. Beyond implementing short-term safety measures, Conflict Resolution Rducation (CRE) involves teaching problem solving, anger management snd life lessons for effectively de-escalating and resolving conflicts in productive and peaceful ways. The tesults of the CRE Partnership show dramatic improvements in schools: duccessful conflict resolution programs reduce school discipline problems, improve student decision-making skills and increase academic achievement.”
23-page pdf study guide created to accompany “The Hudson Vagabond Puppetsâ€™ production of Ferdinand tthe Bull [which] can serve as a focus point for an indepth look at conflict resolution in the classroom. The performance will end with a brief lecture-demonstration developed in conjunction with ENACT, a not-for-profit organization that teaches social skills to young people.”
99-page pdf document which provides the findings of national (England and Wales), “projects [which] spanned a range of different approaches to introducing restorative practices into schools, including restorative justice conferences … the contract to evaluate these initiatives was awarded to Partners in Evaluation, a specialist agency with a multi-ethnic team of researchers and a national reputation for conducting evaluations in the fields of health, education, social exclusion and regeneration.” Includes a literature review, sample pupil and school staff surveys and post-conference interview schedule for perpetrators and aggrieved.
Issue brief from the National Center on Secondary Education and Transition (NCSET) (December 2003, V. 2, issue 3) which discusses the problem of bullying of youth with disabilities. “Although bullying and teasing are often considered a harmless activity, research shows that they may result in serious short- and long-term negative consequences. Youth with disabilities are particularly vulnerable and represent a high-risk group for becoming both potential victims and perpetrators of bullying and teasing. Addressing this issue in isolation is not the answer. Comprehensive, school-wide reform programs are a proactive strategy for meeting the needs of youth with disabilities, the student body at large, school staff, families, and community members.”
On-line learning module which teaches the user to “State definitions and types of bullying, list the short and long-term effects of bullying, describe places where bullying happens, state examples of effective and appropriate bullying interventions, describe the roles of parents, siblings and others in preventing bullying, recognize the requirements of a school bullying prevention program and locate resources for bully prevention.”
25-slide Powerpoint presentation which presents a “review of research examining the impact of conflict resolution education and peace education in schools.”
19-slide Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which “explore[d] a model, five approaches, and practical strategies for integrating conflict resolution education into elementary classrooms based upon experiences in the widely disseminated and well-evaluated Resolving Conflict Creatively Program … also look[ed] at how conflict resolution education can be linked with social and emotional learning competencies, character education, and national standards.”