Peace Education Foundation - Program Overview

Conflict Resolution

Conflict Resolution entails a body of knowledge and skills that enables people to settle conflicts constructively and nonviolently. Given PEF’s mission, Conflict Resolution makes up the major thrust of our materials and training. The focus is on children and the adults who facilitate children’s social, emotional and intellectual growth. Since much of this growth occurs in schools, PEF designs its programs with schools in mind. Experience shows that PEF’s Conflict Resolution programs have the power to make schools safe and more disciplined, improve school climate, make instructional strategies more effective, and foster resiliency in children. To institutionalize Conflict Resolution in schools, PEF programs are purposefully linked to school improvement and related initiatives.

For example, many of the aspects that measure school climate (respect, a sense of community and continuous growth of social competency skills) are integral to PEF’s Conflict Resolution programs. Similarly, the skills and qualities needed to make instructional strategies such as cooperative learning flourish (trust, communication skills, leadership and conflict management) are enhanced and supported by PEF Conflict Resolution programs.

Children aren’t born with the natural ability to resolve conflicts peacefully. They must see the behavior modeled, be taught the content, have opportunities to apply what they have learned and receive feedback and recognition regarding the use of their skills. This is the premise upon which the PEF Conflict Resolution program is based.

Content

The content of the PEF Conflict Resolution program encompasses a broad range of social competency skills. Most lessons fit into one of these six core components:

Community Building: Building trust, exploring common interests and respecting differences.

Developmentally Appropriate Rules: The framework for appropriate behavior and specific skills, such as I-messages, listening, assertion and problem-solving. Currently we use these rule sets to address varying developmental and social settings: I-Care Rules (PK to grade 3), Peace Scholar Rules (grades 4-5), and both the Peace Rules and Rules for Fighting Fair (grades 6-12 and Time Out! family training).

The various Rules sets have a central role in the PEF Conflict Resolution program. These principles of nonviolent conflict resolution promote a peaceful, disciplined environment. The Rules also provide a constructive alternative to the Fouls, which we begin introducing in third grade as inappropriate behaviors that attack others' dignity and escalate conflict (put-downs, sarcasm, making excuses, etc.). All PEF curricula include the corresponding Rules poster to provide a helpful visual reminder for all members of the school community.

Understanding Conflict: Defining conflict, the elements of conflict, escalation and de-escalation, different conflict management styles.

Perception: Understanding different points of view, enhancing empathy, increasing tolerance and respect.

Anger Management: Pros and cons of anger, triggers, anger styles, increasing tolerance of frustration, anger management plans.

Effective Communication: I-messages and related basic skills of expressing feelings in order to help resolve conflicts constructively and peacefully.

As students learn to apply the essential components, we help them cultivate their social competency by adding more sophisticated content and skills from the scope of PEF components. These additional components include:

Affirming self-identity
Peer refusal skills
Self-empowerment
Distinguishing conflict and violence
Dealing with bullies
Impulse control
Dating relationships
Goal setting
Being a peacemaker
Acting with courage and conviction

Process

The teacher is key to the success of PEF’s Conflict Resolution program by facilitating the process by which students hone their skills. As with most content areas, this process involves five strategies:

Step One: Model
The teacher professes the attitudes and practices the behaviors expected of students. The goal is to let students see how, in “real life,” to use skills such as reflective listening, I-Statements, and problem solving.

Step Two: Teach
Expressly teach the students what to do and why to do it. Break it down into understandable parts. Give students the chance to practice the techniques in role-play situations. The goal is for students to learn the vital techniques in order to repeat the vocabulary and techniques when prompted.

Step Three: Coach
Assist students with using the techniques appropriately in real-life situations. Offer support and corrective feedback when needed. The goal is for students to translate mental know edge into practical application.

Step Four: Encourage
Give students brief reminders to use their skills. Express confidence in their ability to succeed. Recognize students’ appropriate use of skills. The goal is for students to use appropriate behavior and expand upon their ability without a dependence on adult presence.

Step Five: Delegate and Export
After students reach proficiency, give them a role in teaching or coaching less experienced students. The goal is to allow students to demonstrate their competence and to acknowledge the value in habitual use of the skills.