Cooperation, Conflict Resolution, and School Violence: A Systems Approach

• NCJ Number: 186044
• Author(s): Peter T. Coleman; Morton Deutsch
• Date Published: 2000
• Length: 4 pages
• Sponsoring Agency: Metropolitan Life Foundation
• Sale Source: Columbia University Teachers College
• Publication Format: Document
• Publication Type: Report (Technical Assistance)
• Language: English
• Country: United States of America
• Note: Choices Briefs, No. 5

Annotation

This brief presents the assumptions underlying school-based violence prevention programs that are based on cooperation and conflict resolution and describes specific program components that schools can implement.

Abstract

The approach of the Columbia University Teachers College International Center for Cooperation and Conflict Resolution rests on seven assumptions related to the causes and prevention of violence. Among the assumptions are that violence is a function of the interplay between personal and social factors, that conflict is a naturally occurring phenomenon with both constructive and destructive potential, and that students should face conflict rather than avoid it. Using a systems perspective can promote change in the culture of school systems at the disciplinary, curricular, pedagogical, and cultural levels. Schools’ interventions at these levels involve both students and adults and promote empowerment, positive social interdependence, nonviolence, and social justice. Specific programs include peer mediation programs, conflict resolution training, cooperative learning and constructive controversy as teaching strategies, and collaborative training for adults in the school and community. 23 references