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ISSN: 2641-1768

Scholarly Journal of Psychology and Behavioral Sciences

Research ArticleOpen Access

Peace Education and Conflict Resolution Curricula for Middle School Students

Volume 2 - Issue 3

Michael R Van Slyck1*, Linden L Nelson2, Rebecca H Foster3 and Lucille A Cardella4

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    • 1Department of Psychology, Keiser University-Clearwater, USA
    • 2California Polytechnic State University, USA
    • 3Washington University, USA
    • 4University at Albany, State University of New York, USA

    *Corresponding author: Michael R Van Slyck, Keiser University-Clearwater, Department of Psychology, New York, USA

Received:May 16, 2019;   Published: May 28, 2019

DOI: 10.32474/SJPBS.2019.02.000138

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Abstract

This paper presents a critical review of six peace education and conflict resolution curricula for the middle school level. It represents a follow-up to a previously published critical review which examined these types of curricula at the high school level. The previous review established a set of educational objectives to be met by these curricula which have been incorporated in this review. These include: knowledge and understanding, competencies, attitudes and values, and efficacy and outcome expectancies regarding the principles and practice of social conflict management and dispute resolution. In addition, such factors as grade appropriateness, interest, and difficulty were rated. These issues were examined on a middle school level using an improved methodology derived from the first effort. Twenty-two reviewers were solicited through the auspices of the American Psychological Association: Division 48 membership. Each curriculum was reviewed by 5 or 6 reviewers using a revised review instrument designed by the investigators for the purpose of this study. Results of this effort indicated variability across ratings for meeting the various educational objectives. Tables are provided to show ratings for each variable examined. The results provide potentially useful evaluative and comparative information to educators who are using, plan to make use of, or are considering these types of curricula for their school or classroom. Given the lack of evaluation research that exists with regard to such curricula, this type of information may be vital for these professionals as well as for the continued growth of this field. Peace education and conflict resolution curricula for middle school students. In a previous effort, the authors [1] examined, reviewed and rated a number of conflict resolution and peace education curricula designed for the high school level. This endeavor received favorable response because it provided readers, and potential users, with useful information on which to base decisions concerning the choice of curricula to implement in their schools. For that reason, and in the context of a specific effort to revise and improve the review and rating instruments, the authors have repeated the original process but this time with Middle School curricula. As a result, the reader will find in this paper an overall description of each curriculum, a critical review with both strengths and weaknesses, as well a series of tables providing ratings on multiple relevant dimensions. Providing the type of information delineated above to as wide an audience as possible is the primary purpose of the paper. In that context it is not viewed as appropriate to engage in a lengthy discourse on the value and appropriate use of such curricula here. However, we will comment briefly on the broader topic of the use of conflict resolution programs in schools and where the curricular approach fits in this general endeavor. For some time, especially in the 90’s, there was a belief that there was escalating youth violence, which triggered a debate about how to address this problem [2]. Educators and mental health professionals responded by addressing specific areas of interpersonal conflict through the implementation of peace education and conflict resolution programs [3]. Conflict resolution curriculum-based programs were designed to teach students about conflict and alternatives to violence via preventative means such as social skills training, empathy training, anger management, investigating attitudes about conflict, active listening, increasing open communication, and increasing bias awareness [4-6] It has been argued that conflict resolution education programs have the potential to promote the individual behavioral change required for responsible citizenship and the systematic change necessary for a safe learning environment [7]. In addition to the curricular approach, the implementation of what have come to be called peer mediation programs also began and evolved, with some research based demonstrable positive effects. In their literature review on these programs, [8] noted that conflict resolution programs of this type seemed to be effective in teaching student’s integrative negotiation and mediation skills and in increasing the use of conflict strategies resulting in constructive outcomes and the reduction of student-student conflicts. [9] Found that youths who endorsed prosocial responses to conflict also showed positive indices of adjustment. Furthermore, an increase in adolescent self-esteem was an additional effect of conflict resolution interventions of this type [10]. Unfortunately, far less, indeed very little research has looked at the impact of the curricular approach. Despite this fact, many schools have implemented conflict resolution and peace education curriculum into the classroom [11]. While full-fledged evaluation research efforts, whether to examine one program or to compare two, are necessary if this area of activity is to advance, they are difficult and costly. Thus, the type of critical and comparative information provided in this paper represents a valuable source of knowledge for those using these curricula. We will conclude this brief discussion of conflict resolution programs in the educational system, by indicating that ultimately we support what has been labeled the comprehensive approach to peace education and conflict resolution which would include peer mediation, cooperative learning in the classroom, and training for teachers, administrators, and parents along with the utilization of a well-designed curriculum as a base – and to dot the last I with regard to being comprehensive, we advocate for curriculum at every grade from K - 12. However, those selecting peace education and conflict resolution curricula should be aware that not all curricula labeled as such represent reliable programs [7]. Curricula need to develop specific foundations and provide training and practice in particular skill areas. By reviewing the following educational objectives with the developmental needs of middle school students in mind, the goal of this endeavor is to provide a framework for choosing and evaluating peace education and conflict resolution curricula.

Abstract| Educational Objectives| Methods| Results| Description| Creating the Peaceable School| Making the Peace| Productive Conflict Resolution| Viewpoints: A Guide to Conflict Resolution and Decision-Making for Adolescents| Discussion| References|

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