Consumer Guide: School Conflict Resolution Training What You Need To Know To Select a Trainer Click here to download the complete document in pdf format: Consumer Guide: School Conflict Resolution Training Ensuring that consumers receive quality dispute resolution training is a high priority for the Ohio Commission on Dispute Resolution and Conflict Management and the Ohio Department of Education. We believe that educating consumers is one of the most efficient and effective ways to ensure quality training. This guide provides information to assist you as a consumer in selecting quality school-based conflict resolution training and trainers. The guide is organized in three parts: Part I includes information to assist schools in defining conflict resolution, understanding the different types of school-based conflict resolution programs and identifying program goals and the type of training needed to meet program goals. Part II includes information to assist schools in identifying qualified trainers, interviewing a trainer, and making a decision. Part III includes a Glossary of Terms and a Resource List for more information about conflict resolution. The intent of this guide is to prepare the consumer for a dialogue with potential trainers regarding the consumer's specific needs, requirements and expectations. Part I Doing Your Homework: What Should A School Consider Before Selecting a Trainer? Understand Conflict Resolution Understand the Different Types of School-Based Conflict Resolution Programs Identify Program Goals and Objectives Determine What Type of Training is Needed to Meet Program Goals and Objectives A. What is Conflict Resolution? Conflict resolution is a philosophy and set of skills designed to assist individuals and groups in better understanding and dealing with conflict as it arises in all aspects of their lives. Prior to selecting a conflict resolution trainer, a school should first have a clear understanding of what conflict resolution is. It should then determine what type of conflict resolution program and training will best meet its overall goals and objectives. Part I of this guide is designed to assist schools in completing this preparation phase. If a school has already developed program goals and objectives and has identified the type of training needed to meet these goals and objectives, it will need to spend less time with this section. Part II of the guide focuses specifically on how to select a trainer. Conflict resolution is not interchangeable with violence prevention, although the two fields share commonalties. Violence prevention is more broad in scope and tends to take a more systemic approach to addressing violence. For example, violence prevention typically focuses on the circumstances leading up to and surrounding an event. Conflict resolution tends to focus on the event or conflict itself. Conflict resolution programs in schools typically address low intensity, issue-specific conflicts involving relationships. Violence prevention efforts tend to address higher intensity conflicts and seek to alleviate the risk factors that surround the conflict. Violence prevention efforts include not only training on topics such as conflict resolution skills, peer mediation, and multiculturalism, but also include training on how to address higher intensity conflicts. These higher intensity conflicts may involve substance abuse, domestic violence, unmet basic needs, institutionalized racism, etc. To address conflicts at this level, violence prevention programs often require additional services to deal with mental health, physical health, domestic violence, drug and alcohol addiction, lack of job skills, etc. For more information on the distinction between conflict resolution and violence prevention see, Conflict Resolution and Violence Prevention: From Misunderstanding to Understanding, The Fourth R, CREnet, Vol. 84, 1998, available by contacting the Association for Conflict Resolution at 202-667-9700. B. What are the Different Types of School-Based Conflict Resolution Programs? Conflict resolution can be implemented in schools using a variety of approaches. The two approaches most commonly used are the cadre approach and the comprehensive approach. Although both can be effective, research has shown the most effective conflict resolution programs are comprehensive, developed over time, and include working with the entire school community. The cadre approach is typically an approach where only a small number of students are trained in conflict resolution skills such as peer mediation. Unlike the comprehensive approach, the cadre approach is typically not school-wide, but rather focuses on a specific classroom or single grade-level. It is generally a less time consuming and less expensive approach. The comprehensive approach is a school-wide student focused program that is broad in scope and in content. It includes the integration of conflict resolution concepts and strategies into the curriculum, the school's mission statement, and policies and procedures. The comprehensive approach also emphasizes adult modeling of effective conflict and classroom management. The goal is to positively affect school climate, standards and procedures, instructional development, staff development, support systems, and the entire school community by raising awareness and skill level. For more information on creating a comprehensive conflict management program, see the commission's Web site at www.disputeresolution.ohio.gov/ and click on Schools. Regardless of approach, an effective conflict resolution program can empower students, teachers, administrators and staff to collaboratively and nonviolently resolve disputes. Although these programs will not eliminate all disputes and controversies, learning and applying conflict resolution skills can improve school environments and will encourage students and adults to be thoughtful problem-solvers, thinkers, and active citizens. C. Identifying Goals: What Does Your School Want From a Conflict Resolution Program? Before considering training, it is important for a school to decide what it hopes to achieve from implementing a conflict resolution program. Does your school want to reduce fights, expulsions, suspensions? Does it want to reduce the amount of time teachers spend dealing with classroom conflicts? Does it want to give students, staff and parents the life skills to effectively resolve conflicts, to prevent violence, and to communicate with respect, honesty, and good citizenship? Until a school is clear about what it hopes to gain from implementing a program, it cannot effectively select a trainer. To get the most out of training, a school must first identify goals and objectives. The following is a list of suggestions that can help a school to identify program goals and objectives: 1. Create a planning team A school may want to consider organizing a planning team or advisory group whose role would be to identify program goals and objectives and to coordinate the design and implementation of the school's conflict resolution program. The team may include representatives from the school and community that will be affected by the program. Students, student organizations, parents, faculty, faculty organizations, staff, administrators, and community members can be invited to serve on the team. The team can conduct a needs assessment determine if a conflict resolution program is needed; identify program goals and objectives; create an action plan. The action plan is discussed in greater detail on the following page. The team should be made up of individuals genuinely interested in conflict resolution, including at least one individual who will be able to help gain the support of other faculty necessary for a successful program. 2. Conduct a needs assessment The purpose of a needs assessment is to determine the nature and level of conflict in a school and how best to address the conflict. An assessment can be conducted by using surveys or small group discussions to find out how students, administrators, and staff feel about conflict in their school and how they think conflict can best be addressed. An example of an assessment survey can be found in CONFLICT RESOLUTION IN EDUCATION: A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings. This guide can be obtained by contacting the U. S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention,Washington, D. C. 20531. Another example of an assessment survey can be found in The Safe School Audit Guidebook available from the Educational Council, 1929 Kenny Road, Suite 120, Columbus, Ohio 43210. Students and staff should have input in the needs assessment and program design to ensure that any program being considered is set up to meet the school's current needs and that it is consistent with the school's mission and any overall improvement plans. For more information on assessment or for sample evaluations, please see the Commission's Web site at www.disputeresolution.ohio.gov/ and click on Schools. 3. Develop an action plan Once a needs assessment has been conducted and program goals and desired outcomes are clearly defined, an action plan should be developed. An action plan explains how a program will operate to meet its goals and objectives. A plan typically spells out: (1) the tasks or steps that need to be accomplished to implement a program, (2) who will have responsibility for carrying out the tasks, and (3) a time line for accomplishing the tasks. In developing an action plan a school should consider what has to happen to meet goals and objectives. For example, to what extent will conflict resolution be incorporated into the curriculum; what are expectations regarding how adults will model conflict resolution skills; and the types of learning strategies that will be used to train students and adults in effective problem-solving techniques. If a school has received a grant to implement its program, it should be aware of any stipulations regarding trainer qualifications and program design. These stipulations can not only affect the action plan, but also trainer selection. 4. Identify program budget Another important consideration in determining program goals and objectives is budget. What money and resources are available for program design and implementation? Funding and resources will affect the program design, who will be trained, how much training will be offered, and who conducts the training. It is also important to consider whether you will use a volunteer coordinator, or include a stipend in your budget for a program coordinator. Volunteer positions generally have more turnover which makes continuity in programming difficult. If you are an Ohio public school (K-12) you may be eligible for the Ohio Department of Education's School Conflict Management Grant. For more information see the Commission's Web site at www.stte.oh.us/cdr/ and click on Schools. D. What Type of Training Is Needed to Meet Program Goals and Objectives? Because each school has a unique environment and unique needs, it is important to match program and training needs to individual schools. For example, if your school is using the cadre approach and wants to establish a peer mediation program, your training needs will be different from a school whose goal is to integrate conflict resolution into the curriculum at all grade levels. Therefore, before selecting a trainer a school should first identify the type of conflict resolution training needed to achieve its program goals and objectives. Selecting a trainer before program goals and objectives have been identified may result in not only a misallocation of resources, but also ineffective program implementation. Any training component selected should match or assist in achieving program goals and objectives. Components of Conflict Resolution Training May Include: facilitation skills presentation skills conflict resolution definition and theory dealing with problems/discipline alternative models for implementing a conflict resolution program team building dealing with power imbalances diversity/bias-awareness leadership skills coaching skills youth empowerment win-win problem solving peer mediation dialogue on safety communication skills cooperation skills how emotions influence conflict conflict triggers and escalators Part II Selecting a Qualified Conflict Resolution Trainer Once a school has clearly defined its program goals and objectives and has identified the type of training that is needed to meet program goals, it is ready to select a trainer. Although there is no formula for predicting trainer competence and how well a trainer will meet a school’s needs and expectations, the following steps to selecting a trainer can improve the likelihood that a school’s needs, requirements, and expectations are met. The first step in selecting a trainer is to develop a list of potential individuals who can meet your school’s needs, requirements, and expectations. A list of school conflict resolution trainers can be compiled from several sources. A school can consult other schools that have implemented conflict resolution programs in Ohio for suggestions. A school can review the Commission’s Directory of School Conflict Resolution Programs for this information. While the Commission does not recommend individual trainers, a school can also use the Commission’s School Conflict Resolution Trainer Profile Directory to identify trainers in their geographic area. This Directory can be obtained from the Commission’s Web site at www.disputeresolution.ohio.gov. Community dispute resolution programs offer conflict resolution training and services throughout Ohio. A school can consult the Commission's Ohio Directory of Non-Profit Dispute Resolution and Conflict Management Programsand their local telephone directory for programs. The Commission's directory of programs is available on the Commission's Web site at www.disputeresolution.ohio.gov/. A school can refer to the Conflict Resolution Center Intl., Inc.'s Conflict Resolution Directory for the names of service providers across the country. This directory can be accessed by calling (412) 687-6210 or via e-mail at crcii@conflictnet.org. passing a test, or having a special license or certification. In reality, however, most private conflict resolution trainers, and most of those who work for or are associated with conflict resolution organizations and programs, have some conflict resolution experience or training. The following list of qualifications is provided as guidance to assist schools in determining whether a particular trainer will meet its needs and expectations. This is not an exhaustive list. There may be additional qualifications that a conflict resolution trainer may need to meet a school's expectations and program Suggested qualifications for trainers include: knowledge of and experience in applying conflict resolution theory and skills; familiarity with current practices in teaching and learning; experience in an educational setting similar to that in which they wish to work knowledge and sensitivity toward and experience working with the population to be trained; awareness of alternative programs and models related to conflict resolution. Trainers should have experience in: applying and demonstrating conflict resolution processes such as mediation, negotiation, and collaborative problem solving; role-playing/demonstration of conflict resolution processes; program design, implementation and evaluation; teaching communication skills such as active listening skills; working with a school to determine training needs; applying adult education concepts; working in and with groups; providing and accepting constructive feedback. C. Step Three: Interview the trainer Interviewing the trainer is important because it allows the consumer to gather important background information about the trainer's philosophy and approach, the training design, their qualifications, and the fees for their services.The interviewer should begin the process with a face-to-face meeting or telephone conversation. During this discussion, asking the trainer information regarding his/her philosophy and approach, training design, background, references and fees will help the school in the selection process. Be sure to be specific when asking questions. For instance, when asking about the individual's training or experience it may be helpful to ask for dates when the training took place, length of the training, and who conducted or sponsored the training. Additional information that a school may wish to ask includes how the trainer stays informed of current trends in the field, and what types of professional development workshops the trainer has attended. The following is a list of suggested topics to discuss with a trainer during the interview process: 1. Philosophy and approach It is important to determine the trainer's philosophy and approach to decide if they match the school's program goals and objectives. Questions that may be beneficial to ask in regards to this topic may include: What is the trainer's philosophy and approach? What models do they use? What conflict resolution skills and training do they think are important to incorporate into their services for the school and why? What results can the school expect? What written materials and resources will be used? 2. Training design The training design must match the school's program goals and objectives. For this reason, it is important to inquire about the trainer's preferred type of training design. What type of training is provided? Who is the training audience? What is the format of the training? What is the length of the training? When would the training take place? Are there scheduling options? What is the trainer/trainee ratio during the training sessions? What forms of follow-up will be included after the initial training session? What are the qualifications of the staff, if any, that will be assisting trainers? How can the school get in touch with the trainer? What type of help should a school expect to need after the training to ensure successful program implementation? Will a trainer's approach and communication style blend well with the school's target group? What is the racial ethnic, gender, diversity of trainers? Have the trainers ever worked with a population similar to the school's target group? Is a trainer's geographic location close enough to provide technical assistance without difficulty or is there another mode of communication by which the school can receive technical assistance without difficulty? Be cautious of trainers that offer to develop extensive skills in a small amount of time. Basic mediation trainings are a suggested minimum of 16 hours long, and conflict resolution training is a suggested minimum of 21 hours for a comprehensive conflict resolution program. These recommendations are adapted from the Conflict Resolution Education Network's Resource Guide for Selecting a Conflict Resolution Educaton Trainer, Fourth Edition, 1998-1999. These initial sessions may then be followed by specific skill development workshops. The Conflict Resolution Education Network has published standards for mediation training and is developing standards for teaching conflict resolution in the classroom. Please see the resource section for more information. 3. Education, Training, Experience A school should ask a trainer specific questions regarding his or her qualifications. Education degree in education or a related field degree in the field of conflict resolution Training conflict resolution, peace, and/or negotiation theory school conflict resolution training mediation training bias-awareness/valuing differences/diversity training Experience served as a mediator school experience implemented a school conflict resolution program types of programs they have worked with or designed number of years providing staff development in conflict resolution training students, teachers, administrators, parents, and other school staff number of they trained materials published provided technical support and assistance developed a strategic plan for an organization frequency of training amount of time spent training in school conflict resolution 4. References It is beneficial to ask for at least three references of clients who a trainer has previously worked with. Schools should contact these references and ask them for feedback on the quality of services they received. 5. Fees How will the trainer charge for services? How do they estimate the costs for a project? Are materials included in the costs? Is follow-up, mentoring, and technical assistance for school staff included in the costs? It is strongly recommended that the details of what the training will consist of, the fees, and any additional costs be written into a contract before beginning the training. D. Step Four: Evaluate information and make a decision After compiling a list of names, determining what qualifications a conflict resolution trainer may need, and interviewing the trainer, the school can then select a trainer by comparing the trainers answers with the school's goals and objectives determined in Part I of this Consumer Guide. In addition to reviewing the trainer's experience, skills, abilities and references, a school will also want to know whether the trainer can work within the school's time frame and budget, and whether the trainer can provide the assessment of the programs that the school requires? Once a school has answered these questions and has determined how well a trainer will meet its needs and expectations, it is ready to make a final selection. How to Select a Trainer: 1. Compile a list of names 2. Look for certain qualifications 3. Interview the trainer 4. Evaluate and make a decision Part III Glossary of Terms and a Resource List 1. Conflict Resolution/Management - A philosophy and set of skills designed to assist individuals and groups in better understanding and dealing with conflict as it arises in all aspects of their lives. 2. Conflict Resolution/Management Programs - These programs may use processes such as mediation and negotiation. These programs in schools tend to address low intensity, issue-specific and relational conflicts. They teach a constructive process for managing conflicts, and the underlying skills needed for the process. 3. Violence Prevention - A philosophy which encompasses not only classes in conflict resolution, peer mediation, social justice issues, political representation and multiculturalism, but also includes comprehensive programs which address conflicts at the sub-system and structural level, and at both the building and district level. These higher intensity conflicts that often require additional services to address, tend to be related to mental health, physical health, domestic violence, drug and alcohol addiction, job skills training, and meeting basic needs such as food, clothing, and housing. 4. Curriculum Infusion - Teaching Conflict Management/Conflict Resolution theory and skills within a standard or integrated curriculum. 5. Peace - The absence of direct or personal violence and the absence of structural violence. Examples of direct or personal violence are verbal abuse, a physical fight, or shooting or wounding another individual. Structural violence occurs when the oppressive structures in a society keep people from achieving their full potential. In the case of structural violence, while there may not be a person who directly harms another, the violence is built into a society's structures and is revealed through unequal life opportunities and unequal power. (Taken from a definition of peace by Johan Galtung). 6. Negotiation - A process in which disputing parties engage in discussions to explore their interests and needs in an effort to reach agreement without the assistance of an outside neutral or third party. 7. Mediation - A voluntary process in which an impartial neutral third party guides disputing parties in identifying issues and in reaching a mutually acceptable resolution. A mediator does not have the authority to impose a decision on the parties. In some cases mediation can be mandatory such as in the court systems. National Resources: Association for Conflict Resolution (ACR) 1527 New Hampshire Ave., NW, Third Floor Washington, DC 20036 (202) 667-9700 Fax: (202) 265-1968 Web site: http://www.acrnet.org/ Street Law Inc. 918 16 th St. NW #602 Washington, DC 20006 (202) 293-0088 State Agencies: Center for the Prevention of Family & Community Violence Office of Criminal Justice Services 400 E. Town St., Suite 300 Columbus, Ohio 43215 (614) 466-7782 (888) 448-4842 (Ohio only) Fax: (614) 752-7439 E-mail: CPFCV@ocjs.state.oh.us Web site: www.ocjs.state.oh.us/ Ohio Commission on Dispute Resolution and Conflict Management 77 S. High St., 24 th Floor Columbus, Ohio 43226-0124 (614) 752-9595 Fax: (614) 752-9682 E-mail: Jennifer.Batton@cdr.state.oh.us Web site: www.disputeresolution.ohio.gov/ Ohio Prevention and Education Resource Center 6185 Huntley Rd., Suite P Columbus, Ohio 43229 (800) 788-7254 State Safe Schools Center University of Cincinnati P.O. Box 210105 Cincinnati, Ohio 45221-0105 1-800-788-7254 (Option #2) Community Resources in Ohio: Accent Mediation 864 Wallwood Dr. Copley, Ohio 44321 (330) 668-9710 Fax: (330) 665-9182 E-mail: vberlin@aol.com Appalachian Peace and Justice Network 18 N. College Dr. Athens, Ohio 45701 (740) 592-2608 Fax: (740) 592-4846 E-mail: apjn@frognet.net Web site: www.apjn.org Breaking Down the Barriers 241 16 th St., #909 Toledo, Ohio 43624 (419) 243-1470 E-mail: ArtDir@aol.com Center for Peace Education 103 William Howard Taft Cincinnati, Ohio 45219 (513) –251-2258 Fax: (513) 251-8414 E-mail: cpe4u@fuse.net Cleveland Mediation Center 2012 W. 25 th St., Suite 906 Cleveland, Ohio 44113 (216) 621-1919 Fax: (216) 621-3202 E-mail: cmc@rmrc.net Conflict Alternatives 1231 Sherwood Forest Dr. West Carrollton, Ohio 45449 (937) 542-3138 Fax: (937) 542-3128 E-mail: nneto@dps.k12.oh.us Conflict Management Services 1500 W. Third Ave., Suite 126 Columbus, Ohio 43212 (614) 488-4540 Fax: (614) 488-4530 E-mail: cms@iwaynet.net Web site: www.conflictmgmt.com Conflict Resolution Associates P.O. Box 636 Marysville, Ohio 43040 (937) 597-5076 Fax: (740) 943-9118 E-mail: cra@midohio.net Conflict Resolution Center of the West Shore Inc. 24700 Center Ridge Rd. #6 Westlake, Ohio 44145 (440) 356-3425 21175 Lake Road Cleveland, Ohio 44116 (440) 356-3425 Fax: (440) 331-8312 E-mail: michele.murphy6@GTE.net Conflict Resolution Services and Violence Prevention Programs 111 Buckeye Street Hamilton, Ohio 45011 (513) 868-2100 Ext. 223 Fax: (513) 868-2267 Dayton Mediation Center 330 S. Ludlow St. |Dayton, Ohio 45402 (937) 333-2345 Fax: (937) 333-2366 E-mail: twahlrab@domediation.com Web site: www.domediation.com Gahanna Dispute Resolution Center P.O. Box 30028 Gahanna, Ohio 43230 (614) 478-1318 Fax: (614) 478-1326 Hyde Park Mediation Services 2973 Pine Ridge Ave. Cincinnati, Ohio 45208 (513) 321-7655 Interfaith Center for Peace 1970 Waldeck Ave. Columbus, Ohio 43201 (614) 291-9019 Fax: (614) 291-6399 E-mail: tmtrichel@iwaynet.net Web site: www.peace-center.org Lighthouse Mediation &Counseling Services 49020 Ashland Place,P.O. Box 2435 East Liverpool, Ohio 43920 (330) 386-3640 or (303) 385-7917 Fax: (303) 385-5231 Ohio Network: Training and Assistance for Schools and Communities(ON-TASC, Inc.) 5500 Market Street, Suite 80 Youngstown, Ohio 44512 (330) 783-5800 Fax: (330) 783-1223 E-mail: ontasc@aol.com Play Back Columbus 1568 Lincoln Rd. Columbus, Ohio 43212 (614) 488-6813 Puppets for Peace Inc. 1790 Jermain Dr. Columbus, Ohio 43219 (614) 258-6922 E-mail: mupshaw@columbus.rr.com Web site: www.neighborhoodlink.com/org/pfp PLOWSHARES Inc. 3436 County Road 959 Loudonville, Ohio (419) 994-5884 The Winning Against Violent Environments (W.A.V.E.) Conflict Resolution Program 1651 E. 71 st Street Cleveland, Ohio 44103 (216) 432-4605 Fax: (216) 426-7683 E-mail: cclose@aol.com Violence Is Preventable Inc. 4047 Vina Villa Avenue Dayton, Ohio 45417 (937) 268-7239 E-mail: BGlover@Dps.k12.oh.us WinWin Inc. 4924-C Reed Rd. Columbus, Ohio 43220 (614) 538-2898 Fax: (614) 538-2899 E-mail: lbtmediate@aol.com Web site: www.winwin-Inc.org Additional Ohio community resources are available in our Directory of School Trainers located on our Web site at www.disputeresolution.ohio.gov/scmtrainers.htm University Resources: Lion and Lamb Peace Arts Center at Bluffton College Bluffton College 280 W. College Avenue Bluffton, Ohio 45817-1196 (419) 358-3207 Fax: (419) 358-3232 E-mail: lionlamb@bluffton.edu Center for Dispute Resolution Capital University Law School 303 E. Broad St. Columbus, Ohio 43215 (614) 236-6430 Fax: (614) 236-6956 twheeler@law.capital.edu Web site: www.law.capital.edu/DisputeResolution/ The Urban Center for Peace University of Cincinnati P.O. Box 210002 Cincinnati, Ohio 45221-0002 (513) 556-3608 Web site: http://www2.uc.edu/urbanpeace/ The Counseling Center The University of Dayton 300 College Park Dayton, Ohio 45469-0910 (937) 229-3141 E-mail: iwinski@worf.udayton.edu Center for Applied Conflict Management Kent State University Political Science Department 302 Bowman Hall Kent, Ohio 44242-0001 (330) 672-3143 Fax: (330) 672-3362 Institute for Study and Prevention of Violence Kent State University P.O. Box 5190 Kent, Ohio 44242-0001 (330) 672-7917 Ohio State Program on Dispute Resolution at The Ohio State University College of Law 55 West 12th Ave Columbus, Ohio 43210-1391 (614) 292-2631 Peace Resource Center Wilmington College Pyle Center Box 1183 Wilmington, Ohio 45177 E-mail: prc@wilmington.edu Web site: http://www.wilmington.edu Communication Arts Department Xavier University 3800 Victory Parkway Cincinnati, Ohio 45207-5171 (513) 745-2957 E-mail: pearcedw@admin.xu.edu Thanks to the following who contributed their time and ideas to compile this guide. Their comments were used collectively. Carole Close, Jo Dee Davis, Kate Elliott, Karen Evans, Roy Jones, Kevin Joy, Kathy Lechman, Lauren McGarity, Thomas Murray, Neal Neto, Haydée Pagán, Debbie Phillips, Madeleine Trichel
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