New Research Report on Benefits of SEL Programs

Readers may be interested in this brief that shares the latest research on the effects of Social and Emotional Learning SEL program benefits for students. The brief includes strategies for implementing SEL. The report provides information on the positive effects of SEL programming, for example, that SEL reduces problem behaviors associated with learning that may help precipitate low test scores. Also provided in the paper is an explanation about an evidence-based program called S.A.F.E. (Sequenced, Active, Focus, Explicitly). There is a Logic Model within the brief that depicts how evidence-based SEL programs work to produce greater student success in school and life. The brief can be viewed at:

Youth & Conflict – A Toolkit For Intervention

This informative manual is a document created to bring value to discussions and decisions about development and conflict. It is part of a series that explores how development assistance can address key risk factors associated with conflict and conflict resolution. The objective of the document is to inform about how to integrate best practices in conflict management and mitigation into more traditional development sectors such as agriculture, economic growth, democracy, education and health. This document is helpful because it depicts monitoring and evaluation tools that have been developed specifically for gauging the effectiveness of programs that incorporate both youth and conflict.

PeaceKidz Manual

I just reviewed the information in the PeaceKidz Project Manual. The Manual is a compiled work of five groups of Conflict Management students at Johns Hopkins School of Advanced International Studies. The manual is meant to help teachers start their own adventure of learning, educating and inspiring the young people in their classrooms to make informed choices about Conflict Resolution in their lives.

When utilizing the manual the “PeaceKidz Gang” encourages teachers to be self-directed in their learning about the program before they use it. It is important for teachers to make their own decisions about goals and effort of how to build the features of the Project into their curriculum to successfully evaluate progress made after using it. The program is also designed to be Constructivist in nature – teachers are encouraged to listen to the kids, build on everyday experiences in the framework of the lessons and be ready to change and learn new things while delivering the lesson plans.

Words Work – Conflict Resolution curriculum for middle-school youth now available

The American Bar Association’s Section on Dispute Resolution teamed up with some experienced conflict resolution educators (Nancy Kaplan from CRU and Kathryn Liss from HIPP) to produce a new conflict resolution skills curriculum. And thanks to funding from the JAMS foundation, the materials are available at no cost. You can preview it online here – Words Work preview.

The Words Work curriculum is geared toward youth in grades six to eight. Through ten 45-minute sessions, educators guide youth through interactive lessons that focus on relationships, problem-solving, communication, and leadership skill-building. The package includes a facilitators manual and a set of supplemental worksheets. Note that, due to the extensive use of colorful graphics, the pdf files are rather large downloads.


CRE Connection Full-Size Calendar for Teachers Available!

The full-size calendar is presented to you by the Conflict Resolution for Teacher Education (CRETE) Connection Project and the Association for Conflict Resolution (ACR) Education Section. The calendar can be hung by a teacher’s desk and is designed for teachers interested in promoting conflict resolution in their schools. The content provides “short takes” on different CRE tools each month along with Special Days related to conflict resolution or peacemaking, CRE catalog resources, online links to the CRE website and other great collections of classroom activities and professional development tools.

Conveniently, the calendar skips the summer months and ends with the month of September to welcome folks back to the school year. The calendar is also available for online viewing at:
It can be downloaded (large file size warning!) via the “More” menu found in the upper left of the document viewer.

PROS – Peaceful Resolutions for Oklahoma Students Training Materials

I have come across a great teaching tool from a state-wide peer mediation project that provides training manuals. The project is called [url=]PROS – Peaceful Resolutions for Oklahoma Students[/url]. The project is being administered collaboratively by the The Law-Related Education Division of the Oklahoma Bar Association and the Early Settlement Programs administered by the Supreme Court of Oklahoma, Administrative Office of the Courts. The goal of the project is to train school representatives, including students, from around Oklahoma to develop a peer mediation program in the school they represent. The training manuals may also be utilized to provide training to staff. In addition to the staff manuals, included is a separate manual for Elementary students and a manual for Middle/High School students. The information provided is both instructional and informational and includes a vocabulary review, activities, games, work sheets, scripts for role plays and discussion and observer forms. Also included in the manual are mediation forms to help guide students on how to develop a peer mediation program.

The links to the pdf versions of the manuals are listed below:

[url=]Elementary Manual[/url]

[url=]Elementary Student Edition[/url]

[url=]Middle/High School Manual[/url]

[url=]Middle/High Student Edition[/url]

Let’s Get Real video addresses bullying via student voices

[url=]Let’s Get Real[/url] is a video from GroundSpark (formerly Women’s Educational Media) that takes a look at name-calling and bullying from the point of view of young people themselves. Rather than dealing with the topic purely from a disciplinary perspective, Let’s Get Real allows kids in grades six through nine to speak openly about what it’s like to be targeted, to bully others and to stand up as an ally when they witness harassment. With courage and candor, the students in the film describe the back-stabbing that takes place among popular girls, why the word “faggot” is seen as the “ultimate dis,” and the physical violence that results when taunting goes unchecked. A [url=]series of video clips[/url] are available online, as is the [url=]full transcript[/url] from the film and a [url=]curriculum guide[/url].

[b]Students profiled in the full film include:[/b]
Gabe: Taunted for being Jewish
Brittany: Victim of vicious gossip
Stephen: Bullies kids at school because his brother bullies him
Zaid: Stands up for a non-English-speaking classmate
Umma: Sees racial tensions as a key source of the problem
Kate: Used to bully other girls to be popular
Brian: Just wants to do anything to get out of it
Jasper: Pushed to the limit
DaÌLaun: Decides to make a change and make new friends
Paola: Finds the courage to help a student in need

Special Issue of the International Review of Education

Readers might be interested in this just released special issue of the International Review of Education which focuses on Education for Reconciliation and Conflict Resolution. Here’s the details:

International Review of Education
Volume 55, Numbers 2-3 / May, 2009
Special Issue: Education for Reconciliation and Conflict Resolution

Introduction: Education for Reconciliation and Conflict Resolution
Birgit Brock-Utne

Why There Can Be No Conflict Resolution As Long As People Are Being Humiliated
Evelin G. Lindner

Educating Against Extremism: Towards a Critical Politicisation of Young People
Lynn Davies

A Gender Perspective On Peace Education And The Work For Peace
Birgit Brock-Utne

An African Perspective On Peace Education: Ubuntu Lessons In Reconciliation
Tim Murithi

The Complexities Of Teaching Historical Conflictual Narratives In Integrated Palestinian-Jewish Schools In Israel
Zvi Bekerman

Policing Matters: Addressing The Controversial Issue Of Policing Through Education For Reconciliation
Mella Cusack

Black Hawk Down: Film Zwischen Reflektion Und Konstruktion Gesellschaftlicher Wirklichkeit

Core Competencies: The Challenge For Graduate Peace and Conflict Studies Education
John Windmueller, Ellen Kabcenell Wayne and Johannes (Jannie) Botes

Co-Ordinating Peace Research And Education In Australia: A Report On The Canberra Forum Of 2 May, 2008
James Page

Mixitup 2008-2009 Planner and Activity Guide for Teachers

The Mixitup 2008-2009 planner/calendar from Teaching Tolerance is a great tool for teachers, counselors and administrators to use to help children in schools improve interactions within groups in their classrooms. The activities in the planner provide concrete ideas and formats to help students reduce social boundaries in schools, help students to understand each others cultures and customs and help teachers to promote an inclusive learning environment for all students.

The planner presents activities that support content standards and character education. The planner can be used on a special designated day or all year round. The Table of Contents provides an overview of ideas and lesson plans that can be organized for a lunch time activity or an entire class period. The planner highlights important dates in history, quotes from inspirational figures and also includes extension activities and guidelines as a follow-up to original activities.

If you have a great idea on how to Mixitup at your school, a Grants section at the end of the planner lists information about types of Grants funded, along with application information, conditions and funding limitations for your use. For additional activity ideas, online polls and essay prompts, please visit

Solomon Islands Peace Education Curriculum

In the aftermath of five years of civil unrest in Solomon Islands during the late 1990s, educational institutions, the National Peace Council, and NGO leaders expressed a need to build capacity in educational and community settings to teach peace building concepts and skills. This curriculum, subtitled “Come Together, Talk Together, Work Together” is one example of the work being done. The content was prepared in response to interviews of nearly 50 community leaders, educators, young people, and NGO representatives in Solomon Islands in 2004. The content and skills of the highest priority identified by these stakeholders included:

• 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 interdependence between individuals and society
• Respect different cultures

These content and skill areas have been incorporated into the curriculum, which consists of four units. All of the conflict scenarios that serve as the basis for skill exercises have been drawn from examples that educators, community leaders and young people provided during interviews. “COME TOGETHER, TALK TOGETHER, WORK TOGETHER” Practicing Peace: A Peace Education Module for Youth and Young Adults in Solomon Islands (UNICEF May 2005) should prove interesting and inspiring to peace educators.

Practicing Peace: A Peace Education Module for Youth and Young Adults in Solomon Islands (UNICEF May 2005 – doc format)
Practicing Peace: A Peace Education Module for Youth and Young Adults in Solomon Islands (UNICEF May 2005 – pdf format)

Practicing Peace Curriculum Activites Organized by Educational Standard (doc format)
Practicing Peace Curriculum Activites Organized by Educational Standard (pdf format)

Aceh (Indonesian) Peace Education Curriculum – Translated to English

Readers of the the Global CRE blog should really appreciate these new contributions to the Conflict Resolution Education Connection website. Carolyne Ashton, a program evaluation specialist with an extensive background in conflict resolution and peace education, passed along these documents representing peace education from an Islamic and Acehnese perspective. The curriculum was developed for use in Aceh (Indonesia) schools, and Ms. Ashton served as an evaluator for the materials. The principal parties to the development of the curriculum were UNICEF, Nonviolence International (Washington, DC), AusAID (UNICEF Australia) and education experts in Aceh. The latter formed the curriculum development team and a team that revised the original curriculum. The director chosen for the project was a native Acehnese, Dr. Asna Husin.

Indonesian Peace Education Curriculum – Programa Pendidiken Damai (doc format)
Indonesian Peace Education Curriculum – Programa Pendidiken Damai (pdf format)

Evaluation Report – Program Pendidiken Damai (doc format)
Evaluation Report – Program Pendidiken Damai (pdf format)

“Out on a Limb, a guide to getting along” supports CRE in elementary education

This instructional website from the University of Illinois Extension is available for teachers in English, Spanish and Arabic. The site and the materials can be used for second through fourth grade students. Second grade students may need a little more hands on assistance. The site includes a teacher’s guide and activities that can be used in school and at home. It is possible that benchmark outcomes can be used in your curriculum to meet standards for learning in third through fifth grade in Social Sciences, Language Arts and in Expression Arts. The teacher’s guide provides excellent background information on Conflict Resolution Theory. Younger children, teachers and parents can use the interactive portion of the website together during daily activities.

The site is comprehensive and could be used for training staff members and youth new to your school’s Conflict Resolution Program. One of the best tools this site offers students is the interactive portion where students can receive feedback instantly about conflict resolution issues occurring in their daily lives. The students can reference the website and enhance their retention while transferring their new skills to everyday life. Here’s a link to the website:

An invitation to the Spring Peace Academy 2009

International Peace and Development Training Center (IPDTC) and
Peace Action, Training and Research Institute of Romania (PATRIR)

IPDTC 2009 Spring Peace Academy

IPDTC is launching its 2009 Spring Peace Academy with a range of programmes addressing the core skills, knowledge and experience of all practitioners working in the field of peacebuilding, conflict transformation, development work, humanitarian aid, gender, governance and other related areas.

* Peacebuilding, Conflict Transformation & Post-War Recovery, Reconciliation
and Healing
11th – 16th of May, 2009 – Cluj-Napoca, Romania

* Designing Peacebuilding Programmes (DPP)
18th – 22nd of May, 2009, Cluj-Napoca, Romania

* Integrating Gender and Peacebuilding Practice (IGP)
25th – 29th of May, 2009, Cluj-Napoca, Romania

* Training of Trainers in Peacebuilding (ToT)
25th – 29th of May, 2009, Cluj-Napoca, Romania

For more information on course content, fees and application procedure, please see attachment or visit the IPDTC web-site:
or write to

Please feel free to share this information with individuals and organisations that you think would be interested in attending the IPDTC training programmes.

We are looking forward to welcoming you to our trainings.

With best wishes,