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.
4-page PDF document which presents the two minute model for conflict resolution. This includes a flow chart diagram of conflict resolution based on a model from “Skills for Resolving Conflict,” by E.H. Wortheim, A. Love, C. Peck, and L. Littlefield, and two role play examples.
1-page pdf flow chart which shows a simplified diagram for conflict resolution based on a model from “Skills for Resolving Conflict,” by E.H. Wortheim, A. Love, C. Peck, and L. Littlefield.
1-page pdf flow chart which diagrams a model for resolving conflict based on a similar model in “Skills for Resolving Conflict,” by E. Wertheim, A. Love, C. Peck, and L. Littlefield.
15-page Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax VA, which discusses the use of reflective listening, I-messages and paraphrasing in conflict resolution.
33-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education, presenting “A review of an anti-harassment, anti-intimidation or anti-bullying model policy for education from the state of Ohio in the United States.”
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.
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.”