Conflict Resolution Training Found to Curb School Violence

Embargoed until April 13, 2001, 12:01 AM EST

WASHINGTON—Although extreme acts of violence, such as school shootings, seem to be common in schools recently, it is actually less extreme acts such as verbal threats, name calling, and insults that can be heard more often in the hallways of many of our nation’s schools. Research has shown many of the warning signs of violence, but with that comes the next step—what to do about it.

In a study published in the April issue of Children and Schools, a journal from the National Association of Social Workers (NASW), author Debra Woody, LMSW-ACP, PhD and Assistant Professor at University of Texas at Arlington, explains that conflict resolution curbs these less extreme acts of violence. Training about conflict resolution increased students knowledge of non-violent means to resolve conflict; facilitated a more positive attitude about non-violent conflict resolution methods; and reduced the frequency of violent confrontations in the school.

Woody says that while there are other models of conflict resolution being taught, what made this model successful was that it included everyone. "It’s a systematic approach; the principal of the school made it mandatory training. Every student, every teacher, every administrator and every secretary received the training and were required to use the skills."

This model included school wide participation and the program went through the entire school year. With ongoing training, it increased the likelihood that students actually internalized the skills and therefore, maximized the long-term effects of managing anger and resolving conflict.

The conflict resolution program was broken up into three phases. The first encompassed 4 hour training sessions with no more than 20 students at a time. They were taught skills in communication enhancement and conflict resolution through negotiation. Acceptance of and appreciation for diversity were stressed at these training sessions.

The second phase included training both faculty and staff. They received the same conflict resolution training as students but were also taught how to utilize this training on a daily basis.

Phase three consisted of follow-up training, which was done on a daily basis. In home-room, teachers reviewed and facilitated discussions about a particular concept presented in the training and each day, students received a daily "booster." All new students, faculty and staff received mandatory training as well.

At the end of the school year, students were tested on resolution skills and the ability to apply these skills. The results were a more cooperative atmosphere throughout the school year. There were no physically violent altercations, students seemed less aggressive and were more assertive in resolving conflict through non-violent means.

Woody stresses that conflict is inescapable and therefore, conflict resolution programs are essential in today’s environment. She adds that resolving conflict is a part of the school "culture" and is the responsibility of all the members of the school community.

"The next phase," she says, "is to add parents into the loop. While some problems are school related, there is a component that has roots at home. Parents would learn the skills and be able to offer resolutions based on the same skills they learn at school."

For more information on conflict resolution in schools, Debra Woody can be reached at debwoody@uta.edu or 817-272-5228.

For a copy of the complete article, "A comprehensive school-based conflict resolution model," Children and Schools, Vol. 24, No. 2, please contact NASW Public Affairs at 202-336-8228.