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
Participants Evaluation of CRETE
- Presented by: Lynnette Mawhinney, Lincoln University
- View Presentation and Abstract: Click Here
Neighbor Circles as a Tool for Building Community
- Presented by: Mark Chupp, Case Western Reserve University
- 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
Preventing and Addressing Sexual Violence Against Children: Global to Local Strategies of the ISPA
- Presented by: William (Bill) Pfohl, President, International School Psychology Association
- View Presentation and Abstract: Click Here
Transitioning CRE into a Classroom Management Course
- Presented by: Lynnette Mawhinney, Lincoln University
- View Presentation and Abstract: Click Here
Strategies for Creating a Safe School Environment
- Presented by: William Pfohl, Western Kentucky University
- 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 |
|---|---|---|
| Teach kids a lesson ... or help them to learn? | 11-page PDF paper which promotes the idea of restorative justice practices in education as opposed to punitive ones. "Restorative justice philosophy views misbehavior in terms of how it has impacted upon relationships in the school community. Once the harm is acknowledged in a concrete way the process moves beyond harm to ask how can this harm be repaired? If schools are places of learning, where young people are encouraged to be independent and creative thinkers, are able to share their ideas and opinions, learn to accept the view of others, to be responsible and accountable for their learning, it stands to reason that the "punitive school" is being counter productive in achieving these desired outcomes." | |
| Campus mediators and civil liability | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 2, (Feb 2003), which discusses campus mediator liability and the need for mediator immunity legislation. Includes bibliography. | |
| National evaluation of the restorative justice in schools programme | 99-page pdf document which provides the findings of national (England and Wales), "projects [which] spanned a range of different approaches to introducing restorative practices into schools, including restorative justice conferences ... the contract to evaluate these initiatives was awarded to Partners in Evaluation, a specialist agency with a multi-ethnic team of researchers and a national reputation for conducting evaluations in the fields of health, education, social exclusion and regeneration." Includes a literature review, sample pupil and school staff surveys and post-conference interview schedule for perpetrators and aggrieved. | |
| Collaboration and conflict resolution skills: A core academic competency? | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 4, (Nov/Dec 2000), examines "an innovative program at California State University Monterey Bay [which] has incorporated conflict resolution as one of the program's 11 Major Learning Objectives that students must know and understand in order to graduate." | |
| All equal in diversity: International campaign mobilizing schools against racism, discrimination... | 13-page PDF booklet which, "is part of the "All Equal in Diversity†International Campaign Kit comprising a poster and stickers promoting the campaign, an Application Form, a Report Form and Evaluation Questionnaire ... Some 100 schools in Africa, the Americas/Caribbean and Europe participate in the TST [Transatlantic Slave Trade] Education project. Their opinions and commitment have formed the basis of the “All Equal in Diversity†International Campaign. By deepening their understanding of the past, these schools work towards a better understanding of the present so as to build a brighter future based on mutual respect and unity in diversity, thus contributing substantially to the quality of education in the twenty-first century." | |
| Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Orgs | A manual in pdf format providing an overview of various models for conflict resolution education program implementation. The first chapter defines conflict as a natural condition and examines the origins of conflict, responses to conflict, and the outcomes of those responses. It introduces four approaches to implementing conflict resolution education. Each of the next four chapters discusses one of these approaches and presents examples of programs that use the approach. One chapter describes an approach to conflict resolution education characterized by devoting a specific time to teaching the foundation abilities, principles, and one or more of the problemsolving processes in a separate course or distinct curriculum. Another chapter describes an approach in which selected, trained individuals provide neutral third-party facilitation in conflict resolution. A chapter presents an approach that incorporates conflict resolution education into the core subject areas of the curriculum and into classroom management strategies, and another chapter presents a comprehensive whole-school methodology that builds on the previous approach. The next two chapters address conflict resolution education in settings other than traditional schools. The final three chapters address more overarching topics: conflict resolution research and evaluation; a developmental sequence of behavioral expectations in conflict resolution; and the process of developing, implementing, and sustaining a conflict resolution program. | |
| Positive approaches to discipline scenario | Web-based interactive scenario which "demonstrates the differences between positive discipline and punishment. Discipline techniques focus on what we want the child to learn and what the child is capable of learning. Punishment, on the other hand, focuses on misbehavior and may do little or nothing to help a child behave better in the future. The differences between positive discipline and punishment are great, as well as the lessons learned that result from the technique used." | |
| Peace education curriculum: Programa pendidiken damai | 92-page word document translation of the Indonesian "Kurikulum Pendidikan Damai" which "was the first of its kind to be developed in Indonesia, representing peace education from an Islamic and Acehnese perspective. It promotes a positive, comprehensive peace encompassing peaceful relations with God the Creator, with oneself, with one's fellow humans, and with the environment. The curriculum teaches communal peace in accordance with the positive Islamic approach, namely the absence of war and discrimination and the necessity of justice in society. This manual emphasizes that peace is neither a subjugation to situations nor a passive acceptance of injustice, discrimination, and war, but rather a recognition of these problems and addressing them in a peaceful manner. The curriculum also stresses the importance of process and ends, since peace is both process and results, as reflected in active involvement of students in a system of learning by doing ... The materials and learning activities were authored in such a manner to allow the students dominant roles in the learning process. The students are guided to observe, analyze, and seek for solutions to existing conflicts. We feel that this strategy can better improve the students' knowledge on conflict and peace, build their skills in managing conflicts without violence, and actualize them all in their real life." | |
| Racial and ethnic conflict on campus | Pdf article reprinted from the June/July 1991 Issue (Vol 33) of The Fourth R, The Newsletter of the National Association for Mediation in Education which discusses the, "role of the ombudsman in relation to racial incidents and the development and implementation of racial harassment policies ... in developing our training, we will be incorporating racial and cultural differences into the mediation process, including training about communication styles, conflict styles, different expectations for mediation and neutrality and different approaches to emotions and aggressiveness." | |
| 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. | |
| Manual for Colleges and Universities Developing Programs in Peace and Conflict Studies | ||
| Building bridges in conflict areas: Educational report | 23-page PDF report in which, "the reader is invited for an overview of the methods, theories and tools that were offered to the participants. It shows how the process of theoretical presentation becomes "alive" when participants interact with trainers and share their opinions through brainstorming or reflecting on the concepts that were discussed for a better understanding of conflict resolution ... Theoretical inputs, practical exercises, thematic energizers and interactive activities created suitable atmosphere to raise awareness among participants, deepen their knowledge and raise their skills and abilities in pro-active interventions in youth field of conflict zones. Mainly during the two last days of the training course, participants were involved in partnership building activities." | |
| Community justice in the campus setting | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 1, (Oct 2002), which examines the idea of community justice and how it can be used on college campuses to address student misconduct and improve socialization. Includes bibliography. | |
| What's in a name?: Capturing the essence of campus mediation | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 4, (Nov/Dec 2000), which discusses the work of the Campus Mediation Center (CMC) at Syracuse University. | |
| Youth & conflict: Global challenges, local strategies, 2008 | 21-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education which "introduce[d] some of the themes and research associated with current thinking in values education | |
| Documenting bullying at your school: tips for school administrators | Pdf document which introduces the idea of assessing and tracking bullying behavior at school for administrators. | |
| Community mediation centers and campus mediation | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 2, (February 2003), which "presents some of the similarities between campus mediation work and that of community mediation centers and provides readers of the Report with more information on some of the potential benefits of membership in the National Association for Community Mediation (NAFCM)." | |
| International Conflict Resolution Education Summary Slideshow | Powerpoint presentation examining conflict resolution education activities around the globe. | |
| Conflict resolution protocol for elementary classrooms, A | 4-page PDF excerpt from the book, "The First Six Weeks of School" which discusses teaching conflict resolution, "a basic belief underlying The Responsive Classroom® approach to teaching is that how children learn to treat one another is as important as what they learn in reading, writing, and arithmetic. We believe that social skills such as cooperation, assertion, responsibility, empathy, and selfcontrol are essential to children’s academic and social success and we emphasize the teaching of these skills, along with academics, throughout the school day. There are many strategies we use to teach these social skills at the elementary level (K-6), one of which is teaching a protocol for conflict resolution." | |
| Introducing cooperation and conflict resolution into schools: A systems approach | 29-page PDF chapter in the 2001 publication: Peace, conflict and violence: Peace psychology for the 21st Century by D.J. Christie, R.V. Wagner and D.A. Winter. The chapter argues the fundamental importance of a systemic approace to peace and conflict resolution education. The authors discuss five levels of "school systems through which one can introduce cooperation and conflict resolution concepts, skills, and processes: Level 1, the student disciplinary system; Level 2, the curriculum; Level 3, pedagogy; and Level 4, the school culture and Level 5, the community—will enhance the view of the school system as an “open system†embedded in a larger communal system which can aid in the sustainability of school system change." |