Schools Try Conflict Resolution to Help Students Stay Focused on Facts, Not Fights Series: Out of Harm's Way: Protecting Children from Violence

By Seth G. Jones, writer of The Christian Science Monitor | The Christian Science Monitor, October 21, 1996 | Go to article overview

Schools Try Conflict Resolution to Help Students Stay Focused on Facts, Not Fights Series: Out of Harm's Way: Protecting Children from Violence


Seth G. Jones, writer of The Christian Science Monitor, The Christian Science Monitor


On the surface, Primary School 198 here is no different from many other inner-city schools: It is beset by chronic violence that shows few signs of abating.

But while many schools are installing more metal detectors or getting tougher with young criminals, P.S. 198 is taking innovative steps to teach students how to counter school violence.

One afternoon late last year, for example, fifth-grader Mitchell Quito was in the school's cafeteria when a fight broke out between two of his friends. Instead of watching the boys exchange punches or waiting for a teacher, he offered to help. "I took them into the gym," he recalls. "I asked them what happened and then I asked them how they felt." After several minutes of talking, Mitchell explains, the two boys calmed down and apologized to each other. "They didn't fight anymore, and they became friends," he says. Mitchell was no ordinary student offering to help. He has been trained as a mediator as part of the curriculum designed by the New York-based Resolving Conflict Creatively Program (RCCP). Established in 1985 by Educators for Social Responsibility Metropolitan (N.Y.) Area and the New York City Board of Education, RCCP is a school-based program in conflict resolution and intergroup relations. It serves more than 150,000 children in 325 schools from Brooklyn, N.Y., to Anchorage, Alaska. Modern-day conflict resolution traces its roots to the 1920s, when educators sought to improve relations between labor groups and management, according to Linda Lantieri, cofounder and national director of RCCP. It enjoyed a renaissance in the 1980s, when numerous books that offered step-by-step tips on how to negotiate conflicts at work and at home hit the bestseller lists. Today, many schools are turning to it as yet another way to tackle the conflict and violence among youths that has crept into school halls. According to FBI estimates, for instance, juvenile arrest rates for violent crimes more than tripled between 1965 and 1990. In a study released earlier this year by James Fox, dean of the College of Criminal Justice at Northeastern University in Boston, murders by teens between the ages of 14 and 17 increased 172 percent from 1985 to 1994. The problem, of course, is not limited to urban areas. "Violence is not just an inner-city problem," says Ms. Lantieri. "Violence is America's problem. And programs like RCCP are not only about stopping the violence. They're about increasing the climate of nonviolence." Conflict-resolution programs are by no means limited to tough city schools. Indeed, the second school system where RCCP was established is in Anchorage, Alaska. Lantieri estimates that there are thousands of organizations implementing conflict resolution programs in schools and communities throughout the US. And there are a variety of approaches. In Detroit, Alicia Renee Farris runs a conflict resolution organization called the Youth Nonviolence Training Program (YNTP). Created in 1992, it is community-based and springs from the teachings of Martin Luther King Jr. "Our basic philosophy is to establish a cadre of nonviolent leaders," says Ms. Farris. "And everything is built around the nonviolent social activism of Dr. King." YNTP has a two-pronged approach. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Schools Try Conflict Resolution to Help Students Stay Focused on Facts, Not Fights Series: Out of Harm's Way: Protecting Children from Violence
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.