The Resolving Conflict Creatively Program: how we know it works

Theory Into Practice, Wntr, 2004 by Jennifer Selfridge

It's important to prepare a school or district to continue with the RCCP program after ESR's direct involvement. From the outset of implementation, ESR/RCCP staff work with the district to identify potential school- and district-based trainer and mentor candidates. The candidates attend trainer-of-trainers and trainer-of-mentors workshops and shadow ESR staff during their on-site visits. Once trained, district-based staff co-facilitate training and on-site support with ESR/RCCP staff initially, and then serve as trainers and on-site consultants to their peers in their school and/or district.

What Helps Make the Implementation Successful?

Across all of the evaluations of RCCP, the level of use of the program is shown to be a significant factor that positively impacts outcomes. Additionally, support from school and district administration and the adult staff is critical. Common themes among successful implementations (those that sustain the program beyond RCCP staff involvement) include the following:

* District administrators believe that social and emotional development and school climate are an integral part of education. They are willing to establish policies that are consistent with building community and education. Discipline practices and policies are clear to all and are designed to be educational, rather than simply punishment for breaking the rules. Administrators support teachers by providing adequate planning time and professional development.

* An on-site coordinator for the program is designated and supported by a representative leadership team to assist in planning, implementation, and assessment of the program locally. This person is the main contact between RCCP and the school district. Teachers participating in RCCP are comfortable sharing responsibility for maintaining classroom climate with students, with facilitating learning in multiple ways, and with using multiple strategies that address the learning differences among children and allow them to take some of the responsibility for their learning. They get to know their students, their students' cultural backgrounds, and respect and celebrate the diversity in their classrooms. RCCP teachers enthusiastically embrace the concept of a peaceable classroom and are willing to try new things.

* A team of administrators, teachers, other school staff, parents, and even students develop the program implementation plan and help promote and advocate for the program among peers.

* Core components of the program are introduced in a systematic way, determined by the needs, priorities, and resources of the district. Teachers consistently teach 15-25 RCCP lessons and infuse the concepts of conflict resolution and intergroup relations into the core curriculum. Parents and caregivers are familiar with the program and involved in the school.

* Peer mediation and other student leadership opportunities are introduced and supported. The school infrastructure is prepared to support student leadership projects by providing adult leadership, time, training, and resources for successful implementation.