Conflict Resolution Education: The Challenge of Institutionalization Persistently Safe Schools Conference Hamilton Fish Institute September 19 th, 2006

Presented by Tricia S. Jones, Ph.D. Dept. of Psychological Studies in Education Temple University Philadelphia, Pennsylvania, USA tel/fax: /6013

Three Critical Questions for Institutionalization What Is Conflict Resolution Education? Is It Effective? What are the Challenges of Institutionalization?

Conflict Resolution Education: An Introduction

Defining CRE Conflict Resolution Education (CRE) “models and teaches, in culturally meaningful ways, processes, practices and skills that help individuals understand conflict processes and empower them to use communication and creative thinking to build relationships and manage and resolve conflicts fairly and peacefully” (Association for Conflict Resolution, 2002).

The World of CRE Peer Mediation Social and Emotional Learning Emotional Awareness Perspective taking Strategic expression Cultural Sensitivity Curriculum Infusion Conflict Classes Negotiation Skills After School Programs Expressive Arts And CRE Dialogue Processes Restorative Justice Bullying Prevention

USDE On-line CRE Course Managing and Resolving Conflicts Effectively in Schools and Classrooms was developed through the National Training and Technical Assistance Center for Drug Prevention and School Safety Coordinators, through a contract with the U.S. Department of Education’s Safe and Drug Free Schools Office. The course can be found at and on

Is CRE Effective? DOES CRE: Enhance Students’ Social and Emotional Development? Create a Safe Learning Environment? Create a Constructive Learning Environment?

CRE E nhances Students’ Social and Emotional Development increases perspective-taking increases empathy improves emotional awareness and management reduces aggressive orientations and hostile attributions increases use of constructive conflict behaviors at school and at home

CRE Creates a Safe Learning Environment decreases conflicts between groups of students decreases suspensions, absenteeism, and drop out rates decreases incidents of violence

CRE Creates a Constructive Learning Environment improves school climate Improves classroom climate promotes a respectful and caring environment Increases academic achievement

Supports for Institutionalization Excellent Programs and Curricula History of Implementation in In- Service Delivery Solid Research Legislative/Policy Advances

More on Legislation/Policy Mandates CRE-related legislation in nearly all 50 states and at the federal level on topics including, but not limited to: school safety; violence prevention; character education; mediation; conflict resolution Legislation, mandates and requirements range in implementation from: Integration into curriculum standards Integration into school mission and discipline policy Integration into teacher training Legislative Database:

Challenges of Institutionalization Insufficient Pre-service Teacher Education Inadequate Administrator Education Ineffective Parent Education Approaches

Insufficient Pre-Service Teacher Education Currently only two Colleges of Education have Pre-Service CRE Initiatives – CRETE Program funded by USDE’s FIPSE program Temple University Cleveland State University North Carolina has 3 credit hour requirement; training offered externally Wisconsin has 6 credit hour requirement with training offered externally and internally; varied approaches for fulfilling the requirement

Possible Consequences of Lack of Pre-Service CRE Education Unsafe Learning Environments Nationally: NCES survey indicates 40.5% of teachers feel student disruptive behavior prevents learning CDC survey indicate 9-10% of students regularly miss school because of fear from unsafe learning environments 10% of students drop out of school because of persistent bullying 90% of 4-8 graders report experiencing serious bullying

Possible Consequences of Lack of Pre-Service CRE Education Teacher Attrition Nationally: 1/3 of new teachers leave in five years 1/2 of new teachers in urban environments leave within 5 years One of main reasons cited is inability to manage chaotic and conflict-ridden classrooms

Inadequate Administrator Preparation Graduate Programs in Educational Leadership and Policy Studies lack Courses Addressing CRE Exception: MA in Conflict Resolution in Education at Lesley College Exception: Certificate in Social and Emotional Learning at Hunter College, CUNY (Dr. Janet Patti)

Ineffective Parent Training and Involvement Difficult to establish and sustain parent training and involvement – especially in urban education environments Some programs (e.g., RCCP – Responding to Conflict Creatively Program) have parent training initiatives Some organizations moving in this direction (Words Works project, ABADR) Vast majority of CRE efforts do not include parent training

Call to Action Explore partnerships with Colleges of Education Ask about their current course content and coverage of CRE and related fields Identify faculty who may be interested in expanding their pre-service offerings Explore partnerships with regional and local funders who may support such initiatives.

Interested in CRETE (Conflict Resolution Education in Teacher Education? The mission of the CRETE project is to provide pre-service teachers with critical skills and knowledge of conflict education and classroom management necessary for cultivating constructive learning environments for children, enhancing student learning and bolstering teacher retention. Infusion in Pre-Service Coursework External CRE Training for Pre-Service Majors Training for Mentor Teachers to Support New In-Service Teachers