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
School Conflict Management Training
- Presented by: Jennifer Batton, Director, Global Issues Resource Center, Cuyahoga Community College
- View Presentation and Abstract: Click Here
Restorative Approaches in Luton Schools
- Presented by: Dr. Belinda Hopkins
- View Presentation and Abstract: Click Here
Peer Mediation Creating Life Long Conflict Practitioners
- Presented by: Mary Alice Smallbone and J. Frank Rizzo
- View Presentation and Abstract: Click Here
Citizen Diplomacy as CRE: Building Mutual Understanding and Peaceful Relations
- Presented by: Michelle Watson & Dr. Susan Colville-Hall
- View Presentation and Abstract: Click Here
Restorative Justice
- Presented by: Gary Shaw
- View Presentation and Abstract: Click Here
National Program of Values Education – Republic of Costa Rica (Overview)
- Presented by: Republic of Costa Rica
- 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 |
|---|---|---|
| Practicing peace: A peace education module for youth and young adults in Solomon Islands: 4th draft | 99-page pdf document developed "to help people resolve interpersonal and inter-group conflict through productive and peaceful strategies, and to teach young people how they can participate in public life. The module is intended for use with youth and young adults in community and school settings in Solomon Islands." Skill areas include: Understanding rights and responsibilities; Understanding cultural diversity; Restorative justice and reconciliation; Gender relationship skills; Ability to live with change; Leadership qualities Conflict prevention; Traditional definitions of peace; Understand[ing] interdependence between individuals and society and Respect[ing] different cultures." | |
| Evaluation report on progress made through the OSCE's efforts to unify the Gymnasium Mostar: Summer | 51-page Word evaluation "of the unification of the Gymnasium Mostar in Mostar, Bosnia and Herzegovina (BiH), as commissioned by the Organization of Security and Cooperation in Europe (OSCE) Mission to BiH ... the Gymnasium Mostar was an historic and premier secondary school prior to the war of 1992-1995. It was completely destroyed during the war and had become the centre of an effort to revitalize the historic Mostar downtown. An initiative to restore the multinational and high-quality nature of the school was viewed as an opportunity to use this divided school in this divided city as a model or beacon for potential reform efforts throughout the country." | |
| Restorative conferences resource kit | 60-page pdf resource kit for presenting restorative conferences which "(involves the gathering of those who have a stake in a particular troublesome situation, to talk together to find ways of making amends) ... the purpose of these conferences is to discuss what the problem might be and to pool ideas about what might be most helpful from here, for all concerned, from this pool of ideas should emerge a plan for restoration of the situation... These Conferences offer a helpful step forward by involving a range of participants who both contribute to and are affected by the situation at hand, they promote a spirit of open and direct conversation and add a human touch to the process of addressing transgressions... this Resource Kit represents the culmination of 18 months of work by a group whose links are with restorative justice, Maori protocols, and counsellor training with narrative therapy at the University of Waikato." Includes bibliography | |
| Slouching towards inclusion | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 3, (May 2002), which discusses the need for diversity in the field of conflict resolution and examples of challenges and solutions when creating diversity within the conflict resolution team is a primary factor. | |
| Peer mediation programs: An end to school violence? | On-line journal article which "focuses on the ineffectiveness of PMPs [Peer Mediation Programs] to combat higher-levels of school violence, part I discusses school violence, both past and present, part II explores the shift from traditional methods of discipline to more proactive and education-based methods that are used in many schools today, part III addresses the fundamentals of peer mediation including what it is and how it is implemented, part IV examines which students PMPs should be targeting and why PMPs fail to prevent them from committing violent acts on their schools, finally, the conclusion recommends ways to reduce conflict in schools." | |
| Inter-agency P.E.P.: Skills for constructive living: Teacher activity book of secondary modules | 36-page pdf manual which "is one of the components of the Inter-Agency Peace Education Programme, the programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government ... the teacher's main resource it has a lesson-by-lesson curriculum for formal schooling structured according to the children's cognitive and emotional development ... these secondary modules are designed primarily for those students who have undertaken the Peace Education programme in Primary School, there may be specific lessons in the primary grades that adapt very well to the secondary situation, these should be used where appropriate, in addition there are some stories (and poetry) in the Story Book (part of the primary component) that may also be useful." | |
| To be or not to be: Conflict resolution as a discipline | Pdf article reprinted from the February/March 1995 Issue (Vol 55) of The Fourth R, The Newsletter of the National Association for Mediation in Education discussing conflict resolution as an academic discipline. | |
| My how we have grown: CMHER subscribers from 2000--2003 | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 3, (May 2003), which provides a profile of subscribers to Conflict Management in Higher Education Report in 2000 and 2003. | |
| Composite campus ombuds profile, A | Pdf article from Conflict Management in Higher Education Report, Volume 4, Number 1, (Oct. 2003), which presents a composite portait of a campus ombuds from, "information received from the Ombuds Profile Project survey, in the spring of 2002 questionnaires were sent out with a call for case studies to 103 campus ombuds in the United States, Canada, and Australia (65 women, 32 men, 6 to "ombuds offices" without ombuds listed), this profile blends eleven responses to the questionnaire (6 women, 5 men) that were received in time for the 2002 profile." | |
| From a predominantly white campus to a culturally diverse campus: Implications for mediation | 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 discusses the notion that when campuses change from homogeneous populations of students to diverse ones that "staff must be trained to deal with and respond to the problems and tensions that are the natural result of the altered campus demographic." The use of the mediation center is seen as an essential tool by which the a campus can smoothly become culturally diverse due to its trained members who take the position that nearly any conflict can be worked out. | |
| Social and emotional learning (SEL) and student benefits | 12-page pdf document brief which "shares the latest research on the effects of social and emotional learning SEL) on students and includes strategies for implementing SEL, it explains how SEL works, elaborates on how SEL can be an integrative prevention framework that addresses the Safe Schools/Healthy Students (SS/HS) core elements, and spells out implications of the research for SS/HS grantees." | |
| Extending campus conflict resolution efforts beyond the mediation table | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 3, (May 2002), which "describes creative responses to campus conflict that don't rely on mediation as their central strategy or approach, providing links to online examples when available." | |
| Human rights education in the school systems of Europe, Central Asia and North America: A compendium | 239-page PDF, "compendium of good practice [it] is a compilation of 101 examples of good practice in human rights education in primary schools,ssecondary schools and teacher training institutions ... the term "human rights education" is often used in this resource in a broader sense, to also include education for democratic citizenship and education for mutual respect and understanding, which are all based on internationally agreed human rights standards. These three areas are seen as interconnected and essential within educational systems in order to prepare youth to be active, responsible and caring participants in their communities, as well as at the national and global levels ... this book aims to support quality teaching in these areas and to inspire educational policymakers (those working in education ministries and local school boards) and administrators, teachers, teacher trainers, non-formal educators and all other interested actors, as well as to facilitate networking and the exchange of experience among education professionals." A companion website with additional examples and documents is available at http://bit.ly/2uUsv65 | |
| Preparing pre-service educators to break up fights -- before they happen | Pdf article from Conflict Management in Higher Education Report, Volume 4, Number 1, (Oct. 2003), which discusses a project by the North Carolina Department of Juvenile Justice and Delinquency Prevention -- Center for the Prevention of School Violence (DJJDP Center), to prepare future teachers to effectively manage conflict. | |
| Inter-agency P.E.P.: Skills for constructive living: Background notes for facilitators | 37-page pdf summary of the major points covered in the training sessions to be used as a reference. This manual is "of the components of the "Inter-Agency Peace Education Programme". The programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government." | |
| Confessions of a low-tech social scientist | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 1, (Oct 2002), which discusses the development of a web-based class in conflict resolution. | |
| 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. | |
| Inter-agency P.E.P.: Skills for constructive living: Manual for training of facilitators 2 | 50-page pdf manual which "is one of the components of the “Inter-Agency Peace Education Programme, the programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government ... this manual has been written for you as a trainer of facilitators, it looks at “effective facilitation†and the skills required to develop effective facilitation, these skills are useful not just for a Peace Education Programme but also for all aspects of the professional life of the facilitators whom you are training." | |
| Manual for Colleges and Universities Developing Programs in Peace and Conflict Studies | ||
| Restorative justice in the classroom: Lesson 5 the justice circle part 3 | 8-page pdf lesson which provides "students with an opportunity to learn and practice the facilitation of Justice Circles. After a review of the purpose and process, students role-play scenarios, covering all roles including the role of facilitator. After their role-play experience, students discuss whether the circle would be effective in both healing the victim and helping the offender learn a better way to behave, and explore what could have been done differently to more effectively meet those objectives." |