ERIC ED379562: Building the Peace: The Resolving Conflict Creatively Program (RCCP).

17 Pages·1993·0.57 MB·English

by  ERIC

DOCUMENT RESUME
CG 026 039
ED 379 562
DeJong, William
AUTHOR
Building the Peace: The Resolving Conflict Creatively
TITLE
Program (RCCP).
Department of Justice, Washington, D.C. National
INSTITUTION
Inst. of Justice.
NCJ-149549
REPORT NO
PUB DATE
(93]
NOTE
17p.
Descriptive (141)
Reports
PUB TYPE
MFO1 /PCO1 Plus Postage.
EDRS PRICE
Adolescents: Children; *Conflict Resolution;
DESCRIPTORS
*Educational Objectives; Elementary Secondary
Education; *Interpersonal Communication;
Intervention; Peace; *Prevention; Social Cognition;
*Violence
Resolutions
IDENTIFIERS
ABSTRACT
The Resolving Conflict Creatively Program (RCCP)
is
prevention programs
one of a growing number of grade K-12 violence
that teaches young people how to resolve conflict peacefully. It is a
school-based program taught by regular classroom teachers. This
report was designed to introduce criminal justice professionals to
the basic concepts and strategies of violence prevention and to
inspire their involvement in finding new says to prevent Yiolent
crime among youth. RCCP includes elementary, secondary, and special
education curriculums, a student'led mediation program, a parents'
program, and an administrators' component. RCCP focuses on all
students, not just high-risk youth. Teachers are given professional
training and ongoing technical assistance and support throughout the
school year. This paper describes the program's philosophy and
details the 12 units in the elementary curriculum as well as the 3
unitss in the secondary program. Other areas discussed include
professional training, the student mediation program, mediator
selection and training, parent training, program costs, and
evaluation results. The report closes with a special note for
criminal justice professionals and the violence prevention movement.
Community programs in four different locales are discussed. Addresses
for further information are provided. (RJM)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
**********************************************u************************
U.S. Department of Justice
Office of Justice Programs
National Institute of Justice
Ill
4
Building the Peace:
The Resolving Conflict
Creatively Program (RCCP)
U S DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
14
CENTER (ERICI
O This document has been reproduced as
14r
received hom the person or organization
onginaltng
0 Minor changes have been made to improve
reproduction duality
Points of view or opinions stated in this docu-
ment do not necessarily represent official
OERI Position or policy
.0 Ada`
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ameamoms
BEST COPY AVAILABLE
2
PROGRAM FOCUS
Building the Peace:
The Resolving Conflict Creatively Program (RCCP)
For Linda Lantieri, coordinator for
New York City's Resolving Conflict
De Jong
by 1f
Creatively Program (RCCP),' the
spring of 1992 brought devastating
news. Henry Rivera, a long-time
RCCP teacher from Harlem's
School for Career Development, was
killed while trying to prevent a
ANew York City Program Teaches Children
holdup of a Bronx laundromat. Ac-
cording to the news reports, the 71-
year -old laundromat owner claimed
the Basics of Nonviolent Conflict Resolution
that Rivera had saved his life. Those
who knew this inspirational teacher
were not surprised, for Rivera's
entire career, indeed, his entire life,
The ultimate goal of our criminal
flourish, law enforcement agencies took the
Inspired by RCCP and other programs,
justice system is to prevent crime
initiative to form partnerships with sc.lools
criminal justice professionals recently have
to establish drug prevention education pro-
and violence. Traditionally, criminal jus-
started to explore how they might contrib-
grams such as Project DARE (Drug Abuse
tice professionals have pursued this goal
ute to preventing violence among youth.
Project DARE in Los Angeles, for ex-
Resistance Education).
through the arrest, conviction, and punish-
ment of criminal offenders, both to inca-
ample, expanded its high school curricu-
The 1990's present us with a new tribulation:
pacitate those individuals and to deter
lum to include lessons on violence preven-
the rise of violent crime among our children.
others from crime.
In Houston, the police department
tion.
To meet this challenge, criminal justice pro-
assigned full-time officers to run a year-
fessionals must join with teachers, youth
The enforcement of our criminal codes is
round recreational program for high-risk
workers, clergy, and other community lead-
the cornerstone of a just and orderly soci-
teens. which gives the officers a chance to
ety. It is apparent, however, that substan-
ers to convince young people that nonviolence
talk to these youths about their lives, the
is the wisest course and to teach them the
tial reductions in crime and violence will
interpersonal conflicts they encounter, and
conflict resolution skills they need to sur-
come about only if police and other crimi-
how they can channel their anger.
nal justice professionals broaden their
vive.
These efforts are a good beginning, but
charge to include nontraditional crime pre-
This Program Focus introduces the basic
they are just thata beginning. The Na-
vention strategies and work in partnership
concepts and strategies of violence preven-
with the communities they serve.
tional Institute ofJustice looks forward to
tion through an examination of the Resolv-
continuing its work in facilitating this ex-
A move toward community-oriented po-
ing Conflict Creatively Program (RCCP) in
citing new era in community-oriented po-
New York City.
RCCP, a school-based
licing began in the 1970's with community
licing.
crime preven 3n, with law enforcement
program taught by regular classroom teach-
ers, was selected for presentation after an
officers helping citizens form neighbor-
Jeremy Travis
hood watches and citizen patrols. In the
exhaustive review ofschool-based programs
Director
1980's, as the drug trade continued to
across the country.
National Institute of Justice
National Institute of Justice
2
J
BEST COPY AVAILABLE
PROGRAM FOCUS
rt
-;
had been committed to the cause of
prevention programs that teach young people
year. The program is now reaching 70,000
peace.
how to resolve conflict peacefully, what some
students in 180 schools citywide.
educators now call the fourth R. RCCP, a
Lantieri worried that Rivera's death
school-based program taught by regular
Program Philosophy
might lead his students to question
classroom teachers, is jointly sponsored by
the value of RCCP, if they concluded
the New. ork City Public Schools and Edu-
that the program's message of
The Nature of Conflict
cators for Social ResponsibilityMetro
nonviolence, empowerment, and
RCCP and other violence prevention pro-
(ESR ), a nonprofit organization dedicated
hope was no match for the ugly but
to conflict resolution and multicultural
grams are based on the premise that human
routine violence that surrounded
aggression is a learned behavior, taught
education.
them. However, giving in to despair
through example and reinforced by a culture
is not Lantieri's style.
Although
Through an examination of RCCP, this Pro-
that glamorizes violent responses to conflict.
Rivera's death was a heart-rending
gram Focus is designed to introduce crimi-
Conflict itself, with its roots in competition,
reminder of how far RCCP must
nal justice professionals to the basic con-
poor communication, and miscalculation, is
still go in changing the climate of
cepts and strategies of violence prevention
a normal part of life and cannot be elimi-
violence that pervades New York
and to inspire their involvement in finding
nated. What must change, therefore, is how
City, Lantieri also remembers how
new ways to prevent violent crime among
we respond to it.
Accordingly, we must
far she and her colleagues have come
youth. Although RCCP has not yet involved
teach our children that violence is not an
in just a few years.
police or other criminal justice profession-
acceptable means of resolving conflict. We
als, there exists no better program from which
must also teach them the skills they need to
* *
*
to learn or find inspiration.
handle conflict nonviolently, including per-
Traditionally, our criminal justice system
spective taking, cost-benefit analysis, deci-
Started in 1985, RCCP is widely regarded by
has focused on reducing crime through inca-
sion making, and negotiation.
public health experts as one of the most
pacitation and deterrence. A tripling of the
promising violence prevention programs now
A frequent misconception is that RCCP
average prison time served per violent crime
in operation. What most distinguishes RCCP
teaches kids to deal with conflict passively,
between 1975 and 1989 caused a dramatic
from other prevention programs is its focus
to walk away from it. Clearly, there are times
increase in our Nation's prison population.
on creating school change. This means that
when walking away is necessary to escape
Even so. this did not lead to a decrease in
management of both individual classrooms
physical danger. In general, however, avoid-
serious violent crime, especially among
and the school as a whole is consistent with
ance is not the answer. In most cases, con-
youth.
a value system of nonviolence. And it means
flict should be dealt with head-on, with a
that students have a safe environment in
The need for additional approaches to pre-
focus on constructive problem solving. At
which to explore peaceful ways of resolving
venting violent crime is clear. We need a
the same time, RCCP recosnizes that not all
conflict.
broader focus, one that seeks to alter the
conflict can be resolved.
In some cases,
climate of violence that pervades our Nation's
force, even physical force, must be used, but
This grade K-12 program is also remarkable
cities. To accomplish this. we need to change
only after all other means of dealing with the
for the comprehensiveness of its approach,
the attitudes, beliefs, and expectations that
underlying problem have been exhausted.
which includes elementary, secondary, and
feed that climate, and we need to teach young
RCCP students are taught that conflict can
special education curriculums, a student-led
people how to resolve conflict without vio-
lead to violence but that it does not have to
mediation program, a parents' program, and
lence. All elements of ourcommunities must
do so inevitably.
an administrators' component. RCCP' s fo-
he involved in this effort, including criminal
cus is not only on high-risk students but on all
justice professionals.
A Focus on School Change
youth. Moreover, teachers are given profes-
RCCP is unique in its focus on creating
sional training and ongoing technical assis-
The Resolving Conti ict Creatively Program
school change, a mission consistent with the
tance and support throughout the school
is one of a growing number of violence
4
Li4
Program Focus
3
PROG-RAM FOCUS
ings, perspective taking, cooperation, nego-
that they be seen as a cause for celebration
philosophy of Educators for Social Respon-
tiation, and how to interrupt expressions of
rather than as an excuse for prejudice.
sibilityMetro. which states that conflict reso-
bias. Learning these skills requires weekly
lution "is best taught in the context of a
Most important, RCCP seeks to foster a
practice. so teachers are encouraged to do at
caring community characterized by coop-
classroom climate in which students are af-
least one "peace lesson" a week, to use
eration, effective communication, emotional
firmed and respected for who they are. RCCP
"teachable moments" that arise because of
strength, appreciation of differences, recog-
staff work with teachers to create what they
events in the classroom or the world at large.
nition of common purposes, and shared de-
call a multicultural classroom, where teach-
and to "infuse" conflict resolution lessons
cision making." For this reason, RCCP's
ers make a special point of identifying and
into the regular academic program.
leadership argues that their program requires
celebrating the different racial and ethnic
a buy-in at the highest levels within the
RCCP lessons involve role-playing, inter-
heritages of their students. In such a class-
school system.
viewing, group dialogue, brainstorming, and
room. expressions of racial or ethnic bias are
other experiential 1:aming strategies, all of
not tolerated. Teachers stay alert to sponta-
By creating a "peaceable school," a safe
which require a high degree of student par-
neous comments or actions that seem moti-
environment where students are encouraged
ticipation and interaction. Use of the cur-
vated by bias, witch provides opportunities
to experiment with peaceful ways of resolv-
riculum requires teachers to relinquish some
for teaching about the workings of prejudice.
ing conflict, RCCP teachers strive to give
control over what happens in their class-
their students a new image of what their
room. Because many teachers are uncom-
Conflict Resolution
world can be. For this to happen, however,
fortable with this, at least at first, RCCP
the teachers themselves must change. They
Curriculum
provides continuing consultation and sup-
must learn and then apply a new set of skills
port during the school year.
for heading off and resolving conflict. Even
Mark, a fifth-grader, talked to his
more difficult, they must adopt a new style of
RCCP classmates about how angry
These curricula require strong verbal skills,
classroom management, one that fundamen-
he was with his brother a few weeks
so several adjustments are necessary to ac-
tally involves a sharing of power with stu-
ago, so angry that he hit him. "You
commodate the variety of cognitive and com-
dents so that they can learn how to deal with
hit your brother?" a shocked class-
munications abilities of special needs stu-
their own disputes.
mate asked. "Yes," Mark replied,
With that in mind, a new RCCP
dents.
"but that was before we got to the
curriculum for special needs students breaks
A Focus on
chapter called 'Dealing Appropri-
the lessons into smaller steps and makes
Appreciating Diversity
ately With Feelings."' "Oh, that's
greater use of visual and kinesthetic learning
different," the classmate agreed.'
Sometimes the conflict that results in vio-
( for example, art, mime, and
modalities
lence has its roots in racism and prejudice.
nonverbal communication).
Educators must take this problem seriously,
for they must prepare young people not only
Elementary
The RCCP cuniculum stresses the modeling
for the world of work but also for getting
School Curriculum
of nonviolent alternatives for dealing with
along in a pluralistic society.
conflict, teaching negotiation and other con-
RCCP's newly revised elementary school
flict resolution skills, and demonstrating to
curriculum is built around 51 lessons called
RCCP also seeks to abate racism and other
students that they can "play a powerful role
workshops, a term that calls attention to the
causes of violence through lessons on
in creating a more peaceful world."
fact that the teacher acts as a facilitator,
"multicultural appreciation" and "bias aware-
leading students through a series of experi-
ness." Teachers help their students become
Accordingly, RCCP concentrates on teach-
ential learning activities. Each lesson has the
aware of their prejudices and recognize that
ing several key component skills:
active
same structure: ( 1 ) warm-up exercise ("gath-
stereotypes are based on inaccurate or in-
listening, assertiveness (as opposed to ag-
ering"), (2) review of the class agenda, (3)
complete information. Differences among
gressiveness or passivity), expressing feel-
workshop activities, (4) student evaluation
people are acknowledged, but RCCP urges
ap
National Institute of Justice
4
of the workshop, and (5) closing activity.
the key to both preventing and resolving
Unit 2: Peace and Conflict. In the second
The curriculum, which is divided into 12
unit, the curriculum helps children see that
conflict. Workshops focus on the basic steps
units, presents separate lessons for grades
they, like all of us, "have the power and
of the communication process, the role of
K-3 and 4-6.
responsibility to be peacemakers." The unit
misunderstandings in creating conflict, and
the importance of understanding another
begins by introducing key concepts. Peace is
Unit 1: Setting the Stage. The first unit
not the mere absence of excitement but a
person's point of view. The last workshop in
helps build a classroom environment of
dynamic time of action, accomplishment,
this unit introduces the skill of active listen-
mutual caring and respect, where all mem-
and close human relationships. Conflict is a
ing, which entails several techniques: asking
bers are included and valued.
Individual
natural part of everyone's life and can be
questions, reflecting the speaker's feelings,
workshops focus on ground rules for speak-
either constructive or destructive, depend-
paraphrasing what the speaker says, and
ing and listening, the components of good
ing on how it is handled.
showing understanding for another's per-
listening skills, the impact of put-downs and
spective.
"put-ups" on self-esteem, and accepting
Unit 3: Communication. The third unit
differences of opinion.
teaches students that good communication is
aiati_tt."._
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This is my pledge for peace:
This is my pledge far peace
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Figure 1
Unit 4: Affirmation.
The fourth unit fea-
Hints for De-Escalating a Conflict
tures classroom activities that remind stu-
dents of their own good qualities and help
them appreciate and acknowledge those
Take a deep breath to stay relaxed.
Watch your language.
9.
Words that
1.
qualities in others. For example, students in
escalate a conflict
are never, always,
Look the other person in the eye,
2.
grades K-3 create a book about themselves,
unless, can't, won't, don't, should,
with both of you sitting or standing.
with an illustrated cover and various
shouldn '1.
and
Words that de-escalate
"affirmation pages" that depict a game they
maybe, perhaps, some-
a conflict are
Speak softly and slowly.
3.
are good at, something they do to help an-
times, what if, it seems like, I feel, I
other person, and so on.
4.
think,
I wonder.
Keep your legs and arms uncrossed.
and
Do not clench your fists or purse
Unit 5: Cooperation.
The fifth unit intro-
10. Really listen to what the other person
your lips.
duces the concepts and skills of cooperation
is saying, with the goal of truly under-
through a set of experiential activities.
can
In
Keep reminding yourself:, "We
5.
standing that person's point of view.
one workshop, for example. K-3 students
find a win-win resolution to this,"
11. Affirm and acknowledge the other
work in small groups to create an imaginary
and remind the other person of this
person's position.
monster, and those in grades 4-6 work in
too.
groups to create a pantomime of some type of
12. Ask questions that encourage the other
If necessary, ask for a break to col-
6.
machine, such as a clothes dryer. Students
person to look for a solution.
Ask
lect your thoughts or release pent-
learn that working cooperatively toward a
open-ended questions rather than ones
up tension.
common purpose can reduce the opportuni-
that will evoke a yes or no response.
ties for conflict and that if a conflict does
Give "I messages."
7.
arise, a history of cooperation can facilitate
13. Keep looking for alternative ideas to
the search for a "win-win" resolution.
Paraphrase what the other person
8.
resolve your dispute so that both of
has said, asking for clarification as
you have your needs met.
Unit 6: Acknowledging Feelings.
The sixth
necessary.
unit introduces two important skills in con-
flict resolution:
( i) recognizing one's own
feelings and telling others about them and
(2) acknowledging, accepting, and empa-
Unit 7: Resolving Conflict Creatively.
thizing with the feelings of 'others. Feelings
In
lessons that focuses on issues of diversity
of anger are a special focus. Typical re-
the seventh unit students learn specific skills
and prejudice.
It begins with students ex-
sponses to our feelings of anger--aggres-
needed for a problem-solving approach to
ploring the attributes they have in common
sion and avoidancedo nothing to resolve
conflict (see figure I). Workshops for grades
with others in the class and those that are
4-6 focus on the techniques of win-win
the underlying conflict.
different. Students in grades 3 6 discover
negotiation and mediation, both of which
that even superficially similar objects, like
Being assertive- -that
is, standing up for
involve active listening, "I messaaes." and
pieces of fruit or peanuts, are not uniform.
oneself without hurting the other person- -is
creative questioning. Workshops for grades
Difference is a constant in nature.
presented as a constructive alternative. Stu-
K-3 lay the groundwork for teaching nego-
dents in grades 4-6 learn how to use "I
From this generalization, the unit moves on
tiation and mediation skills when the stu-
messages," a method ofcommunicatina feel-
to explore differences among people in more
dents are older. In all grades. the workshops
ings and thoughts that avoids criticizing or
depth. Students in grades K-2 look at the
are structured to let students practice these
blaming others (for example, "I feel angry
different kinds of games people play and
new skills and get constructive feedback.
when you don't listen, because it makes me
differences in family composition. Students
Unit 8: Appreciating Diversity.
think that what I am saying is not important
The eigh'h
in grades 3 6 list similarities and differences
to you").
unit is the first of a three-part sequence of
4.,
6
National Institute of Justice
BEST COPY AVAILABLE
PROGRAM FOCUS
and other strategies for countering acts of
make lists of their dreams for the future and
among people and discuss both what is good
create images of themselves making a better
discrimination by others.
and what is difficult about such differences.
world.
Unit 9: Bias Awareness. The ninth unit
Unit 11: Peacemakers. The peacemakers
provides students with a conceptual frame-
celebrates people currently working for peace
Secondary School Curriculum
work for understanding the difference be-
as well as those who have made important
The secondary school curriculum covers ma-
contributions in the past. For example. stu-
tween preference and prejudice. Students in
terial similar to that of the elementary school
grades K-2 begin a book called It Isn't Fair.'
dents in grades 3-6 identify characters they
curriculum but with an additional focus on
in which they describe injustices related to
admire in books, television, and movies and
ways of de-escalating volatile situations that
prejudice. Students in grades 3-6 start out
discuss to what extent these characters ex-
might lead to violent confrontations. The
hibit the attributes of peacemakers. In an-
with a simulation game in which treats are
lessons are divided into three major units.
arbitrarily distributed, with some students
other lesson, they identify several organiza-
tions that work for peace and describe their
getting more than others. They then use their
Unit I: Engaging the Students. The les-
problem-solving skills to search for a more
activities.
sons in the first unit introduce norms for
equitable distribution system.
classroom conduct that will promote an at-
Unit 12: The FutureA Positive Vision.
mosphere of mutual respect. The lessons
Unit 10: Countering Bias. In the tenth unit.
The last unit focuses on discussing students'
also review the concept of negotiation and
students investigate ways in which they can
concerns about the future, investigating con-
help students see the relevance of conflict
intervene to stop discriminatory behavior.
troversial issues, and envisioning a promis-
resolution in their daily lives.
ing future in which the students will play an
Through role-plays, the students explore how
In one activity, students read
prejudice and discrimination present them-
active role.
Concepts and Skills of Conflict
Unit 2:
aloud and discuss the "I Have a Dream"
selves in their lives. They practice develop-
Resolution. The second unit, using simula-
ing and using active listening, "I messages."
speech by Martin Luther King, Jr. They then
tions and role-plays, covers a wide range of
topics: the vocabulary of conflict resolution;
messages received from parents, friends, and
the media about conflict; the rules of "fair
fighting"; and basic skills essential to suc-
cessful negotiation, including active listen-
0
ing, perspective taking, the use of "I mes-
sages," and brainstorming. This unit also
helps students understand how differences in
point of view affect people's interpretations
of a conflict situ. tion, the importance of
cooling off period:, and the need to move
r
beyond stated positions to the disputants'
N
underlying needs.
Unit 3: Concepts and Skills of Intergroup
0
Relations and Bias Awareness. Students
ft-ii, ItAL
explore commonalities and differences be-
4
tween their family's values and those of their
classmates' families. Several basic concepts
0
are introduced, including stereotypes, preju-
V
dice, and discrimination. Students reflect on
0
their own experiences, especially how they
RCCP Director Linda Lantieri gives feedback to student mediators at New York City's P.S. 75.
Program Focus
7
PROGRAM FOCUS
mow. ..-"':
The student mediation program, a key com-
ing, group dialogue. brainstorming, and other
have been hurt and how they have hurt oth-
ponent of RCCP's plan for school change,
experiential approaches. The teachers are
ers. They then consider what they can do as
provides strong peer models for nonviolent
also encouraged to utilize cooperative learn-
individuals to resist prejudice and discrimi-
conflict resolution and reinforces students'
ing groups. assigning teams of students to
nation, such as interrupting racially biased
emerging skills in working out their prob-
study, work on projects, and learn together.
statements by others.
lems. Ultimately, by reducing the number of
Such teams can be used to provide diverse
rights between students, it can contribute to
groups of students with a common purpose,
Professional Training
Student
a more peaceful school climate.
which can lead to new friendships and a
mediation is not a substitute for an effective
reduction of prejudice.
During a faculty meeting, the prin-
school discipline policy, for if strictly en-
cipal turned to Mrs. Baker, who had
A key to RCCP's success is the follow-up
forced sanctions against fighting are not in
participated the previous year in
Each new
support that teachers receive.
place, students are unlikely to turn to the
RCCP. "Could you give us an idea
teacher is assigned to an RCCP staff devel-
mediators for help.
of how you benefited from being
oper, who visits between b and 10 times a
part of RCCP last year?" he asked.
RCCP embraces the concept of "principled
year, giving demonstration lessons, helping
"Oh, it's very simple," she re-
negotiation" outlined by Fisher and Ury in
the teacher prepare, observing classes, giv-
sponded. "It saved my marriage."
their best-seller Getting to Yes.' With this
ing feedback, and sustaining the teacher's
approach. mediation is not a contest of wills
motivation. In addition, the staff developer
to see whose position will prevail but an
convenes bimonthly follow-up meetings af-
RCCP uses both formal training sessions and
opportunity for mutual problem solving. The
ter school so that the teachers can receive
one-on-one work to teach regular classroom
ultimate goal of mediation is not to force one
additional training, share their experiences,
teachers how to present the conflict resolu-
discuss concerns, and plan schoolwide events.
tion curriculum. Equally important, the teach-
During a teacher's second year, the staff
ers are led to reexamine how they handle
developer visits only two or three times.
conflict in their own lives, particularly in
With a
their relationships with students.
Student Mediation Program
strong commitment from the principal to
make the school violence-free and with
When Yvette showed up at Sandra's
changes in the teachers' style of classroom
apartment building one Saturday
management, students are provided a safe
with a knife and several friends to
17
environment in which to work on their emerg-
back her up, it was clear that the
ing conflict resolution skills.
conflict between them had spun out
of control. Word of the incident
RCCP instructors provide 20 hours of intro-
spread quickly, and on Monday two
ductory training in a series of after-school
of the high school's RCCP-trained
sessions. The training presents the RCCP
peer mediators intervened. After a
philosophy and the curriculum; teaches com-
two-hour session, the girls worked
munication. conflict resolution, and
'vy,,7114177'..
through their problem, which they
intergroup relations skills; and demonstrates
learned was due to a misunderstand-
00674
"infusion" strategies for integrating these
ing that had been deliberately cre-
concapts and skills into social studies, lan-
ated by a mutual "friend."
guage arts, and other academic subjects.
*
*
*
Training also covers teaching techniques. in
Helping others as a peer mediator is a boost to
particular the use of role-playing, interview-
students' self-esteem.
9
Institute of justice
National
8
PROGRAM FOCUS
All:...:-.41%,f
of the parties to give up something or to find
teachers who regularly use the curriculum. but never imposed. For that rea-
suggested but
a way of "splitting the difference" but to
As explained by ESR, "School mediation
son, new programs sometimes meet resis-
forge a win-win solution that meets the un-
programs are best implemented as part of a tance from faculty who are concerned about
derlying interests and needs of both par-
larger effort to train staff and students in
students' being able to handle the responsi-
This is a significant
bility. But according to RCCP staff, once
conflict resolution."
ties. Figure 2 lists the steps used by RCCP' s
student mediators.
strength over mediation-only projects else-
these teachers see the program in action, they
where in the country. are won over.
RCCP initiates this program only in schools
Although the mediation program is an im-
that have participated it RCCP for a year or
Adopting this approach means that teachers
more and have at least a small group of
portant part of RCCP' s approach, funding
and school administrators must give up some
control, for with mediation, solutions are
Figure 2
RCCP Student Meditation Program: Steps for a Successful Mediation
Introduction
Finding a Resolution
Ask the first person how he or she
7.
feels. Reflect those feelings.
Note: A good resolution is one that
Introduce yourselves as mediators.
1.
8. Ask the second person what hap-
solves the problem, perhaps for good. It
2. Ask those in the conflict whether
pened. Paraphrase.
is specific, answering questions of who,
they would like a mediator to help
where, when, and how. It is balanced,
9. Ask the second person how she or he
solve the problem.
with both disputants having the respon-
feels. Reflect those feelings.
sibility to make it work.
Find a quiet area near the play-
3.
Looking for Solutions
ground or lunchroom where the
15. Help both disputants find a solution
held away from
mediation
can be
(As a last
they feel good about.
10. Ask the first person what he or she
other students.
resort, the mediator can offer solu-
could have done differently. Para-
tions for the disputants to consider,
4. Ask for agreement to the following
phrase.
but this is not preferred.)
rules:
11. Ask the second person what she or
(a) They will try to solve the
16. Repeat the solution and all of its
he could have done differently. Para-
problem.
parts, and ask if each disputant agrees
phrase.
(h) There will be no name-calling.
to it.
(c) They will take turns talking with
12. Ask the first person what he or she
out interrupting.
17. Congratulate both students on a suc-
can do right now to help solve the
cessful mediation.
problem. Paraphrase.
Pledge to keep everything they say
5.
confidential.
18. Fill out the mediation report form.
13. Ask the second person what she or
he can do right now. Paraphrase.
Listening
14. Use creative questioning to bring
Ask the first person what happened.
6.
the disputants closer to a solution.
Paraphrase.
Program Focus
9
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