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Learning to Live TogetherPreventing Hatred and Violence in Child and Adolescent Development$
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David A. Hamburg and Beatrix A. Hamburg

Print publication date: 2004

Print ISBN-13: 9780195157796

Published to Oxford Scholarship Online: November 2020

DOI: 10.1093/oso/9780195157796.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 28 October 2021

Exemplary programs of conflict-resolution education

Exemplary programs of conflict-resolution education

Chapter:
(p.155) 11 Exemplary programs of conflict-resolution education
Source:
Learning to Live Together
Author(s):

David A. Hamburg

Beatrix A. Hamburg

Publisher:
Oxford University Press
DOI:10.1093/oso/9780195157796.003.0016

As more has been learned about the antecedents of youth violence and the core elements of effective prevention programs, there has been growing interest in development of multicomponent programs with a sharp focus on conflict-resolution education. This trend has been fueled not only by the nationwide school shootings, which are dramatic and frightening though actually quite rare, but by two other considerations as well. There is a realization that disruptive behavior in the classroom is highly prevalent and that it takes a great toll in terms of both student distress and major erosions of classroom teaching time. Changing demographics have introduced far greater diversity in the schools, and new challenges are confronted with the mix of cultures. Richard Bodine and Donna Crawford of the National Center for Conflict Resolution Education provide a major review and analysis of current and recent specific efforts to educate for conflict resolution in U.S. schools. They present key research findings from the emergent field of conflict-resolution education and include an overview of relevant contributions from the literature on risk factors and resilience in youth development. Based on these data, they have developed a comprehensive four-part program of conflict resolution education. In doing so, they delineated four curricula segments for conflict-resolution education that are independent but also interrelated. These are the process curriculum, the mediation program, the Peaceable Classroom, and the Peaceable School. The four curricula segments represent a nested set of components, each of which can be used independently, but when taken together, as intended, for each additional component added there are increasingly positive results with maximal efficacy and long-term impact when the full program is mounted. When the full program is implemented, it has direct impacts on students, teachers, other school personnel, and parents. Although there are gains with partial implementation, achievement of the full potential of the program depends on the successful implementation of all segments. When possible, there should be continuity of training across grades, usually in the form of short courses, informal follow-up opportunities, or curriculum development. Shared key themes are central to all four segments, and all apply equally to children and adults. These key themes are (a) awareness of biases, (b) learning the skill of good listening, (c) learning the skill of constructive response, and (d) making conscious commitments to mutually beneficial, win-win solutions. Methods used are developmentally appropriate to each age group.

Keywords:   Community Board Program (San Francisco), Harvard Negotiation Project, Peace Education Foundation, Peaceable Classroom, Quaker Project, Resolving Conflict Creatively Program, cooperative learning, mediation program in schools

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