An interview with Linden Nelson presents his views on peace education and conflict resolution. Nelson, a professor of Psychology at California Polytechnic State University, has a long term interest in research on cooperation, competition, and conflict resolution and in the promotion of instruction about conflict and peace. Nelson answers 13…

This handbook was designed to serve as a resource guide for Washington State school employees. It provides a beginning framework for addressing violence in schools, districts, and communities. It outlines Washington State laws regarding school violence, suggests curriculum resources for preventing violent acts and dealing constructively with…

This digest discusses mediation as a form of conflict management that is receiving widespread attention in schools. Mediation involves a neutral third person, called a mediator, who assists the disputants in resolving their problem with the consent of all parties. It offers a risk-free way to settle disputes for the parties involved. Unresolved…

The effect and efficiency with which an administrator manages crises may well determine his or her degree of success in resolving the situation. This book serves as a guideline to help administrators prepare for and respond to a wide variety of crisis situations. Following the introduction titled "Advance Preparation for Crises," five chapters…

This essay, originally written by Immanuel Kant in 1798, and presented in both the original German and in facing page English translation, is the first paperback printing of the edition published by Abaris Books, Inc., in 1979. The book is composed of three parts, written at different times, but all dealing with the conflict between the…

Related to the earlier ACT production system theory, this book's basic goal is to present evidence for the psychological reality of a production system model of mind. Distinguished from the original theory in three ways, this volume uses previous rational analyses to improve upon that theory and extend its scope. It also relates the theory to new…

This unit is designed for students in grades 5-12 and can be adapted for individual settings. The unit provides an introduction to multiple perspectives and cultural differences to help students become more aware of the diversity of ideas and practices in society. The unit is divided into four sections with lessons in each section. Sections…

Noting that just as violent behavior is learned, so is nonviolent behavior, this instruction program is designed to help children in grades 2-4 learn to resolve conflicts without resorting to violence. Through the program, children develop important skills of managing anger and choosing alternatives to violence, respecting different points of view…

This course in interpersonal communication and problem solving is designed to be used in workplace education. It is based on responses from employees in businesses participating in workplace education. The course is organized into 11 classes of approximately 2 hours each that cover the following topics: (1) the communication process; (2) the…

In recent years, it increasingly has been recognized that schools must change in basic ways if children are to be educated so that they are prepared to live in a peaceful world. This recognition has been expressed in a number of interrelated movements: "cooperative learning,""conflict resolution," and "education for…

Findings of a study that examined the relationship between teachers' perceptions of school climate and their perceptions of empowerment are presented in this paper. Questionnaires were completed by 257 teachers, in 6 states from 8 schools, who participated in nationwide school empowerment projects. Findings indicate that school climate, age, and…

A study sought to determine whether or not parents felt that education in nonviolent living skills was important to their choice of a preschool for their child. Questionnaires were distributed to parents at four preschools and to parents of children attending a test site preschool with a peace studies program. A teacher focus group was also…

The purpose of the training model described in this paper is to provide proactive and intervention strategies for managing classroom conflict. The impetus for the creation of this model came from a workshop collaboratively developed by high school students, teachers, and university faculty. The training model is designed for both prospective and…

Forty second and third grade children identified by their teachers as aggressive were randomly assigned to a child problem solving skills training (PSST) or teacher consultation. PSST consisted of 20 45-minute sessions of three to five children, held twice weekly at school. Teacher consultation involved four 30-minute individual sessions.…

This document provides guidelines for gang awareness and prevention in the California school system. It is based on the belief that inservice training programs help school staff recognize early signs of gang activity, a necessary step to intervention. Following the introduction, chapter 1 offers descriptive information on gangs and their members,…