IMPLEMENTATION OF CONFLICT RESOLUTION/MEDIATION

Implementation of Conflict Resolution/Mediation at a Community College

Implementation of Conflict Resolution/Mediation at a Community College

Introduction

Over the past two decades, implementation of Conflict Resolution/Mediation programs at a community college have focused on educating children about constructive approaches to managing conflict in their schools and communities. For many, conflict resolution education programs provide an answer to an increasingly troubling incidence of violence (Batton J., 2002).

Teachers and administrators know that learning cannot take place unless you nurture a constructive learning environment for students. Unfortunately, many students do not experience constructive learning environments in their schools and classrooms. Media often focus on incidents of aggravated assault and weapons-related violence—obviously important issues, but, there is a more pervasive problem in terms of social aggression, disrespect, and bullying. Nationally, 4.8% of teachers reported that physical fighting among students was a serious problem in their school. But 17.2% felt that students' disrespect for teachers was a serious problem, and 40.9% felt that the level of student misbehavior interferes with creating constructive learning environments (Bell S. K., 2000).

Educators and parents are attempting a number of reforms to address educational ills. Conflict resolution education (CRE) is one reform. The intent of this chapter is to introduce the reader to the nature and effectiveness of CRE and to advocate for future infrastructures and research to further CRE initiatives (Bickmore K, 2002).

Discussion

Implementation of Conflict Resolution/Mediation education emerged out of the social justice concerns of the 1960s and 1970s with the work of groups like the Friends Society (Quakers). In the early 1980s, Mathew (2005) explained that educators for Social Responsibility organized a national association that later led to the development of the National Association for Mediation in Education (NAME) in 1984. NAME subsequently merged with the National Institute for Dispute Resolution and its Conflict Resolution Education Network. Recently, the Conflict Resolution Education Network merged with the Academy of Family Mediators and the Society for Professionals in Dispute Resolution to form the Association for Conflict Resolution. As CRE has evolved, the nature and scope of these efforts has increased. Contemporary CRE can best be understood by identifying basic program goals, distinctions with related fields, and program models in use (Bell S. K., 2000).

Conflict Resolution/Mediation education programs at a community college focus on developing critical skills and abilities, as Barton Mathew (2005) have explained. They provide students with a basic understanding of the nature of conflict. Students appreciate that conflict exists ...