27-page pdf manual for SCRAM a, “Year 9 & 10 interactive role play program which encourages the development of mediation skills in secondary school students. The mediation is based on fictitious community based scenario. A team of 6-8 students is given background information on an issue which is causing conflict among 4 participants. The team uses this information to practice their mediation skills.” Objectives for the students include: Learning to manage conflict in a productive way, to encourage the development of self esteem through self awareness, to encourage the development of self esteem through self responsibility, to encourage the parties to identify the issues that are in dispute, considering options, working towards an agreement that will meet the needs of all parties and encouraging the development of self esteem. For practice training scenarios go to: http://www.scram.business.ecu.edu.au/scenario.htm To find out more information about SCRAM see their website at: http://www.scram.business.ecu.edu.au/
26-page pdf created by UNESCO which “defined the Culture of Peace as consisting of values, attitudes and behaviours that reject violence and endeavour to prevent conflicts by addressing their root causes with a view to solving problems through dialogue and negotiation among individuals, groups and nations. The 1999 United Nations Declaration and Programme of Action on a Culture of Peace (resolution A/53/243) called gor everyone â€“ governments, civil dociety, the media, parents, teachers, politicians, scientists, artists, NGOs and the entire United Nations system â€“ to assume responsibility in this respect. It staked out eight action areas for actors at national, regional and international levels:” Those 8 action areas are: Fostering a culture of peace through education; Promoting sustainable economic and social development; Promoting respect for all human rights; Ensuring equality between women and men; Fostering democratic participation; Advancing understanding, tolerance and solidarity; Supporting participatory communication and the free flow of information and knowledge and Promoting international peace and security.
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.”
Document (30-page pdf) provides a set of guidelines designed to support the development of comprehensive, educational, integrated and conflict-friendly approaches to managing conflict and disputes in institutions of higher education. The target audience includes key decision makers such as senior administrators, deans and department heads, ombudspersons, anti-harassment officers, housing and security administrators, faculty, student affairs professionals, and various frontline conflict services staff. The consensus document was developed by a national working group including the full spectrum of campus conflict resolvers. Presents a set of nine core principles that are elaborated on reflecting best practices in the higher education ADR field. Includes appendix with resource links.
4:50 podcast discussing “school-based violence prevention programs [which] have been proven effective at reducing violence, truancy, drug abuse, and delinquency.”
This 33-page pdf is intended to give those who work in and with schools a sense of what peer mediation is, what it sets out to achieve, and the issues that need to be considered if it is to be introduced into a school. It looks primarily at literature produced in and for the UK. The guide is part of the UK’s contribution to the two-year European project ROI – Violence among children and young people: intervention programmes in schools funded by the Daphne-EU programme to combat violence against children, young people and women.
22-slide Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which provided “an overview of the conference planning and offer the nuts and bolts information on how to organize and run a successful conference in your community.”
28-slide Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA which introduces “the Conflict Resolution Education Connection, a free online one-stop-shop for resources and information on conflict resolution education. We will review the history of this cooperative project, talk about its future and highlight some of the great tools and resources hidden within.”
20-page Powerpoint keynote address given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which reviewed “the CRE field from the vantage point of Educators for Social Responsibility (ESR).”
42-page Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which “explore[d] ways to make ideas relevant and memorable so students take the ideas home and apply them to their every day lives, examples will include exercises on how to understand and engage difference well.”
22-page Powerpoint panel discussion presented at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which “provided an overview of the CRETE (Conflict Resolution Education in Teacher Education) project … [a] program to provide pre-service teachers and school-based teaching mentors with critical skills and knowledge of conflict resolution education and class room management necessary for cultivating constructive learning environments for children, enhancing student learning and bolstering teacher retention.”
22-page Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which highlighted “best practices pertaining to peer mediation partnership initiatives between undergraduates and high school peer mediation programs … issues addressed include[d] team-building and motivation, skills-sharing and training, program assessment, and leadership and guidance.”
17-page Powerpoint presentation given to middle school mediators at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which discussed peer mediation programs around the world.
9-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education, which “provide[s] an understanding of the structure, philosophy, and value of early intervention truancy mediation as it is practiced in Ohio, the role of the schools, juvenile court, social service agencies, charities, and other entities will be discussed along with information on how to start a program in a community, potential funding sources, the role and training of the mediators, and other relevant material.
25-page Powerpoint presentation which addresses “the Ministry of education’s efforts to develop a national policy to build the culture of peace in schools at the national level and explore positive ways to involve student participation in solving conflict and violence.”