Peer teaching – Conflict Resolution Education Connection

Peaceful Conflict Resolution Guide for Primary and Secondary Schools (Croatia)

26 December 2013

This training guide for schools consists of three primary modules:
1. damiri/ice – Conflict and Communication
2. spajalice – Peer Mediation
3. kazimiri/ice – Peer Education

The guide is the result of the work on the project Peaceful Problem Solving in Schools and Trauma Alleviation, Youth for Youth – Peer Mediation, initiated and supported by UNICEF Office for Croatia in co-operation with Croatian Ministry of Education and Sports. The Project was carried out by NGO “Mali korak” – Centre for Culture of Peace and Non-violence Zagreb.

In the school year of 1999/2000 it was implemented in 52 primary schools, most of which were schools of special social care in previous war affected areas. The purpose of this program model was to change attitudes, behaviors and experiences related to conflict and violence: improve coping with problem and conflict situations, develop awareness of prejudice, of oneâ€™s own rights as well as the rights of others both in those who participate in the program (students) and those who deliver it (teachers).

The Zone – Online Conflict Learning Module for Youth by Aik Saath

17 November 2010

An interactive online learning module focusing on conflict and conflict resolution for young people of diverse backgrounds. Topics include the roots, the conflict, the effects and the resolution. Illustrated with animated storyboards and roll-over graphics.

Cycles of harmony: Action research into the effects of drama on conflict management in schools

25 March 2010

13-page PDF paper which, “describes the first five years of an ongoing action research project (1996-2000) investigating the possibilities of using a combination of drama techniques and peer teaching on a whole-school basis to help school students explore the causes of conflict, and develop strategies for conflict prevention and mediation … A number of principles relating both to conflict management and to drama, together with a tentative pedagogy for using dramatic strategies and techniques have emerged. These are elucidated, and the project and some of its provisional findings are described.”