Policymakers and Administrators
Welcome to the Conflict Resolution Education Connection’s resources for policymakers and administrators. Our goal is to provide information that will support administrators interested in promoting or extending conflict resolution work within education. The sidebar menu to your right provides a listing of the content areas we focus on at this site.
CRE Conference Presentations
Neighbor Circles as a Tool for Building Community
- Presented by: Mark Chupp, Case Western Reserve University
- View Presentation and Abstract: Click Here
CRE Resource Creation and Discovery via CREducation.org
- Presented by: Bill Warters
- View Presentation and Abstract: Click Here
Conflict Transformation Education for At-Risk Youth: Connecting With Kids
- Presented by: Sarah Bernhardt
- View Presentation and Abstract: Click Here
Accessing Free Web-based Conflict Resolution Education Resources
- Presented by: Bill Warters
- View Presentation and Abstract: Click Here
Legislative Support for Character Education on the State Level
- Presented by: Sharon Burton-US Department of Education, Washington, DC, USA
- View Presentation and Abstract: Click Here
Connecting Schools, Communities, and Families through SEL
- Presented by: Linda Lantieri, Collaborative for Academic Social and Emotional Learning (CASEL)
- View Presentation and Abstract: Click Here
Sample Catalog Resources
Below you'll find a randomized listing of up to 20 related items (we may have more...) drawn from our Resource Catalog.
| Resource Title | Description | Links |
|---|---|---|
| Peer mediation partnerships: Linking university with community | 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." | |
| Grasping the nettle: Policy issues for university dispute resolution programs | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 4, (July 2002), which discusses issues and challenges in conflict resolution education at the university level. | |
| Managing and resolving conflicts effectively in schools and classrooms | A multipart learning module developed by the National Training and Technical Assistance Center for Drug Prevention and School Safety Coordinators which contains a five-day curriculum which providing educators and administrators with the skills and techniques to manage and eventually reduce conflict in schools. Day 1 addresses conflict and conflict management in education, day 2 presents curriculum infusion and peer mediation, day 3 introduces the peaceable school and classroom, day 4 presents best practices in conflict resolution education and day 5 helps educators develop a conflict management plan. Includes annotated bibliography and list of CRE organizations and programs. | |
| Challenge to create a safer learning environment for youth, The | 83-page PDF report which continues the author's "exploration of how violence affects learning and my search for effective approaches to support learning for those who have experienced violence ... I sought to learn more about how violence affects learning by interviewing young people who are currently struggling with learning, either within or outside the school system. I wanted to explore how responses to trauma support or limit learning possibilities by interviewing young people and professionals engaged in the school system and in other education for youth." | |
| Tips for developing peace education curriculum: Some lessons from Vietnam | 4-page tips document, the abstract states, "Teachers and schools around Australia are being asked to take responsibility for ensuring safe schools and promoting citizenship among students. This is part of an international movement to use school-based education to promote a global culture of peace. The International Conflict Resolution Centre at the University of Melbourne recently co-developed a national peace education curriculum for primary schools in Vietnam with Vietnamese educators. This experience highlighted three important peace education tools that can also be used within an Australian context: The UNESCO "peace keys," physical games and reflective material." | |
| Conflict resolution, peer mediation and young people's relationships: Technical Report | 74-page PDF technical report that investigated, "what schools could do to improve young people's relationships with each other, with teachers and with their families. This is a key question for schools, policy-makers and pressure groups; there are currently programmes and initiatives on behaviour, citizenship, healthy schools and many other areas which have relationships at their core. Within that broad area, the team looked in more detail at school programmes that encourage conflict resolution and peer mediation." Ten studies relating to conflict resolution, all completed after 1994, were reviewed in detail. | |
| Global education guidelines: A handbook for educators to understand and implement global education | 85-page pdf handbook "written on the premise that educational processes in formal and non-formal settings should open the path to a better understanding of an increasingly globalised world. It also raises important issues about the professional responsibilities of educators and teachers and the role of schools and different organisations and institutions in raising global awareness and knowledge on worldwide issues across the curriculum and in non-formal projects and activities ... this document should be regarded as a guide for understanding and practising global education, also as a pedagogical coaching tool to help establish global education approaches where they do not yet exist and enrich existing ones. Its content was set up taking into account in-field practices and references and cultural, geographic, social and economic realities." | |
| Collegiate mediation programs: A critical review | Pdf article reprinted from April/May 1994 issue (Vol. 50 pp. 36-37) of The Fourth R, the Newsletter of the National Association for Mediation in Education discussing mediation programs at colleges and universities. Although these types of programs, like community medation, can be helpful in solving problems the author worries that mediation centers can become a controlling arm of university administration rather than a "meaningful way for the issues to be confronted by the community," remedies for overcoming this challenge are suggested. | |
| Public policy and conflict resolution in education project: Final report, July 2002 | 17 page pdf report of the The Western Justice Center Foundation, Pasadena, California, in partnership with the Association for Conflict Resolution (ACR), which "undertook a project funded by the Compton Foundation to develop recommendations for integrating conflict resolution education (CRE) throughout California public schools. We interviewed and met with relevant practitioners, educators, policymakers and others to assess needs and gather their views with respect to CRE and public policy." | |
| Impact of violence on learning for youth: What can we do? | 35-page PDF report that focuses "on the words of the interviewees, particularly the youth—both in school and out of school—and what they tell educators and others working in educational programs about what we can do to support learning." In writing the report the author wanted to understand "how violence affects learning, and to examine how school responses played a part in creating this picture. Most importantly I wanted to look for ways to strengthen the possibilities of supporting learning for youth in high schools and in youth literacy and training programs." | |
| Educational discipline using the principles of restorative justice | 15-page pdf article which "shows how restorative justice techniques can be used with students in correctional and alternative education settings. The simple principles of restorative justice are outlined and their suitability for offenders is illustrated through actual prison incidents that have been dealt with using these principles. A protocol is suggested for teachers and administrators who might consider adopting this approach." | |
| Ferdinand the bull: The story of a bull who wouldn't fight: Resource guide for teachers on NV | 23-page pdf study guide created to accompany "The Hudson Vagabond Puppets’ production of Ferdinand tthe Bull [which] can serve as a focus point for an indepth look at conflict resolution in the classroom. The performance will end with a brief lecture-demonstration developed in conjunction with ENACT, a not-for-profit organization that teaches social skills to young people." | |
| SCORE Quick Reference Guide to Peer Mediation for Students | 10-page guide for student peer mediators that reviews the mediation process and provides practice tips. Developed for use by the Student Conflict Resolution Experts (SCORE) program in Massachusetts as "a quick reference guide for students to accompany their training". | |
| Community-Based Institutes on Peace Education (CIPE) organizer's manual: A peace education planning | 78-page pdf manual "designed to assist formal, non-formal and grass-roots educators and educational planners by providing ideas and tools for the development of community-based peace education learning projects that might contribute to the reduction of violence at all levels of the global social order. More specifically, it has been developed to aid in the planning of "Community-Based Institutes on Peace Education (CIPE)," a special community-centered initiative of the International Institute on Peace Education (IIPE) ... As you explore the contents you will see that this manual is arranged like a workbook. It is organized around inquiries into practical considerations for designing peace education initiatives in multiple and varying contexts. These inquiries are designed to engage you - the educator/planner - in reflections upon your own unique situation and possibilities for affecting change through education." | |
| Peace education in UNICEF: Working paper | 52-page PDF paper "produced to describe Peace Education programmes in UNICEF. Peace education programmes have been developed in a number of UNICEF country offices and National Committees for UNICEF over the past decade. Ideas are continually evolving about how to use the full range of children's educational experiences to promote commitment to principles of peace and social justice. The purpose of this working paper is to stimulate further discussion and networking among UNICEF colleagues, to move towards a clearer articulation of good practice in Peace Education, and to pave the way for further exploration of how best to evaluate the impact and effectiveness of this area of UNICEF activity." | |
| Creating and promoting positive school climate in Ohio’s schools: Anti-harassment, anti-intimidation | 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." | |
| UNESCO: Mainstreaming the culture of peace | 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 – governments, civil dociety, the media, parents, teachers, politicians, scientists, artists, NGOs and the entire United Nations system – 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. | |
| Northeast Ohio Juvenile Corrections Officer (JCO) pilot curriculum | Web-based pilot-project under the coordination of the Global Issues Resource Center at Cuyahoga Community College. "This 120 hour pilot curriculum attempts to address training deficiencies which often lead to high levels of [Juvenile Corrections Officer] staff turnover and increased operational costs ... The challenges associated with the supervision, rehabilitation, and treatment of these [incarcerated] youth has compounded over the last two decades; placing juvenile corrections officers on the front lines. Juvenile detention facilities primarily house youth who have committed a violent or sexually oriented crime, suffer from persistent mental illness, are repeat offenders and have a history of substance abuse (Office of Juvenile Justice and Delinquency Prevention, 2004). This youth population has increased the challenges faced by juvenile detention personnel, thereby creating a demand for more professional, higher skilled detention employees ... For the first time in Ohio, the Northeast Ohio Juvenile Detention Professional Development Project established a comprehensive curriculum for entry level staff that went beyond the current minimum standards to address growing risk factors ... The Project’s Advisory Committee and partners believe that by investing in Ohio’s juvenile corrections officers, agencies can reduce staff turnover, increase employee morale, and improve relationships between staff members as well as between staff and incarcerated youth. It is the Committee’s hope that the pilot curriculum will facilitate the implementation of a formal certification process for staff and agencies utilizing the comprehensive training tool. The existence of a formal certification process will help provide the foundation for recognizing juvenile corrections as more than a job, but rather a profession characterized by motivated and dedicated staff." |
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| Challenges of sexual harassment mediation on campus | Pdf article reprinted from Aug-Sept 1997 issue (Vol. 79 pp. 19-21) of The Fourth R, the Newsletter of the National Association for Mediation in Education examines the use of mediation in college and university sexual harrassment complaints. | |
| Diversity training | Pdf article reprinted from Aug-Sept 1997 issue (Vol. 79 pp. 17-19) of The Fourth R, the Newsletter of the National Association for Mediation in Education, introducing The National Coalition Building Institute (NCBI), an international organization which leads diversity programs on college campuses. |