The Resolving Conflict Creatively Program: how we know it works

Theory Into Practice, Wntr, 2004 by Jennifer Selfridge

What doesn't help?

While the previous factors enhance the likelihood that RCCP, or any other comprehensive violence prevention initiative, will be successful, there are inevitable challenges districts need to plan for. Staff attrition, administration changes, budget crises, priority shifts, release time, and professional development restrictions all have an impact on the school climate and learning environment.

One of my colleagues, an RCCP veteran, coordinated an RCCP implementation over 3 years in a large city district. The district had major grant support and was actually selected to receive services by the corporate grantmaker instead of the school district initiating the relationship. The superintendent was familiar with and supportive of ESR's work in general, and enthusiastic about implementing RCCP in his district.

The first year of the implementation was on schedule and underway. By the end of the first year, however, the superintendent had left for greener pastures, the state had taken control of the district, and every school was required to adopt a major school reform model in order to improve student achievement. School-level and even intermediate-level administration had no choice in the initiative selected, the timetable, or how professional development and implementation was going to be achieved. The principals and teachers (and the intermediate administration) all knew that RCCP was making a difference and wanted to continue to expand the program in their schools, but their hands were tied. The second year was very challenging. With no release time, teachers volunteered to stay after school, trained on Saturdays, and learned by observing RCCP staff in classrooms doing lessons with their children, just to maintain their program. The climate for the adult staff was dismal; they felt unappreciated, unsupported, and frustrated. Still, people persevered. Several teachers (during a full day of training on a muggy Saturday in September) reported they'd been planning to rebel and act out in the training. The rebellion never happened. After the workshop, my colleague reported that she'd heard from the weary teachers that they felt the work was so important for their students, and that the time with their colleagues and trainers was so beneficial, they were glad they came after all. The final year of the program in that district was somewhat easier. Among the many lessons learned at this site is that we all need to be creative problem solvers.

Conclusion

When people think of RCCP, they often think of peer mediation as the core of the program. It is certainly one of the rewards and one of the most visible parts of the program. It's wonderful seeing elementary and middle school children on the playground and in the lunchroom with their brightly colored PEER MEDIATOR T-shirts, working the crowd, ready to provide help if there's a conflict brewing. It's rewarding to sit in as the "present adult" and observe how skillful, dedicated, and serious our mediators are. The RCCP peer mediation component is very successful for most RCCP schools. This is, however, not an accident. In working with schools, we have learned that staff and student understanding of the process and planning are essential to a successful peer mediation program. This can best be accomplished when all students and staff are familiar with key concepts of conflict resolution and have learned and practiced the skills.