Empowering Youth to be Successful Global Citizens: The Role of School Psychologists in Comprehensive School Conflict Management Programs

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Vanakaam, Namaste, Welcome

Empowering Youth to be Successful GlobalCitizens:

The Role of School Psychologists in

Comprehensive School ConflictManagement Programs

ISPA, India, 2011

Jennifer Batton, Global Issues Resource Center

Cuyahoga Community College

[email protected]

www.CREducation.org


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Models and teaches, in culturally meaningful ways,processes, practices, and skills that help address

individual, interpersonal and institutional conflicts, andcreate safe and welcoming communities.

This helps individuals understand conflict andempowers them to use communication and critical

thinking to build relationships and manage and resolveconflicts fairly and peacefully.

(Association for Conflict Resolution, 2002)


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Identify constructive/destructiveconflict (whats it look like?)

Identify conflict triggers in self/others Identify needs-based conflict


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Building emotional vocabulary/skills Increasing cultural sensitivity to emotions Identifying emotional triggers Using the emotional escalation/de-escalation

ladder Identify anger style Self-soothing/calming strategies Verbally expressing anger (appropriately) Using questions to identifyfeelings (for self and other)

Using questions to workthrough conflict (self andother)


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Listening for Feelings Perception Checking Open v. Closed Questions I-Statements Supporting and Encouraging

Messages

Using Neutral Language

Paraphrasing Summarizing Nonaggressive communication

(complaint v. criticism v. contempt)

Sending /Recognizing Non-verbalbehaviors

Adjusting to Cultural Differences inLanguage (using direct and indirect

language well)

Adjusting to Cultural Differences inNon-verbal Communication (using

space, voice, gesture and body

orientation in a culturally sensitive

way)


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Steps in decision making Testing options for effective

decisions

Developing realisticimplementation plans for

decisions

Facilitating group discussionto consensus

Recognizing emotional andcognitive perspectives

Effective questioning toassess perceptions

Creating sound arguments Recognizing conflict styles

and matching to situation

Being competent at enactingall conflict styles

Recognizing interests andpositions

Questioning to uncoverinterests behind positions


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Staff - StaffStaff - StudentStudent - StudentParent School Administration/StaffCommunity Members School Staff/Administration


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Conflict Management Applications in Schools

Adapted by Marina Piscolish from Ellen Raider 1987Institute for International Conflict andCooperation, Teachers College, Columbia University,NY, NY.


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School board developmentAdministrator developmentStaff developmentEngaged-Learner Instructional PracticesFacilitation of planned changeShared governance practicesLabor-management relationsParent involvementRe-invention of discipline and classroom managementPrejudice reduction and diversity trainingCrisis intervention and violence prevention


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Negotiation

Curricula

After School

Programs

Bullying

Prevention

Restorative

Justice

Peer

Mediation

Expressive

Arts

Classroom Management and

Adult Modeling of Constructive Behavior

Social and Emotional Learning

Diversity, Bias Awareness, Multicultural Education

Curriculum Infusion

Teacher and Administrator Education


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Language Arts /

Languages

Speaking Skills Listening Skills Critical Thinking Skills

Negotiation Skills Perception Skills Feelings/Emotions Communication Skills

Social Studies/History

Role Play Mediations Evaluating News

Articles/Points ofView

Practice GovernanceModels

Problem Solving Diversity


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Math/Science/Arts/Counselor-Guidance

Science: Different Points of View,Problem Solving

Math: Problem Solving, DiversityGuidance/Counselor: Communication

Skills, Problem Solving, AngerManagement

Art/Music: Ideas?


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Increase Time Spent on Teaching Improved Academics Improved Attendance at School Improved Relationships BetweenStudents/Staff/Parents Improved Behavior in the Classroom,

School, and Community

Increase valuing of diversity and practiceof tolerance

Increased connection to the community


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Decrease anti-social behavior thatleads to violence

Decrease conflicts between groups ofstudents

Decrease suspensions, absenteeism,and drop out rates

Decrease incidents of violence


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Assess Needs

Identify the goals Assess interest

Secure Administrative Support

Maintain that supportOrient Staff

Give detailed information Have open discussions about utility Clarify staff expectations of involvement or

support


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Select Site Leadership Team (SLT)

Identify staff Discuss time/resource commitments

Orient Students

Select Students/Staff

Providing Training

Dont overestimate the learning curve


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Publicize Program

Manage expectationsUtilize Program

Initiate and sustain the programCoordinate with other initiativesRefresh skills/knowledgeMaintain a high profile in the school


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Evaluate Program (Emphasize student

assessment)

Evaluate on an ongoing basisFeed information back to improve

program


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Comprehensive Model:

Free 5 day on-line course from USDE/NASP

Managing and Resolving Conflicts Effectively inSchools and Classrooms

www.CREducation.org

Mediation and Comprehensive Programs:

National Recommended Standards for Peer

Mediation Programs and Comprehensive School/District Programs

www.acrnet.org


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Examples of CR Integration into Professional

Association Standards for:

School Psychology Health Education Educational Leadership Elementary/Primary Education English Language Arts Middle Level Education Social Studies Education


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Social Studies Standards Required through ODE GRADS Standards Required through ODE Ohio School Climate Guidelines Recommended by

State Board of Education

Anti-Harassment and Bullying Prevention Legislation School Safety and Violence Prevention Training

Required 4 hours for all school personnel K-12

Free course: Ohio Safe School Center (Ohio Resource

Network) Shares Linkages - CRE and other state-wideinitiatives. Educators receive CEUs for participating in

this on-line learning module:

www.ebasedacademy.org


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CRE and PE Legislation and Policies in all

Worlds Regions

http://www.creducation.org/cre/global_cre

Examples:Armenia, Ghana

Costa Rica, Guatemala

Cyprus, KenyaPhilippines, Ukraine

And many more


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www.gppac.net

1000+ Civil Society OrganizationsAll world regions

Peace Education and ConflictResolution Education Reference Group

Last Working Group Policy Meeting -November 2010, San Jose, Costa Rica


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Foster nationalism, patriotism and promote national unity Promote moral and religious values Promote social equality and responsibility Promote respect for and development of Kenya's rich and

varied cultures

Promote international consciousness and foster positiveattitude towards other nations

Promote social, economic, technological and industrialinitiatives for national development

Social : Prepare children for the changes in attitudes andrelationships which are necessary for the smooth processof a rapidly developing modern economy

Economic: Produce citizens with skills, knowledge,expertise and personal qualities that are required to

support a growing economy


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Caroline Owegi-Ndhlovu & Mary Mugo 30

National Steering Committee on Peacebuilding and Conflict Management(NSC)

Established - 2001 Office Pres. w/ Civil Society

Organizations

National Policy on Peace building and ConflictManagement Sept 2009 - effort to strengthen , co-

ordinate and integrate various conflict management

initiatives.

Emphasis peace building and conflict management atthe community level is the foundation and cornerstoneon which sustainable peace can be achieved andnurtured.


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National Steering Committee on

Peace building & conflict

management

NSC Secretariat

National

peaceforum

Provincial andInter-District

Peace Forum

Communitypeace

committees

District/

ConstituencyPeace Forum

Elders

women

Youth

lower level PB&CM


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Formation of National Cohesion andIntegration Commission (NCIC) under(Ministry of Justice and CulturalAffairs)

Mandated to counter any barriers to peacebuilding for example controlling hate speechamong leaders.

Facilitating disarmament program in areas withviolent conflicts between communities



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Ministry of Education Peace

Education (PE) ProgramEstablished 2008 - Reached 8,800 teachers Anchored in National Kenya Vision 2030under the

Political Pillar on Security, Peace Building andConflict Management

Intended to help learners acquire knowledge, skills,values and attitudes to foster behavior change for

enhancing peaceful co-existence.

PE is taught alongside the life skills lessons once aweek in primary school

PE in social and religious studies, and othersubjects


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Examples:

Field education officers do spot checks in schools -Visited 20 primary schools in South Rift valleyinterviewing and discussing with 108 teachers,

head-teachers 95% of schools visited - trained teachers had

sessions for staff, the school management

committee and Parents Association on PeaceEducation (in various forums including staff meeting,

Annual General Meeting and individual class

parents meetings).

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Curriculum Integration: 70% of schools visitedintegrated in subjects like Social Studies, ReligiousEducation and co-curricular activities such as gamesand clubs (Girl Guide, Scouting, Drama and Choir)

25% of schools visited using the life skills lessons Language Policy: 20% of primary schools to

encourage unity among children and teachers.

Student Peace Clubs: 60% of the schools topromote peer education and sustain implementation -

peace corners, community service, songs ,poems,open forums, suggestion box, environmental

education


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Formation of Peace Education NationalSteering Committee

Goal: build and strengthen cooperation andnetworks

20 members from Ministry of Educ. peaceeducation unit, curriculum developers, civilsociety involved in PE, UNICEF, UNESCO

Annual national, provincial, district studentconsultative forums: to empower learnerswith leadership, problem solving and

negotiation skills


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Developed 30 life skills and PE radio lessonsfor primary grade eight

Distributed 5,000 radios for use in radiobroadcasting lessons Developed PE training manuals Produced 160,000 copies of Peace

Education books



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Nine Values for Australian Schooling

Care and Compassion Doing Your Best Fair Go Freedom Honesty and Trustworthiness Integrity

Respect Responsibility Understanding, Tolerance and Inclusion


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http://www.valueseducation.edu.au/values/

Not mandated$14.2 Million in grants10,000 schools across AustraliaSupported by all states andterritories

Designed to promote a nationalfocus on values education at thelocal level


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Helps foster inclusion, social cohesion, intercultural and interfaith

understanding, student engagement and responsibility.

Provides shared language for expressing feelings and reflecting onrelationships, actions and responsibilities.

Activities provide ways for addressing or examining issues of perceiveddifferences and lead to consensus-building.

Teachers need to investigate their own values and explore how theyare expressed in their classroom practice before they teach valuesdispositions.

Explicit teaching and modelinghelps create more positive school

cultures.

Student centered inquiry based learning contributes to calmer classroomsand more engaged and responsible students.

Parents have a vital role in supporting values education approachesacross cultures.


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Inter-American Program on Education for

Democratic Values and Practices

www.oas.orgProgram Mission: Promotes the formation

and strengthening of democratic values

and practices through education, by

promoting research, professional

development, and information exchange

on education for democratic citizenship


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Space for community youth (ages 10 24) to constructively use free time

on weekends for integrated education including arts, sports, culture andbuilding relationships with the community.

Provided with skills to develop as whole person and bring alternatives to a

situation of poverty, violence, delinquency and a lack of education and

opportunities

Administered by: The Council of Social Cohesion with the Secretary ofSocial Improvement of the President


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Raise the value of youth and adolescentsin the community

To increase the assistance to andperformance of schools

To improve employment conditions To raise the level of youth and

adolescents participating in the economy

To develop self protective attitudesregarding drugs and alcohol


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Art Community

Culture Sport


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200,000 youth (ages 10-24) everyweekend

217 Open Schools

15 of 22 Departments in Guatemala

155 of 333 Municipalities inGuatemala


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Training of trainers in democracyEnvironmental advocacyAgents of change for democracyTraining of youth with the Organization of American

States (OAS)

Mayan LanguagesPerforming ArtsHandicraftsSports


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MxicoGuatemalaBrazilChileArgentina


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Open Schoolshttp://www.escuelasabiertas.gob.gt

Open Schools Radiohttp://www.escuelasabiertas.gob.gt/radio

My Open Schoolhttp://www.escuelasabiertas.gob.gt/blog

Open Schools on Facebookhttp://www.escuelasabiertas.gob.gt/facebook

Pictures of Open Schoolshttp://www.escuelasabiertas.gob.gt/flickr

News Flashes on Twitterhttp://www.escuelasabiertas.gob.gt/twitter

Open Schools on Youtubehttp://www.escuelasabiertas.gob.gt/youtube


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To develop and sustain democratic culture in schools

and local communities in 3 countries through training inConflict Resolution Education, Service Learning, and

Student Government.

Partnership between: Ministry of Education, Ministry ofLocal Government, Global Issues Resource Center(GIRC) and consultants.


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Teachers, youth and local government staff trainedin areas specific to the development of ademocratic culture in schools and communities

Training in Conflict Management Student Councils Service Learning School Climate Quality adult and youth engagement Creating and sustaining formal student and

municipal youth councils Sustaining of youth engagement through

quality school to adult transitions


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National youth citizenship competencies:

modified, adapted and shared withstakeholders input

Community Youth Councils in municipalities

Topic areas in Workshops:

Creating and sustaining public and politicalwill for youth engagement in democraticaction

Alignment between democratic developmentand economic development

Procedures for establishing community youthcouncils


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Current: 92 student councils established in secondary

schools

Integration of learning into everyday activities atschools and in local communities: De-escalationtechniques, Leadership skills, Problem-solvingcircles

Future Plans: National Student Council Summit; Online social network group Foster increased collaboration among Ministries

to facilitate smooth transition of youth fromschools to communities


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Policy on Participatory Democracy (T&T) Policy on Education (formal and non formal)

for Democracy, Peace and Human Rights(T&T, St.V&G, St.L);

Discussions are now being held with

respect to the reintroduction of Civics/Citizenship Education in all schools inT&T.


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Education Commission of the States

www.ecs.org

Collaborative for Academic Social andEmotional Learning

www.casel.org

Campus Conflict Resolution Resources

www.campus-adr.org


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Documents

Empowering Youth to be Successful Global Citizens: The Role of School Psychologists in Comprehensive School Conflict Management Programs