Long-time conflict resolution educator Linda Lantieri speaks about the importance of building bridges between homes, educational institutions and community organizations in order to create caring learning environments for children and youth. She shares specific tools, strategies, inspirational stories, and a framework for supporting integrated peace education efforts in schools, families and community organizations. She will also share the Collaborative for Academic Social and Emotional Learning’s work (CASEL), the nation’s leading organization advancing the development of academic, social and emotional competence for all students.
Learn about the The Peace Education project launched in 2002 by the NGO Women for Development Armenia in order to form a culture of peace and conflict resolution among teachers and schoolchildren. By 2015, the “Peace and Conflict Resolution in Schools” project was implemented in 800 schools in Armenia’s 11 provinces, about 60% of Armenia’s schools, reaching 4000 teachers and approximately 70,000 students. The project evaluation showed that the cases of school conflicts with violent outcomes decreased by 72%, cases of verbal violence decreased by 67%, and the cases of indirect violence decreased by 50%. As a result, the “Conflict Management Education in schools” handbook was officially adopted by the National Institute of Education as a framework for all schools.
This presentation will explain the basic processes by which nonviolence creates social change on a societal or national level. The presenter will describe the major debates in the field, and then focus on the findings of recent research which analyzes databases of nonviolent and violent national campaigns. These data demonstrate the effectiveness of nonviolence compared to violence, and help in understanding the factors that produce success or failure. The accompanying publication will provide lists of materials that can aid in teaching high school and college students about nonviolence.
Drawing specific examples from a deep pool of journalism resources, the Pulitzer Center on Crisis Reporting will show attendees how to integrate fresh and compelling international reporting into the curriculum to promote a global awareness that reaches far beyond basic geographic literacy. The Pulitzer Center, which seeks out under-told stories that put a human face on large-scale global crises, provides content that can also be used effectively in the classroom to further both conflict resolution studies and democratic and civic engagement. Examinations of women and children in crisis, government accountability, fragile states, and population pressures, with an emphasis on local connections to global issues, are all fundamental to the Pulitzer Center model. Migration and immigration themes are also interwoven with much of our reporting, particularly in a multi-year project, through a decorated journalist’s walk out of the horn of Africa, across Asia, and finishing at the tip of South America.
Findings from a national Australian research project currently in primary and secondary schools examining factors that impede or facilitate intercultural understanding in schools will be shared. A key focus of the research has been on efforts to redesign schools to improve classroom practice and teacher professional learning. The workshop will provide practical examples of what is happening in research schools and an examination of different approaches that are showing promise. Reference will also be made to recent Global and Multicultural Citizenship Education initiatives used in Victoria to promote safe and inclusive schools, particularly teaching materials and assessment tools.
Looking at targeted diverse migrant groups (such as internally displaced persons, returned migrants – Georgian nationals, foreign migrant students, asylum-seekers, trafficked migrants and foreign migrant detainees), this session shares findings from a survey implemented by the International Organization for Migration (IOM) in collaboration with the National Center for Disease Control and Public Health (NCDC), which emphasizes the needs to support the overall well-being of conflict- and migration-affected populations. The presentation includes analysis of the Survey findings, outlines respective recommendations, and emphasizes the need for comprehensive interventions.
In February-April 2009 a survey was implemented with the goal of evaluating the “Peace and Conflict Resolution Education in Schools” project, implemented in Armenia by Women for Development from 2002-2007. Results of the survey showed that the vast majority of the respondents gave high importance to peace and conflict resolution education among teachers with regard to creation of peaceful and safe environments in schools. Almost all schoolchildren who participated in the survey responded similarly. They mentioned that the lack of such skills triggers conflict situations between pupils and teachers. Suggestions made by teachers, parents and schoolchildren were that everyone should have an opportunity to learn these important life skills.
This presentation draws on the findings of research conducted by graduate students of the Department of Behavioral Sciences, The University of the West Indies, St. Augustine Campus, and Trinidad as it relates to managing conflict within the home, the school, the church or within organizations.
This presentation provides an overview of peacebuilding activity of more than 800 Israeli and Palestinian graduates of the Seeds of Peace (SOP) program. The Middle East peacebuilding activity of all graduates during the program’s first decade of operation (1993-2003) is examined along with research on the activism, educational, military and professional paths of more than 200 adult graduates. This research tells the stories of a pivotal generation: Israelis and Palestinians who entered adolescence at the dawn of the Oslo process, to emerge as adults amidst the second intifada.
An assessment of the evaluation and research conducted on peace education programming worldwide.
Research article summarizing a violence intervention initiative. The investigation examined the differential effectiveness of PeaceBuilders, a large-scale, universal violence prevention program, on male and female youth identified as low, medium, or high risk for future violence. It included eight urban schools randomly assigned to intensive intervention and wait-list control conditions. The sample included N = 2,380 predominantly minority children in kindergarten through fifth grade. Results indicated differential effectiveness of the intervention, by level of risk; high-risk children reported more decreases in aggression and more increases in social competence in comparison to children at medium and low levels of risk. Findings add to a growing number of promising science-based prevention efforts that seek to reduce aggression and increase social competence; they provide encouraging evidence that relatively low-cost, schoolwide efforts have the potential to save society millions in victim, adjudication, and incarceration costs.
Delivered to the Year of the Child summit, this talk surveys the current research on cyberbullying and online harassment, pulling in Pew Internet data as well as the work of the Crimes Against Children Research Center at the University of New Hampshire, Internet Solutions for Kids and other academics and scholars researching this topic.
This presentation, part of a panel entitled “State-wide Initiatives in New York and Ohio: Creating Positive Learning Environments” featured New York Department of Education representative Mark Barth discussing the New York Social and Emotional Development and Learning (SEDL) Guidelines which encourage school districts to address children’s and adolescents’ affective development in support of their challenging academic preparations. SEDL is part of a united effort outlined in The Children’s Plan, 2008 written by New York’s nine child serving agencies. This Plan is in support of the NY Board of Regent’s Reform Agenda which views social-emotional supports and community services to students as key strategies in turning around low performing schools.
The Horizon Community at Marion Correctional Institution (Marion, Ohio USA) was founded as an interfaith, character-based, conflict resolution residential program for adult male inmates. Program evaluations show impressive reductions in recidivism. Recidivism of graduates is less than 12%, compared to the national average of 65-66%. The essence of the Horizon program is building respect for self and others, and establishing a new link between faith communities and the correctional institution for rehabilitation purposes. This workshop presented a detailed overview of Horizon and provide examples of CRE adaptations for the prison environment and links to multiple faith traditions.
Handout from a presentation on experiential, cognitive-behavioral approach to helping youth make informed, positive choices regarding their emotional, physical, mental and social well-being. Creative methods to help students examine and reframe the assumptions which inform their thoughts, trigger their emotions and lead to their behaviors were shared.