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Abstract
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VioLit summary:
OBJECTIVE:
The purpose of this article by Levy was to describe a strategy for designing conflict resolution curriculum for children in grades K-12.
METHODOLOGY:
The author employed a non-experimental research design in this paper. Conflict resolution programs described in the paper were drawn from a review of literature in the field.
FINDINGS/DISCUSSION:
It was recommended that educators learn what type of students they are working with prior to designing curriculum to ensure that the program will be appropriate. For example, it was suggested that educators assess the moral and intellectual development of their children to determine their ability to understand different concepts and ideas. Having accomplished this, it was recommended that educators follow a four-step plan to design their curriculum.
The author posited that the first step in curriculum design is the establishment of the goals and objectives of the curriculum. It was noted that the objectives must be described in clearly observable terms so that evaluators can assess whether or not the goals have been met.
The second step in curriculum design involved selecting the content of the conflict resolution curriculum. The author recommended that materials be organized to include both theoretical explanations and practical applications of the material covered as well as definitions and descriptions of the different sources and types of conflict. Additionally, it was recommended that teachers strive to create a friendly and cooperative classroom atmosphere before beginning conflict resolution instruction. It was suggested that teachers make special classroom rules requiring students to respect one another's feelings and to support one another as they try out their new skills.
The third step in curriculum design was described as the selection of specific learning activities and methods. The author described methods for teachers of elementary (aged 5-11) and secondary (aged 12-18) students to incorporate into their conflict resolution curriculum. Examples of elementary methods included group blackboard drawing or role playing to build cooperation, games to teach communication skills, and skits and puppet shows to practice creative conflict resolution. Secondary methods included diaries kept by students and teachers of conflicts encountered during the week, exercises in listening and sending messages to others, and conflict management training.
The fourth step in curriculum design described by the author was an evaluation of the curriculum. It was recommended that educators consider several issues when conducting an evaluation of the program, including the purpose of the curriculum, the criteria by which the curriculum should be judged, who should conduct the evaluation, and how the evaluation itself might be used.
It was noted that curriculum decisions can become political and that program designers should strive to hear the opinions of all persons who might be interested in the program, including principals, school board members, community members, parents, teachers and students. The author concluded that conflict resolution training has earned a place in the curriculum of many schools because it has effectively taught students to handle conflict in creative and non-violent ways.
Included in the paper was an appendix listing the names and addresses (and in some cases, a brief description) of over 20 organizations that organize or teach conflict resolution.
(CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado)
Grade 1
Grade 10
Grade 11
Grade 12
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade K
Elementary School Student
Early Adolescence
Late Adolescence
Late Childhood
Middle Childhood
Conflict Resolution
Peer Conflict
Peer Relations
Juvenile Offender
Violence Prevention
Prevention Program
Junior High School Student
Senior High School Student
Child Offender
Juvenile Violence
Child Violence
School Based
Curriculum
Program Development
Prevention Program
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