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Lion’s
Quest Conflict Management Programs Key Words:
Background:Lions-Quest Canada, a not-for-profit organization, has developed a number of curricula to promote positive life skills and conflict resolution skills for students from kindergarten to grade 12. Programs are designed to fit within various provincial curricula in language arts, health and personal life skills and social studies. Objectives: The objectives include changing attitudes about student’s interaction; increasing knowledge of non-violent techniques for dealing with conflict; and fostering the behaviours that help children and youth put conflict resolution into action. Description: The Working It Out: Tools for Everyday Peacemakers program is for children from kindergarten to grade 6. The program builds and reinforces three types of skills: problem solving, cooperation, and peaceful conflict resolution. Topics include: recognizing feelings, predicting consequences, resolving conflict, managing your own anger, dealing with others’ anger and bullying and respecting diversity. The Working Towards Peace: Managing Anger, Resolving Conflict and Preventing Violence program is for grade 6 to 8 students. The 22 lessons provide opportunities to learn and practice conflict resolution skills. Topics include managing anger, understanding conflict, choosing responses to conflict, dealing with bullies and using negotiation skills to deal with conflict. The Exploring the Issues: Promoting Peace and Preventing Violence program was developed for students grades 7-12 and includes 19 sessions in five modules designed to help students understand attitudes and behaviours that can lead them from conflict to anger to violence. In module one, students analyze the causes and effects of violence, begin research assignments, and write proposals for learning projects that help reduce violence or teach others how to resolve conflicts peacefully. In the second module, students learn ways to manage their own anger, help others involved in conflict calm down, and practice empathetic listening. In the third part, students practice strategies for handling intimidation and sexual harassment and for resolving conflicts peacefully. They select and work on learning projects. The fourth module helps students plan ways to avoid or deal safely with violent situations and shares research on drugs, weapons, and gangs. In the fifth module, students complete their learning projects, sharing their experiences in promoting peaceful conflict resolution within their school and community. Teacher Training:Optional training workshops provide teachers with techniques to deliver the programs. Parent Involvement: These programs consider active parent involvement with violence prevention as one measure of a positive school climate. Information about conflict management is shared at parent meetings and school climate committees. Did It Work? Strong Research Design. While Lions-Quest materials noted over 60 evaluations of their programs, we identified only one outcome study for the conflict management programs. Laird and Syropoulos (1996) compared 1900 grade 7 and 8 students in three conditions: 1) the Skills for Adolescence curriculum; 2) the Working Toward Peace curriculum; and 3) used neither. After one semester, students in Working Toward Peace had the highest increase in knowledge of how to handle anger and conflict resolution. Students using Skills for Adolescence also gained significantly, but not to the same extent; the control group showed no significant gains. Grade point averages for students using either program increased over the first year, but not for control students. After year two of Working Toward Peace, students showed a 68% decrease in violence-related referrals according to teacher’s daily behaviour observations and logs of misconduct whereas those in the other two conditions showed no significant improvements. Students in Working Toward Peace also demonstrated five times as many prosocial interactions as students in the control condition. How Did It Work? Byrd (1996) conducted a content analysis comparing the Lion’s Quest Conflict Management programs and Second Step program (Committee for Children). While both programs covered conflict management concepts well, the Lions-Quest programs more extensively covered areas such as bullying, prejudice and classroom conflicts. Other advantages included Lion Quest’s continuity through to grade 12 and its explicit emphasis on enhancing school climate. In a cost-benefit analysis of materials, Lions-Quest was five times less costly, in Canadian dollars, than Second Step. Availability:Contact Lions-Quest Canada, 515 Dotzert Court, Unit 7, Waterloo, Ontario N2L 6A7; Email: joanne@lions-quest.ca; Phone toll-free: 1-800-265-2680, or fax: 519-725-3118. Working It Out: Tools for Everyday Peacemakers costs $69.95 (CDN). The set includes skill topic folders, teacher and family resources and handout masters for experiential activities. Working Towards Peace: Managing Anger, Resolving Conflict, and Preventing Violence Kit for grades 6 to 8, costing $69.95 (CDN), includes a curriculum manual, posters, the Student Book, the Canadian Administrator’s Guide and a family resource. Exploring the Issues: Promoting Peace and Preventing Violence is available for $25 (CDN). Some materials are available in French. References Byrd, B. (1996). A comparison of two school-based conflict management programs — Lions-Quest and Second Step. Toronto, ON: Lions-Quest Canada. Laird, M., & Syropoulos, M. (1996). Aggression and violence: The challenge for Detroit schools. Findings from an evaluation of Lions-Quest "Working Toward Peace". Toronto, ON: Lions-Quest Canada.
Vers
le Pacifique / Pacific Path Key Words:
Background: The Pacific Path program developed three curricula to launch a school-wide adventure along the pacific path: for preschool, elementary and secondary schools. . Objectives: The overall objective of the Pacific Path program is to prevent violence by promoting pacific behaviors. Description: To be implemented over two years, the program has two successive phases: conflict resolution and peer mediation. Conflict resolution teaches students how to resolve interpersonal conflicts peacefully in interactive class sessions. During the second phase, peer mediation, students learn to adopt mediation as a way to resolve conflict. In the conflict resolution phase, 7 themes are first introduced in the kindergarten classroom: self-esteem, feelings, empathy, anger management, communication, listening and searching for solutions to a conflict. Each one of these themes will be further detailed and explained in subsequent years of the program. Additionally, the elementary school program develops the notion of conflict and presents to the students a 4-step process to resolve conflicts. The secondary school program integrates discussions around the themes of violence, self-image, and peer influence. Classroom sessions (50- to 90-minutes) can be divided into smaller segments for the younger children. Classroom activities include: role-play scenarios, arts and crafts, mimicking games, stories, team and group discussions, personal reflection and brief lectures. Sets of colored posters and additional cardboard illustrations or symbols accompany each program. In the peer mediation phase, students are selected and trained to help their peers resolve conflicts peacefully. Student mediators participate in a 10-hour training course before becoming active within the school or playground. The training provides students with additional information on communication and listening techniques as well as the mediation process and the role/commitments of a student mediator. Ample time is allocated for the students to practice mediation skills in a variety of situations. Mediation awareness workshops are also provided for the general student population. Teacher Training: One-day ICCRM led teacher training sessions are available for both program phases. The training session on conflict resolution provides school staff with an overall understanding of the program, the implementation process, and success factors as well as an overview of the content and educational methods used. The peer mediation training presents the mediation process and basic principles, allows for practicing mediation skills and introduces the implementation process for both student and adult mediation services within the school. Parent Involvement: A program targeting parents is currently under development. Parents will be informed of activities taking place in their children’s school through various letters, pamphlets, and invitations to awareness or training sessions. Such activities are already underway in some schools with the coaching of ICCRM trainers. Did It Work? Strong Research Design: Although the English version of the Vers le Pacifique program - Pacific Path — has only just been launched, the French program has been continually evaluated since 1994. By Year 2 in a 3-year study, 5 schools had participated (3 schools implemented the program during the first year, whereas the other 2 served as controls, implementing the program the next year) with 1197 students in 48 classrooms in Year 1 and 2122 students in 96 classrooms in Year 2 (Rondeau, Bowen, & Bélanger, 1999). In the overall student population, there were statistically significant increases in prosocial behaviours after two years of the program. Student mediators (191) reported significantly less aggressive behaviours, less isolation and had greater self-control than their peers without special mediation training. The number of requests for mediated disputes declined in the second year of the program, with students in Grades 1 through 3 the most likely to seek peer mediation. An evaluation of the Kindergarten program was conducted in 2001 (Vadeboncoeur, Rondeau, & Begin, 2001). Preliminary results demonstrate a 20% increase in the children’s prosocial behaviors in competitive and cooperative situations. The National Crime Prevention Centre, Justice Canada, is financing the implementation and evaluation of the second generation of the program that integrates all teaching and non-teaching school personnel, parents and members of the community in conflict resolution activities. The results of this 16-school, 3-year evaluation will be completed in June 2004. How Did It Work?Process evaluations indicate several components are necessary for successful implementation of the program: support of the school administration; collaboration between all school personnel; formation of a coordinating committee; integration of the program within the school’s education planning; involvement of parents; regular evaluation; continuity across time and grade levels; and support of community partners (International Center for Conflict Resolution and Mediation, 2002). Availability: The Conflict Resolution preschool program costs $100.00 (CDN) and includes a facilitation guide, 10 colored posters, 22 colored cardboard illustrations, 2 storybooks and a CD. The program is available at all levels in French. The English elementary and the secondary school programs are scheduled for fall 2002. On-site training in Quebec, Eastern Ontario and New Brunswick (plus program materials) cost between $1,000.00 and $1,600.00 (CDN), while half- to 2-day training (plus program materials) at the ICCRM costs between $180.00 and $475.00 (CDN) per person. For additional information, contact: International Center for Conflict Resolution and Mediation, 774 St-Joseph Boulevard East, Montreal, Quebec- H2J 1K2; phone: (514) 598-1522; fax: (514) 598-1963; or visit: http://www.iccrm.com. References Rondeau, N., Bowen, F., & Bélanger, J. (1999). Évaluation d'un programme de promotion de la conduite pacifique en milieu scolaire primaire: Vers le pacifique - Rapport final. Présenté au Centre Mariebourg, 1999 (Montréal). International Center for Conflict Resolution and Mediation (2002). An introduction to the Pacific Path program. Montreal, QC: Author Vadeboncoeur, J., Rondeau, N., & Begin, H. (2001). Évaluation des effets d'un programme de prévention de la violence par la promotion de conduits pacifiques implanté auprès d'enfants de maternelle: effets préliminaires. Communication présente à le Congrès de la SQRP, Octobre 2001 (Chicoutimi).
Teaching
Students to be Peacemakers Key Words:
Background: Teaching Students to be Peacemakers, a peer mediation program, is now in its 3rd edition. The program uses a peaceable classroom/peaceable school approach. Objectives: Students learn how to negotiate constructive resolutions to interpersonal conflicts and to help classmates do likewise through peer-mediation. Program objectives include: enhancing classroom learning; improving the quality of school-life; and learning nonviolent conflict resolution skills. Description: Teaching Students to be Peacemakers takes a total student body approach, training every student in the school to manage conflicts constructively, rather than a only a select few to become peer mediators. This program is a 12-year spiral program. Every year, students learn increasingly sophisticated negotiation and mediation skills. Topics include mutual problem solving, maximizing joint outcomes and strengthening liking, respect and trust. Students learn that negotiation is about solving problems; there are defined problems solving steps for both parties (i.e., state wants, describe feelings, give reasons for wants and feelings, reverse perspectives, together invent three possible solutions to maximize joint outcomes and reach agreement). Students are taught to use this process for resolving disputes between two other parties (classmates); they become a mediator of disputes who facilitates problem-solving negotiations. Students are taught a four-step procedure: 1) end the hostilities, 2) ensure commitment to the mediation process, 3) facilitate negotiations, and 4) formalize the agreement by completing a Mediation Report Form. Working at first in pairs, mediators are available to help schoolmates negotiate more effectively. The mediator’s role is rotated so that every student gains experience. When all students become skillful, the mediators may work alone. Applying mediation concepts through structured, planned academic controversies in the classroom is encouraged. This strategy allows students to practice their conflict skills daily. The easiest way to do this is to integrate the training into regular curriculum lessons. To ensure that students manage conflicts constructively, a cooperative classroom and school environment must be established. All students and school staff must be oriented to and use the same procedures for resolving their conflicts. The responsibility for peer mediation is rotated throughout the entire student body so that every student gains experience as and expects to be a mediator. Did It Work? Strong Research Design: In a review of 7 studies where students from grades 1 through 9 received a 9- to 15-hour training in the negotiation and/or mediation process, Johnson and Johnson (1995, 1996) indicated that 5 studies used control groups, 3 studies randomly selected classrooms and/or controls from the school, 1 study randomly assigned students to conditions and 4 studies rotated teachers across conditions. Two primary results were targeted: 1) increased student knowledge of negotiation and mediation procedures and skills; and 2) generalization of knowledge and skills in settings other than the classroom. First, in three studies using written self-report questionnaires and interviews, researchers found a statistically significant increase in the use of constructive conflict management at post-test compared to those in the control groups, while significantly decreasing their reliance on the use of threats to get others to give in, telling a teacher, withdrawal, and aggressive strategies. In one study, when trained students’ pre-/post-test and pre-test/3-month follow-up scores were compared, there were statistically significant increases in knowledge and use of constructive conflict management at both time-points. Testing the generalization of negotiation skills to non-classroom settings involved three studies. One study used student self-reports and parent-reports to investigate the spontaneous use of negotiation at home found that Grade 3 to 5 students trained in negotiation procedures reported using these skills at home and were able to identify an actual incidence where they did so. Parent-reports of students in Grades 1 to 3 indicated that parents had observed their children using negotiation skills in conflicts with their siblings and friends. A second study using trained observers in classroom and the schoolyard indicated that negotiation skills or the use of mediation happened in about 50% of the high emotional-investment (average duration of almost 13 minutes) conflict situations. In a third study, the control group did not differ from the program group before training, but differed significantly during and after training in that they resolved 40% (statistically significant) of their conflicts using their negotiation and mediation skills. There were no differences between using the skills at school or at home or between the use of negotiation by girls or boys. Availability: Teaching Students to Be Peacemakers (1991) costs $32.00 (US), student worksheets are $12.00 (US), and a 10-minute training video is $30.00 (US) from Interaction Book Company, 7208 Cornelia Drive, Edina, MN 55435; phone: (952) 831-9500; fax: (952) 831-9332; or website: http://www.clcrc.com/pages/materials.html. For information or training, contact: Cooperative Learning Center, 60 Peek Hall, University of Minnesota, Minneapolis, MN 55455; phone: (612) 624-7031; or fax: (612) 626-1395. References Johnson, D.W., & Johnson, R.T. (1996). Conflict resolution and peer mediation programs in elementary and secondary schools: a review of the research. Review of Educational Research, 66(4), 459-506. Johnson, D.W., & Johnson, R.T. (1995). Teaching students to be Peacemakers: results of five years of research. Peace and Conflict: Journal of Peace Psychology, 1(4), 417-438.
Second
Step Key Words:
Background:The Committee for Children in Seattle, Washington began developing violence prevention programs in the 1970s. Their programs have been widely distributed throughout North America. The Second Step curriculum is used with diverse ethnic populations and implemented in large urban as well as rural communities. Objectives: Second Step was developed to meet two primary objectives: to reduce aggression and increase prosocial behaviours. Description:The program consists of approximately 20 lessons for each grade level that build sequentially as grade level increases. The formal lessons vary in length from 20 minutes at preschool to 50 minutes in junior high. The skills taught include empathy, impulse control, problem solving and anger management. Teachers and other staff model these behaviours in interactions with students. Role-plays and other program aspects can be integrated into the regular curriculum. The major format for elementary school students is 11" by 17" photo lesson cards that the teacher shows to the class, utilizing the lesson outline on the reverse. Lesson techniques include story and discussion, teacher modeling of the skills and role-plays. Transfer of training is encouraged through alerting students to opportunities to use the prosocial skills at school and home, and reinforcing them when they do. The lessons for Grades 6-9 are divided into three levels: Level 1 contains foundation lessons and Levels 2 and 3 contain skill-building lessons. Each level includes discussion, overhead transparencies, reproducible homework sheets, and a live-action video. The three levels allow students to receive multi-year training in prosocial skills. Teacher Training:Training is often provided through school boards by facilitators trained by the Committee for Children. Various training options are available. Parent Involvement: Parents of elementary school children can learn to model and reinforce the skills at home. The Family Guide contains materials for group facilitators to conduct six group meetings, including a 30-minute overview tape, three skill-training videos, a scripted facilitator’s guide, handouts and refrigerator magnets depicting the problem-solving and anger management steps. Did It Work? Strong Research Design. Grossman and colleagues (1997) conducted a randomized trial among 790 2nd and 3rd grade students in six matched pairs of urban and suburban elementary schools. In a pre-/post- and 6-month follow-up research design, independent behavioural observations indicated that physical aggression (e.g., hitting) decreased moderately from pre- to post-intervention for children in the Second Step program, but increased among the control school students. The decreases were greatest on playgrounds and in lunchrooms. At 6-month follow-up, program schools continued to show significantly lower levels of physical aggression. Verbal aggression did not significantly differ at post-program or follow-up. Neutral or prosocial behaviour significantly increased from pre- to post-program, but remained constant in the control sample. This pattern continued at 6-month follow-up. Parent and teacher ratings on the Child Behavior Checklist noted no significant changes in either prosocial or physical aggression for the program group. Taub (in press) compared Second Step in a rural school with students from grades 3 to 5, with a no program comparison school. Data was collected pre-program, 4-months post and at 1-year follow-up. A time-series analysis of teacher ratings on the School Social Behavior Scales indicated that program students significantly increased prosocial and significantly decreased antisocial behaviors compared to pre-test, while the control students increased their antisocial behaviour in the same time period. Independent behavioural observations showed that program students did not significantly improve how they engaged with peers at 4 months post, but did significantly by 1-year. Other observed behaviours such as bothering other children and following adult’s directions did not significantly improve at post- or follow-up times. Moore and Beland (1992) studied 123 preschool and kindergarten students in either a program or control group. Due the young age of the participants, students were interviewed to assess their knowledge and skill development. Students who received the curriculum exhibited significantly greater knowledge and skills (e.g., identify cues associated with different feelings, generate solutions for dealing with conflict situations, demonstrating appropriate verbal requests, and list ways to calm down when angry) than control group children. While preschool and kindergarten children improved following the curriculum, the older children scored better on knowledge and skills. Teachers observed students using problem-solving and anger-management skills in everyday situations in the classroom and while at play. Suggestive research evidence. Bergsgaard (1997) used a two-year staged intervention with Grades 2 and 4 participating in Year 1 and Grades 1 to 4 in Year 2. Based on six 5-day observation and data-collection periods, several trends were noted in program children (noted that no statistical tests were conducted to assess the significance of differences): 1) the number of conflicts decreased, with a greater decrease at year two of the program. The average number of conflicts per student decreased over the two-years; 2) teachers relied less on direct, punitive discipline and used more mediation approaches; and 3) the use of peer mediation increased from 0% to 19% over one year. How Did It Work? In early pilot studies (Beland, 1988; 1989; 1991), teachers highly rated the overall program, the lesson plan format, teacher’s guide, ease of preparation and integration with other curricula, and ability to stimulate student interest Availability: Second Step has three elementary kits: Preschool or Kindergarten, Grades 1-3, and Grades 4-5 that together cost approximately $625 (US). Videos, transfer-of-learning materials and the Family Guide and videos are extra. The junior high curriculum (levels 1-3) costs $450 (US approximately). Contact: Committee for Children, 2203 Airport Way South, Suite 500, Seattle, Washington 98134-2027; phone: 1-800-634-4449; fax: (206) 343-1445; or through: http://www.cfchildren.org/reachus.htm. References Beland, K. (1988). Second Step, Grades 1-3: Pilot project 1987-1988 summary report. Seattle, WA: Committee for Children. Beland, K. (1989). Second Step, Grades 4-5: Pilot project 1987-1988 summary report. Seattle, WA: Committee for Children. Beland, K. (1991). Evaluation of Second Step, preschool-kindergarten: Violence prevention curriculum kit: summary report. Seattle, WA: Committee for Children. Bergsgaard, M. (1997). Gender issues in the implementation and evaluation of a violence-prevention curriculum. Canadian Journal of Education, 22(1), 33-45. Grossman, D.C., Neckerman, H.J., Koepsell, T.D., Liu, P. Y., Asher, K.N., Beland, K., Frey, K., & Rivara, F.P. (1997). Effectiveness of a violence prevention curriculum among children in elementary school: A randomized controlled trial. Journal of the American Medical Association, 277, 1605-1611. Moore, B., & Beland, K. (February 1992). Evaluation of Second Step, preschool-kindergarten a violence-prevention curriculum kit: Summary report. Seattle, WA: Committee for Children. Taub, J. (in press). Evaluation of the Second Step violence prevention program at a rural elementary school. School Psychology Review.
Bullyproof Key Words:
Background: Bullyproof: A Teacher’s Guide on Teasing and Bullying for Use with Fourth and Fifth Grade Students (1996) is one curriculum developed as part of the Project on Teasing and Bullying: http://www.wcwonline.org/bullying/index.html. Since its establishment in 1997, the Project on Teasing and Bullying has explored the link between sexual harassment and bullying. The project, now headed by Nancy Mullin-Render, continues to address the role of gender in school bullying. The curriculum strategies are best situated within a comprehensive school-wide approach. Objectives: Reducing bullying behaviours is the aim of this curriculum. Description: This 11-session curriculum uses role-plays, group discussions, exercises, and writing/art activities to help students distinguish between teasing and bullying behaviours. Topics include the differences between appropriate and inappropriate boundaries, and playful and hurtful behaviour. Supplemental material on sexual harassment is suggested to compliment the sexual harassment lesson plan. Teacher Training: Training is tailored to the needs of each group. Common themes include: the role of gender, bystanders, and courage in addressing bullying in the elementary grades. Schools that are willing to commit to school-wide strategies to reduce bullying are presented with the Olweus model. Parent Involvement: Workshops for parents and community organizations are designed to increase awareness about bullying, promote appropriate strategies for intervening and reinforce connections with the school. How Did It Work? Strong Research Design: Sanchez et al., (2001) conducted a large study with 1243 Grade 5 students in schools that were randomly assigned to intervention or control conditions in matched-pairs. At semester-end and at year-end testing, the program students significantly improved their knowledge of sexual harassment (but not bullying) and their intention to intervene in a bullying situation rather than rely on adults, when compared to control students. Awareness of bullying at school significantly increased from pre- to end-of-year testing for the program students. Availability: Bullyproof: A Teacher’s Guide on Teasing and Bullying for Use with Fourth and Fifth Grade Students (1996) is available for $19.95 (US) from Wellesley Centers for Women, Wellesley College, 106 Central Street, Wellesley, MA 02481; phone: (781) 283-2500; fax: (781) 283-2504; email: wcw@wellesley.edu or visit the website: www.wcwonline.org/bullying. For further information about the Project on Teasing and Bullying and fees for training services (staff and parent) contact: Nancy Mullin-Rindler at (781) 283-2477; or email nmullinr@wellesley.edu. The Expect Respect manual that uses the Bullyproof curriculum can be downloaded from the site of National Resource Center on Domestic Violence at www.vawnet.org/vnl/library/general/NRC_apub.htm. References Sanchez, E., Robertson, T.R., Lewis, C.M., Rosenbluth, B., Bohman, T., & Casey, D.M. (2001). Preventing bullying and sexual harassment in elementary schools: the Expect Respect model. Journal of Emotional Abuse, 2(2/3), 157-180.
PeaceBuilders
Key Words:
Background: In 1991, Michael Krupnick founded Heartsprings, a non-profit organization that developed and implemented PeaceBuilders. Objectives: The primary objective of this program is to shift the school environment to focus on building respect for self and others and a commitment to dealing with violence. Description: PeaceBuilders is a school-wide intervention that uses nine broad techniques for behaviour change (Embry et al., 1996): common language for ‘community norms’; real-life models and story characters who depict positive behaviours; environmental cues to indicate desired behaviours; role plays to increase the range of responses to conflict; rehearsals of positive responses to negative situations; rewards — both individual and group — for prosocial behaviours; reduction in threats to reduce reactivity; self- and peer monitoring; and activities to promote maintenance of change across time and context. This is accomplished in the classroom through teachers integrating the principles into their language arts, social studies and other instructional programs. The program uses strategies like PraiseBoards, PeaceCircles, class meetings, student story writing, art and drama to reinforce the concepts and skills and teach non-violent conflict resolution strategies. The goal is to have everyone in the school models these principles. Teacher Training: Training is compulsory before receiving program materials. On-site training includes a 4-hour in-service for all school staff to learn the basics of the program and about brain science. An implementation plan specific to each site is developed. Some training packages also include student and staff leadership trainings, as well as a follow-up visit 3 to 4 months after implementation. Parent Involvement: Parents are involved in yearly launches, assemblies, celebrations and fun activities. Did It Work? Strong Research Design. Initial outcomes over a 2-year period showed that schools participating in PeaceBuilders significantly decreased the rate of injuries related to fighting compared to comparison schools (Krug et al., 1997). Suggestive Research Evidence. Informal evaluations indicated decreases in self-reported bullying-related behaviours (e.g., joining in the bullying; fights, suspensions and disciplinary warnings) and increases in telling someone and trying to help (Rowe, 1998; Shott et al., 2000). Availability: On-site training packages cost between $1,750 and $2,250 (US) plus travel. A Train-the-Trainers format is also available. Several program packages are available, including Elementary, Middle School, and K — 8 programs. For costs of various program packages and training opportunities, contact Heartsprings, Inc., P.O. Box 12158 Tucson, AZ 85732; phone (520) 322-9977; fax (520) 322-9983; email info@peacebuilders.com; or see website: http://www.peacebuilders.com/. References Embry, D.D., Flannery, D.J., Ansonia, A.T., Powell, K.E., & Atcham, H. (1996). PeaceBuilders: A theoretically driven, school-based model for early violence prevention. American Journal of Preventive Medicine, 12(5), 91-100. Krug, E.G., Brener, N.D., Dahlberg, L.L., Ryan, G.W., & Powell, K.E. (1997). The impact of an elementary school-based violence prevention program on visits to he school nurse. American Journal of Preventive Medicine, 13(6), 459-463. Rowe, W. (1998). Byrne Grant Violence Prevention Project Report. Unpublished. Tuscan, AZ: Heartsprings. Shott, B. et al. (2000). PeaceBuilders as a model for social skills improvement in Arizona State School for the Deaf and Blind. Report for reaccredidation of Arizona State School for the Deaf for the target area of social skills. Unpublished. Tuscan, AZ: Heartsprings.
Skills
for Life Key Words:
Background: The Lesson One Foundation, Inc. was founded in 1976 as a non-profit organization with a mission to teach children important life skills that enhance opportunities for success in life. Objectives: Skills for Life aims to enhance children’s integration of self-control, self-confidence, responsibility/consequences, thinking/problem solving, and cooperation. Description: Classroom teachers deliver this 2-part curriculum after intensive training. Part 1 institutes techniques such as pledges for success and self-control, and self-control time to promote classroom environment change. The second part provides skill development in problem solving and conflict resolution. Teaching techniques include: activities, class discussions, literature, stories, and workbook exercises. Teacher Training: The essential element of the Skills for Life program is the on-site training of school staff and parents to provide consistent implementation of the program. This is accomplished by either a school-wide or grade-level residency where Lesson One staff stays for one week in the school for staff training, parent information session and modeling the curriculum in each classroom. Parent Involvement: Lesson One staff conducts a parent workshop with a school-wide implementation approach. Did It Work? Strong Research Design: Manning and colleagues (2002) conducted a pre-/post-test comparison group design study using teacher perceptions of over 1800 students from Kindergarten to Grade 5 (national sample). Teachers rated students on a 6-point scale from rarely to always on 13 behaviours or skills, such as keeps hands to self, respects other children’s feelings by not teasing/calling names, and refrains from fighting verbally, physically or bullying. Controlling for pre-test differences, the post-test ratings of intervention teachers was significantly higher than those of the comparison group. Improvements were consistent across grade levels and all 13 skills/behaviours measured. Availability: Program materials are available only to schools that procure on-site training. Materials include a Teacher Guidebook for every classroom teacher, student workbooks for each grade, educational games and toys. The cost is based on the number of students, staff and classroom modeling sessions. An estimate can be obtained by contacting: Lesson One Foundation, Inc., 245 Newbury Street Room 2F Boston, MA 02116; phone: (617) 247-2787; fax: (617) 247-3462; email: info@lessonone.org; or the web site: http://www.lessonone.org/. References Manning, C.F., Mohole, K., & Goodman Research Group (2002). The Lesson One program results of a controlled pre and post study. Unpublished. Cambridge, MA: Goodman Research Group, Inc. Available from the Lesson One Foundation, Inc.
Violence
Prevention Curriculum for Adolescents Key Words:
Background: The Violence Prevention Curriculum for Adolescents is one module of the Teenage Health Teaching Modules program written by Dr. Deborah Prothrow-Stith of the Harvard School of Public Health. Learning to avoid violent situations and deal with anger in constructive, nonviolent ways are the program’s foundations. It can be utilized in a class or community setting and has been used in at least 7 countries. The program stands on its own or in conjunction with other modules of Teenage Health Teaching. Objectives: Program objectives include learning to recognize the risks of violence, examining factors associated with violence and using analytical thinking strategies to avoid hostile confrontations and violence. Description: This program targets Grade 9 and 10 students. The curriculum is 10-sessions, with 16-modules and includes videotapes, a teacher’s guidebook, and student handouts. Role-playing hypothetical situations help students practice skills for handling anger and difficult interpersonal issues. Students investigate the nature of interpersonal violence and ways to prevent it; learn about homicide statistics and characteristics, and the major risk factors for violence (alcohol and other drugs, weapons and poverty); examine causes of anger and healthy ways to express it; analyze the positive and negative results of fighting and role-play what happens before, during, and after a fight, learning that the longer they let an altercation develop, the harder it is to stop. Finally, students discuss strategies for preventing fights and nonviolent alternatives to fighting. Did It Work? Strong Research Design. DeJong et al. (1989) developed a 110-item questionnaire to assess student’s knowledge, acceptance of violence, handling conflict, positive and negative self-esteem, drug use, and aggression. Teacher ratings using the Child Behavior Checklist (CBCL) were also collected. A total of 347 students participated using a wait list control design so that control students that later received the program. The most consistent result was a significant decrease in self-reported fighting for the program group compared to the control group. Increased knowledge of violence, positive self-esteem, other’s locus of control, and decreased arrests were self-reported at some program schools in comparison to control groups at post-test, but not at others. DuRant and colleagues (1996) compared a 10-session version of Violence Prevention Curriculum for Adolescents to the Conflict Resolution: A Curriculum for Youth Providers with 209 grade 6 to 8 students. Students exposed to either curriculum self-reported significant improvements in three indices of violence: use of violence in hypothetical conflict situations, frequency of violence use and fighting within 30-day period. In addition, though, the Conflict Resolution students reported significantly fewer fights resulting in injury requiring medical treatment, while students using the Violence Prevention Curriculum for Adolescents did not. Enger, Howerton and Stepp (1994) adapted the Violence Prevention Curriculum for Adolescents modules for 130 grade 7 students in a staggered design to create program and control groups. At post-test, the program group had significantly higher scores than control group on knowledge of violence in society, homicide, risk factors, anger triggers, ways of expressing anger, what leads to fighting, and alternatives to fighting. Suggestive research evidence. Farrell and Meyer (1997) used a staggered design with 452 grade 6 students in intervention and comparison groups with pre-, post- and follow-up testing. The effects of gender and school were controlled before the impact of the program was examined. Compared to those in the comparison group, boys in the program tended (not statistically significant) to have lower violent behaviour scores. There was no significant change on the violent behaviour score for girls. Item analyses showed lower rates of physical fighting and lower frequency of being threatened by someone with a weapon with the intervention group. Availability:The Violence Prevention Curriculum for Adolescents, consisting of a teacher’s guide, student handouts, and teacher-training video, costs $149.95 (US). Contact: Education Development Center, 55 Chapel Street, Newton, MA 02458-1060; Phone: 1-800-225-4276; Web site: http://www.edc.org. References DeJong, W., Spiro, A., Wilson-Brewer, R., Vince-Whitman, C., & Prothrow-Stith, D. (1989). Evaluation summary: Violence Prevention Curriculum for Adolescents. Newton, Massachusetts: Education Development Center. DuRant, R.H., Treiber, F., Getts, A., McCloud, K., Linder, C.W., & Woods, E.R. (1996). Comparison of two violence prevention curricula for middle school adolescents. American Journal of Preventive Medicine, 12(5), 91-100. Enger, J.M., Howerton. D.L., & Stepp, D. (1994, November). Effects of a violence prevention program on students’ understanding of violence. Paper presented at the annual meeting of the Mid-South Educational Research Association. Nashville, TN. Farrell, A.D., & Meyer, A.L. (1997). The effectiveness of a school-based curriculum for reducing violence among urban sixth-grade students. American Journal of Public Health, 87, 979-984.
Conflict
Resolution: A Curriculum for Youth Providers Key Words:
Background: Community Board Programs developed The Conflict Resolution program in 1990. The curriculum includes more than 75 activities, handouts and a teacher/trainer guide to assist students in learning conflict resolution. Objectives: The key objective is to help secondary schools students define conflict, learn three types of conflict resolution and review basic communication skills. Description: Teachers present five units in ten 50-minute sessions designed to build skills in communication and nonviolent conflict resolution. The units include: 1) defining conflict and its connotations; 2) resolving conflict; 3) communication; 4) skills-building in effective communication; and 5) practice in conflict resolution. Each session contains at least one skill-building exercise. Did It Work? Strong Research Design. DuRant and colleagues (1996) compared the Conflict Resolution: A Curriculum for Youth Providers to the 10-session version of the Violence Prevention Curriculum for Adolescents with 209 grade 6 to 8 students. At post-test, students exposed to either curriculum self-reported a significant decrease in 3 indices of violence: use of violence in hypothetical conflict situations, frequency of violence use and fighting within a 30-day period. However, students taking the Conflict Resolution program reported significantly fewer fights resulting in injury requiring medical treatment, while students taking the other program did not. Availability: The program materials cost $52.00 (US). Contact the National Resource Center for Youth Services (NRCYS), Schusterman Center, 4502 E. 41st Street, Bldg. 4W Tulsa, OK 74135; Phone: (918) 660-3700; Fax: (918) 660-3737; Email through the web site at http://www.nrcys.ou.edu/. References DuRant, R.H., Treiber, F., Getts, A., McCloud, K., Linder, C.W., & Woods, E.R. (1996). Comparison of two violence prevention curricula for middle school adolescents. American Journal of Preventive Medicine, 12(5) 91-100.
Promoting
Alternative Thinking Strategies (PATHS) Key Words:
Background: The PATHS curriculum, a model for elementary school students, was originally developed for deaf children. PATHS expanded in the 1990s for a broader audience. Teachers have combined the PATHS curriculum with others and used it in special education classes. Objectives: The PATHS curriculum promotes skills to prevent or reduce behavioural and emotional problems. Description: The program consists of 131 lessons presented over 5-years. The curriculum includes units on feelings and interpersonal cognitive problem solving techniques designed to generalize from the classroom to daily experiences. Special needs students have several specifically designed units to provide more reinforcement of concepts and skills. For these students, the regular PATHS curriculum is used both in the classroom, and additionally in weekly parenting support classes, small-group social skills interventions, academic tutoring and home visits. The curriculum is typically taught 3 times per week in 20- to 30-minute sessions. Pictures and photographs are included in the materials for all lessons. The topics include: identifying and labelling feelings, expressing feelings, assessing the intensity of feelings, managing feelings, understanding the difference between feelings and behaviours, delaying gratification, controlling impulses, reducing stress, self-talk, reading and interpreting social cues, understanding the perspectives of others, using steps for problem-solving and decision-making, having a positive attitude toward life, self-awareness, nonverbal communication skills, and verbal communication skills. Each lesson builds on the previous one and utilizes activities such as dialoguing, role-playing, storytelling, modeling, reinforcement, attribution training, and verbal mediation to develop skills in the five major curriculum areas. Parent Involvement: Although primarily focused on classroom settings, activities are included for parents through letters and information that can be sent home by teachers. Did It Work? Strong Research Design: Three controlled studies with randomized control and program groups have been conducted (cited in Greenberg, Kusche, & Mihalic, 1998). The evaluations included three populations: deaf/hearing impaired, regular and special education-classified children. In each, the PATHS curriculum was implemented for one year with testing at four times: pre, post, 1-year and 1.5-year follow-up. Outcome measures included the Child Behavior Check List (CBCL), WISC-R, TOCA-R, Child Depression Inventory and the Seattle Personality Scale. In one study, 286 1st and 2nd grade students in regular education and special needs classrooms were randomly assigned to either the PATHS curriculum or the regular curriculum. Teacher ratings for regular classroom students indicated lower behavioural problem scores and higher social/school functioning at the second follow-up time but not at the 1-year follow-up compared to the control group children. No differences were found in parent ratings using the CBCL internalizing or externalizing scales. In the special needs classrooms, significant gains in emotional understanding and interpersonal problem solving were noted for program but not control classes. While these improvements were not maintained at follow-up, the special needs students showed greater improvements than program children in the regular classrooms. In a second study, Greenberg et al. randomly assigned classes into 201 program and 184 control groups. Regular teachers taught the PATHS curriculum to three sets of 1st grade students over three successive years. Teachers in the PATHS classrooms reported fewer conduct problems than those in control classrooms, less peer aggression and more positive peer relations. Independent observers rated PATHS classrooms as having a more positive classroom atmosphere and more on-task behaviour than control classrooms. How Did It Work? Outcomes were better in classes in which teachers modeled PATHS processes, used them the entire school day, had better classroom management skills and were more willing to consult with Educational Coordinators (Greenberg et al., 1998). Availability: The curriculum consists of an instructional manual, six volumes of lessons, pictures, photographs, posters, and Feeling Faces. The complete PATHS curriculum costs approximately $640 (US) or the PATHS Basic Program costs $550 (US). Contact Customer Service, Channing L. Bete Co., 200 State Road, South Deerfield, MA 01373; Phone 1-877-896-8532; Fax 1-800-499-6464; Email custsvcs@channing-bete.com; or web site: http://www.channing-bete.com/. References Greenberg, M.T., Kusché, C. & Mihalic, S.F. (1998). Blueprints for violence prevention, Book ten: Promoting alternative thinking strategies (PATHS). Boulder, CO: Center for the Study and Prevention of Violence.
REACH/CHALLENGE Key Words:
Background: Sherryll Kraizer created both REACH: For Elementary School Age Children and CHALLENGE: For Adolescents and Young Adults. These similar programs focus on developing the skills needed to boost self-esteem and resolve conflicts. The CHALLENGE program contains some instruction about dating violence prevention as well as self-esteem building. Objectives: The REACH/CHALLENGE objectives are to introduce life skills that enable insight into emotions and experiences; and promote self-esteem and competency. Description: REACH program topics include communication skills, assertiveness, problem solving, self-esteem, handling put-downs and criticisms and taking personal responsibility. The manual includes class/group exercises and activities, flip chart or overhead outlines and suggestions for role-plays. CHALLENGE includes problem solving, building self-esteem, prevention of sexual, physical and emotional abuse, and developing healthy relationships. It is used in classrooms or community settings. The material can be presented in ten 60 to 90 minute or twenty 30 to 45 minute sessions. Similar to REACH, the manual includes class/group exercises and activities, flip chart or overhead outlines and suggestions for role-plays. Teacher Training: A one-day (6-hour) training session is available from the author, but the program can be utilized without this training. Parent Involvement: Parent letters for each session are provided to inform the family of the focus of the program and what they can do to support these efforts at home. Materials to conduct a parent seminar describing the purpose and content of the program are included in the program manual to engage parents in the process. Did It Work? Strong Research Design: In Kraizer, Witte and Fryer’s evaluation, children receiving REACH had significantly better behavioural skill scores than the control group. The greatest impact was for children with the lowest self-esteem scores prior to the program. No evaluation results are available for the CHALLENGE program. Availability:The REACH: For Elementary Age Children and CHALLENGE For Adolescents and Young Adults program manuals can be obtained from the National Resource Center for Youth Services (918) 585-2986 or Sherryll Kraizer, Ph.D., Executive Director of the Coalition for Children in Denver, CO. The CHALLENGE manual is available for $45 (US). Staff training is available from the author for a cost of $1,200 (US) plus travel expenses. Phone 1-800-320-1717 to order or online at www.safechild.org or Kraizer@safechild.org. References Kraizer, S., Witte, S., & Fryer, G. E. (unpublished). REACH/CHALLENGE: Evaluating the effectiveness of a new program for at-risk youth. Denver, CO: Coalition for Children.
Resolving
Conflict Creatively Program (RCCP) Key Words:
Background: The RCCP promotes positive conflict resolution and understanding diverse cultures. RCCP began in 1985, a collaboration between a non-profit group, Educators for Social Responsibility Metropolitan Area (ESR Metro), and the New York City Board of Education. The RCCP National Center, established in September 1993, forms multi-year partnerships with school districts to support program dissemination. Objectives: RCCP is designed to help teachers and students to become aware of choices for dealing with conflict; recognize and oppose prejudice; decrease violence and increase understanding among different cultures; and transform school culture into one that models values and principles of non-violent conflict resolution and respect for diversity. Description: RCCP has separate elementary and high school curricula. The elementary program contains 51 weekly lessons of 30- to 60-minute duration each. It encourages teachers to integrate the instruction into all curriculum areas. Assertiveness, cooperation, negotiation, emotional expression, and countering bias are some of the topics. Student interaction is achieved through role-plays, discussions, and brainstorming; and practice the core skills of communicating and listening, appreciating diversity and opposing bias. The high school RCCP is similar to the elementary program with an increased emphasis on ways to de-escalate confrontations that might lead to violence. This curriculum has 3 major units: 1) engaging the students; 2) concepts and skills of conflict resolution; and 3) concepts and skills of inter-group relations and bias awareness. A peer mediation component gives children opportunities to use the conflict resolution skills learned in the classroom. Children in grades 4-6 are selected by teachers, classmates and/or an application process and receive additional training in mediation. Peer mediators work in pairs and may intervene in conflicts during lunch and recess. Teacher Training: A 25-hour introductory course offers teachers information and practice of the skills they will teach. Teachers are trained to incorporate exercises into the regular curriculum to improve communication, conflict resolution and inter-group relations. Staff developers provide ongoing classroom follow-up and support, after school meetings with trained teachers, and advanced training. Parent Involvement: A parent component called Peace in the Family consists of 10-12 hours over four workshops. The workshops cover the same topics as the teachers training. Did It Work? Strong Research Design. The National Center for Children in Poverty evaluated RCCP (Aber, Brown, & Henrich, 1999) in a study that included over 5,000 children divided into four groups ranging from no program to integration of all program components. The RCCP children’s aggressive thoughts and behaviours increased over time. However, those receiving a high number (25 or more) of RCCP conflict resolution lessons had significantly slower growth in self-reported hostile attributions, aggressive fantasies and aggressive problem-solving strategies compared to children with fewer than 25 lessons or none. Teachers of high-lesson children reported similar results: a significantly slower increase in aggressive behaviour and increased positive social behaviours and emotional control. On standardized reading and math achievement tests, high-lesson children showed greater improvement from pre- to post-test compared to the other groups. All children, regardless of gender or grade, benefited from the program; this was slightly increased for girls and slightly reduced for boys, younger children and those at higher risk for violence. Suggestive research evidence. Preliminary results of a Milbank Memorial Fund’s (1999) 4-year study noted teacher’s reports that, after one year of the program, students in grades 3, 5, 8, 10, and 12 improved their cooperative classroom behaviour, ability to understand other points of view, use of physical aggression, positive attitude, handled conflict without adult help and reduced verbal abuse (no statistical tests to determine significant pre- and post-test differences were conducted on any analyses). Student self-reports agreed. How Did It Work? Aber, Brown and Henrich (1999) concluded that RCCP had a significantly more positive impact the more lessons taught. A preliminary analysis of effects across both years suggested that two years of the program are better than one. Availability: RCCP costs approximately $2,500.00 (US) per teacher or $98.00 per child for the first year. This includes classroom instruction with the RCCP curriculum, teacher training; follow-up visits by the staff developers and ongoing teacher support. Contact: Linda Lantieri, RCCP National Center, 40 Exchange Place, Suite 1111, New York, NT 10005; Phone (212) 509-0022; Fax (212) 509-1095; or Email RCCP@rccp.org. References Aber, J.L., Brown, J.L., & Henrich, C.C. (1999). Teaching conflict resolution: An effective school-based approach to violence prevention. New York, NY: National Center for Children in Poverty. Milbank Memorial Fund (1999). Toward safer schools and healthier communities: The Resolving Conflict Creatively Program in Lincoln County, Oregon. New York, NY: Milbank Memorial Fund.
Responding
In Peaceful and Positive Ways (RIPP) Key Words:
Background: RIPP was adapted from the Violence Prevention Curriculum for Adolescents. It approaches violence prevention from a social-cognitive skills building perspective. The program targets 6th grade students and was originally implemented in classes with primarily inner city, African American youth. Information for adapting the program for other cultural and community differences is included in the manual. Objectives: Program objectives include: increasing knowledge of violence; changing violence-oriented attitudes; developing skills to reduce students’ involvement in violence. Description: RIPP is a 25-session curriculum of 45-minutes each. The curriculum uses games and group work to emphasize social problem solving, peer mediation and violence resistance skills. Key topics and skills include problem-solving techniques, identifying feelings, handling differences, clarifying values and dealing with prejudices. Students are taught to resolve conflicts through four non-violent options: resolve, avoid, ignore, and diffuse (RAID). RIPP suggests the addition of a peer mediation program. Did It Work? Strong Research Design. Farrell and colleagues conducted research with predominately African-American students from low-income, sole-parent households in a high crime neighbourhood (Farrell, Meyer, & Dahlberg, 1996; Farrell, Meyer, & White, in press). In the 1996 study, class participation at schools was staggered with 260 grade 6 students starting the program in the fall and 317 in the spring as a wait-list control group. A gender analysis showed a significant decrease in physical fighting for boys who had received the program, but not for girls. The Farrell, Meyer and White (in press) study of 602 6th graders, post-test program and control group comparisons showed that youth receiving the program had significantly lower rates of fighting, weapons at school, and in-school suspensions. The program group also had significantly higher use of the peer mediation program and a significant increase in conflict resolution knowledge compared to the control group. However, there were no significant differences from pre- to post-test on the out-of-school suspension rates and self-report measures of behaviour and adjustment. Availability: The RIPP manual is available for $27.50 (US) from Kluwer Academic/Plenum Publishers, Order Department, P.O. Box 358, Accord Station, Hingham, MA 02018-0358, USA. Phone 781-871-6600; Fax (781)871-6528; or email kluwer@wkap.com. Contact: Youth Violence Prevention Project, Virginia Commonwealth University, 808 West Franklin St., Box 2018, Richmond, VA 23284-2018; Phone (804) 828-8793; Fax (804) 827-1511. References Farrell, A. D., Meyer, A., & Dahlberg, L. L. (1996). Richmond youth against violence: A school-based program for urban adolescents. American Journal of Preventive Medicine, 12(5 Supplement), 13-21. Farrell, A.D., Meyer, A.L., & White, K.S. (in press). Evaluation of Responding in Peaceful and Positive Ways (RIPP): A school-based prevention program for reducing violence among urban adolescents. A summary of the research results is available online at http://www.prevention.psu.edu/RIPP.htm.
SMART
Team Key Words:
Background: SMART Team (Students Managing Anger and Resolution Together), formerly known as SMART Talk, is a multimedia software program designed for universal violence prevention with students in grades 5 through 9. Kris Bosworth and colleagues at the Center for Adolescent Studies at the University of Indiana developed the program from 1993 to1996. Objectives: Objectives for this computer program include: learning about nonviolent conflict resolution strategies and anger triggers; increasing intentions to use nonviolent strategies and prosocial behavior; and decreasing incidents of violent behavior. Description: SMART Team content is compatible with many conflict-mediation curriculums. It contains 6 hours of material in 8 modules (about 15 minutes per module). The conflict resolution module, Talking It Out (actual dispute resolution process), may take 45 minutes to complete. SMART Team uses interactive interviews, cartoons, animation, graphics, personal stories and role modelling by celebrities and experienced teen mediators to present concepts. The program focuses on anger management, mediation, social skills, dispute resolution, and perspective taking. Students can access the modules independently for skill-building practice, information, or to resolve conflicts. Teacher Training: No specific training needed or provided. Did It Work? Strong Research Design: Bosworth and colleagues (1996; 2000) conducted a study with 558 students from grades 6 to 8 assigned to either the program or a control condition. Program students had access to SMART Talk software for 4 weeks in a computer lab, which they used independently during some classes and at free times. Some students were directed to use the software as a means of resolving specific student-to-student conflicts. Relative to students in the control group, SMART Team students demonstrated significantly increased knowledge, such as understanding of how certain behaviors may contribute to the escalation of conflict, intentions to use nonviolent strategies and what beliefs support nonviolent solutions. A gender analysis indicated similar patterns and frequency of use for both boys and girls in the program group. How Did It Work? Students reported positive reactions to the software: 89% report that it was easy to use; 91% stated that it was enjoyable; 68% found they learned a lot; and 79% would recommend it to friends (Bosworth et al., 1996). Availability: The CD-ROM is available only for Macintosh computers at a cost of $195.00 (US) for single user, $395.00 (US) for a multi-user site, and $595.00 (US) for a network. For information on SMART Team contact: Learning MultiSystems, Inc., 320 Holtzman Road, Madison, WI 53713; phone: 1-800-362-7323; fax: (608) 273-8065; or email: orderinginfo@lmssite.com. References Bosworth, K., Espelage, D.L., DuBay, T., Daytner, G., & Karageorge, K. (2000). A preliminary evaluation of a multimedia violence prevention program for early adolescents. American Journal of Health Behavior, 24(4), 268-280. Bosworth, K., Espelage, D., Dubay, T., Dahlberg, L. & Daytner, G. (1996). Using multimedia to teach conflict resolution skills to young adolescents. American Journal of Preventive Medicine, 12(5), 65-74.
Peacemakers Key Words:
Background: Dr. Shapiro developed Peacemakers through the Applewood Centers in Cleveland, Ohio for students in grades 4 to 8. The program is primarily for classroom use, but may be used clinically with individuals or small groups of aggressive youth. Objectives: The program is designed to reduce physical violence and negative interpersonal behaviour among students. Description: Peacemakers is a 17-session (45-minutes each) curriculum using instruction and activities such as stories, writing exercises, and role-plays. Sessions concentrate on understanding violence, peacemaking, personal strengths and values, pride, shame and self-esteem and the roles of emotions in violence. Skills taught include anger control, avoiding conflicts and conflict resolution. The CD-ROM, The Coolien Challenge, is recommended to reinforce the information and skills taught. Teacher Training: The Applewood Centers offer teacher training ($150.00/hour plus travel) as well as follow-up and evaluation consultation. The psychosocial content of the program may be unfamiliar to teachers, so six hours of training is recommended. Did It Work? Strong Research Design: Shapiro, Burgoon, Welker and Clough (2002) conducted a pre-test/post-test control group study with 1400 students from grades 4-8. Student self-reports indicated significant increases in knowledge of psychosocial skills and decreases in aggressive behaviours at post-test for the program compared to the control group. Teacher-reports indicated that program students had fewer disciplinary incidents involving aggression, used fewer mediation services, and received fewer suspensions for violent behaviour than did control group students. Availability: Program materials include: Peacemakers Teacher's manual ($65.00/US), Counselor’s manual ($50.00/US); student workbook ($8.00/US); and the Coolien Challenge CD-ROM ($89.00/US for 20disk set). For a 30-day no-obligation review period, contact the Applewood Centers: Phone (216) 696-6823 ext. 1152; Email: Peacemakers@applewoodcenters.org; or visit the web site: http://www.applewoodcenters.org/peacemakers.htm. Reference Shapiro, J.P., Burgoon, J.D., Welker, C.J., & Clough, J.B. (In press). Evaluation of the Peacemakers Program: School-based violence prevention for students in grades four through eight. Psychology in the Schools.
Aggressors,
Victims & Bystanders: Thinking and Acting to Prevent Violence Key Words:
Background: Aggressors, Victims, and Bystanders: Thinking and Acting to Prevent Violence is based on the research of Dr. R. Slaby and developed by the Education Development Center to help students change negative thought habits. The program is part of a larger health curriculum, Teenage Health Teaching Modules. However, it can also be used as a stand-alone conflict resolution approach. The violence prevention module was developed for students in 6th to 9th grades and emphasizes the responsibility of bystanders in diffusing peer conflicts rather than staying part of the ‘silent majority’. Objectives: Program objectives include examining everyday conflicts and personal beliefs about conflict and violence; learning the Think-First Model of Conflict Resolution; and developing new skills and strategies for handling conflict when in the role of an aggressor, a victim or a bystander. Description: The 12-lesson curriculum focuses on the 4-step "Think-First Model of Conflict Resolution": keep cool; size up the situation; think it through; and do the right thing. This model provides a framework for changing thought patterns that may result in violence. Topics covered include beliefs about conflict and the roles of aggressors, victims, and bystanders in conflict situations. The students engage in small-group discussions, art activities, and role-plays to consolidate new skills and to expand their options in dealing effectively with conflict. Students may, for example, describe a scenario involving a potentially violent conflict. They would then present two versions of how the scenario might conclude (i.e., with escalating conflict and nonviolent resolution). Parent Involvement: The program involves parents in several homework assignments in which students are to complete interviews or lesson handouts with family members. Did It Work? Strong research design. Slaby, Wilson-Brewer and DeVos (1994) randomly assigned 237 students in three Boston schools to either program or control classes. A strong research design was used, but the results were not statistically significant. Some trends in the expected direction for program students (compared to control group) were noted in: decreases in adversarial problem definition, beliefs that aggression is legitimate, behavioural intentions, and some self-rated behaviours. Availability:For information about the program, contact: Dr. Ronald G. Slaby, Education Development Center, 55 Chapel St., Newton, MA 02458; phone 1-800-225-4276, ext. 2315; fax (617)244-3436 or email Rslaby@edc.org. The teacher’s manual is available for $59.95 (US). To order, contact: Education Development Center, Inc., P.O. Box 1020, Sewickley, PA 15143-1020; call: 1-800-793-5076; fax: (412) 741-0609; or email edcorders@abdintl.com. Reference Slaby, R.G., Wilson-Brewer, R., & DeVos, E. (1994). Aggressors, Victims & Bystanders: An assessment-based middle school violence prevention curriculum. Newton, MA: Education Development Center.
Bully-Proofing
Your School Key Words:
Background: The Bully-Proofing Your School program series (1994) includes two programs: for elementary schools (K. to grade 6) and for middle schools (grade 6 to 8). It was modeled after Olweus’ bullying prevention program. Objectives: The objectives of the program include: recognizing bullying behaviour and setting classroom rules; responding quickly and effectively to bullying; enhancing student empathy to victims; developing effective communication in emotionally charged situations; and developing conflict resolution skills. Description: The Bully-Proofing Elementary School Book provides a step-by-step guide to implementing and maintaining bullying prevention. The book covers staff training, student instruction, victim support, intervention methods, and developing a caring climate. Twenty posters reinforce the lessons and act as visual reminders of important points, steps, or rules from the program. The program is implemented in three phases. First, information is provided about what bullying is, its impact on victims and how to develop classroom rules with respect to bullying. The second phase is developing skills and techniques for dealing with bullying and increasing resilience to being victimized (e.g., self-esteem building). Creating a positive school culture in which the "silent majority" or "by-standers" (children who are not bullied and do not bully others) change into the "caring majority" (students who do not tolerate bullying and stand up for victims) is the third phase. The program is promoted through school-wide activities and supported through reviewing and revising the policies and procedures used by school personnel to deal with bullying. Parent Involvement: The parent’s guide presents information about the psychological makeup of bullies and victims, distinguishing normal conflict from a bully/victim situation and how bullying looks at different ages. Did It Work? Suggestive research evidence. Epstein, Plog and Porter (under review) measured changes in several types of self-reported bullying behaviours (physical, verbal, and exclusion) and children’s sense of safety in various settings (classroom, playground, lunchroom, and going to and from school) with 350 students in grades 1 to 5. Compared to pre-test levels, physical bullying decreased significantly at each of the 4 post-intervention times. Similar results were reported for verbal bullying. Exclusionary bullying behaviour did not significantly improve from pre-test to the first post-test, immediately following the program or at the year two testing, but did significantly decrease at 1-year and 3-year testing points in comparison to pre-test levels. At pre-test, 97% of the students reported feeling safe in the classroom. This did not change over the post-intervention times. The sense of safety in the lunchroom was also high at pre-test (94%) and followed an inconsistent pattern of significant increases immediately following the intervention and at the 2-year testing, but not at the 1-year and 3-year times. A significant increase in feeling safe on the playground was noted at all time points. This matches the reports of significant decreases in verbal and physical bullying as time progressed. An increased sense of safety going to and from school did not significantly improve for several years, until 2-year and 3-year post program. Suggestive Research Evidence: Beran and Tutty (2002) had 197 grades 4 to 6 students participate in pre- and post-testing of an adaptation of the Bully-Proofing Your School program and a no-program school. The frequency of self-reported witnessing of bullying significantly decreased from pre- to post-test for those receiving the program, but remained constant in the comparison group. Attitudes towards victims remained stable in the program group, but significantly deteriorated in the no-program students. How Did It Work? Beran and Tutty (2002) tested whether implementation of various lengths of time (2-years, 1-year and 3-months) impacted outcomes. Students exposed to the program for longer periods (2 years) scored significantly higher on positive attitudes towards victims compared to students participating for shorter times. Availability:The complete program (guidebooks and a 140-poster set) for kindergarten to grade 8 costs $290 (US). Program components can also be purchased individually. Supplementary materials such as Teaching Friendship Skills and Creating a Caring Classroom are available (approximately $38.00 US each). The mailing address for Sopris West publications and the Bully-Proofing Your School series is 4093 Specialty Place, Longmont, CO 80504; phone 1-800-547-6747; fax (303)-776-5934; or via the Internet at http://www.sopriswest.com. References Beran, T.N., & Tutty, L. (2002). An evaluation of the Dare to Care: Bully Proofing Your School Program. Unpublished. Calgary, AB: RESOLVE Alberta. Epstein, L., Plog, A.E., & Porter, W. (under review). Bully Proofing Your School: Results of a four-year intervention.
Safe
and Caring Schools (SACS) Key Words:
Background: The Alberta Teachers Association’s Safe and Caring Schools Project has developed four major programs: Supporting a Safe and Caring School; Toward a Safe and Caring Curriculum; Supporting a Safe and Caring Teaching Profession; and Toward a Safe and Caring Community. Objectives: SACS aims to encourage school practices that model and reinforce socially responsible and respectful behaviours so that learning and teaching can take place in a safe and caring environment. The program focuses on both adults and students. Description: The program promotes integrating violence prevention into every subject area in the regular school curriculum. A series of resource materials are available that promote this model including: building a safe and caring classroom; developing self-esteem; respecting diversity and difference; anger management and dealing with bullying and harassment; and conflict resolution skills. At the school level, resources such as Supporting a Safe and Caring School: Principals’ Best provide strategies for implementing and strengthening a school- wide approach. Workshops for adults and older teens from the community reinforce the modelling of prosocial, non-violent behaviours extending beyond classroom and school. Teacher Training:Trained facilitators provide in-service workshops at both elementary and secondary school levels, which provide the knowledge and skills to integrate violence prevention into many aspects of school life and learning. Did It Work? Suggestive research evidence: A 3-year formative evaluation with students and teachers in 7 elementary schools has been conducted with preliminary findings available (Mather, 2002). A comparison of students’ pre- and post-test scores indicated a statistically significant increase in knowledge related to violence and bullying. At post-test, teachers reported an increase in observed incidents of sharing and respect and a decrease in incidents of physical and psychological bullying. How Did It Work? Teachers reported several factors that facilitated implementation of the program: relevancy and age-appropriateness of the materials; ease of integration within regular curriculum; and the common language provided by the program to the school as a whole (Mather, 2002). Availability: Approved by Alberta Learning, the SACS curriculum resources are available in English and French for $49.00 (CDN) in Alberta and $69.00 (CDN) elsewhere in Canada. For information about workshop training or to order materials, contact the ATA’s Safe and Caring Schools Office, Alberta Teachers’ Association, 1010-142 Street, Edmonton, AB; phone 1-800-232-7208; or email safeschools@teachers.ab.ca or on their web site: http://www.teachers.ab.ca/safe/resources.html. Reference Mather, V. (2002). Meeting with the Minister of Learning. Unpublished. Edmonton, AB: SACS (Safe And Caring Schools) Project.
Teasing
and Bullying: Unacceptable Behaviour Program (TAB)
Key Words:
Background:TAB was designed by Marilyn Langevin to help deal with bullying and improve attitudes toward children with differences, especially those who stutter. Objectives: TAB aims to promote children taking responsible action through changing attitudes towards teasing and bullying and toward children with differences; mobilizing peers to become active; encouraging those who bully to change their behaviour; and teaching a problem-solving approach that uses conflict-resolution strategies. Description: TAB can be used by teachers in the classroom or by other professionals in small group and individual sessions. The TAB program is suitable for grades 4 to 6, but is adaptable for kindergarten to grade 3. The program contains a video depicting victims, peers and children who bully working together to solve problems. Lesson plans with discussion topics and in-class activities supplement the video. Student activity handouts are included in the program materials. Topics covered include understanding teasing and bullying, respecting and celebrating differences, when and how teasing becomes bullying, how it feels to be bullied, strategies for dealing with teasing and other kinds of bullying, building positive relationships and self-esteem, and making a mediation plan. Teacher Training: The TAB manual contains background information on bullying and suggestions for implementing the program. Parent Involvement: The program includes parent information and family activities that are done in the home. Did It Work? Suggestive research evidence. Langevin (1998) conducted a pre- and post-test study with 900 grade 3 to 6 students. Attitudes were measured by a questionnaire developed for the study. Post-program scores indicated that significantly more positive attitudes towards victims, bullying and children who stutter. How Did It Work? Teacher’s 77% rated the teacher’s manual as clearly or very clearly presented; most described the content as practical, useful, relevant, and interesting and 92% of the teachers would recommend the program (Langevin, 1998). Availability: TAB includes a video and manual with student and family exercises, and is available for $75.00 (CDN). Contact the Institute for Stuttering Treatment and Research (ISTAR at 3rd Floor, Aberhart Centre Two, 8220 — 114 Street, Edmonton, Alberta T6G 2P4; Phone: (780) 492-2619; Fax: (780) 492-8457. Reference Langevin, M. (1998). Teasing and bullying: Unacceptable behaviour (TAB). Field testing report (Revised edition). Edmonton, Alberta: Institute for Stuttering Treatment and Research.
Bullying
Prevention Program (BPP) Key Words:
Background:The BPP is a universal, multi-component program to reduce and prevent bullying. Schools are the main arena for the program and school staff has the primary responsibility for introducing and implementing the program. Developed, refined, and evaluated in Norway by Dan Olweus in the early 1980s, the program has been replicated in a number of countries, including the United States, England and Germany. Objectives: The BPP aims to increase knowledge and awareness of bullying; achieve active involvement on the part of teachers and parents; develop clear rules against bullying behaviour; and provide support and protection for the victims of bullies. Description: Students are exposed to consistent messages from different sources and in different contexts with respect to the school’s views of and attitudes toward bullying. The administration first completes a school-wide needs assessment by having all students complete an anonymous, self-report questionnaire that assesses the nature and prevalence of bullying in their school. A second step, holding a "school conference day", provides an opportunity for program consultants and school personnel to review the results of the survey and make specific plans for implementing the BPP during the upcoming school year. A committee guides the ongoing coordination of the school’s efforts. Classroom components include establishing and enforcing class rules against bullying during regular class meetings to discuss different aspects of bullying and adherence to classroom rules. Classroom activities include role-playing, creative writing exercises and small-group discussions. Individual components include intervening with children identified as bullies and victims, and holding discussions with parents of involved students. Counsellors and school-based mental health professionals may assist teachers in these efforts. Teacher Training: Teachers receive in-service training on program implementation. Parent Involvement: Meetings with parents to foster their active involvement are considered highly desirable components both at the classroom and the school levels. Did It Work? Suggestive research evidence: Olweus (1994) conducted a large study with 2500 students from 42 schools/112 classes in Norway between 1983 and 1985 as part of a national campaign to address bullying. Participation in the BPP was associated with a substantial reduction (50% or more) in boys’ and girls’ reports of bullying and victimization at post-test and 1-year follow-up compared to pre-test scores across most grade levels. A similar reduction was reported using peer ratings of the number of students bullying others. Olweus reported a reduction in student-reported general antisocial behaviours such as vandalism, fighting, theft and truancy. Significant improvements in the social culture in the classrooms that utilized the BPP were reflected in student reports of improved order and discipline, more positive social relationships, and a more positive attitude toward schoolwork and school in general. How Did It Work? Teachers from classes that implemented at least three of the essential components of the program (such as regular class meetings and establishing class rules) reported larger reductions in bully/victim problems than classes in which the implementation of the program-components was less widespread (Olweus, 1994). Availability:To obtain copies of the Olweus Bully/Victim Questionnaire or the How to Deal with Bullying at school: A teacher handbook (Olweus, 1999) for $35.00 (US), contact Dr. Dan Olweus, University of Bergen Research Center for Health Promotion (HEMIL), Christies gt. 13, N-5015, Bergen, Norway; Phone 47-55-58-23-27; Fax 47-55-58-84-22, or Email olweus@psych.uib.no. Bullying at School: What We Know and What We Can Do (Olweus, 1991) is available from Blackwell Publishers at 1-800-216-2522 for $22.95 (US). The Blueprints for Violence Prevention: The Bullying Prevention Program (Olweus, Limber, & Mihalic, 1999) is approximately $15.00 (US) from the Center for the Study and Prevention of Violence, University of Colorado at Boulder, 900 28th Street, Suite 107, 439 UCB, Boulder, CO 80309-0439; Phone (303) 492-1032; Fax (303) 443-3297; Email Blueprints@colorado.edu; or via web site http://www.colorado.edu/cspv/blueprints. Training in the Bullying Prevention Program model can be obtained through the Project on Teasing and Bullying by contacting: Nancy Mullin-Rindler at (781) 283-2477 or email: nmullinr@wellesley.edu. References Olweus, D. (1994). Annotation: Bullying at school: basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 33(7), 1171-1190. Olweus, D., Limber, S. & Mihalic, S.F. (1999). Blueprints for Violence Prevention, Book Nine: Bullying Prevention Program. Boulder, CO: Center for the Study and Prevention of Violence.
Conflict
Managers Key Words:
Background: In 1981 the Community Board Program in San Francisco developed peer mediation programs for elementary, junior high and high schools. The Conflict Managers program originally trained selected students (cadre approach) to be conflict managers in the playground but later, in response to research, became a whole school approach. Objectives: The primary goal of the program is to increase the number of peer conflicts resolved through nonviolence means. The goal is achieved through objectives such as increasing student and teacher understanding of conflict, responses to conflict and communications skills, and use of peer mediation to resolve conflicts. Description: With a cadre approach, students selected for training received an intensive two-day training program that includes information about communication and conflict resolution strategies. These training sessions needs a team of facilitators (2 experienced trainers and other adult volunteers) to provide instruction and supervise paired or small group practice sessions. Students participate in interactive presentations and role-plays to practice their dispute resolution skills. The skills include: the 4-part rule of conflict mediation (agreement to solve the problem; no interrupting; tell the truth; and avoid name calling); helping the disputing parties identify the problem; and framing a workable resolution. Once training is completed, teams of two ‘Conflict Managers’ are assigned to each recess period to handle non-physical conflicts. Teacher Training: The key school personnel (teachers, administrator, counsellors) responsible for the Conflict Manager program need training from program developers. Parent Involvement: Parent training and information sharing is encouraged to help parents understand and use conflict management skills with their children. Cards outlining the problem solving process and booklets explaining various mediation concepts and techniques can be distributed to parents. Did It Work? Suggestive research evidence. Gentry and Benenson (1993) reported that with training and a 10-week practice at school, 27 Grades 4 to 6 students generalized the resolution skills to at-home conflicts with siblings. Children reported a significant decrease in the frequency and intensity of conflicts with siblings. Parents confirmed this, seeing the children improving their ability to talk productively and act affirmatively towards siblings both during and after the conflict. How Did It Work? Curry and Constantine (1999) collected information from 91 key informants through individual interviews and focus groups of grade 4 students, teachers, prevention specialists and school administrators. Successful implementation factors that were endorsed every school included a commitment of site coordinators (available and responsive to student needs) and a school-wide belief in the peer mediation process. All but one school mentioned support from teachers and incentives/recognition as critical to the program’s successful implementation. Teacher support took the form of creating a "culture of constructive communication" among staff members (p.9). Incentives and recognition of student conflict managers included free hot chocolate after playground duty, special parties for all students who worked as conflict managers at school activities and special mention of their contribution to the school at school assemblies. Such incentives encouraged continued participation in the program after the initial enthusiasm may have waned. Staff from 60% of the schools considered the role of the prevention specialist in supporting and encouraging students as critical, especially as a model for the skills and attitudes associated with conflict resolution. References Curry, K., & Constantine, N. (June 1999). Implementation of the Community Board Conflict Managers Program in six rural elementary and middle schools: A comprehensive qualitative evaluation. Paper presented at the American Educational Research Association annual conference, Montreal, Quebec. Available online at http://crahd.phi.org/papers/conflictmanagers.pdf. Gentry, D.B., & Benenson, W.A. (1993). School-to-home transfer of conflict management skills among school-age children. Families in Society, 74(2), 67-73.
Creating
the Peaceable School Key Words:
Background: Conflict resolution programming in schools began in the 1970s. Creating the Peaceable School: A Comprehensive Program for Teaching Conflict Resolution is a recent addition to this movement, in 1994, by Conflict Resolution Educators. Objectives: Conflict Resolution Education is designed to teach students positive resolution methods such as negotiation, mediation and group problem solving. The program is designed for school-wide implementation to impact the school culture. Description: Six skill areas are covered: building a peaceable climate; understanding conflict; understanding peace and peacemaking; a 6-step mediation, negotiation and group problem-solving process. The lessons are directed at the entire school staff to encourage changes in the school culture through modelling in addition to teaching the skills. Sample letters, agreement and contract forms are included in the manual (request for mediation, mediator contract, mediation contract). Teacher Training: In-service training, consultation, or workshops are available for this program from the authors. The teacher curriculum follows the same 6 skill areas. Did It Work? Suggestive research evidence: The District of Columbia instituted this program in 1993. Pre- and post-test data were collected from participating senior high schools (Grades 10 to 12) using the Youth Risk Behavior Survey (CDC, 1988). Bodine, Crawford and Schrumpf (2001) reported that violence-related behaviours (i.e., carrying guns and/or physical fighting in the past 30 days) decreased significantly from 1993 pre-test to the 1999 post-test. The State of Tennessee outcome evaluation was based on statewide student suspension rates from 1997 to 2000 (Bodine et al., 2001), comparing data on schools trained in the Creating a Peaceable School model and the state average. The findings (note that no tests of statistical differences were conducted) suggest decreases in suspension rates exceeding the State average for districts that sent 50% or more of their schools to be trained (39% versus 14%, respectively). The four school districts that made major commitments to the program were among those with the greatest decrease in suspension rates for the state (greater than a 60% decline). Availability: Creating the Peaceable School: A Comprehensive Program for Teaching Conflict Resolution (revised edition) costs $35.95 (US) for the manual and $14.95 (US) for student workbook/manual. To purchase materials contact the Research Press web site at http://www.researchpress.com/scripts/product.asp?item=4763 For information and training contact: Dick Bodine, National Center for Conflict Resolution Education, Training Director, President, CRE, P.O. Box 17241, Urbana, IL 61803; phone: (217) 384-4118; f ax: (217) 384-4322; visit the web site at www.resolutioneducation.com; or email: dick@resolutioneducation.com Reference Bodine, R.J., Crawford, D.K., & Schrumpf, R. (2001). Implementation results for Creating the Peaceable School and Conflict Resolution Education programs. Unpublished. Urbana, IL: National Center for Conflict Resolution Education.
Project
Peace: A Safe-Schools Skills Training Program for Adolescents Key Words:
Objectives: To reduce aggressive behavior by teaching the causes of violence and cognitive-behavioral strategies for controlling emotions that lead to conflict escalation; encouraging the use of nonviolent solutions; and changing attitudes about the acceptability of violence in peer interactions. Description: Based on cognitive-behavioural principles, the program uses a 3-step stress method to reduce anger arousal, change self-talk, and use nonviolent coping responses. The ten 55-minute instructional sessions, a review and a culmination session include statistics, video depictions, discussions of violence in society; and self-talk cognitive-restructuring exercises to learn alternative strategies to violence. Did It Work? Suggestive research evidence. de Anda, (1999) conducted testing pre- and post-program with 157 high school students. They significantly improved their perceptions of school climate, suggesting an increased sense of safety at school. Neither ethnic nor gender differences were noted. The frequency of school staff and peer interactions also increased significantly from pre- to post-test. Students reported significantly increased support for using nonviolent methods in potentially threatening situations and a significant decrease in accepting aggressive behaviour, the right to engage in violence given provocation, and the need to redress affronts through violence. However, there were no significant improvements in attitudes towards gangs and weapons. Although no ethnic differences were detected, a gender analysis of attitudes towards violence found girls were more accepting than boys at post-test. Scores on an anger control scale did not significantly change, however, skills and knowledge significantly improved, with no significant differences based on ethnicity or gender. Students self-reported decreased violent behaviours and other’s increased use of nonviolent conflict resolution strategies. Availability: The Project Peace Leader’s Manual (1997) by Diane de Anda is $17.95 (US); the Project Peace Workbook is $3.95 each; a Test Booklet Package (40 sets of pre-/posttests) is $39.95 (US). Phone Castlia Publishing at (541) 343-4433. Reference de Anda, D. (1999). Project Peace: The evaluation of a skill-based violence prevention program for high school adolescents. Social Work in Education, 21(3), 137-149.
Working
Together to Resolve Conflict Key Words:
Objectives: This program encourages changes in school culture with the objectives of enhancing students’ prosocial behavior and the quality of teacher-student interaction. Description: The curriculum consists of 5 units: understanding conflict; effective communication; understanding anger; handling anger; and peer mediation. The first 4 units are usually covered in 3 lessons (approx. 45-mintutes each), while the last provides an overview of peer mediation. The teacher’s guide includes suggestions for activities, skill building practice activities for students and blackline masters for class handouts. The peer mediation training and student workbooks are designed for a minimum of 12 hours of training (2-day workshop). Topics include: confidentiality; understanding conflict; examining beliefs about conflict; communication skills; multicultural issues; and the peer mediation process. A peer mediation agreement form is also included. Teacher Training: Staff provides 1- and 2-day in-service workshops on teaching conflict resolution skills and strategies for effective school-wide implementation. Did It Work? Suggestive research evidence: In a 3-year study by Smith, Daunic, Miller and Robinson (in press), one of three program schools reported a significant reduction in the number of student disciplinary incidents from pre- to post-test, The other two schools showed a trend in this direction (see http://www.coe.ufl.edu/CRPM/). Most disputants who sought out peer mediation were satisfied and adhered to the mediation agreement for at least one week after resolution. Most of the 270 trained peer-mediators used mediation skills in informal conflict; parents reported seeing them use the mediation skills at home. Availability:The Working Together to Resolve Conflict curriculum costs $40.00 (US) and the Working Together to Resolve Conflict: Peer Mediation Training Manual costs $25.00 (US) for the teacher version and $15.00 (US) for the student version. For online order form see http://www.coe.ufl.edu/crpm/order.html and mail to: Conflict Research Project, University of Florida, Department of Special Education, Gainesville, FL 32611. For information about staff training contact: conflict@coe.ufl.edu. Reference Smith, S. W., Daunic, A. P., Miller, M. D., & Robinson, T. R. (in press). Conflict resolution and peer mediation in middle schools: Extending the process and outcome knowledge base. Journal of Social Psychology.
The
Coolien Challenge: Youth Violence Prevention Key Words:
Background: The Coolien Challenge is an interactive CD-ROM that engages youth as a computer game, but teaches psychosocial skills and attitudes for nonviolent behaviour. Objectives: The Coolien Challenge’s learning objectives are: to develop nonviolent attitudes; to learn violence prevention skills; and to reduce violent behaviour. Description: The science fiction storyline follows two teen aliens who witness interpersonal violence at a school on earth. Their quest is to help students pass one day without fighting — the Coolien Challenge. The program was designed as an individual activity, but can be used with small groups or classes. It can supplement health, social studies and language arts curricula and is one component of the Peacemakers program. The program consists of 11 sequential, instruction and application modules, each focusing on a psychosocial skill or attitude needed to handle interpersonal problems effectively and peacefully. These include: attitudes and values that promote violence; a four-step anger management technique; interpreting other people’s behaviour and the importance of not jumping to angry conclusions; understanding other’s experiences and using this to prevent violence; identifying the beginnings of potential violence and avoiding conflicts before they start; a four-step technique for thinking through interpersonal conflicts; assertive behaviours; and conflict resolution skills (e.g., negotiation, compromise, apology). The sequence is completed when the student and the alien teen "help" the fictional earth students get through one day without violence. At this point, students are granted membership in the Coolien Club. Did It Work? Minimal Research Evidence: The program was tested with 5000 students who used the CD-ROM program during their free time (Shapiro, Youngstrom, & Cockley, 2000). Under these conditions the program had minimal effect, producing only a few significant attitudinal and behavioural changes. Availability: The Coolien Challenge 2-disk set costs $89.00 (US); a pack of 5 sets is $260.00; a site license (up to 15 sets) is $440.00 (US). Phone the Applewood Centers, (216) 696-6823, ext. 1152: Email: Peacemakers@applewoodcenters.org. Reference Shapiro, J., Youngstrom, E., & Cockley, D. (2000). Interactive multimedia for youth prevention: Phase II Grant #MH56338-03: Final Report. Unpublished. Cleveland, OH: Applewood Centers.
Bully
B’ware: Take Action Against Bullying
Key Words:
Objectives: The program objectives are primarily directed to adults (teachers, parents and school personnel) to decrease the incidence of bullying. The objectives include enhancing the school environment so students report incidents of bullying. Description: The Bully B’ware program identifies bullying as a power difference between the victim and the bully with the intent to hurt, embarrass or humiliate. Different types of bullying are described in the student curriculum (physical, verbal, relational bullying, sexual harassment). A video illustrates the 4 types of bullying with scenarios between students from grades 5 to 8. The video teaches students how to handle different bullying situations. The teacher’s guide provides suggestions for both classroom and school-wide activities. Posters with themes, such as bullying hurts — "we can stop it, bullying hurts"; "take a stand, and bullying hurts: and "bullying hurts and keeps on hurting" - support the anti-bullying school-wide and classroom campaign. The website (http://www.bullybeware.com/moreinfo.html) supplements the program materials with information and activities that a school-wide approach to the problem of bullying with the purpose of changing school culture. The Book for Educators: Take Action Against Bullying discusses the benefits of having an anti-bullying policy and school-wide approach. Teacher Training: The Book for Educators provides background and suggestions for how to teach anti-bullying techniques in the classroom and school. The materials can be used to develop a policy for dealing with bullies and their victims, as well as strategies to motivate and mobilize the majority of students who are bystanders. Parent Involvement: The Book for Parents: How Parents Can Take Action Against Bullying addresses parental concerns about bullying and provides parents with information on how to best handle bullying situations with their children. Did It Work? Suggestive research evidence: Seddon (2001) reported on the 3-year implementation and evaluation of the Bully B’ware program with 300 students from Kindergarten to Grade 6. In the first year of the program, the cost of vandalism to school windows decreased from $2,200.00 to just over $300.00. During the 2nd and 3rd year of the program, a restorative justice approach to vandalism was instituted. Out-of-school suspension rates dropped from 34 before the program, to 10 after one year, 4 after 2 years of the program (no tests of statistical significance were conducted on these rates). Availability: The Bully B’ware program includes a 13-minute video, teacher’s guide, photocopy-ready handouts, posters, and resource books for educators and one for parents. The video and teacher’s guide is available for $99.00 (CDN); the handout masters for $12.95; the posters for $24.95; the books for educators for $19.95; and the parent book for $19.95 from Bully B’ware Productions, 1421 King Albert Avenue, Coquitlam, British Columbia, Canada V3J 1Y3; phone/fax: 1-888-552-8559; or see the web site at: http://www.bullybeware.com. Reference Seddon, C. (2001). Seaview Community School report. Unpublished. Port Moody, BC: Author.
BeCool Key Words:
Objectives: The objective of the entire BeCool program series is to cultivate impulse control, empathy and self-awareness in students throughout their school experience. Description: The BeCool conflict resolution program uses videos and class exercises to highlight 3 ways to react to difficult situations: 1) be hot and blow-up; 2) be cold and give up; or 3) be cool and in control. The kindergarten to grade 2 modules (5 modules with 9 videos) target 4 areas: coping with criticism, teasing, bullying and anger. A 4-step plan to deal with anger and be assertive is presented and reinforced throughout. CD-ROMs supplement the videos with 6 interactive games using everyday situations to provide young elementary school children opportunities to practice the skills. The Grade 3-5 modules focus on the same 4 major areas (5 modules; 13 videos). Children are taught to identify valid criticism, nagging and hot and cold responses to teasing. Dealing with bullying, peer pressure and expressing anger constructively are presented in the 4-step plan format. The Gr. 5-7 curriculum deals with disrespect, failure/frustration and rejection (4 modules; 8 videos) introducing children to self-talk skills for handling problems. The Gr. 7-9 program targets coping with criticism, teasing, bullying and anger (5 modules; 9 videos). Students are taught not only how to handle difficult peer interactions, but also how to relate to authority figures (e.g., parents, teachers). BeCool strategies for "keeping emotions in check" and "letting reason kick in" are a focus in the skill development. A second series (4 modules; 2 videos) teach students to distinguish between "give and take versus demands", intimidation, threats, and insolence and the negotiation skills needed to resolve these situations effectively. The Gr. 10-12 program re-introduces coping with teasing, anger, criticism, and bullying using age-appropriate scenarios and skill development (4-module; 14-videos). Aggressive behaviour, social withdrawal and loss of self-esteem are portrayed as the consequence of letting one’s emotions rule in everyday conflict situations. Teacher Training: Teacher videotapes come with each module of the program, providing a short introduction to the concepts and skills presented. Parent Involvement: The teacher videotapes can also be used to introduce parents to the concepts and skills used in the program. Did It Work? Suggestive research evidence. Approximately 150 students participated in pre- and post-testing using a short bullying questionnaire (O’Connell, 2001). The school’s time-out citations, warnings and number of student suspensions across categories (e.g., violence to students, violence to staff, sexual harassment, teasing) were all reduced in the year following the program; and student self-reports of bullying also lessened. However, no analyses were conducted to determine if these improvements were statistically significant. How Did It Work? O’Connell (2001) reported consumer satisfaction from students that many thought the program was helpful and recommended that it be used in other schools. The parents of young children liked the videos. Some parents of older children reported changes such as less fighting and taking more responsibility at home. Availability: Each age-level series (K -Gr.2; Gr. 3-5; Gr. 5-7; Gr. 7-9; and Gr. 10-12) comes with 4 to 5 individual modules with at least 3 videos and a teacher’s guide for each module. The entire BeCool program series for kindergarten to grade 12 is available for $2995.00 (US). Individual modules can be purchased separately to target one problem area (i.e., coping with criticism, teasing, or bullying) at a specific grade level for $149.00 to $189.00 (US) or for approximately $599.00 (US) per grade level series. To order contact: James Stanfield Co., Drawer: WEB, P.O. Box 41058, Santa Barbara, CA 93140; phone: 1-800-421-6534; or fax: 1-805-897-1187. Order forms are online at: http://www.stanfield.com/order.html. Reference O’Connell, K. (2001). Final report for the conflict resolution grant for Gallager Elementary in Virginia City, Nevada. Unpublished. Santa Barbara, CA: James Stanfield Company.
QUIT
IT! Key Words:
Background: Quit It! is one of the curriculum products developed as part of the Project on Teasing and Bullying (see http://www.wcwonline.org/bullying/index.html). Since its establishment in 1997, the project has explored the link between sexual harassment and bullying. The project, now headed by Nancy Mullin-Rindler, continues to address the role of gender in school bullying. Curriculum strategies are best situated in a comprehensive school-wide approach. Objectives: Reducing bullying behaviour is the aim of this curriculum. Description: This 10-session curriculum uses role-plays, group discussions, exercises, and writing/art activities to help students differentiate teasing and bullying. Teacher Training: Training is tailored to the needs of each group. Common themes include: the role of gender, bystanders, and courage in addressing bullying in the elementary grades. With schools that demonstrate a willingness to commit to school-wide strategies to reduce bullying, the Olweus model is presented. Parent Involvement: Ideas for communicating with parents about bullying and the Quit It! Program are in the teacher’s guide. The Project on Teasing and Bullying offers workshops to parent groups and community organizations that increase awareness about bullying, promote strategies for intervening and reinforce connections with the school. Did It Work? Suggestive research evidence: Although no control group was used and no tests for statistical significance were conducted, Froschl and Sprung (2001) reported a 45% reduction in teacher-observed incidents of teasing and bullying at post-compared to pre-test. A 29% increase in adult involvement in observed incidents was also noted. In a 2-year evaluation, Froschl and Sprung (2000) reported a 35% reduction in teacher-observed teasing and bullying and a 130% increase in staff involvement in these incidents (no test of statistical significance was conducted). Teachers reported that recipients of bullying or teasing more frequently responded verbally than physically after participating in the program, especially for the boys. How Did It Work? Teacher-reports indicated that many activities suggested in the curriculum guide were easy to incorporate into the ongoing curriculum (Froschl & Sprung, 2001); the number of activities implemented increased over a 2-year period (Froschl & Sprung, 2000). Availability: Quit It! A Teacher's Guide on Teasing and Bullying for Use with Students in Grades K-3 (1998) is available for $19.95 (US) from Wellesley Centers for Women, Wellesley College, 106 Central Street, Wellesley, MA 02481; phone: (781) 283-2500; fax: (781) 283-2504; email: wcw@wellesley.edu or refer to their website: www.wcwonline.org/bullying. For further information about the Project on Teasing and Bullying and fees for training services (staff and parent) contact: Nancy Mullin-Rindler at (781) 283-2477 or email nmullinr@wellesley.edu. References Froschl, M. & Sprung, B. (July 12, 2001). A collaboration between Educational Equity Concepts and Jefferson School to address teasing and bullying in Grades K-3: Evaluation summary. Unpublished. Wellesley, MA: Wellesley College Center for Research on Women & Educational Equity Concepts. Froschl, M. & Sprung, B. (September, 2000). Addressing teasing and bullying: A collaboration between Educational Equity Concepts and P.S. 75. Summary of evaluation report. Unpublished. Wellesley, MA: Wellesley College Center for Research on Women & Educational Equity Concepts.
Motivational
Magic — Be Aware and Care: A Bully Prevention Program Key Words:
Background:The Be Aware and Care program is a motivational presentation that typically introduces entire schools to strategies related to bullying. Steve Harmer, the program creator and a school principal, uses magic to capture children’s attention and engage them in the learning process. The presentation is not a stand-alone program, but designed for use with published student instruction curricula. Objectives: Program objectives include: increasing awareness of bullying behaviour, children’s sense of safety in the school environment; and children’s understanding of how to respond to being bullied or see another child being bullied. Description: Through different magic tricks or illusions the program presents six messages to students: 1) understanding bullies, victims and the caring majority; 2) be yourself - positive self-esteem can reduce your chances of being bullied; 3) all children are loveable, capable and special; 4) be caring by helping children who are victimized by bullies; 5) be courageous even when it’s hard; and 6) be a friend. Parent Involvement: Parents are often invited to attend presentations to help them learn the language and concepts offered through the program. How Did It Work? In a report to the Director of Services for the Boy’s and Girl’s Club of Calgary (a sponsor of the program in 2001), Harmer noted that students seem to gain awareness of both what bullying is and strategies to prevent and deal with bullying when it occurs. Informal pre- and post-testing using a "Bully Survey" designed for the program was used at each school, but a data analysis was not conducted. Availability: The Motivational Magic - Be Aware and Care program is available only to Alberta schools. The cost for a school assembly is $400.00 (CDN). For more information, contact Steve Harmer at 7436 Silver Hill Rd. NW, Calgary, Alberta T3B 3Y1; or phone (403) 247-6622. Reference Harmer, S. (2001). Final report outlining the highlights of the Bully Prevention Project. Calgary, AB: Unpublished. |
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Prevention
Programs Addressing