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.

A very young administrator working at desk

CRE Conference Presentations

Theater and Conflict Resolution Education

  • Presented by: Tricia S. Jones
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Ohio’s Truancy Prevention Through Mediation Program

  • Presented by: Edward M. Krauss, Ohio Commission on Dispute Resolution and Conflict Management
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Cyberbullying: What the research is telling us…

  • Presented by: Amanda Lenhart
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Hemispheric Course on Evaluation of Policies and Programs in Citizenship Education

  • Presented by: Adriana Cepeda-Organization of American States, Washington, DC, USA
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Restorative Justice

  • Presented by: Gary Shaw
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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
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View More Presentations 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
Regional Meetings benefit campus conflict resolution efforts Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 1, (Oct 2001), presenting highlights of meetings for conflict resolution professionals across the United States.
Programmes scolaires de prévention de la violence: Manuel de documentation 199-page pdf manual in French which "provides practical research- and expert-based information on school-based programs to prevent interpersonal violence. We review 79 prevention programs (18 in the French version). Each has research evidence, addresses unique "at-risk" populations, such as children with disabilities, or uses innovative approaches to engaging youth."
Mediation for Young Homeless People: A Good Practice Guide UK government guidelines recommend that mediation should be explored by local authorities as a homelessness-prevention strategy. This 2004 guide aims to be a simple, practical, and easy-to-use tool for those working with young people who are, or may become, homeless.
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.
Teaching conflict and conflict resolution in school: (Extra-) curricular considerations 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."
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."
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.
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."
Non-violence in education 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.
Conflict management skills leadership competencies: A higher ed success model 26-slide Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which "highlights a successful professional development program for staff at University of Wisconsin-Madison, this program infuses conflict management skills into the workplace culture, from new and aspiring supervisors to experienced program and project managers, teaching conflict resolution, facilitation, and mediation skills and integrating them into a broader leadership development curriculum, the program serves to build bridges and support for student leadership efforts, enhancing opportunities for peer mediation as well."
Men stopping rape exercises Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which presents a "list of some of the exercises developed by the members of Men Stopping Rape in Madison, WI, for use in anti-rape workshops, I compiled this list for use in Syracuse at a Man-to-Man training program entitled 'Practical Strategies for Ending Abuse: A Skill Training for Educators.'"
M.O.V.E.: Mind over violence everywhere 88-page PDF manual developed to provide learning materials on violence prevention for youth with low literacy skills. The objectives of M.O.V.E. are to: Increase awareness of violence and develop skills to prevent violence, increase literacy through non-traditional learning activities, encourage youth to participate actively and assist the facilitator in recording the workshop responses. The program is organized into five sections: Learning and thinking styles, Communication rights and responsibilities, Peer mediation, Resisting peer pressure and Social action.
Profile of the CMHE REPORT's "Early Adopters" Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 2, (March/April 2000), presenting a survey of users and subscribers of the Conflict Management in Higher Education Report electronic newslettter.
Evolution of the Role of Ombudsperson on University and College Campuses, The 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 which discusses the history and role of ombuds people in colleges and universities.
Companion: A campaign guide about education and learning for change in diversity, human rights ... 80-page PDF manual, "designed to help those involved in learning for democracy and learning for change. The issues it raises and the methods which are proposed have been developed as a part of the campaign, but the manual can and should be used after the formal end of the campaign ... This is not a campaign for young people. It is a campaign by young people. The slogan of the campaign "All different, All equal" combines the freedom of diversity and the equality of rights, and it reflects the Council of Europe philosophy in tackling all forms of discrimination and exclusion."
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."
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."
Teaching global and local conflict in the classroom 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.
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."
Inter-agency P.E.P.: Skills for constructive living: Background notes for teachers 40-page pdf 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 is a "summary of the major points covered in the training sessions to be used as a reference."