40-page pdf 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 is a “summary of the major points covered in the training sessions to be used as a reference.”
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Inter-agency P.E.P.: Skills for constructive living: Background notes for facilitators
37-page pdf summary of the major points covered in the training sessions to be used as a reference. This manual is “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.”
Inter-agency P.E.P.: Skills for constructive living: Facilitators and trainers training guide
13-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 activies on behalf of the government … This training guide in peace education is divided into four areas: content, method, environment (both physical and psychological) and output (or product). Often method and psychological are dealt with together as there is overlap.”
Inter-agency peace education programme: Skills for constructive living: Overview of the programme
46-page pdf document which provides an overview “of the components of the Peace Education Programme and the implementation structure of the programme. It is designed for education managers of ministries dealing with both formal and non-formal education and from agencies who may be implementing education activities on behalf of the government …
The programme is currently being implemented in eleven countries in Africa and has been integrated into complementary programmes in Sri Lanka, Kosovo, and Pakistan. In these latter situations, training and initial materials were provided but the implementation costs were borne by the agencies concerned.”
Related to this overview are 15 pdf documents that make up the Peace Education Programme kit with individual entries in this catalog.
Peace education and conflict resolution: Handbook for school-based projects
44-page pdf “handbook about project-work on peace education and conflict resolution in schools is based on the experiences of the International School Network: Peace Education and Conflict Resolution from 1994 – 1998. The aims of the Network were to create an international community of researchers, to learn skills of conflict analysis and conflict resolution, to learn research skills, to co-operate across cultures to resolve conflicts, to gain insight into different possibilities for conflict resolution in different settings and cultures and to make a contribution to the theory and practice of conflict resolution.” Includes resource list.
Best practices of non-violent conflict resolution in and out-of-school some examples
78-page pdf document which “aims to inform teachers, trainers, educators, parents, youth and students who, one way or another, are confronted with violence in the school or in non-formal community education, and are looking for practical solutions. The intention of UNESCO in this project is not only to inform them what is best internationally in terms of education for peace and non-violence, but above all to supply concrete pedagogical tools to prevent and transform the violence with which they are confronted on a daily basis at work.”
Peer leadership: Helping youth become change agents in their schools and communities
63-page pdf guide which, “provides educators, law enforcement personnel, parents, and other family
and community members with information and resources for establishing peer leadership
programs in secondary schools and youth service organizations that give students the skills and
confidence to stand up for civility in their schools and communities and to become role models in confronting bias-motivated harassment.” Includes a list of a variety of peer leadership program models from around the country and bibliographical references.
Building community and combating hate: Lessons from the middle school classroom
65-page pdf document which, “includes a set of ten
lessons for middle school educators or youth service professionals to use within their existing curriculum.
The lessons reinforce concepts discussed throughout the Partners Against Hate publication Program Activity Guide: Helping Youth Resist Bias and Hate, 2nd edition. The lessons explore the following four themes that encourage individual and collective reflection, research, and action.” Includes bibliographical references.
Conflict resolution and peer mediation, volume II: Middle and high school guide
62-page pdf guide used to teach conflict resolution and peer mediation in middle and high schools. With nine lesson plans on topics such as, “cultural characteristics,” “self-esteem,” “gender equity” and “introduction to mediation.” Includes bibliographical references.
Changing patterns of roommate conflict fueled by the net
Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), discusses college roommate conflict and how it has changed in the age of “net-gen” students.
Nonviolent communication and ombuds work
Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which relates the author’s experience using a model from “Nonviolent Communication (NVC),” created by Marshall B. Rosenberg, in her work as university ombudsman at Humboldt State University.
Tale of two colleges, A: Diversity, conflict, and conflict resolution
Pdf article from Conflict Management in Higher Education Report, Volume 5, Number 1, (Sept 2004), which shows, “how real people can
achieve dramatically different outcomes depending on the strategies
they devise and the methods they employ, the first chapter shows
people digging in to their positions and trying to force the Other
Person to give in, the second chapter shows similarly situated people using the problem-solving negotiation strategy popularized in the book Getting To Yes.”
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.”
Cyberconflict: The role of email communication
Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 2, (February 2003), discusses email communication and its relationship to conflict.
Thinking about variations in campus mediator style
Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 4, (Nov/Dec 2000), which presents different “mediator’s style[s] [which] may now be described as bargaining vs therapeutic, problem-solving vs transformative, evaluative vs facilitative, or settlement-oriented vs restorative, among other terms,” for campus mediation.