© 2007 global issues resource center, cuyahoga community college 1 a world of possibilities:...

11© 2007 Global Issues Resource Center, Cuyahoga Community College

http://www.tri-c.edu/community/girc.htm

A World of Possibilities:A World of Possibilities:Conflict Resolution Education Conflict Resolution Education

Around the GlobeAround the GlobeEducators as Change AgentsEducators as Change Agents

Presented By: Jennifer Batton

Global Issues Resource Center

www.tri-c.edu/community/girc.htm



CRE Skill Set – CRE Skill Set – Understanding ConflictUnderstanding Conflict

Identify constructive conflict (what’s it look Identify constructive conflict (what’s it look like?)like?)

Identify destructive conflict (what’s it look Identify destructive conflict (what’s it look like?)like?)

Identify conflict triggers in selfIdentify conflict triggers in self Identify conflict triggers in othersIdentify conflict triggers in others Identify needs-based conflictIdentify needs-based conflict



CRE Skill Set –CRE Skill Set –Understanding Emotion in ConflictUnderstanding Emotion in Conflict

Building emotional vocabularyBuilding emotional vocabulary Increasing emotional self-awareness (what are my emotions?)Increasing emotional self-awareness (what are my emotions?) Increasing emotional other awareness (reading their emotions)Increasing emotional other awareness (reading their emotions) Increasing cultural sensitivity to emotions (seeing how culture effects Increasing cultural sensitivity to emotions (seeing how culture effects

emotions and expression)emotions and expression) Identifying emotional triggers to conflictIdentifying emotional triggers to conflict Using the emotional escalation/de-escalation ladderUsing the emotional escalation/de-escalation ladder Identify your anger styleIdentify your anger style Self-soothing/calming strategiesSelf-soothing/calming strategies Verbally expressing anger (appropriately)Verbally expressing anger (appropriately) Using questions to identify feelings (for self and other)Using questions to identify feelings (for self and other) Using questions to work through conflict (self and other) Using questions to work through conflict (self and other)



CRE Skill Set –CRE Skill Set –CommunicationCommunication

ParaphrasingParaphrasing SummarizingSummarizing Listening for FeelingsListening for Feelings Perception CheckingPerception Checking Open v. Closed QuestionsOpen v. Closed Questions I-StatementsI-Statements Supporting and Encouraging Supporting and Encouraging

MessagesMessages Using Neutral LanguageUsing Neutral Language Nonaggressive communication Nonaggressive communication

(complaint v. criticism v. contempt)(complaint v. criticism v. contempt) Reading NV behaviorsReading NV behaviors

Sending NV behaviorsSending NV behaviors Recognizing NV triggers in conflictRecognizing NV triggers in conflict Adjusting to Cultural Differences in Adjusting to Cultural Differences in

Language (using direct and indirect Language (using direct and indirect language well)language well)

Adjusting to Cultural Differences in Adjusting to Cultural Differences in NV Communication (using space, NV Communication (using space, voice, gesture and body orientation in voice, gesture and body orientation in a culturally sensitive way)a culturally sensitive way)



CRE Skill Set –CRE Skill Set –Problem-SolvingProblem-Solving

Steps in decision makingSteps in decision making Testing options for effective Testing options for effective

decisionsdecisions Developing realistic implementation Developing realistic implementation

plans for decisionsplans for decisions Facilitating group discussion to Facilitating group discussion to

consensusconsensus Recognizing emotional and cognitive Recognizing emotional and cognitive

perspectivesperspectives Effective questioning to assess Effective questioning to assess

perceptionsperceptions Recognizing conflict stylesRecognizing conflict styles Matching conflict styles to the Matching conflict styles to the

situationsituation

Being competent at enacting all Being competent at enacting all conflict stylesconflict styles

Recognizing interests and positionsRecognizing interests and positions Questioning to uncover interests Questioning to uncover interests

behind positionsbehind positions Exploring options/brainstormingExploring options/brainstorming Developing good positionsDeveloping good positions Creating sound argumentsCreating sound arguments Mediation Mediation



Policies and Procedures

Habits of Mind and Heart

Structures and Systems

Shared Goals

APPLICATIONS of CONFLICT MANAGEMENT in SCHOOLS

Adapted by Marina Piscolish from Ellen Raider 1987 Institute for International Conflict and Cooperation, Teachers College, Columbia University, NY, NY.



STUDENTSTUDENT CURRICULUMCURRICULUM PEDAGOGYPEDAGOGY SCHOOL CULTURESCHOOL CULTURE

Problem-solving Based Problem-solving Based Classroom Management Classroom Management Philosophy and Practice Philosophy and Practice

Conflict Management (CM) Conflict Management (CM) Curriculum for All StudentsCurriculum for All Students

Problem-Based Learning for Problem-Based Learning for Students and StaffStudents and Staff

Data-driven and Shared Data-driven and Shared Decision Making/ SBMDecision Making/ SBM

Comprehensive School-wide Comprehensive School-wide Student Conduct Plan Student Conduct Plan consistent w/CMconsistent w/CM

CM Infusion into Academics CM Infusion into Academics (Math, Soc. St., Science, Lang. (Math, Soc. St., Science, Lang. Arts)Arts)

Cooperative and Team Cooperative and Team Teaching and Learning Teaching and Learning

Facilitative Leadership and Facilitative Leadership and Effective Meeting Practices Effective Meeting Practices

Classroom and Community Classroom and Community Service Programs Service Programs

CM Emphasis in Co-curricular CM Emphasis in Co-curricular Activities (Sports, Clubs Activities (Sports, Clubs Music)Music)

Critical Thinking ApproachesCritical Thinking Approaches Common Vision, Philosophy Common Vision, Philosophy and Shared Commitment to and Shared Commitment to Improvement or Reform Improvement or Reform

Youth Empowerment & Peer Youth Empowerment & Peer Leadership Initiatives Leadership Initiatives

Prejudice Reduction, Diversity Prejudice Reduction, Diversity Education Education

Elimination of Tracking & Use Elimination of Tracking & Use of Innovative Grouping of Innovative Grouping StrategiesStrategies

Active Parent Involvement Active Parent Involvement Program Program

Peer Mediation Peer Mediation Values and Character Values and Character Education, EQ Programs Education, EQ Programs

Multi-cultural CurriculaMulti-cultural Curricula Community and Agency Community and Agency Partnerships Partnerships

Violence Prevention Violence Prevention Integrated, Thematic Teaching Integrated, Thematic Teaching Collaborative Labor – Collaborative Labor – Management Approach Management Approach

Substance Abuse Prevention Substance Abuse Prevention ProgramsPrograms

Individualized Instructional Individualized Instructional Approaches Approaches

School-wide Dispute School-wide Dispute Resolution System Resolution System

Comprehensive Conflict Management: Imagine the Possibilities



Potential Linkages of Conflict Potential Linkages of Conflict Resolution in EducationResolution in Education

•School board development

•Administrator development

•Staff development

•Engaged-Learner Instructional Practices

•Facilitation of planned change

•Shared governance practices

•Labor-management relations

•Parent involvement

•Re-invention of discipline and classroom management

•Prejudice reduction and diversity training

•Crisis intervention and violence prevention



CRE Program ModelsCRE Program Models

1.1. Mediation Program ApproachMediation Program Approach

2.2. Process Curriculum ApproachProcess Curriculum Approach

3.3. Peaceable Classroom ApproachPeaceable Classroom Approach

4.4. Peaceable School ApproachPeaceable School Approach

Free 5 day on-line course from USDE/NASPFree 5 day on-line course from USDE/NASP

www.disputeresolution.ohio.govwww.disputeresolution.ohio.gov



Stages of ImplementationStages of ImplementationNeeds AssessmentNeeds AssessmentSecure Administrative SupportSecure Administrative SupportSelect Site Leadership TeamSelect Site Leadership TeamOrient StudentsOrient StudentsSelect Students and/or Staff to be InvolvedSelect Students and/or Staff to be InvolvedProvide TrainingProvide TrainingPublicize ProgrammingPublicize ProgrammingUtilize the ProgramUtilize the ProgramEvaluate the ProgramEvaluate the Program



United Nation’s Conference on the United Nation’s Conference on the Role of Civil Societies in the Role of Civil Societies in the

Prevention of Armed ConflictPrevention of Armed Conflict

July 19July 19thth – 21 – 21stst, 2005 UN Headquarters, , 2005 UN Headquarters, New York, USA New York, USA

1000+ Participants1000+ Participants 10 Working Groups10 Working Groups 1 Working Group on CRE/PE1 Working Group on CRE/PE Summary available from:Summary available from:

www.conflict-prevention.netwww.conflict-prevention.net



Global Partnership for the Prevention Global Partnership for the Prevention of Armed Conflict (GPPAC)of Armed Conflict (GPPAC)

Partnership of global civil society, united in their support and work for the prevention of armed conflict. (15 regions)

Formed in response to the UN Secretary General’s Report on the Prevention of Armed Conflict (June 2001) in which he emphasized the need to shift to a culture of prevention and highlighted the important role of civil society.

European Centre for Conflict Prevention mobilized civil society actors dedicated to conflict prevention and peacebuilding worldwide to come together to formulate their own recommendations . Include: organizations, researchers, religious leaders, women’s groups, educators, etc. working at all levels for conflict prevention and peace worldwide.



GPPAC-UN ConferenceGPPAC-UN ConferenceCRE/PE Working Group - 25 CountriesCRE/PE Working Group - 25 Countries

ArmeniaArmenia BulgariaBulgaria CanadaCanada ColombiaColombia CyprusCyprus East TimorEast Timor GermanyGermany GhanaGhana IndiaIndia IndonesiaIndonesia IrelandIreland IraqIraq IsraelIsrael JapanJapan

KenyaKenya LebanonLebanon LiberiaLiberia NorwayNorway RussiaRussia Sierra LeoneSierra Leone South AfricaSouth Africa Territory of GuamTerritory of Guam ThailandThailand UkraineUkraine United Kingdom – Northern IrelandUnited Kingdom – Northern Ireland United StatesUnited States



CRE/PE Required or Recommended CRE/PE Required or Recommended in all World Regions:in all World Regions:

LegislationLegislation MandatesMandates StandardsStandards

Examples of Topics:Examples of Topics: Curriculum integration across subject areas in schoolsCurriculum integration across subject areas in schools Integration of skills or content into teacher trainingIntegration of skills or content into teacher training National mandates to have policies or mission statements National mandates to have policies or mission statements

in all schools include CRE/PEin all schools include CRE/PE



Summary of Working Group OutcomesSummary of Working Group Outcomeswww.disputeresolution.ohio.gov/creworld.htmwww.disputeresolution.ohio.gov/creworld.htm

Statement of Challenges:Statement of Challenges: Acknowledgement of the role of CRE/PE in the prevention of Acknowledgement of the role of CRE/PE in the prevention of

conflict by stakeholders at all levels from international conflict by stakeholders at all levels from international organizations & governments to parents.organizations & governments to parents.

Need for policies or mandates to encourage support of CRE/PE.Need for policies or mandates to encourage support of CRE/PE. Funding/ResourcesFunding/Resources Recognition of the challenges of dealing with inter-ethnic Recognition of the challenges of dealing with inter-ethnic

conflict and how it effects regional or global approaches to conflict and how it effects regional or global approaches to CRE/PECRE/PE

Determining appropriate training for various groups – Determining appropriate training for various groups – adults/childrenadults/children

Question: Are these the same challenges that you face with this Question: Are these the same challenges that you face with this work? If not, what are you experiencing?work? If not, what are you experiencing?



Summary of Working Group OutcomesSummary of Working Group Outcomeswww.disputeresolution.ohio.gov/creworld.htmwww.disputeresolution.ohio.gov/creworld.htm

Strategies to Address These Challenges:Strategies to Address These Challenges: Conduct research to illustrate the effectiveness of CRE/PEConduct research to illustrate the effectiveness of CRE/PE Network across stakeholder groups: government/civil Network across stakeholder groups: government/civil

society/educational institutionssociety/educational institutions Inform policymakers of work that can be achievedInform policymakers of work that can be achieved Conduct conferences to share informationConduct conferences to share information

Question: Are these the same strategies you use? If no, what Question: Are these the same strategies you use? If no, what are some that you have seen work for you?are some that you have seen work for you?



International Network on Conflict Resolution Education/Peace Education Planning Meeting

Hunter College, New York, USA, July 22, 2005



International Network on Conflict Resolution International Network on Conflict Resolution Education and Peace Education (INCREPE) Education and Peace Education (INCREPE)

Goals Goals www.www.disputeresolutiondisputeresolution..ohioohio..gov/creworldgov/creworld..htmhtm

Form partnerships with other organizations to find Form partnerships with other organizations to find support for CRE/PE and related work;support for CRE/PE and related work;

Develop a clearinghouse of current information on Develop a clearinghouse of current information on CRE/PE programs, legislative mandates;CRE/PE programs, legislative mandates;

Create research and evaluation agendas that build on Create research and evaluation agendas that build on existing knowledge and address current “knowledge existing knowledge and address current “knowledge gaps”;gaps”;



International Network on Conflict Resolution International Network on Conflict Resolution Education and Peace Education (INCREPE) Education and Peace Education (INCREPE)

GoalsGoals

Clarify implementation processes to fit the cultural Clarify implementation processes to fit the cultural and socio-political conditions of the community;and socio-political conditions of the community;

Disseminate best practices/models for designing and Disseminate best practices/models for designing and implementing conflict management systems in implementing conflict management systems in schools, universities, and communities; and,schools, universities, and communities; and,

Promote teacher and professional preparation in Promote teacher and professional preparation in CRE/PE through the development of materials and CRE/PE through the development of materials and delivery processes.delivery processes.



INCREPE Planning Meeting and International Conference on CREINCREPE Planning Meeting and International Conference on CREColumbus, Ohio, USAColumbus, Ohio, USA

September 28September 28thth – October 1 – October 1stst, 2005, 2005



ArmeniaArmenia Since 2002, Peace Education and Conflict Since 2002, Peace Education and Conflict

Resolution in Schools of Gyumri, Armenia project Resolution in Schools of Gyumri, Armenia project implemented by Women for Development NGO in implemented by Women for Development NGO in frame of UN Decade for a Culture of Peace and Non-frame of UN Decade for a Culture of Peace and Non-violence for the Children of the World and Decade violence for the Children of the World and Decade for Education for Sustainable Development. for Education for Sustainable Development.

Goal: Formation of peace culture and conflict resolution Goal: Formation of peace culture and conflict resolution ideas among teachers and school children in ideas among teachers and school children in curriculumcurriculum



Armenia Armenia

Peace Education Centers established in 10 schoolsPeace Education Centers established in 10 schools Train teachers and studentsTrain teachers and students

Peace Education Center established at the Gyumri State Peace Education Center established at the Gyumri State Pedagogical InstitutePedagogical Institute

Special course on Peace and Conflict Resolution Education Special course on Peace and Conflict Resolution Education conducted for senior and undergraduate students from conducted for senior and undergraduate students from Psychology Department.Psychology Department.

Future teachers, passing the course, will be ready not to only Future teachers, passing the course, will be ready not to only teach the subject in schools, but also help pupils and youth teach the subject in schools, but also help pupils and youth resolve everyday conflicts in peaceful way.resolve everyday conflicts in peaceful way.



Australia Australia National Safe Schools FrameworkNational Safe Schools Framework

Encourages members of the school community to:Encourages members of the school community to: Value diversityValue diversity Contribute positively to the safety and wellbeing of Contribute positively to the safety and wellbeing of

themselves and othersthemselves and others Act independently, justly, cooperatively, and Act independently, justly, cooperatively, and

responsibly in school, work, civic and family responsibly in school, work, civic and family relationshipsrelationships

Contribute to the implementation of appropriate Contribute to the implementation of appropriate strategies that create and maintain a safe and strategies that create and maintain a safe and supportive learning environment supportive learning environment



Australia Australia National Safe Schools FrameworkNational Safe Schools Framework

Nine Values for Australian SchoolingNine Values for Australian Schooling Care and CompassionCare and Compassion Doing Your BestDoing Your Best Fair GoFair Go FreedomFreedom Honesty and TrustworthinessHonesty and Trustworthiness IntegrityIntegrity RespectRespect ResponsibilityResponsibility Understanding, Tolerance and InclusionUnderstanding, Tolerance and Inclusion



Australia Australia National Safe Schools Framework National Safe Schools Framework

Restorative PracticesRestorative Practices Problem solving philosophy in schools that Problem solving philosophy in schools that

focuses on relationship management and focuses on relationship management and repair.repair.

What happened?What happened? Who has been harmed?Who has been harmed? How have they been harmed?How have they been harmed? What can be done to repair the harm?What can be done to repair the harm?



Colombia

The Ministry of Education has formulated national standards of quality per school grade for citizenship education. Conflict resolution is a key component of this Citizenship Competencies Program.

The goal of the Citizenship Competencies Program is to promote the incorporation of citizenship education in school curriculum and school culture across the country.



ColombiaThe Citizenship Competencies Program is responsible for implementation (training, curriculum and development).

The Formation and Research Center in Education (CIFE) of the Department of Psychology at the Los Andes University, has been working directly with teachers on implementing standards.

In November 2003, standards were created and tests applied to all the 5th and 9th graders of Colombia.



North CyprusNorth CyprusPartnership between N. Cyprus Mediation Association, Partnership between N. Cyprus Mediation Association,

the N. Cyprus education authorities, and UNDPthe N. Cyprus education authorities, and UNDPSeptember 2006 – 224 educators representing all of N. September 2006 – 224 educators representing all of N.

Cyprus participated in two day conference on CRE Cyprus participated in two day conference on CRE and three days of workshops on CRE. and three days of workshops on CRE.

Paid for as part of their staff development by education Paid for as part of their staff development by education authorities in N. Cyprus.authorities in N. Cyprus.

Next steps: Next steps: 1. Fall 2006 – Spring 2007 – Teacher teams to visit 1. Fall 2006 – Spring 2007 – Teacher teams to visit

schools across N. Cyprus to share what was learned.schools across N. Cyprus to share what was learned.2. Intensive training of teams of teachers to build 2. Intensive training of teams of teachers to build

capacity in regions.capacity in regions.



GermanyGermany

Conflict resolution and school mediation programs were first developed in the early to mid 1990's.

Nearly 200 schools have mediation and peer mediation programs in classrooms. There are plans to establish mediation-programs into teacher training teacher at universities and training seminars.



GermanyGermany

Standards for school mediation have been in effect since 2001 and were developed by The Bundesverband Mediation (National Mediation Association), an NGO.

The Institut für Friedenspädagogik Tübingen (Institute for Peace Education Tübingen e.V.), an NGO, supports national institutions like the Bundeszentrale für poltisiche Bildung (National Institute for Civic Education), schools and other NGOs.



GhanaGhana

The West African Network for Peace building (WANEP) has been working in seven countries in the West African sub-region to promote conflict resolution programming in schools at two levels:

1) Development of peace education tools such as teachers guides and resource books.

2) Development of peer mediation programs in schools.



GhanaGhana

There have been initiatives moving towards policy making which have included the active involvement of government agencies.

WANEP's work has engaged Ministries of Education in Ghana, Liberia, Cote D'Ivoire, Guinea and Sierra Leone.Resulted in the revision of the syllabus in Ghana to include aspects of peace education in five subject areas.



GuamGuam

Guam Department of Education is a single unified Guam Department of Education is a single unified school district, 36 schools, 30,000 students. school district, 36 schools, 30,000 students. Largest government agency on Guam. Largest government agency on Guam.

Faculty, administrators, school staff, counselors, Faculty, administrators, school staff, counselors, nurses, parents, students, and community nurses, parents, students, and community members. members.

Schools work with Inafa Maolek Conciliation in Schools work with Inafa Maolek Conciliation in establishing CRE programs such as restorative establishing CRE programs such as restorative justice, peace education, bullying prevention, peer justice, peace education, bullying prevention, peer mediation, classroom management, and others. mediation, classroom management, and others.



GuamGuam

The Department of Education Safe Schools The Department of Education Safe Schools Task Force Plan includes peer mediation as a Task Force Plan includes peer mediation as a required program in all of Guam’s public required program in all of Guam’s public schools. schools.

School administrators were also provided with School administrators were also provided with training and are now looking at how it can be training and are now looking at how it can be incorporated into the schools curriculum incorporated into the schools curriculum through staff development training.through staff development training.



IsraelIsraelThe Ministry of Education and Culture’s Department of Psychological and Counseling Services has designed and implemented the following:

A pilot “Multi cultural education” curriculum in Arab, Jewish and Druse schools in Israel.

1)Narrative and conflict resolution (emphasis on mediation skills) processes are taught.

2)Program users are school staff members and students.



IsraelIsrael

Training programs for mental health and teaching professionals. Enables them to acquire knowledge and skills for dealing with multiculturalism in education.

Training professionals to use interventions in schools and communities where multicultural based conflicts have occurred.



IrelandIreland

Glencree Centre for Reconciliation provides facilities and Glencree Centre for Reconciliation provides facilities and programs devoted to peace building and reconciliation within programs devoted to peace building and reconciliation within the island of Ireland, between Britain and Ireland, and beyond.the island of Ireland, between Britain and Ireland, and beyond.

Develop learning programs with education advisors within the Develop learning programs with education advisors within the mainstream education sector: National Association for mainstream education sector: National Association for Religious Education Diocesan Advisors; Curriculum Religious Education Diocesan Advisors; Curriculum Development Unit, Education for Reconciliation Project; Development Unit, Education for Reconciliation Project; Civic Social and Political EducationCivic Social and Political Education



IrelandIreland

Goals over the next 5 years are to develop:Goals over the next 5 years are to develop: Peace education modules tailored to specific curricular Peace education modules tailored to specific curricular

areasareas Teaching resources for class and “whole-school” based Teaching resources for class and “whole-school” based

approachesapproaches Teacher training in association with relevant curricular Teacher training in association with relevant curricular

support servicessupport services Support for teacher training and substitution costs for peace Support for teacher training and substitution costs for peace

education with the Department of Educationeducation with the Department of Education In-class service delivery and support, alongside centre-In-class service delivery and support, alongside centre-

based work at Glencree.based work at Glencree.



JordanJordan

The Ministry of Education is involved in the integration of peace education into the national Jordanian curriculum

NGOs such as the Jordan Society for Human Rights, the Performance Art Center and private schools are actively involved.

For example, the Performance Art Center has provided the Ministry of Education with guide books for teachers in the Arabic language on how to promote Human Rights & Democracy values in schools.



JordanJordan

The Performing Art Center also produced activity books for children that promote awareness of their rights and responsibilities and develops their understanding of the concepts of democracy and human rights.



Lebanon

The Higher Council for Childhood is responsible for capacity building for social workers and educators on the national level on conflict resolution.

It is a national body with representatives of all ministries and unions of NGOs and International organizations, the President is the Minister of Social Affairs.



Lebanon

The Center for Education Research and Development (CERD), an NGO, is responsible for curricula design and development for public and private schools in Lebanon from grades K-12, national textbook development and in-service teacher training for all levels of education.

CERD has developed a national curriculum on conflict resolution for schools.



Northern Ireland, United Kingdom

The Department of Education has instituted two programs:

1) The Local and Global Citizenship program is designed to address issues of diversity and inclusion;equality and justice; human rights and social responsibilities and democracy and active participation.

Allocated funds over the last four years towards training 5 teachers per post-primary school.

Teachers in all schools will be trained by 2006 and the program will become statutory in 2007.




2)Personal Development Program.

Focused on bullying, social, emotional and health issues.

Currently a pilot program.

Training for all schools, including primary will begin in 2006 and become statutory for all in 2007.




The Council for Curriculum Examinations and Assessment (CCEA), an NGO, advises the Department of Education on issues to do with curriculum, examinations and assessment.

CCEA has developed resources to support the government’s Local and Global Citizenship Program and Personal Development Program.



Norway

The Ministry of Education and Research has funded peer mediation programs, the establishment of a network of resource personnel and the development of material.

523 primary and lower secondary schools and 90 upper secondary schools have made use of this program.



Norway

Section 9a – 3, second subsection, of Norway’s Education Act, focuses on the “The school’s psycho-social environment, and deals with such issues as bullying, discrimination, violence and racism.

Requires that staff members investigate the situation, notify the school’s management and possible directly intervene.

Anti-bullying programs are currently in use in 800 schools.



Sierra LeoneSierra Leone

Children’s Learning Services, an NGO, promotes child development through the enhancement of quality basic education, peace building, and food and nutrition security.

Provides teaching resources in basic literacy to help children develop peace-building skills.

The organization, trains groups of students and teachers to be peer mediators.



ThailandThailand

In September of 2003, Thailand’s Prime In September of 2003, Thailand’s Prime Minister signed the Policy to Deal with Minister signed the Policy to Deal with Conflict by Peaceful MeansConflict by Peaceful Means

Policy focus is the use of peaceful means Policy focus is the use of peaceful means (beginning first with government officials) (beginning first with government officials) to decrease bias and negative attitudes, to to decrease bias and negative attitudes, to stop hate and to solve problems without stop hate and to solve problems without violence.violence.



ThailandThailand

November, 2005: Cabinet approved the Policy to encourage November, 2005: Cabinet approved the Policy to encourage all the Universities to set up the Centers and Curriculum in all the Universities to set up the Centers and Curriculum in Conflict Management and to develop the Agency in the Conflict Management and to develop the Agency in the National level to look after the Dispute and Reconciliation in National level to look after the Dispute and Reconciliation in Thailand.Thailand.

July,2006: King Prajadhipok’s Institute (KPI) organized the July,2006: King Prajadhipok’s Institute (KPI) organized the Meeting to follow up the Cabinet’s Policy to develop the Plan Meeting to follow up the Cabinet’s Policy to develop the Plan for Policy. for Policy.

Aug, 2006: Ministry of Justice and KPIAug, 2006: Ministry of Justice and KPI organized the organized the Meeting to brainstorm and plan the Restorative Justice and Meeting to brainstorm and plan the Restorative Justice and School Mediation to prevent serious dispute in School.School Mediation to prevent serious dispute in School.



England, United Kingdom

Home Office is focusing on increasing the use of restorative justice in the Criminal Justice System.

Home Office’s Youth Justice Board initially provided pilot restorative justice funding to address issues such as bullying and truancy.



England, United Kingdom

The Professional Certificate in Effective Practice (Youth Justice) requires familiarity with the Youth Justice Board’s Restorative Justice Reader. The Certificate is designed to provide practical skills that can be used by those working with young offenders or those at risk.

The Youth Justice Board is establishing a Foundation Degree in Youth Justice, which will include restorative justice approaches.



United StatesUnited States

CRE-related legislation in nearly all 50 states and at the federal CRE-related legislation in nearly all 50 states and at the federal level on topics including, but not limited to:level on topics including, but not limited to: school safety; school safety; violence prevention; violence prevention; character education; character education; mediation; mediation; conflict resolution conflict resolution

Legislation, mandates and requirements range in implementation Legislation, mandates and requirements range in implementation from: from: Integration into curriculum standards Integration into curriculum standards Integration into school mission and discipline policy Integration into school mission and discipline policy Integration into teacher training Integration into teacher training

Funding offered in limited cases. Funding offered in limited cases. Manual, training and other resources available in some states. Manual, training and other resources available in some states.

Legislative Database: http://law.gsu.edu/area51/crisp/Legislative Database: http://law.gsu.edu/area51/crisp/



United StatesUnited States

Higher EducationHigher Education Over 200 institutions with ombudspersonsOver 200 institutions with ombudspersons Approximately 220 campus mediation programsApproximately 220 campus mediation programs Few system-wide comprehensive conflict management programs: Few system-wide comprehensive conflict management programs: University System of Georgia 1995 Regents’ Initiative, all 34 University System of Georgia 1995 Regents’ Initiative, all 34

campusescampuses University of Hawaii System 1998 –1999 CR Initiative, all 10 University of Hawaii System 1998 –1999 CR Initiative, all 10

campusescampuses University of Missouri System 2000 Mediation Initiative, all 4 system University of Missouri System 2000 Mediation Initiative, all 4 system

campusescampuses Minnesota State Colleges and University 2001 Workplace Mediation Minnesota State Colleges and University 2001 Workplace Mediation

Pilot, 30 to 34 campusesPilot, 30 to 34 campuses

Resources for Higher Education: Campus Conflict Resolution ResourcesResources for Higher Education: Campus Conflict Resolution Resources www.campus-adr.org www.campus-adr.org

© 2007 global issues resource center, cuyahoga community college 1 a world of possibilities:...

Documents

conflict triggers

conflict self

emotional triggers

constructive conflict

destructive conflict

using questions

nv triggers

conflict resolution