The Resolving Conflict Creatively Program: how we know it works

Theory Into Practice, Wntr, 2004 by Jennifer Selfridge

Table 1

Research Summary
Metis Associates
90 Broad Street Suite #1200 New York, NY 10004
Anchorage, Alaska RCCP Evaluation Report

Date of Study: 1999
Subjects:      Teachers and students in 36 Anchorage Public Schools
Site:          Anchorage, Alaska

Key Findings:

* There is a positive association between the level of RCCP
implementation and academic achievement, particularly in
reading.

* There is a common use of conflict management language throughout
high implementing schools in Anchorage.

* There is a sense of community among staff members at high
implementing schools.

* There is an increased level of growth of teacher skills that
support them in developing positive relationships among their
students in high implementing schools.

* Students are skilled and empowered to articulate their feelings
and understand triggers of conflict in high implementing skills.

The report suggests that fostering RCCP characteristics and including
these elements (classroom instruction on a consistent and regular
basis) promotes the emotional, social, and ethical development of
students while fostering a caring and cooperative learning
environment in Anchorage Pubic Schools.

Source: Metis (2001)

Table 2

National Center for Children in Poverty
Mailman School of Public Health
Columbia University
New York, New York
Teaching Conflict Resolution: An Effective School-based Approach to
Violence Prevention, a study of RCCP in New York City

Date of Study: 1997
Subjects:      9,000 New York City children from 15 elementary schools
Site:          New York City, NY

Key Findings:

For children who received an average of 25 classroom lessons in the
Resolving Conflict Creatively Program:

* Significantly slower growth rate in self-reported hostile
attributions

* Significantly slower growth rate in aggressive fantasies

* Significant slower growth rate in aggressive problem-solving
strategies

* Significantly slower growth rate in teacher-reported aggressive
behavior

For this same group of children, teachers reported:

* Increased positive social behaviors and emotional control

* Greater improvement on standardized academic achievement.

The NCCP study also reported that RCCP benefits all children
regardless of gender, grade, or risk-status. The research further
suggests that each year a student participates in RCCP has an
additive effect on slowing rates of many of the risk factors for
aggression and violence.

Source: Abet, Brown, & Heinrich (1999)

Table 3

Research Summary
Metis Associates
90 Broad Street Suite #1200 New York, NY 10004
Atlanta RCCP Evaluation Report

Date of Study: 1997
Subjects:      Teachers, parents, and students in RCCP schools
Site:          Atlanta, GA

Key Findings:

* 64% of teachers reported less violence in their classrooms

* 75% of teachers reported an increase in student cooperation

* 92% of students reported feeling better about themselves

* 90% of parents reported an increase in their own communication and
problem-solving skills

* Suspension rates at the middle school decreased significantly
compared to the increasing rate among middle schools without RCCP.

* Drop-out rates at the RCCP high school decreased significantly
compared to the increasing rate among non-RCCP high schools.

* Student and teacher attendance improved in RCCP schools.

Source: Metis (1997)

Table 4

Research Summary
Metis Associates
90 Broad Street Suite #1200 New York, NY 10004
New York City Public School RCCP Evaluation Report

Date of Study: 1990
Subjects:      200 New York City RCCP teachers
Site:          New York City, NY

Key Findings

87% of teachers reported:

* Children spontaneously using conflict resolution skills

* Less violence in the classroom

* Children exhibited increased self-esteem

* Children experienced an increased sense of empowerment

* Children were more aware of feelings and how to express feelings

* Children exhibited more caring behavior

* Children were more accepting of differences among them

86% of teachers indicated anecdotally that they had noticed changes
in their own behavior and attitudes:

* They listened better to children.

* They experienced more positive attitudes toward conflict and the
possibilities for resolving conflicts in mutually satisfactory ways.

81% of teachers noticed positive changes in classroom climate,
which they attributed to the teaching of the RCCP curriculum.

90% of teachers reported the implementation of RCCP as excellent
or very good.

84% of teachers devote at least 10 periods per month to specific
lessons in conflict resolution.

96% of teachers infuse conflict resolution concepts into other
curricula instruction.

Source: Metis (1991)

Table 5

Research Summary
Northwest Regional Educational Laboratory
Lincoln Co. (OR) Primary Prevention Project

Date of Study:   1997-2000
Subjects:        teachers, parents, and students from 15 schools
Site:            Lincoln Co., Oregon

Key Findings:

Teachers reported their preparation for implementing RCCP was
effective in:

* Increasing knowledge and understanding of conflict resolution
principles

* Preparing teachers to implement the RCCP program with students
in the classroom

* Preparing teachers to infuse RCCP principles and practices into
their regular curriculum and classroom management strategies

* Providing appropriate demonstration lessons that could be used
in the classroom with students

Teachers, even those who had participated in RCCP training up to
4 years earlier, evidenced its long-term value and effectiveness.

Administrators thought the program was effective in helping staff see
the value of RCCP instruction and the incorporation of RCCP values
into their classroom teaching.

Teachers and administrators agreed that follow-up training by RCCP
consultants was highly utilized and valued by participants.

The majority of teachers reported they:

* Used conflict resolution principles and materials at least once per
week

* Taught lessons on conflict resolution, feelings, cooperation, peace,
communication and affirmation (district identified priorities)

* Taught curriculum units on diversity in the classroom

Student Behavior

Both elementary and secondary students were instructed in conflict
resolution strategies. Students reported:

* They used the conflict resolution strategies to some extent

* Those who engaged in conflict resolution behaviors feel good about
themselves, cooperate with others, and care about what other people
feel

On average, parents felt their children used the conflict resolution
behaviors to a high or medium extent.

School-wide Impact

* Fewer Lincoln Co. students stayed home from school because they felt
unsafe compared to middle school students statewide

* RCCP middle school students were less likely to carry weapons to
school

* RCCP school students were less likely to be involved in a physical
fight at school or off school grounds

* RCCP school students were less afraid of being beaten up on their
way to or from school

* RCCP school students were less likely to be robbed/witness students
stealing

* RCCP school students were less likely to be pushed by someone just
being mean

Middle school students in RCCP schools reported their environments
were better in terms of safety, racial diversity, and staff respect
of students' views.

Source: Northwest Regional Education Laboratory (2000)