Copyright 2004, Tricia S. Jones. Distribution without alteration is permitted. Alteration for personal use is not permitted. Conflict Resolution Education.

Copyright 2004, Tricia S. Jones. DistributioCopyright 2004, Tricia S. Jones. Distribution without alteration is permitted. Alteration without alteration is permitted. Alteration for personal use is not permitted.n for personal use is not permitted.

Conflict Resolution Education and Conflict Resolution Education and Peace Education: Proven ImpactsPeace Education: Proven Impacts

Tricia S. Jones, Ph.D.Tricia S. Jones, Ph.D.Professor of EducationProfessor of EducationDept. of Psychological StudiesDept. of Psychological StudiesTemple UniversityTemple UniversityPhiladelphia, PA 19122Philadelphia, PA 19122Tel/fax: 215-204-7261/6013Tel/fax: 215-204-7261/6013E-mail: [email protected]: [email protected]


Defining CREDefining CRE

Conflict resolution education “models and Conflict resolution education “models and teaches, in culturally meaningful ways, a teaches, in culturally meaningful ways, a variety of processes, practices and skills variety of processes, practices and skills that help address individual, interpersonal, that help address individual, interpersonal, and institutional conflicts, and create safe and institutional conflicts, and create safe and welcoming communities. These and welcoming communities. These processes, practices and skills help processes, practices and skills help individuals understand conflict processes individuals understand conflict processes and empower them to use communication and empower them to use communication and creative thinking to build relationships and creative thinking to build relationships and manage and resolve conflicts fairly and manage and resolve conflicts fairly and peacefully” (Association for Conflict and peacefully” (Association for Conflict Resolution, 2002).Resolution, 2002).


Introduction to CREIntroduction to CRE

CRE programs include a variety of CRE programs include a variety of efforts which share various efforts which share various emphases:emphases:– An understanding of conflictAn understanding of conflict– Social, emotional and cognitive processes Social, emotional and cognitive processes

related to constructive conflict management related to constructive conflict management – principles of conflict resolutionprinciples of conflict resolution– process steps in problem solvingprocess steps in problem solving– skills required to use each of the steps skills required to use each of the steps

effectivelyeffectively


CRE Program ModelsCRE Program Models

Mediation program approachMediation program approach– Peer mediation, stand alone program Peer mediation, stand alone program

Process curriculum approachProcess curriculum approach– Specific curriculum of conflict content, like Specific curriculum of conflict content, like

Workable Peace, PYNWorkable Peace, PYN Peaceable classroom approachPeaceable classroom approach

– Whole classroom methodology, curriculum Whole classroom methodology, curriculum infusioninfusion

Peaceable school approachPeaceable school approach– Comprehensive whole school methodologyComprehensive whole school methodology


Goals of CRE Goals of CRE

Enhance Students’ Social and Enhance Students’ Social and Emotional DevelopmentEmotional Development

Create a Safe Learning Create a Safe Learning EnvironmentEnvironment

Create a Constructive Learning Create a Constructive Learning EnvironmentEnvironment

Create a Constructive Conflict Create a Constructive Conflict CommunityCommunity


EEnhance Students’ Social nhance Students’ Social and Emotional Developmentand Emotional Development

increase perspective-takingincrease perspective-taking increase empathyincrease empathy improve emotional awareness and improve emotional awareness and

managementmanagement reduce aggressive orientations and reduce aggressive orientations and

hostile attributionshostile attributions increase use of constructive increase use of constructive

conflict behaviorsconflict behaviors


Create a Safe Learning Create a Safe Learning EnvironmentEnvironment

decrease anti-social behavior that decrease anti-social behavior that leads to violenceleads to violence

decrease conflicts between decrease conflicts between groups of studentsgroups of students

decrease suspensions, decrease suspensions, absenteeism, and drop out rates absenteeism, and drop out rates

decrease incidents of violencedecrease incidents of violence


Create a Constructive Create a Constructive Learning EnvironmentLearning Environment

improve school climateimprove school climate improve improve

teacher/administrator/student teacher/administrator/student relationshipsrelationships

increase valuing of diversity and increase valuing of diversity and practice of tolerancepractice of tolerance

promote a respectful and caring promote a respectful and caring environmentenvironment


Create a Constructive Create a Constructive Conflict CommunityConflict Community

increase parental and community increase parental and community involvementinvolvement

link school CRE with larger link school CRE with larger commuity CRE effortscommuity CRE efforts

develop more peaceful/peaceable develop more peaceful/peaceable school communityschool community


Defining Peace Defining Peace EducationEducation ““the process of promoting the knowledge, the process of promoting the knowledge,

skills, attitudes and values needed to skills, attitudes and values needed to bring about behavior changes that will bring about behavior changes that will enable children, youth and adults to enable children, youth and adults to prevent conflict and violence; both overt prevent conflict and violence; both overt and structural; to resolve conflict and structural; to resolve conflict peacefully; and to create the conditions peacefully; and to create the conditions conducive to peace whether at an conducive to peace whether at an intrapersonal, interpersonal, inter-group, intrapersonal, interpersonal, inter-group, national or international level” (Peace national or international level” (Peace Education Working Group –UNICEF)Education Working Group –UNICEF)


Goals of Peace Goals of Peace EducationEducation (1) to appreciate the richness of the concept of peace(1) to appreciate the richness of the concept of peace (2) to address fears(2) to address fears (3) to provide information about security(3) to provide information about security (4) to understand war behavior(4) to understand war behavior (5) to develop intercultural understanding(5) to develop intercultural understanding (6) to provide a “futures” orientation(6) to provide a “futures” orientation (7) to teach peace as a process(7) to teach peace as a process (8) to promote a concept of peace accompanied by (8) to promote a concept of peace accompanied by

social justicesocial justice (9) to stimulate a respect for life(9) to stimulate a respect for life (10) to manage conflicts nonviolently (10) to manage conflicts nonviolently

– Harris and Morrison 2003Harris and Morrison 2003


Relationship between Relationship between CRE and PECRE and PE Obvious overlap.Obvious overlap. Harris and Morrison consider CRE a Harris and Morrison consider CRE a

component of PEcomponent of PE Sommers (2001) notes that although both Sommers (2001) notes that although both

focus on conflict skills, appreciation of focus on conflict skills, appreciation of difference, nonviolent response, Peace difference, nonviolent response, Peace Education is more focused on non-Education is more focused on non-domestic (USA) application and Peace domestic (USA) application and Peace Education has a stronger focus on social Education has a stronger focus on social justice and warjustice and war


DOES CRE/PE WORK?DOES CRE/PE WORK?

Given the emphasis on proven Given the emphasis on proven effectiveness of programs, links effectiveness of programs, links to funding and other to funding and other institutionalization issues, there is institutionalization issues, there is a need to review the research in a need to review the research in terms of whether CRE and PE terms of whether CRE and PE programs achieve their stated programs achieve their stated goals.goals.


General Review General Review Articles Articles CRECRE

– Jones & Kmitta (2000) (comprehensive)Jones & Kmitta (2000) (comprehensive)– Johnson & Johnson (1996) Johnson & Johnson (1996)

(comprehensive)(comprehensive)– Johnson, Johnson & Tjosvold (2000) Johnson, Johnson & Tjosvold (2000)

(constructive controversy)(constructive controversy)– Johnson & Johnson (2001) (Teaching Johnson & Johnson (2001) (Teaching

Students to be Peacemakers) Students to be Peacemakers) – Burrell et al (2003) (peer mediation)Burrell et al (2003) (peer mediation)


General Review General Review Articles Articles SELSEL

– Greenberg et al (2003)Greenberg et al (2003)– Zins et al (in press)Zins et al (in press)– Weissberg & Greenberg (1998)Weissberg & Greenberg (1998)– Sandy & Cochran (2000) (preschool)Sandy & Cochran (2000) (preschool)


General Review General Review Articles Articles PEPE

– Nevo & Brem (2002)Nevo & Brem (2002) Reviewed 1000 publications in peace Reviewed 1000 publications in peace

education between 1981-2000.education between 1981-2000. 30% had some effectiveness evaluation30% had some effectiveness evaluation Only 79 had enough detail for analysisOnly 79 had enough detail for analysis Of those, 51 pieces indicated full or Of those, 51 pieces indicated full or

partial program effectiveness partial program effectiveness


General Review General Review Articles Articles Intergroup Contact and Prejudice Intergroup Contact and Prejudice

reductionreduction– Pettigrew & Tropp (2000)Pettigrew & Tropp (2000)

Metanalysis of 203 studiesMetanalysis of 203 studies 94% show reduced prejudice from 94% show reduced prejudice from

intervention of intergroup contactintervention of intergroup contact

– Maoz (2002)Maoz (2002) Analysis of 47 peaceful coexistence Analysis of 47 peaceful coexistence

programs in Israel 1999-2000programs in Israel 1999-2000


Bullying Prevention Bullying Prevention ProgramsPrograms Olweus (1991, 1994) –ScandanaviaOlweus (1991, 1994) –Scandanavia Pepler et al (1994) – CanadaPepler et al (1994) – Canada Whitney et al (1994) – EnglandWhitney et al (1994) – England Melton et al (1998) – United StatesMelton et al (1998) – United States Horne (2003) – United StatesHorne (2003) – United States

– All show decreases in aggression, All show decreases in aggression, bullying and victimizationbullying and victimization


Benefits: EBenefits: Enhance nhance Students’ Social and Students’ Social and Emotional DevelopmentEmotional Development CRE INCREASESCRE INCREASES

– Perspective taking (Jones et al, Perspective taking (Jones et al, 1998; Lane-Garon, 1998 )1998; Lane-Garon, 1998 )

– Constructive conflict behavior Constructive conflict behavior (Johnson, Johnson, 1996) (Johnson, Johnson, 1996)

– constructive CR at home and school constructive CR at home and school (Johnson & Johnson 2001; Sandy & (Johnson & Johnson 2001; Sandy & Cochran, 2000)Cochran, 2000)


Benefits: EBenefits: Enhance nhance Students’ Social and Students’ Social and Emotional DevelopmentEmotional Development Decreased Aggressiveness Decreased Aggressiveness

– (Jones et al, 1998)(Jones et al, 1998) 3 x 3 (program model – peer mediation v. 3 x 3 (program model – peer mediation v.

peaceable classroom v. control; educational peaceable classroom v. control; educational level – elementary, middle, high) in three cities level – elementary, middle, high) in three cities (27 schools, 8500 students, 700 teachers/staff) (27 schools, 8500 students, 700 teachers/staff)

Verbal aggressiveness and aggressive Verbal aggressiveness and aggressive orientationorientation

– (Aber, Brown & Jones, 2003)(Aber, Brown & Jones, 2003) Hostile Attribution and aggressive orientationHostile Attribution and aggressive orientation

– Fast et al (2003)Fast et al (2003)


Benefits: Benefits: Create a Safe Create a Safe Learning EnvironmentLearning Environment

CRE decreases CRE decreases – Discipline referrals/suspensions for violent incidents Discipline referrals/suspensions for violent incidents

(Shapiro, Burgoon, Welker, & Clough (2002)(Shapiro, Burgoon, Welker, & Clough (2002)– Grades 4-8, n = 2,000, urban, pre-post and controlGrades 4-8, n = 2,000, urban, pre-post and control– 41% decrease in aggression-related disciplinary incidents41% decrease in aggression-related disciplinary incidents– 67% reduction in suspensions for violent behavior67% reduction in suspensions for violent behavior

(Farrell, Meyer, & White, 2001)(Farrell, Meyer, & White, 2001)– Grade 6, pre-post and control, urbanGrade 6, pre-post and control, urban– Impact on violent behavior was more evident for those Impact on violent behavior was more evident for those

with high pretest levels of problem behaviorwith high pretest levels of problem behavior– Impact maintain at 12 month follow-upImpact maintain at 12 month follow-up

– Discipline Referral in Special Needs Population (Jones Discipline Referral in Special Needs Population (Jones & Bodtker, 2000)& Bodtker, 2000)


Benefits: Benefits: Create a Create a Constructive Learning Constructive Learning EnvironmentEnvironment Increases Academic AchievementIncreases Academic Achievement

– (Stevahn, Johnson, Johnson, & Shultz, 2002)(Stevahn, Johnson, Johnson, & Shultz, 2002) 99thth grade, pre-post, randomized assignment, control grade, pre-post, randomized assignment, control

groupsgroups Integrating CRE into academic course promoted Integrating CRE into academic course promoted

higher academic achievement, greater long-term higher academic achievement, greater long-term retention of academic learning, and greater transfer retention of academic learning, and greater transfer of academic learning in social studies to language of academic learning in social studies to language artsarts

Increases academic performance and Increases academic performance and work readiness (Aber, Brown & Jones, work readiness (Aber, Brown & Jones, 2003; Overall –Zins et al, in press)2003; Overall –Zins et al, in press)


Benefits: Benefits: Create a Create a Constructive Learning Constructive Learning EnvironmentEnvironment Improves Classroom ClimateImproves Classroom Climate

– Jones & Sanford (2003) National Jones & Sanford (2003) National Curriculum Integration ProjectCurriculum Integration Project

4 middle schools, academic year period, pre-4 middle schools, academic year period, pre-post, control groupspost, control groups

NCIP had a very strong, positive impact on NCIP had a very strong, positive impact on classroom climate.classroom climate.

NCIP had a profound influence on students’ NCIP had a profound influence on students’ perceptions of their learning environment perceptions of their learning environment


Benefits: Benefits: Create a Create a Constructive Learning Constructive Learning EnvironmentEnvironment Improves School ClimateImproves School Climate

– Jones et al., (1998)Jones et al., (1998) Using Organizational Health InventoryUsing Organizational Health Inventory Improvement in school climate different Improvement in school climate different

for education levels; elementary schools for education levels; elementary schools had greatest increase in climate; but at had greatest increase in climate; but at all levels CRE schools had significantly all levels CRE schools had significantly better, sustained school climate than better, sustained school climate than control schoolscontrol schools

– Lane-Garon & Richardson (2003)Lane-Garon & Richardson (2003)


Institutionalization of Institutionalization of CRECRE Teacher training is Critical for Program Teacher training is Critical for Program

FidelityFidelity– Aber, Brown & Jones (2003)Aber, Brown & Jones (2003)

Poor implementation worse than no Poor implementation worse than no implementationimplementation

– Van Scholack (2000)Van Scholack (2000) Teacher practices critical to successTeacher practices critical to success

– Jones & Sanford (2003)Jones & Sanford (2003) ““Expert” teachers gained more significant Expert” teachers gained more significant

impacts than “novice” teachers using CRE impacts than “novice” teachers using CRE

Copyright 2004, Tricia S. Jones. Distribution without alteration is permitted. Alteration for personal use is not permitted. Conflict Resolution Education.

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