Schools can play an important part in helping diverse young people see themselves as citizens. This paper examines a broad range of school-based learning opportunities that influence young people's development of knowledge and inclinations for handling conflict. The ingredients for conflict resolution can be taught. Like violence, nonviolence is a…

One of three training manuals developed for day care center staff, this administrative guide was written to assist day care center directors in developing policies and procedures aimed at improving all aspects of the day care program, and thus reducing the risk of child abuse. Four chapters focus on (1) selection of staff, including recruiting,…

This report summarizes findings from a study concerned with Arizona school safety. The survey component highlights safety-related policy information across 300 schools; the interview component highlights school-safety perceptions of 64 staff across 16 schools. Various policies and programs that respond to internal and external threats to school…

This report describes the activities and outcomes of Project ACHIEVE, an innovative educational reform program targeting academically and socially at-risk and underachieving students. Project ACHIEVE began as a district-wide training program for school psychologists, guidance counselors, social workers, and elementary-level instructional…

This action research project implemented and evaluated a program for enhancing students' social skills in order to increase their ability to work cooperatively and to resolve conflict. The targeted population consisted of kindergarten students in a lower income urban school, located in a medium-sized Midwestern city. The problem of insufficient…

Fighting violence requires a networking approach among schools, community, and parents. This article advises elementary school counselors: (a) focus on the causes of aggression; (b) identify children with the propensity for behaving aggressively; and (c) prevent aggressive responses in children and adolescents by introducing techniques and…

This article describes a nonviolence model program used in 26 schools. The program identifies positive and negative student leaders who then spend an entire day together working on developing relationships, responsibility, respect, and conflict resolution skills. Specific activities of the "lock-in" day and ongoing activities such as development…

Presents a conceptual framework from Cleveland's (Ohio) George Gund Foundation youth violence prevention initiative to assist planners and funders effectively and creatively address youth violence in their communities. It presents an overview of current approaches to youth violence and treatment and a means for identifying, categorizing, and…

Describes the Resolving Conflict Creatively Program (RCCP), a student mediation process begun in 1985 as a collaboration between the New York City Public Schools and Educators for Social Responsibility's New York City chapter. RCCP now educates for intergroup understanding, alternatives to violence, and creative conflict resolution among students,…

Focus groups were conducted with African-American women aged 18 to 25 years to explore communications about Acquired Immune Deficiency Syndrome (AIDS) and barriers to negotiation of condom use. Findings suggest that prevention tailored to African-American women should emphasize training in sexual negotiation, conflict resolution, and refusal…

This article describes a school-wide violence prevention program at one Oregon middle school. The school implemented the Second Step curriculum, which teaches students nonviolent alternatives to address conflict and concepts of empathy, impulse control, problem solving, and anger management. The process used to select, implement, and evaluate the…

This article presents an alternative approach for reducing violence in schools: the development of evidence-based tools that can be used in existing networks to structure systemic changes. The PEACE POWER strategy emphasizes four practices: recognize contributions and successes, act with respect, share power to build community, and make peace.…

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Doorways II was designed for community counselors to prevent and respond to…

The martial art of Aikido was used as an intervention with 15 middle and high school students with severe emotional disturbances in an alternative educational setting. Students with an extensive history of violently disruptive and assaultive behaviors were trained for 12 weeks in this nonviolent Japanese martial art in order to achieve the…

This outline presents a program designed to teach children "how" to think, not what to think--so as to help them solve typical interpersonal problems with peers and adults. Through games, stories, puppets, illustrations, and role plays, children learn a pre-problem solving vocabulary, feeling word concepts, and ways to arrive at solutions to…