MENU TITLE: Teleconference Videotape Participant's Guide. Series: OJJDP Published: Summer 1996 21 pages 37,564 bytes U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention Conflict Resolution for Youth Programming for schools, youth-serving organizations, and community and juvenile justice settings National Satellite Teleconference Produced by: Office of Juvenile Justice and Delinquency Prevention U.S. Department of Justice 633 Indiana Avenue, NW Washington, DC 20531 in association with Safe and Drug Free Schools Program U.S. Department of Education 1250 Maryland Avenue, SW Washington, DC 20202-6123 and Juvenile Justice Telecommunications Assistance Project Training Resource Center Eastern Kentucky University 301 Perkins Building Richmond, KY 40475-3127 Michael A. Jones, Project Director Juvenile Justice Telecommunications Assistance Project 606-622-6671 ------------------------------ According to a newly released study from the Centers for Disease Control and Prevention (CDC), a child dies from gunshot injuries every 98 minutes in America. This is shameful and unacceptable in a nation that pretends to be decent and moral and to offer fair opportunity. We must all work together to see that the violence against our children is stopped, that our schools can be turned back into places of nurturing and learning rather than the war zones which some of them have become, and that every child has a safe start in life with the support of caring parents and communities. I hope that we can begin to deal with this crisis by trying to teach our children that violence is not the way to resolve conflicts. Marian Wright Edelman President, Children's Defense Fund, May 26, 1995 ------------------------------ OJJDP National Satellite Teleconference Conflict Resolution for Youth ------------------------------ Table of Contents Greetings from OJJDP Agenda Broadcast Objectives Teleconference Key Contributors Conflict Resolution Guide (Summary) Discussion Issues Program Panelists Resource Information ------------------------------ This document was prepared by the Eastern Kentucky University Training Resource Center under grant #95-JN-MU-0001 from the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Program, U.S. Department of Justice. Points of view or opinions stated in this document are those of the authors and not necessarily represent the official position or policies of the U.S. Department of Justice. The Office of Juvenile Justice and Delinquency Prevention is a component of the Office of Justice Programs, which also includes the Bureau of Justice Assistance, the Bureau of Justice Statistics, the National Institute of Justice and the Office for Victims of Crime. ------------------------------ Greetings from OJJDP The Office of Juvenile Justice and Delinquency Prevention (OJJDP) is an advocate for the incorporation of conflict resolution education into schools, youth-serving organizations, and community and juvenile justice settings. Every youth-based program should teach and model conflict resolution skills and principles as part of its overarching service strategy. Even though the number of conflict resolution education programs has grown dramatically, the number of schools without such programs far exceeds the number of schools with them. OJJDP's goal is to see conflict resolution programs become a more permanent and continuous part of curriculum planning for all students at all grade levels and to see it included in youth-serving organizations and community and juvenile justice settings. OJJDP recognizes that there exists a variety of model programs and materials focusing on conflict resolution. The soon-to-be-released publication, Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings,* was designed with this recognition in mind. This resource document provides valuable information on the need for each member of our society no matter their age, gender, occupation or ethnic background to become an active participant in the promotion and practice of peacefully resolving disputes. Our children should not have to face conflict on a regular basis at school and in their home, neighborhood, and community. OJJDP is convinced that by incorporating conflict resolution training into schools, youth-serving organizations, and community and juvenile justice settings, our youth can acquire the skills and strategies to become responsible citizens who choose nonconfrontational behavior to resolve their differences and thus contribute to a safer society for us all. We hope you enjoy today's teleconference! * Conflict Resolution Education is jointly published by OJJDP and the Department of Education's Safe and Drug Free School Program. ------------------------------ OJJDP National Satellite Teleconference Conflict Resolution for Youth AGENDA May 29, 1996 Broadcast Time 1:30 p.m. (ET) 12:30 p.m. (CT 11:30 a.m. (MT) 10:30 a.m. (PT) Items below are listed in this order: Activity Approximate Time Time Table (ET) Pre-Teleconference Activities (Conducted by local facilitator) Pre-teleconference activities should include familiarization with site surroundings, introduction of other participants, an introduction and program overview provided by the site facilitator, preliminary discussion of issues surrounding conflict resolution education, and review of Participant Packet materials. 30 minutes 1:00-1:30 1. Test Slate 60 min. 12:30 - 1:30 2. Pre-Teleconference On-Site Activities 30 min. 1:00 - 1:30 3. Teleconference Introduction 1 min. 1:30 - 1:31 4. Welcome (U.S. Attorney General, Janet Reno) 2 min. 1:31 - 1:33 5. Segment One Introduction 1 min. 1:33 - 1:34 6. Video Roll-In #1: Overview 12 min. 1:34 - 1:46 7. Panel Discussion 5 min. 1:46 - 2:51 8. Segment Two Introduction 1 min. 1:51 - 1:52 9. Video Roll-In #2: Process Curriculum Approach 12 min. 1:52 - 2:04 10. Panel Discussion/Call-In 22 min. 2:04 - 2:26 11. Break (Local Group Activity) 10 min. 2:26 - 2:36 12. Segment Three Introduction 1 min. 2:36 - 2:37 13. Video Roll-In #3: Peaceable Classroom/ Peaceable School Approach 12 min. 2:37 - 2:49 14. Panel Discussion/Call-In 22 min. 2:49 - 3:11 15. Segment Four Introduction 1 min. 3:11- 3:12 16. Video Roll-In #4: Peer Mediation Approach 12 min. 3:12 - 3:24 17. Panel Discussion/Call-In 21 min. 3:24 - 3:45 18. Summary Discussion 12 min. 3:45 - 3:57 19. Closing Comments 1 min. 3:57 - 3:58 20. OJJDP Information Slate/Credits 2 min. 3:58 - 4:00 21. Post-Teleconference Call-In 30 min. 4:00 - 4:30 22. Post-Teleconference On-Site Activities 30 min. 4:00 - 4:30 Post-Teleconference Discussion (Conducted by local facilitator) Post-Teleconference discussion should focus on key issues discussed in the program 30 minutes ------------------------------ Broadcast Objectives This satellite teleconference is designed to: o encourage and promote the incorporation of conflict resolution strategies into programming for schools, youth-serving organizations, and community and juvenile justice settings; o promote the soon to be released publication, Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Organizations, Community and Juvenile Justice Settings; o provide information on the availability of conflict resolution training and consultation resources; and, o outline and highlight the different conflict resolution approaches discussed in Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Organizations, Community and Juvenile Justice Settings. Thank you for your dedication to the nation's youth! ------------------------------ This satellite teleconference was developed through the collaboration and hard work of numerous individuals and agencies. Special thanks for the commitment and dedication displayed by each agency in their involvement. Key contributors include: Office of Juvenile Justice and Delinquency Prevention U.S. Department of Justice 633 Indiana Avenue, NW Washington, DC 20531 202-307-5940 Safe and Drug Free Schools Program U.S. Department of Education 1250 Maryland Avenue, SW Washington, DC 20202-6123 202-260-1856 Illinois Institute for Dispute Resolution 110 West Main Street Urbana, IL 61801 217-384-4118 N.C. Center for the Prevention of School Violence 3824 Barrett Drive, Suite 303 Raleigh, NC 27609 919-571-4954 N.M. Center for Dispute Resolution 510 Second Street, NW, Suite 209 Albuquerque, NM 87102 505-247-0571 Resolving Conflict Creatively Program National Center 163 Third Avenue #103 New York, NY 10003 212-387-0225 Community Board Program 1540 Market Street, Suite 490 San Francisco, CA 94102 415-552-1250 National Criminal Justice Reference Service Box 6000 Rockville, MD 20849-6000 800-851-3420 ------------------------------ OJJDP National Satellite Teleconference Conflict Resolution for Youth Conflict Resolution Education: A Summary Introduction OJJDP, in partnership with the Safe and Drug Free Schools Program at the Department of Education, is jointly publishing a comprehensive publication entitled Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Organizations, Community and Juvenile Justice Settings (Guide). The Guide, co-authored by Donna Crawford and Richard Bodine of the Illinois Institute for Dispute Resolution, provides background information on current approaches and successful programs to individuals interested in developing or expanding conflict resolution programs. The Guide is meant to increase awareness of conflict resolution programs among schools, youth-serving organizations, and community and juvenile justice settings and to encourage them to include such services. To achieve this objective, the Guide delineates the principles and foundation skills of conflict resolution, explains four effective approaches to conflict resolution with program examples, and provides a host of resources - checklists, sample action plans, assessment questionnaires, consultation and training resources, annotated curriculum resources by approach, and a reading list. It is expected that this extensive and thorough treatment of the subject of conflict resolution will equip interested professionals with the knowledge and tools to help them select and implement the conflict resolution program that best addresses their needs. Four Effective Conflict Resolution Approaches Conflict resolution education addresses both the issue of individual behavior change desired for violence prevention and responsible citizenship and the issue of systemic change necessary for the realization of safe schools, social justice, and cooperative learning environments. The Guide covers four approaches to conflict resolution programs: (1) Process Curriculum Approach, (2) Peer Mediation Approach, (3) Peaceable Classroom Approach, and (4) Peaceable School Approach. The Guide stresses the need to extend conflict resolution beyond schools and youth agencies into our homes and communities. Effective conflict resolution programs in these settings are described. The Process Curriculum Approach teaches conflict resolution principles and processes through a time limited course or through daily lessons. Typically, time-limited courses include teaching negotiation or mediation over a semester course period or in a series of workshops in secondary schools. The Process Curriculum Approach is designed to help students better understand and resolve the conflicts they encounter in their lives at school, at home and in the community. Most of the learning takes place through the use of structured activities, such as simulations, role playing, group discussions, and cooperative learning activities. Utilizing training received or employing user friendly materials, or both, the teacher implements the program in short time-segments throughout the semester or the school year. Although portions of the process curriculum could be integrated into existing curriculum, prevailing practice teaches it as a separate subject. The Peer Mediation Program Approach provides youth and adults with an opportunity to manage conflict and resolve disputes through the assistance of a neutral third party, who helps reconcile both substantive issues and relationships. This approach provides mediation services to resolve conflicts between youth, conflict between youth and adults, and conflicts between adults. Young people trained as peer mediators help resolve youth conflicts involving jealousies; rumors; misunderstandings; bullying and fights; personal property disputes; and, damaged friendships. In addition, young people and adults may serve as co-mediators to resolve disputes between youth and teachers or adult leaders that might involve personality clashes, respect and behavior issues, and other conflicts that diminish student-teacher/mentor-mentee relationships. The Peaceable Classroom Approach is a holistic approach to conflict resolution that involves integrating conflict resolution into the curriculum and daily classroom management. Curriculum integration primarily weaves the principles of conflict resolution into the teaching of core subject areas. This approach uses the instructional methods of cooperative learning and academic controversy. In cooperative learning, students work in small groups with two responsibilities: to learn the assigned material and to ensure that all other group members also learn it. Academic controversy exists when one student's ideas, information, conclusions, theories, and opinions are incompatible with those of another and the two seek to reach an agreement. Academic controversies are resolved by engaging in deliberate discourse -- discussing the advantages and disadvantages of proposed actions. Such discussion is aimed at creative problem-solving and the synthesis of novel solutions. Typically, peaceable classrooms are initiated on a teacher-by-teacher basis and are the building blocks of the peaceable school. Peaceable classrooms encourage learning activities and teachable moments that allow youth to recognize options in conflict situations and to choose those that are nonviolent, meet the needs of all parties to a conflict, and improve relationships. The Peaceable School Approach created schools in which conflict resolution is integrated as a system for full-school operation. This approach incorporates the three earlier listed approaches: process curriculum, peer mediation, and peaceable classroom. The goal of the Peaceable School Approach is to create a schoolwide discipline program focused on empowering students to regulate and control their own behavior. The program encourages and trains educators to model an orderly and productive learning environment through a cooperative and on-going pursuit of prosocial behaviors. In the peaceable school, the classroom is the place where students gain the knowledge base and skills needed to resolve conflicts creatively. The classroom is also the place where the majority of the conflicts are addressed. The peaceable classroom is, therefore, the unit block of the peaceable school. Conflict resolution concepts and skills are learned and used by every member of the school community. Peaceable schools create a system in which diversity is valued and encouraged and in which peacemaking is the normative behavior of adults and students alike. Peaceable school programs infuse conflict resolution into the way the school conducts its business between students, between students and teachers/other school personnel, between teachers and administrators, and between parents and teachers/administrators. Conflict Resolution in Juvenile Justice Settings It is important to remember that conflict resolution programs should not be limited to traditional school settings. These programs are also vital for juvenile justice facilities and alternative schools to change the institutional handling of conflict from a punitive focus to one that uses problem-solving methods. In these settings, conflict resolution programs are introduced not to replace but to supplement existing disciplinary policies and procedures. With opportunity for positive expression and problem resolution, youth in juvenile justice facilities and alternative schools learn alternatives to violent and self-defeating behavior. Conflict resolution programs for juvenile justice facilities and alternative schools serving delinquent and at-risk youth have similar issues to address. In both settings, the implementation of an effective conflict resolution program requires addressing the psychological and social development needs of the youth. Youth in these alternative placements often lack the foundation skills of conflict resolution, especially those associated with orientation, perception, and emotional abilities. Many of them have a long-held sense of personal failure and view success in life as something beyond their ability to achieve. While conflict resolution programs are not personal therapy programs, choosing to offer education in conflict resolution provides a strategy to help address areas of deficiency. Further, the more involved a youth is in self-destructive, anti-social, or violent behavior, the greater the need to provide practice in the strategies and principles of conflict resolution. Conflict resolution for us all requires much repetition of the strategies for those strategies to become the behaviors of choice in pressured, stressful situations. The greater the gap between an individual's current behavior and the desired behavior of conflict resolution, the greater the need for practice and coaching. However, the desired behavior must be reinforced beyond the school or juvenile justice setting for youth to successfully manage conflict in their lives. It is critical that young people practice conflict resolution strategies in the home and community, as well as in natural environments. Parent and Community Linkages School-based conflict resolution programs gain potency when linked with community and parent education programs that allow students to apply their skills in productive ways. Taking their learning back into the community and family settings is often the biggest challenge young people face with conflict resolution training, especially when others are not similarly trained. A link needs to be established between conflict resolution programs in the schools and parent and community programs that reinforces the same principles and strategies in order to give our youth a consistent message on resolving conflicts peacefully. There are a number of youth-centered conflict resolution programs across the nation that have either originated in the community and moved into the school or originated in the school and moved into the community. Both community-to-school and school-to-community programs make critical linkages that enhance the quality of life in both the home, school, and community. Programs of this type build on and complement both the school and community conflict resolution program, providing a common conflict resolution vocabulary in school and the community. The focus of many parent and community conflict resolution education programs is to reinforce the training received in the schools as well as to provide youth with conflict resolution training through youth clubs, churches, court referral services, and other youth-serving organizations. Four Regional Training Workshops To assist schools, youth-serving organizations, community and juvenile justice settings nationwide in implementing conflict resolution programming, the Illinois Institute for Dispute Resolution (IIDR) will provide training and technical assistance based on the Guide. IIDR, working with a number of conflict resolution and educational organizations, will hold four three-day regional workshops to train 400 to 600 participants including community and school teams with youth members. The workshops will provide information on the steps necessary to develop or expand a conflict resolution program, including important factors for successful implementation. The workshops will promote teaming and provide many opportunities for team problem solving to increase the ability of participants being prepared to implement a conflict resolution program. These regional training workshops will be help from September through December 1996. In upcoming years, the project will focus on offering a variety of training, technical assistance, resource material, and distance learning strategies to increase the ability of schools, youth-serving organizations, and community and juvenile justice groups to provide conflict resolution programming for their youth and staff. ------------------------------ OJJDP National Satellite Teleconference Conflict Resolution for Youth Discussion Issues One of the main purposes of a satellite teleconference is to allow participants from across the country to ask questions and express opinions. The following are some of the issues that OJJDP considers pertinent to today's teleconference on conflict resolution for youth. Of course, there may be other issues that you have identified. o Please take a moment to examine these issues. If some are pertinent to your local situation, please feel free to discuss them with others before the teleconference, during the break, and/or after the teleconference. o If you have any questions or comments concerning these or additional issues that you would like to share with other teleconference participants, please call in during the discussion periods. 1. What should be the primary goal of conflict resolution education? - the provision of an environment in which each learner feels physically and psychologically free from threats and danger; - the provision of equal access and opportunity to each student free from consideration of diversity issues based on race, ethnicity, culture, gender, sexual orientation, physical and mental abilities, or social class; and, - the provision of an arena in which all present can find opportunities to work together for their mutual benefit. 2. Conflict resolution education is the unifying link between social justice, cooperative learning environments, and safe schools. What systematic change(s) are necessary in your community to implement a conflict resolution education program? 3. If indeed it "takes an entire village to raise a child," then what role must each community group play to ensure individual behavior change through the interrelatedness of conflict resolution education, responsible citizenship, and violence prevention? 4. What are some compelling and valid reasons for your local school/juvenile justice facility to teach the problem-solving strategies of conflict resolution to youth? 5. Conflict resolution is one component of a comprehensive safe schools plan. If your school has such a plan, how is conflict resolution being implemented? If your school does not have a plan, how might it incorporate one with conflict resolution as one component? 6. The successful implementation of a conflict resolution education program requires a strong commitment from the community and the family. What steps have been taken or could be taken in your jurisdiction to ensure community and family involvement? 7. What kinds of resistance could you expect to encounter in a community or school adopting a conflict resolution program? ------------------------------ OJJDP National Satellite Teleconference Conflict Resolution for Youth Program Panelists* Shay Bilchik, Administrator, Office of Juvenile Justice & Delinquency Prevention, U.S. Department of Justice, Washington, DC Mr. Bilchik was confirmed by the United States Senate as Administrator of the Office of Juvenile Justice and Delinquency Prevention in 1994. Prior to that time, he served as Associate Deputy Attorney General. Mr. Bilchik's career began in the State of Florida where he worked seventeen years as a prosecutor. As a prosecutor, he served as a Chief Assistant State Attorney and as the coordinator of many special programs, including all juvenile operations as the Police-Juvenile Prosecutor Liaison and the School-Juvenile Prosecutor Liaison. Terry Amsler, Executive Director, Community Board Program, San Francisco, CA Mr. Amsler joined Community Boards in 1977, a nationally recognized community, school and youth-serving conflict resolution organization, and has served as Executive Director since 1988. As a leader in the rapidly evolving dispute resolution field, Mr. Amsler has assisted in the development of mediation programs in cities, counties, universities, juvenile facilities, Native American tribes and public schools. Mr. Amsler has presented workshops at the leading national conflict resolution conferences, and speaks throughout the United States on issues of conflict resolution, violence prevention and civic participation. He has recently authored a paper entitled, Educating for Citizenship: Reframing Conflict Resolution Work in K-12 School. Artemus Carter, Conflict Management/Mediation Trainer and Consultant, Cleveland, OH Mr. Carter has worked closely with conflict resolution programs since the age of nine. As a youth, he became involved with conflict resolution education programs which directly impacted his life. In 1982, he received his mediation certification from the Community Youth Mediation Program while attending the Law and Public Service Magnet High School (OH). Since that time, he has served for eight years as the Director of the Street Law Leadership Program at the Marshall College of Law at Cleveland State University. Today, he works with conflict resolution programs and young people in the Cleveland school system and trains students, teachers, and community leaders nationwide. Donna Crawford, Executive Director, Illinois Institute for Dispute Resolution, Urbana, IL Ms. Crawford is an experienced public school teacher and administrator, mediator, reality therapist and dispute resolution trainer. Ms. Crawford is a member of the Society of Professionals in Dispute Resolution, National Association of Mediation in Education, the Mediation Council of Illinois, Academy of Family Mediators, the Association of Supervision and Curriculum Development, and the National Association of School Administrators. Donna serves on the National Association of Mediation in Education and the National Institute for Dispute Resolution joint committee to bring conflict resolution programs to Colleges of education. She co-authored Peer Mediation: Conflict Resolution in Schools (1991), Creating the Peaceable School (1994), and Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth Serving Organizations, and Community and Juvenile Justice Settings (1996). Garry Jackson, Distinguished Educator, Kentucky Department of Education Mr. Jackson is a Distinguished Educator with the Kentucky Department of Education. He is currently a teaching consultant at Eastern High School in Louisville, Kentucky. Prior to becoming a Distinguished Educator, Mr. Jackson was Principal at Woodland Middle School in Kenton County, Kentucky, where he incorporated the peaceable classroom/peaceable school approach. Besides conflict resolution, Mr. Jackson's expertise lies in the following: high performance management, mental mindsets, curriculum development and alignment, and inclusion of exceptional students. Linda Lantieri, National Director, Resolving Conflict Creatively Program, New York, NY Ms. Lantieri is an internationally known peace educator, conflict resolution and intergroup relations specialist, keynote speaker and Fulbright scholar. She is currently National Director and co-founder of the highly acclaimed Resolving Conflict Creatively Program (RCCP) for Educators for Social Responsibility. RCCP is dedicated to educating young people in intercultural understanding and nonviolent approaches to conflict. It is the largest school-based program of its kind in the country, operating in 325 schools and reaching over 150,000 young people nationwide. She is recognized as a highly effective advocate at the national level for helping to make our schools, homes and communities caring and violence-free growing environments. Ms. Lantieri is currently co-author of a forthcoming book, Waging Peace in Our Schools, to be published in the fall of 1996. Bill Modzeleski, Director, Safe and Drug Free School Program, U.S. Department of Education, Washington, DC Mr. Modzeleski is responsible for the implementation and administration of drug and violence prevention programs at the U.S. Department of Education and the coordination of these programs with other federal agencies. Mr. Modzeleski assisted in the design of the Safe Schools Act of 1994 and the Safe and Drug-Free Schools and Communities Act. Mr. Modzeleski also served in the U.S. Department of Justice, and has over 25 years of experience at the local and federal levels in the criminal and juvenile justice areas. Dan Pedrizzetti, Juvenile Probation Counselor, Harold Holden Ranch, Morgan Hill, California Mr. Pedrizzetti is the Director of the conflict resolution program at the Harold Holden Ranch for boys, where he has also been a juvenile probation counselor for 12 years. Prior to this position, Mr. Pedrizzetti did twenty-seven months of volunteer work with the Colorado Youth Authority and 10 years volunteer church work where he worked with young people. Pam Riley, Ed.D., Director, North Carolina Center for the Prevention of School Violence, Raleigh, NC Dr. Riley has served as Director of the North Carolina Center for the Prevention of School Violence since 1993. Prior to this position, she has 22 years of experience as a teacher, education consultant, and principal in the North Carolina School System. Dr. Riley is the author of School Violence: Let's Get it Out of Our System! Diane Smith, Teacher, Guilford Middle School, Greensboro, North Carolina Ms. Smith teaches 6th - 8th graders at Guilford Middle School in Greensboro, North Carolina. She works closely with at-risk students in Guilford's school-within-a-school program, a conflict mediation program, which she has assisted with implementing county-wide, during the past two years. Melinda Smith, Executive Director, New Mexico Center for Dispute Resolution, Albuquerque, NM Ms. Smith has 17 years experience in program development and administration, and has developed a range of mediation programs for children and families, including school mediation, mediation in corrections facilities, parent-child mediation and mediation and conflict resolution in the juvenile justice system. Ms. Smith is co-chair of the National Association for Community Mediation and is the author and editor of numerous articles and manuals in the mediation field. James Williams, Senior Training Associate, International Center for Cooperation and Conflict Resolution, Columbia University, NY Mr. Williams has 25 years of service as a trainer and consultant to business and education professionals on developing conflict resolution skills, and implementing peer mediation programs for youth and adults. Bonnie Krasik, Moderator Ms. Krasik is the Managing Editor of the NBC-affiliate WLEX-TV in Lexington, Kentucky. She has hosted all five OJJDP satellite teleconferences. * Youth directly involved with each program approach will be available via telephone to answer questions during the call-in segments. ------------------------------ Press Release Announcing 1996 Fall Conference Schedule OJJDP Youth Centered Conflict Resolution Program Conflict Resolution Education Implementing Youth Centered Programs in Schools, Communities and Juvenile Justice Facilities. Increasing levels of juvenile violence have become a national concern. Violence in and around school campuses and conflict among juveniles both in schools and neighborhoods are problematic in particular for school administrators, teachers, parents, community leaders and the public. There are no simple answers to violence in schools and communities, and a multifaceted response is needed. Teaching conflict resolution processes produces a solid basis from which eventually the concept of peaceful resolution will spread into the broader community. The skills learned from conflict resolution education are something youth carry with them throughout their lives, eventually becoming the recognized way of solving disputes--from school fights to international conflicts. To address this issue, the Office of Juvenile Justice and Delinquency Prevention awarded a grant to the Illinois Institute for Dispute Resolution to provide, in concert with other established conflict resolution organizations, training and technical assistance to communities nationwide for implementing conflict resolution education programs for youth. The intent is to increase the use and integration of conflict resolution programming in schools, juvenile justice facilities and youth service organizations. This training and technical assistance effort centers on an collaborative publication of the U.S. Department of Justice Office of Juvenile Justice and Delinquency Prevention and U.S. Department of Education Safe and Drug Free Schools program titled, Conflict Resolution Education: A Guide To Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings. A National Conference at Four Regional Sites September 29, 30 & 10/1 Houston, TX October 17, 18 & 19 St. Louis, MO November 15, 16 & 17 Washington, DC December 1, 2 & 3 San Diego, CA The conference offers over 40 sessions presented by leaders in the field of conflict resolution education. Among the topics for workshops are "Mediation and Violence Prevention in Justice Settings," "Creating Peaceable Schools," "Effectiveness of Conflict Resolution Programs," "Peer Mediation: Elementary, Middle and High School Programs" and "Life Negotiations." Attorney General Janet Reno and Education Secretary Richard Riley are among the invited keynote speakers. The conference is designed for teams of participants. Facilitated team planning is provided each day. Teams are encouraged to include youth representatives. The conference registration fee is $100 per participant. Team discounts are available. The registration fee is waived for youth. For a brochure and registration information, contact: Illinois Institute for Dispute Resolution 110 West Main Street Urbana, IL 61801 Phone: 217 384-4118 Fax: 217 384-8280 Executive Director Donna Crawford Education Program Manager Richard Bodine Education Program Consultants Topper Steinman Vernessa Gipson Fred Schrumpf Vickie Brown Vivian Garcia-Bruno Advisory Board Illinois State Bar Association Dennis Rendleman Illinois State Board of Education Michael Mangan Michael Kotner Marilyn Holt Northern Illinois University Law School James Alfini University of Illinois Springfield Legal Studies Division Frank Kopecky Illinois Principals Association David Turner University of Illinois Law School Thomas Mengler Illinois Association of School Boards Wayne Simpson Illinois Association of School Administrators Walt Warfield University of Chicago Center for School Improvement Barbara Williams ------------------------------ Previous Satellite Teleconferences Broadcast by the Office of Juvenile Justice and Delinquency Prevention Conditions of Confinement in Juvenile Corrections and Detention Facilities September 1993 Community Collaboration June 1995 Effective Programs for Serious, Violent and Chronic Juvenile Offenders October 1995 Youth-Oriented Community Policing December 1995 Juvenile Boot Camps February 1996 For Further Information For copies of previous OJJDP programs, please write to the Juvenile Justice Clearinghouse, P.O. Box 6000, Rockville, MD 20849-6000; call 800-638-8736; fax 301-251-5212; or e-mail askncjrs@ncjrs.org For information on future OJJDP programs, contact the Juvenile Justice Telecommunications Assistance Project, Eastern Kentucky University, 301 Perkins Bldg., Richmond, KY 40475-3127; call 606-622-6270; fax 606-622-2333; or e-mail njdadeh@aol.com.