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.”
1-page PDF document which outlines a progression of skills and the behaviors associated with them in conflict resolution.
1-page pdf flow chart which diagrams a model for resolving conflict based on a similar model in “Skills for Resolving Conflict,” by E. Wertheim, A. Love, C. Peck, and L. Littlefield.
Web-based interative scenario which explores bullying.
Web-based interactive scenario which presents children reacting to a clique bullying situation and “taking a stand against the crowd.”
Web-based interactive resource which introduces social emotional learning which “refers to knowledge, habits, skills and ideals that are at the heart of a child’s academic, personal, social, and civic development … this type of learning enables individuals to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish and maintain positive relationships, and handle challenging situations effectively.”
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.”
13-page Word document presenting a “new victim empathy resource designed to keep victim awareness high in Restorative Justice practitioner’s priorities.” Contains a number of exercises about taking responsibility for one’s actions and exploring feelings.
21-page PDF document created to “enable staff who are not Arts practitioners to carry out this [art based] work. They are designed as individual projects but can equally be extended into small group activities … The aim is to encourage the young person to express visually emotions that are difficult to articulate verbally.” Projects include: Making masks (expressing feelings using facial expressions); Abstract art (expressing feelings using colors and shapes); Designing a chair (expressing how I feel about myself); Creating a book (expressing how I feel, exploring what I know about an issue in my life); and Drawing a neighborhood map (exploring safe and unsafe areas where I live).
8-page Word document which presents best practice guidelines developed by the Peer Mediation Network in the UK. Paper begins with a definition of peer mediation and then outlines best practices for many aspects of training.
24-page PDF document of “Principles [which] form the basis for restorative practices in all settings, using all models, where the primary aims are to repair harm and promote dialogue … Restorative practices are underpinned by a set of values, these include: Empowerment, honesty, respect, engagement, voluntarism, healing, restoration, personal accountability, inclusiveness, collaboration, and problem-solving.”
156-page pdf training manual, “on the management of interethnic relations intended for teachers and youth leaders (educators). It also includes the description of the ethnic groups residing in Georgia and covers the themes like the nature of ethnic stereotypes and attitudes, peculiarities of intercultural dialogue, the essence of ethnic identity and conflicts. The suggested training system is based on the findings of the empirical research carried out with the teachers in the public schools of Georgia, youth leaders in patriot camps and future teachers. The system underwent an additional testing with 195 training participants. The given book can be useful to psychologists, students, ethnologists and those who are involved in the fields of education and interethnic relations.”
51-page PDF 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.”
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.”
45-page PDF report which
“represents an evaluation of implementation of the Life Skills Project being conducted in the Armenian education system as [a] component of an overall effort in education reform … the project was piloted in the first and fifth grades in 16 schools in 1999-2000. In 2000-2001 the project was expanded to 100 schools and to the second and sixth grades. UNICEF provided funding and some logistical support and the MOES provided administrative and logistical project support and workspace for the curriculum development team.”