ERIC Number: ED362463
Record Type: RIE
Publication Date: 1993
Promoting Peace: Integrating Curricula To Deal with Violence.
Cueto, Santiago; And Others
This document presents a critical analysis of two of the most popular types of programs that schools have implemented to prevent violence among students: (1) mediation programs, and (2) conflict resolution curricula. While both promote interpersonal skills necessary to prevent violence, their effectiveness has not been evaluated adequately. These programs are not sufficient by themselves to promote peace among youth, since they do not transcend the interpersonal level of conflicts to consider the involvement of groups of students, the school system, families, and communities in both the causes of violence and the promotion of peace as an alternative. Several mediation programs are described. The results from these programs seem to be positive, but usually only students who already possess social skills are trained as mediators, and they do not deal with situations where firearms, drugs, and physical or sexual abuse are involved. The goal of conflict resolution curricula is to teach students how to deal with interpersonal conflicts in a positive, nonviolent way. Among the most popular conflict resolution curricula available to schools are: (1) curricula that stand on their own; (2) curricula that are part of a set in different areas; and (3) those with a narrow focus. Research in both areas is highlighted. This article presents some possible characteristics of the next generation of violence prevention programs including comprehensive programs, continuous programs, creating caring communities, incorporating cognitive, affective, and behavioral components, and training students, school staff, and community representatives on conflict resolution and mediation. (DK)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).