NCJ Number
149674
Journal
Forum Issue: 25 Dated: (Spring 1994) Pages: 15-19
Date Published
1994
Length
5 pages
Annotation
This article argues that the school-based, conflict- resolution and prejudice-reduction training fields have been separated artificially by their practitioners and school districts, which usually choose to provide one or the other.
Abstract
The authors assert that the ability to consider and respect individual differences is most effectively promoted by an approach that considers bias-reduction and dispute- resolution skills as bound together, thereby offering action strategies for respectfully resolving and thinking about individual and group differences. The article recommends that the entire school community must adopt a shared set of values that respect diversity, differences, and conflict resolution. If only youth are involved in such a program, then it implies that adults do not manifest prejudice. Conflict-resolution and prejudice-elimination practitioners have already begun to integrate elements of one another's work into training programs and curricula. A youth violence- prevention program that reflects such a cooperative effort between the two disciplines must contain a comprehensive analysis of what each program does best. These most effective elements can then become the foundation for a framework for collaboration among practitioners, educators, community leaders, parents, and youth. Elements of a sample program are listed. 4 notes