Report that explored “the school factors that influence young people’s developing understandings of war, conflict, and peace … as children grow, they develop understandings about interpersonal and social conflict, about procedures for handling it, and about the violence and war that may emerge when conflicts are not resolved, in school, official curricula guide children’s and adolescents’ development of understanding about war, conflict and peace, at least as powerfully, young people also learn about conflict from the implicit curricula of student activities, teacher and peer responses to political events, school governance, and discipline practices.”
24-page pdf document that accompanied a professional development program hosted by the World Affairs Council. Document consists of a list (with web addresses) of resources that relate to confict and conflict resolution. Recommend sites and sites that include lesson plans are noted.
79-page pdf manuscript published in cooperation with Institut de Recherche sur la Resolution Non-Violente des Conflits (IRNC), of which the author says, “These pages do not claim that merely placing the principle of non-violence at the heart of the educational project could be enough to solve them with ease. It is not our intention to teach teachers how to do their job. Our only aim is to urge them to look at their daily practices in the light of the principles and methods of non-violence. Perhaps we can all agree that when non-violence is possible, it is preferable. If so, and if non-violence is preferable, then it is up to us to do everything we can to make it possible. This study does not claim to be offering anything other than an exploration of the possibilities of non-violence.” English translation of original French work.
Online resource which, “provides a comprehensive overview of the scholarly developments in the field to date as well as new insights from across the globe from the various actors involved in advancing peace education internationally. Thus, this online resource serves as a living reference guide that traces the history and emergence of the field, highlights foundational concepts, contextualizes peace education practice across international and disciplinary borders, and suggests new directions for peace educators.”
16-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education which “provide[s] a new context for prevention of intimate partner, domestic and sexual violence, participants will build their capacity to engage in social change work, learn current promising and best practices for intimate partner and sexual violence prevention.”
10-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education, which “offers a Preliminary inquiry into pedagogical actions for addressing the intersections among gender, race, ethnicity, social class, mental illness, and violence, the limitations of the thinking that pervaded the recent public discourse on the Virginia Tech Shooting will be revealed and a responsive pedagogical action proposed.”
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.”
This 373-page compendium, available as a pdf, provides researchers and prevention specialists with a set of tools to assess violence-related beliefs, behaviors, and influences, as well as to evaluate programs to prevent youth violence. Although this compendium contains more than 170 measures, it does not claim to be an exhaustive listing of available measures.
Most of the measures in this compendium are intended for use with youths between the ages of 11 and 24 years, to assess such factors as serious violent and delinquent behavior, conflict resolution strategies, social and emotional competencies, peer influences, parental monitoring and supervision, family relationships, exposure to violence, collective efficacy, and neighborhood characteristics. The compendium also contains a number of scales and assessments developed for use with children between the ages of 5 and 10 years, to measure factors such as aggressive fantasies, beliefs supportive of aggression, attributional biases, prosocial behavior, and aggressive behavior. When parent and teacher versions of assessments are available, they are included as well.
Pdf teacher’s guide companion to the book, “Innocents Lost” by Jimmie Briggs with five lessons to accompany readings from the book.
Powerpoint presentation overview of the work of the International Network on School Bullying and Violence whose aim is to, “stimulate and support more effective measures against school bullying and violence.”
This document compares Conflict Resolution Education with related violence prevention work.
Word document comparing and contrasting conflict resolution education and violence prevention.