NCJ Number
160375
Date Published
1995
Length
224 pages
Annotation
This manual presents the rationale, goals, and tools for implementing conflict-resolution concepts and skills in English and social studies for grades 9 and 10 in Montgomery County (Maryland) schools.
Abstract
In discussing the rationale for this effort, the manual notes that by providing the opportunities for youth to acquire and practice the skills needed to resolve conflict, the curriculum is teaching life skills. Integrating conflict- resolution training into the curriculum links academic learning with self-understanding. The materials in this curriculum enable students to internalize and transfer these skills into their daily lives. Specific goals of the curriculum are to learn conflict-resolution tools, to apply conflict-resolution connections to multiple content areas, and to internalize and apply conflict-resolution strategies to one's life experiences. The conflict-resolution tools presented in the manual are designed to facilitate effective communication, which is essential for the resolution of conflict. Seven tools are profiled: Brainstorming, Questioning, Active Listening, Triggers, ATFRC (a problemsolving model), CoRT (thinking strategies), and Role Play. These tools promote thinking, with an emphasis on the higher order skills of analysis, synthesis, and evaluation. Each tool is defined, and background information is given. Following this, a lesson is presented to illustrate how each tool works or could be applied to an actual conflict. The final component is a lesson or lessons that connect the tool to the curriculum, for example, English, history, science, math, or arts. These become the "curricular connections." An additional guide has been designed to provide information and assistance to teachers for connecting technology to the conflict-resolution documents for grades K-12. Appended discussion of the possible interrelationships of the tools, a problemsolving model, a glossary, and 40 references