Conflict Resolution Education

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Conflict Resolution EducationA Guide to Implementing Programs inSchools, Youth-Serving Organizations, andCommunity and Juvenile Justice SettingsProgram ReportDonna Crawford and Richard BodineShay Bilchik, AdministratorOffice of Juvenile Justice and Delinquency PreventionU.S. Department of JusticeGerald N. Tirozzi, Assistant SecretaryOffice of Elementary and Secondary EducationU.S. Department of EducationOctober 1996i

The Office of Juvenile Justice and Delinquency Prevention is a component of the Office of JusticePrograms, which also includes the Bureau of Justice Assistance, the Bureau of Justice Statistics, theNational Institute of Justice, and the Office for Victims of Crime.The Office of Elementary and Secondary Education is a component of the U.S. Department ofEducation. Among the programs within the Office of Elementary and Secondary Education is theSafe and Drug-Free Schools Program.ii

Conflict is a natural, vital part of life. When conflict is understood,it can become an opportunity to learn and create. The challengefor people in conflict is to apply the principles of creative cooperation in their human relationships.Richard Bodine, Donna Crawford, and Fred SchrumpfCreating the Peaceable School: A ComprehensiveProgram for Teaching Conflict Resolutioniii

ForewordSafe and orderly environments in our Nation’s schools are essential to promoting high standards for learningand ensuring that all children have the opportunity to develop to their fullest potential. No teacher shouldever fear to walk into a classroom, and no child should ever stay home from school because he or she is afraid.Too often, however, young people face conflicts before, during, and after school. They are subjected to bullying, teasing, and senseless, sometimes fatal, disputes over clothing and other possessions. Many of these conflicts either begin at school, or they are brought into school from the home or the community.A growing body of evidence suggests that we are not powerless to prevent these destructive behaviors. We canintervene successfully to prevent conflicts from escalating into violent acts by providing young people with theknowledge and skills needed to settle disputes peacefully. Conflict resolution education can help bring aboutsignificant reductions in suspensions, disciplinary referrals, academic disruptions, playground fights, and family and sibling disputes. It is important to understand that conflict resolution education is a critical componentof comprehensive, community-based efforts to prevent violence and reduce crime.Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings was developed for educators, juvenile justice practitioners, and others inyouth-serving organizations to heighten awareness of conflict resolution education and its potential to helpsettle disputes peacefully in a variety of settings. A joint project of the U.S. Department of Justice and theU.S. Department of Education, this Guide provides background information on conflict resolution education;an overview of four widely used, promising, and effective approaches; and guidance on how to initiate andimplement conflict resolution education programs in various settings.As adults, we cannot solve young people’s problems for them. We can, however, provide them with the knowledge, skills, and encouragement to resolve conflicts in a nonviolent manner, using words instead of fists orweapons. Conflict resolution education includes negotiation, mediation, and consensus decisionmaking, whichallow all parties involved to explore peaceful solutions to a conflict. When these problem-solving processesto conflict and strife become a way of life, young people begin to value getting along instead of getting evenor getting their way.We urge you to help make our schools and our communities safer places. We invite you to use this Guide as ameans of working with your schools, community organizations, and other youth-serving and juvenile justicesettings to give our youth the skills, techniques, and tools they need to learn and to resolve disputes in a safeand nonviolent environment.Janet RenoAttorney GeneralRichard W. RileySecretary of Educationv

AcknowledgmentsThe U.S. Department of Justice (DOJ) and the U.S. Department of Education (ED) recognize the dedication and commitment of Donni LeBoeuf, Senior Program Manager, Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, DOJ; and Charlotte Gillespie, Group Leader, ProgramService Team, Safe and Drug-Free Schools Program, Office of Elementary and Secondary Education, ED.Their diligence, work, and enthusiasm for this project have helped to bring the vision of this Guide to fruition.We are indebted to Donna Crawford and Richard Bodine of the Illinois Institute for Dispute Resolution whospent countless hours writing and refining the manuscript to convey the variety of approaches within the fieldof conflict resolution education and the potential of all these approaches for bringing about peaceful resolutionof disputes in a number of settings.We also thank Judith Filner of the National Institute for Dispute Resolution for her work in drafting an initial outline for the manuscript and providing her knowledge of effective and promising programs. In addition,we thank the following members of the Conflict Resolution Education Planning Committee whose ideasand expertise helped bring this project to its completion: Lee Arbetman, Margery Baker, Shay Bilchik, NoëlBrennan, Eileen M. Garry, George Henderson, Emily Martin, William Modzeleski, Gail Padgett, John J.Wilson, and Judith Zimmer.We are grateful to the following individuals for their counsel, guidance, and support throughout this project:Terry Amsler, Ron Ativissimo, Rebecca Atnafou, Vicki Baldwin, Linda Barnes-Robinson, Marcia Choo,Richard Cohen, Irene Cooper-Basch, Jared Curhan, Mary Czajkowski, Robin Delany-Shabazz, LarryDieringer, Dennis D. Embry, Lucy Friedman, Lynn Glassman, Barbara Greenberg, Mark Greenberg,J. David Hawkins, Shelia Heen, Patti Holman, David Johnson, Ted Johnson, Marianne Klink, NancyLangan, Linda Lantieri, Linda Lausell, Ray Leal, Raúl Martinez, John Mazzarella, Pamela Moore, MarilynMoses, Cheryl Niro, Dennis Noonan, Gayle Olson-Raymer, Laura Otey, Kenneth E. Powell, Ellen Raider,Tom Roderick, Laura Parker Roerden, David Roush, Melinda Smith, Ronald Stephens, Susan Stroud,Marcia Sweedler, Annette Townley, Lloyd H. Van Bylevelt, Martin Walsh, and Terry Wheeler. This Guidewould not have been possible without the steadfast effort and careful review provided by all of these expertsand practitioners.Finally, we wish to express our appreciation to the staff of the Juvenile Justice Resource Center, especiallyLaurie Shah and Janet McNaughton, who gathered information, edited the manuscript, and prepared thedocument for publication. Additionally, the Juvenile Justice Clearinghouse, under the guidance of CatherineDoyle, deserves our thanks for their work in bringing the final manuscript through the publication process.vii

Table of ContentsForeword . vAcknowledgments . viiPrologue . xvIntroduction . 1Purposes of Conflict Resolution Education . 1Responsible Citizenship . 1Violence Prevention and Safe Schools . 2Systemic Change . 3Rationale for Establishing Conflict Resolution Programs . 3How the Guide Is Organized . 4Chapter 1: Understanding Conflict Resolution . 7Origins of Conflict . 7Basic Psychological Needs . 7Limited Resources . 7Different Values. 8Responses to Conflict . 9Outcomes of Soft, Hard, and Principled Responses . 9Problem-Solving Processes . 10Principles of Conflict Resolution . 10Foundation Abilities for Conflict Resolution . 11Steps in the Problem-Solving Process . 12Approaches to Conflict Resolution Education . 12Chapter 2: Process Curriculum Approach . 15The Program for Young Negotiators . 15Teacher Training and Community Involvement . 15Negotiation Curriculum . 16Followup Opportunities . 16Ongoing Curriculum Development and Innovation . 16ix

The Peace Education Foundation . 17Mediation . 18Parent Involvement . 19National Institute for Citizen Education in the Law . 19Middle and High School Programs and Curricular Materials . 19Elementary Programs and Curricular Materials . 20Process Curriculum in Juvenile Justice Settings . 20Chapter 3: Mediation Program Approach . 23The Mediation Process . 23Peer Mediation Programs . 24Peer Mediation Training . 24Peer Mediation Opportunity . 24Peer Mediation in Schools Program From the New Mexico Center forDispute Resolution . 24Teacher Modeling . 25Curriculum Component . 25Mediation Component . 25Illinois Institute for Dispute Resolution . 27Phase I: Develop the Program Team and Commitment . 27Phase II: Design and Plan the Program . 29Phase III: Select and Train the Mediators . 29Phase IV: Educate a Critical Mass . 30Phase V: Develop and Execute a Promotional Campaign. 30Phase VI: Program Operation and Maintenance . 30Chapter 4: Peaceable Classroom Approach . 33Curriculum Integration and Classroom Management . 33Cooperative Learning and Academic Controversy. 33Teaching Students To Be Peacemakers Program. 35Faculty Create a Cooperative Environment . 35Faculty Teach Students To Be Peacemakers . 35Faculty Implement the Peacemaker Program. 36Faculty Refine and Upgrade the Students’ Skills . 36Educators for Social Responsibility . 37ESR Core 4-Day Training Model . 37Ongoing Followup and Support . 37x

Chapter 5: Peaceable School Approach . 39Peaceable School Transformation. 40Systemic Change . 40Resolving Conflict Creatively Program . 41Professional Development for Teachers and Other Staff . 41K–12 Curriculum . 42Peer Mediation . 43Administrator Training . 43Parent Training . 43Illinois Institute for Dispute Resolution . 43Fundamental Skill Areas . 44Building a Peaceable Climate . 44Understanding Conflict . 44Understanding Peace and Peacemaking . 44Mediation . 44Negotiation . 44Group Problem Solving . 45Other Areas of Development . 45Professional Development . 45Parent Education . 45Community Initiatives . 45Chapter 6: Juvenile Justice and Alternative Education Initiatives . 47Juvenile Justice Facilities . 47The Community Board Program . 48Voluntary Participation . 48Types of Disputes Handled by Conflict Managers . 48Types of Conflicts Not Handled .

iii C onflict is a natural, vital part of life. When conflict is understood, it can become an opportunity to learn and create. The challenge for people in conflict is to apply the principles of creative coopera-

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