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
Conflict Transformation Education for At-Risk Youth: Connecting With Kids
- Presented by: Sarah Bernhardt
- View Presentation and Abstract: Click Here
CRETE Web Resources
- Presented by: Bill Warters
- View Presentation and Abstract: Click Here
Reforming Special Education
- Presented by: Christina Cassinerio, Leila Peterson and Ellen Wayne
- View Presentation and Abstract: Click Here
Effective Ways to Motivate Change in Youth Using Restorative Justice Practices
- Presented by: Keysha Myers, Summit County Juvenile Court; Myron Lewis, Summit County Public Health
- View Presentation and Abstract: Click Here
Peer Mediation Partnerships: Linking University with Community
- Presented by: Lisa E. Shaw, Program Advisor and Interns: Rebecca Newman, Roxanne Libby, William Still and Jared Schmidt
- View Presentation and Abstract: Click Here
The Role of Students and Student Organizations in Campus Violence
- Presented by: Jill Casten, Virginia Tech
- 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 |
|---|---|---|
| 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. | |
| Recommended standards for school-based peer mediation programs | Twenty-eight page document presenting standards for school-based peer mediation programs that are designed to enhance quality and stimulate thought among youth and adult participants in peer mediation programs. Aids in the creation and implementation of programs, designing curricula and evaluation procedures, funding and promoting programs, providing professional development and setting guidelines for research. | |
| Peace education curriculum: Programa pendidiken damai (pdf) | 84-page pdf 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." | |
| VOV activities: Taking responsibility for the violence in your environment, grades 7-12 | 1-page PDF activity sheet for 7-12 graders to "reinforce the idea that one person can make a difference in challenging the root causes for violence." | |
| Intake hints | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 2, (Feb 2002), which examines intake procedures and scheduling issues for community mediation, based on work done by "Neighborhood Dispute Settlement Program of Dauphin County (Harrisburg, Pennsylvania), ... a community mediation program which receives referrals from criminal justice entities." | |
| 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." | |
| 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)." | |
| Flirting or hurting?: Teacher guide, grade 6-9 | 9-page PDF teacher's guide which accompanies 3 filmed programs on sexual harrassment, "two of the modules target students, and one targets teachers. Throughout the student programs, the host, an older sister character, provides definitions, explanations and insights based on her own experiences ... the two 15-minute classroom programs include breaks for discussions or activities. These programs are appropriate for coeducational Health, Guidance, Family & Consumer Science, English, Social Studies, Physical Education, and New Student Orientation classes, or Vocational shops in grades 6 through 9." | |
| 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." | |
| 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." | |
| Creating harmony in the classroom: Building safe and inclusive classrooms for special populations | 231-page pdf manual designed "to assist teachers with building an inclusive and safe classroom for all students, including special needs, deaf, and visually impaired youth. Teachers who build an inclusive and safe classroom environment are encouraging all youth to excel academically and socially." Includes chapters on building self-awareness in students, enhancing student's problem-solving skills, mediation in school settings, evaluting conflict resolution education programs and a chapter on resources. | |
| 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. | |
| Quick Guide to Implementing a Peer Mediation Program | A 7-page pdf providing a series of annotated questions designed to help a school plan for the implementation of a peer mediation program. Draws on the many years of experience gained at School Mediation Associates, a long-standing peer mediation advocacy and training organization. | |
| Manual for community colleges developing programs in peace and conflict studies: 1st ed. | 96-page PDF, "Manual [which] is a product of a collaboration in which lessons learned are shared on developing programs, certificates, and degrees in the field for community colleges. It is a resource for faculty and administrators authored by faculty and administrators. The chapters submitted reflect a range of approaches and writing styles – some informal, others more rigorous. The authors generally approached topics in a generic way providing recommendations that could be used in a range of institutions. Some pieces reflect looking at one institution and its efforts in a case study approach and then focusing on lessons learned. Overall, the chapters demonstrate the range of strategies that community colleges – arguably the most diverse and varied academic institutions in the U.S. today - are taking to teaching about peace and conflict issues. As such, the writing is reflective of the topics and settings they arise from. It is the intent of the editors that chapters will continue to be edited, updated, revised, and new articles added as the field develops and community college involvement increases." | |
| Making the case for campus mediation | Pdf article originally published in The Fourth R, Vol. 55, (Feb/March 1995) presenting arguments to assist organizers of college and university mediation programs who often must make a case for their programs to reluctant administrators. | |
| Lessons from literature: Classroom manual for English literature teachers | 40-page PDF manual which provides "the framework for [teachers] to use the books and stories you're already teaching to increase awareness about the damaging effects of physical, sexual and verbal abuse. Designed to integrate easily into your existing literature curriculum, the program empowers you with resources that help your students build key academic skills and meet national education standards while also learning to recognize abusive uses of power and control and alternatives to violence. Two in-depth lessons are included in this manual." The books used in this manual are "Their Eyes Were Watching God," by Zora Neale Hurston and "Lord of the Flies," by William Golding. | |
| Application of the transactional view, An: A unique role for ombudsmen in campus protest | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 3, (May 2003), which examines the role of the Observer Program at University of Colorado, created by the Ombudsman office, in student protests. | |
| School-based violence prevention programs: A resource manual | 199-page pdf manual which "provides practical research- and expert-based information on school-based programs to prevent interpersonal violence. We review 79 prevention programs. Each has research evidence, addresses unique "at-risk" populations, such as children with disabilities, or uses innovative approaches to engaging youth." | |
| 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." | |
| Multiple Responses, Promising Results: Evidence-Based, Nonpunitive Alternatives To Zero Tolerance | Research brief by Child Trends that finds that zero tolerance school discipline policies have not been proven effective by research and may have negative effects, making students more likely to drop out and less likely to graduate on time. Instead, the brief recommends the use of nonpunitive disciplinary action, such as behavior interventions, social skills classes, and character education. |