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Project PEACE Peaceful Endings through Authorities, Children and Educators

Project PEACE is a partnership between the Pennsylvania Office of the Attorney General, Pennsylvania Bar Association, and Pennsylvania Bar Foundation. It aims to enhance conflict resolution skills and promote civic engagement through peer mediation, anti-bullying education, and youth court training in schools. This program introduces dispute resolution techniques to elementary school students, while also implementing bullying prevention education and youth courts for middle school students and beyond.

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Project PEACE Peaceful Endings through Authorities, Children and Educators

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  1. Project PEACEPeaceful Endings through Authorities, Children and Educators Green Woods Charter February 15, 2013

  2. Which One is David???

  3. Agenda Project PEACE, a partnership of the Pennsylvania Office of the Attorney General, the Pennsylvania Bar Association and the Pennsylvania Bar Foundation, is a peer mediation, anti-bullying and youth court training program that enhances in Pennsylvania schools and communities the skills of non-violent conflict resolution and active civic engagement that are necessary for productive citizenship. This public-private partnership introduces dispute resolution techniques first to elementary school students throughout the Commonwealth while promoting Olweus bullying prevention education in the schools. Youth courts, where students serve as jurors, judges and attorneys, handling real-life cases involving their peers, are then introduced as students move into middle school and beyond. 9:00 a.m. Opening Session: Looking at Conflict in the Schools and Beyond 9:30 a.m. Introduction to Project PEACE: From Discipline to Mediation and Beyond 10:15 a.m.Bullying and Project PEACE 11:15 a.m. Project PEACE: Youth Court 11:55 a.m. Gala Closing/Evaluations/End

  4. What Is Project PEACE ? Peer Mediation, Anti Bullying and Youth Court Sponsored by…

  5. What Is Project PEACE ? • Peaceful • Endings • Authorities (Judges, attorneys, police officers, business leaders, pastors, more…) • Children • Educators

  6. What is Project PEACE ? • Developed by attorney, mediator and former third grade teacher David Trevaskis in 1993 under the auspices of Indiana’s bar association and Attorney General. • Began in Pennsylvania in 1999 when then Attorney General and now Third Circuit Court of Appeals Judge Michael Fisher brought the program home after Columbine. • Implemented in over 120 elementary, middle and high schools throughout the Commonwealth. • Over 200 schools trained. • Teaches students to deal with conflicts involving other students and teaches adults working with young people to explore restorative practices.

  7. Objectives of Project PEACE • Neutralize minor conflicts before they escalate to explosive confrontations that could potentially lead to violent acts. • Introduce participants to the peer mediation process and other conflict resolution techniques. • Provide participants with instruction about bullying prevention approaches such as the Olweus Bullying Prevention Program so they can distinguish between situations that can be mediated and others that require significant adult intervention.  • Instruct about youth courts and other discipline alternatives.

  8. How Children become active participants in promoting positive behavior in their classrooms taking on the role of peacemaker by: Recognizing that some disputes may involve problems such as bullying and should be handled by caring and trained adults or by trained and empowered students in youth courts Using the peer mediation process OR

  9. Integrating Project PEACE Into Classroom Routine • A creative writing lesson… • Wall • Spear • Snake • Tree • Fan • Rope

  10. Blind Men and the Elephant

  11. Introduction to Peer Mediation Definition of Conflict The Eight “Ates” Adjudicate Arbitrate Dictate Investigate Mandate Negotiate Regulate MEDIATE

  12. How do you solve conflict? • Walk away/ignore • Tell an adult/parent • Fight back/don’t back down • Is there another way we can solve conflict?

  13. What do you see? Old Woman Young Woman Old Man

  14. Who is involved? • Person with conflict • Person with conflict • Mediator #1 • Mediator #2(optional) • Adult (not involved)

  15. Rules • Voluntary-both people want to be in the mediation • No name calling • No interrupting • Be honest • Agree to solve the problem

  16. Introduction • Hello, my name is ____________(mediator #1) • My name is ___________(mediator #2) • Do you want to try to solve this problem? • Let’s move to a different area to talk.

  17. First Person: Do you agree not to interrupt? Do you agree to no name calling or put downs? Do you agree to be as honest as you can? Do you agree to solve the problem? Second person: Do you? Do you? Do you? Do you? Ground Rules There are four rules we both need to agree to for us to Help each other work out this problem.

  18. First Person: Can you tell me what happened ? So you are saying…(summary of what the person said occurred) How did that make you feel? Why? So you are saying…(summary of what the person said about their feelings) Defining the Problem We will have __________ tell their story first. • Second Person: • Can you tell me what happened ? • So you are saying…(summary of what the person said occurred) • How did that make you feel? Why? • So you are saying…(summary of what the person said about their feelings)

  19. First Person: What do YOU need to have this problem solved? So you are saying…(summary of what the person would like to happen to solve the problem) Finding Needs • Second Person: • What do YOU need to have this problem solved? • So you are saying…(summary of what the person would like to happen to solve the problem)

  20. First Person: What can you do now to help solve this problem? So you are saying…(summary of what the person would do to solve the problem) Is that okay with you? If this problem happens again, what can you do differently? Finding Solutions • Second Person: • What can you do now to help solve this problem? • So you are saying…(summary of what the person would do to solve the problem) • Is that okay with you? • If this problem happens again, what can you do differently?

  21. To both people: • Is this problem solved? (If yes, finish mediation. If no, go back to “Finding needs”) • Will you tell your friends that the problem has been solved? • Thanks for doing a good job!

  22. Conflict Resolution vs. Bullying Conflict Resolution Bullying Imbalance of Power Intent to harm No relationship to heal • Problem in a relationship • Assumption of equal power • Intention is to solve problem and heal relationship

  23. A Look At Conflict Resolution Skills • I message • I feel… • When you… • Because… • And I need you to… • With the bully… • “Eye” messages A word about adult directed mediation…

  24. What Is Bullying? “Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending himself or herself.”

  25. Why worry about bullying??? More than 160,000 children a day do not go to school for fear of being bullied. The 2011 National School Climate Survey by GLSEN found that in-school victimization not only leads to a feeling of insecurity in school, but hinders academic success and motivation. Students also are likely to miss more days or school or certain class periods, according to the survey.

  26. Why is it important to address bullying in schools? For the sake of students For a healthy school climate For the larger community For the purposes of risk management for schools It’s a wise investment

  27. What About Beyond the School? • Bullying is now being looked at in the home, in the workplace, in social settings. • But does calling unacceptable behaviors bullying somehow diminish the actions? Diminish the word? Diminish the person? • David’s approach…

  28. Effects of Being Bullied Lower self-esteem Depression and anxiety Absenteeism and lowered school achievement Thoughts of suicide Illness

  29. Concerns about Children Who Bully Children who bully are more likely to: get into frequent fights be injured in a fight steal or vandalize property drink alcohol and smoke cigarettes be truant or drop out of school report poor academic achievement perceive a negative climate at school carry a weapon

  30. The Apple Doesn’t Fall Far From the Tree Educators often correctly note that some parents might even encourage their children to bully. As a result, it is critical to identify the negative impact of bullying on the child who bullies. • Dorothea Ross found that though 1/20 adults has a criminal record, 1/4 children who bullied at 8 years old had a criminal record. • Olweus found bullies more likely to engage in self-destructive behaviors: alcohol use, tobacco use, fighting, weapon carrying, cheating on a test, stealing, vandalism, and truancy. • Research found that bullies are more likely to physically and emotionally abuse their significant other.

  31. Effects of Bullying on Bystanders Bystanders may feel: Afraid Powerless to change the situation Guilty for not acting A diminished empathy for victims over time

  32. Effects of Bullying on School Climate (workplace climate?/home climate?) Bullying creates a climate of fear and disrespect. Bullying interferes with student learning. Students may feel insecure and not like school as well. Students may perceive a lack of control or caring.

  33. Prevalence of Bullyingin the United States The first national study of bullying used a sample of 15,600 students in grades 6 to 10. the results have been supported in numerous studies since then… 19% of students reported bullying others “sometimes” or more often during the school term 17% reported being bullied “sometimes” or more often 6.3% reported bullying and being bullied Nansel, T. R., M. Overpeck, R. S. Pilla, W. J. Ruan, B. Simmons-Morton, and P. Scheidt, “Bullying Behaviors among U.S. Youth,” Journal of the American Medical Association 16 (2001): 2094–2100.

  34. Olweus Bullying Prevention Program The most-researched and best-known bullying prevention program available today. First systematic research on bullying conducted in the early 1970s by Dr. Dan Olweus.

  35. Key Questions/Issues… • Policy • Procedure • Investigation • Remediation • Climate/Culture

  36. OBPP is . . . designed for ALL students preventive AND responsive focused on changing norms and restructuring the school setting research-based NOT time-limited: requires systematic efforts over time

  37. Barriers to Intervention Stan Davis identifies two common obstacles to proper intervention: • Denying the behavior, harm inflicted, or intent. • Blaming the victim. • Don’t stand up • Focus on characteristics (e.g., weight, ableness, etc.)

  38. Common Approaches that Don’t Work • Tell kids to ignore the problem. • Staff inconsistency in enforcing the rules. • Making it difficult to enforce rules. • Failure to clearly define rules. • Training for targets. Why should we look for things that work?

  39. Big Ideas • Legal standards of action are the minimum standard of action. • Some bullying issues have civil or criminal implications • The Davis v. Monroe (1999) case is illustrative of the concept of deliberate indifference and the potential for victims to obtain legal recourse • The school has a duty to act in cases of suspected bullying • Some bullying incidents will go beyond the school and need to be handled by the larger community including the justice system.

  40. Bullying Activities May Violate:

  41. Standards for Action • When dealing with an issue of bullying, remember there are different levels of response… • Moral • Professional • Legal • Just because you are doing enough under the law doesn’t mean you have done enough!

  42. Moral Reasoning Deontological Reasoning Utilitarian Reasoning What is right is based upon relative benefit “Most students learn better when they feel safe” The greater good… What is right is determined by a higher law or standard • “Bullying interferes with a basic human right” • Do unto others…

  43. Professional Standards • Educators have a duty to maintain safe classrooms and schools • Climate standards include anti-bullying language • Students cannot learn if they are afraid of being abused • How can the Community respond?

  44. School Policies • "Bullying" shall mean an intentional electronic, written, verbal or physical act, or a series of acts: • Directed at another student or students; • Which occurs in a school setting; • That is severe, persistent or pervasive; and • That has the effect of doing any of the following: • Substantially interfering with a student's education; • Creating a threatening environment; or • Substantially disrupting the orderly operation of the school; and "school setting" shall mean in the school, on school grounds, in school vehicles, at a designated bus stop or at any activity sponsored, supervise or sanctioned by the school.

  45. OBPP is not . . . a curriculum a conflict resolution approach a peer mediation program an anger management program

  46. Online Course • The ABCs of BullyingAddressing, Blocking, and Curbing School Aggression • More effectively access and benefit from the online materials developed by the U.S Deartmentt of Health and Human available at • http://pathwayscourses.samhsa.gov/bully/bully_intro_pg1.htm

  47. CONTENTS Screening and Assessment Treatment For Children and Adolescents Prevention and Intervention Legal and Ethical Issues SupplementsCase StudiesFact SheetsReferencesResources About This Course Table of Contents School Bullying: What It Is and Why It Hurts The Role of Bullies, Victims, and Witnesses Factors Contributing to Bullying and Violence

  48. Module 1: School Bullying: What It Is and Why It Hurts Objectives Not Just Child's Play An Underreported Problem The Consequences of Bullying Impact on Learning Bullying's Long-Term Effects Enviromental Factors Cost of Violence Myths and Facts Summary Quiz

  49. Module 2: The Role of Bullies, Victims, and Witnesses Objectives Peer-Peer Aggression When Does Bullying Happen? Children Who Bully Children Who Are Bullied Children Who Witness Bullying Methods of Bullying Summary Quiz

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