The PEF model encompasses a broad range of social competency concepts and skills grouped into six essential components. When operational, these concepts and skills correlate to many of the life skills identified as crucial to young people’s academic success and social development (Kendall & Marzano, 1994). The essential components of the PEF model include:

The attitudes and skills involved in community building (i.e., establishing trust, exploring common interests and respecting differences) help promote a positive school climate. A school’s climate affects the behavior and achievement of its students. Three characteristics of a healthy school climate are

1. Maximized learning time — more of the school day and class period devoted to active learning activities
2. Order and discipline — where rules are established by mutual agreement and are consistently and fairly enforced, and
3. A sense of community — build feelings which contribute to reduced alienation and increased performance of students and staff alike (Patterson, Purkey, & Parker, 1986)

The I-Care Rules, Peace Scholar Rules, Peace Rules, and Rules for Fighting Fair clearly define appropriate behavior (e.g., we speak with respect, we listen with an open mind) and inappropriate behavior (e.g., the “Fouls” such as putdowns, bullying or hitting). These Rules, tailored to various developmental levels, help foster a proactive environment in which the teacher serves as a role model of respect, tolerance and positive social skills. This is preferable to school discipline plans based on punishment. Such programs are really designed to gain student compliance to externally imposed behavior expectations rather than to teach responsible, need fulfilling behaviors. (Crawford & Bodine, 1993)

This component includes defining, analyzing, and de-escalating conflict. Understanding Conflict matters because everyone has disputes; conflict is a normal and sometimes necessary part of life, Young people need to learn that they may not get exactly what they want when resolving a conflict but they can disagree without fighting. Being able to handle conflict without aggression is key to preserving personal safety (Slaby, Wilson-Brewer, & Dash, 1994).

This components included understanding different points of view, expressing empathy, and appreciating diversity. How young people see the world depends on where they “sit.” People tend to see what they want to see. They tend to pick out and focus on those facts that confirm their prior perceptions and to disregard or misinterpret those that question their perception. Young people must learn that understanding the “other side’s” thinking is in their interest and helps to solve problems. (Fisher & Ury, 1991)

In addition to teaching students to cope with unpleasant emotions such as anger, sadness, fear, and stress, this component sensitizes students to their anger cues, triggers and style. The goal is to learn responsible means of managing these volatile emotions. Anger often precipitates violence and is detrimental to the classroom climate and student achievement because students who are concerned about their safety and security cannot focus on learning. (Wilde, 1995)

This component emphasizes learning and practicing fundamental interpersonal competencies: communication skills such as reflective listening, I-Statements, and peaceful ways of expressing one’s needs and emotions. When individuals cannot or do not communicate effectively and constructively, everyone loses—both the individuals and the larger group to which they belong. (Katz & Lawyer, 1985)

The PEF model also includes other concepts and skills such as:

• affirming self-identity
• maintaining healthy relationships
• peer refusal skills
• self-empowerment
• bully/victim/bystander dynamics
• impulse control
• goal setting
• acting with courage and conviction