Conflict Resolution Education Research Articles

Implementation of Multipolar Education for Conflict Resolution

Pendidikan multikultural merupakan suatu pendekatan yang penting dalam menangani konflik antarbudaya dan mempromosikan pemahaman lintas budaya yang lebih dalam. Dalam konteks implementasi pendidikan multikultural untuk resolusi konflik, penting untuk memahami bahwa konflik antarbudaya sering kali muncul karena perbedaan-perbedaan dalam keyakinan, nilai, dan praktik budaya. Melalui pendidikan multikultural, upaya dapat dilakukan untuk mengatasi mispersepsi, prasangka, dan diskriminasi yang mungkin menjadi pemicu konflik. Metode yang digunakan dalam penelitian ini Ialah kualitatif deskriptif dalam bentuk kajian pustaka, yang memusatkan perhatian pada mencari data yang diperlukan dari literatur. Sumber data yang digunakan dalam penelitian ini terdapat daua bagian. Pertama data primer, yaitu sumber-sumber langsung yang menjadi fokus utama yakni buku perdamaian dan konflik pembangunan dan peradaban. terjemahan Asnawi dan Safrudin. Kedua, terdapat sumber sekunder yang akan memberikan dukungan tambahan dalam penelitian ini yang meliputi pada buku, jurnal dan lain-lainnya. Hasil penelitian ini menujukkan, bahwa implementasi pendidikan multikutural untuk resolusi konflik dapat ditempuh dengan beberapa cara antara lain, konsiliasi, mediasi, dan arbitrasi. Beberapa langkah tersebut perlu ditempuh dan disesuaikan dengan permasalahan yang ingin diselesaikan.

Valorificarea educației pentru rezolvarea conflictelor şi a comunicǎrii persuasive ȋn prevenirea violenței ȋn mediul şcolar

We find that, recently, the education systems in Romania and the Republic of Moldova have been subject to changes generated by changes in the context (the emergence of the COVID-19 pandemic), in technology and in the speed of dealing with demands regarding the increase in academic results. Thus, the school is faced with the increase in absenteeism and the risk of dropping out, the decrease in motivation for learning, the increase in the incidence of conflicts and the diversification of forms of violence. The present work proposes a theorization about education for conflict resolution and persuasive communication, but also the presentation of a study carried out to investigate the general opinion of students regarding conflicts and their resolution in the school environment.

대학생들의 성적 괴롭힘에 대한 인식과 개선을 위한 교육 프로그램 개발

The purpose of this study is to fi nd out the perception of college students' experiences of sexual harassment, types, victims, and countermeasures against sexual harassment in college, and to develop an educational program to improve awareness.
 As a result of the study, it was found that many students had experiences of sexual harassment as well as experiences of gender inequality in various ways. In this preventive dimension, preventive education in various ways within universities will be of great help in improving college students' gender recognition and concrete responses. Therefore, violence prevention education based on gender equality should be systematically and continuously carried out, and support at the university level would be needed to make various manuals that are of practical help to students. In addition, it will be possible to achieve healthy heterosexual relationships that can respect and care for each other through confl ict resolution education programs that prevent dating violence and are necessary for dating. In everyday life, it is necessary to educate students to critically refl ect on the overall media analysis so that they can have a critical consciousness from a gender equality perspective. For this education, it is necessary to develop education through diversifi cation of teaching methods, such as learner-centered participatory education and media education centered on critical awareness of daily life. Through these various educational programs, it is expected to have an effect on correct gender recognition and improvement for students, and this is expected to contribute to establishing a healthy campus culture within the university.

A Conflict Management Game in Project-based Learning

In project-based learning environments, students often face team frustration and conflicts, necessitating the development of conflict management skills. This study examines how integrating a game-based learning approach impacts students' perspectives on managing conflicts in game development project courses. Drawing on theoretical frameworks related to project-based learning, conflict management, and serious games in conflict resolution education, a case design is employed in higher education that incorporates the game "Cards of Conflict". Document analysis of student reflection notes is utilised to assess the outcomes. The results demonstrate heightened engagement among participants during the game session, leading to awareness and understanding of conflict managing principles. This encompasses the what, the why´s, and the how’s of conflict management, as well as the diverse perspectives of peer students.

New Methods of Conflicts Resolution: Incentives and Disincentives for managing Conflict

Conflict is an inherent part of human interactions and can arise in various settings, such as personal relationships, workplaces, and international affairs. Although of conflict is an inevitable part of human interactions, but new approaches to conflict resolution offer a more constructive and collaborative way of resolving conflicts. We therefore can refer to approaches, methods, or techniques that figured out as tools to settle the differences in the context of conflicts. Some of these that tools well known such as negotiation or bargaining, and third — party or mediation, adjudication and economic incentives and disincentives for managing conflict. Some of methods or techniques are relatively new to the peacekeeping community, such as problem solving workshops, conflict resolution education in the field, and training in conflict management techniques.

Development Of Conflict Resolution Education Model In Banyuwangi District Senior High School

The Tumpangpitu mine conflict that occurred in Pancer Pesanggaran village in Banyuwangi not only involved communities with mining pros and cons but also involved students in high schools around mining. The horizontal conflict that was manifested by various protests was followed by the children of parents involved in the competition in the Pesanggaran District. So that the conflict does not spread and impact schools, this study aims to analyze the development model of conflict resolution education in high schools in Banyuwangi to minimize conflicts. The research method uses a mixed, quantitative, and qualitative approach—data collection with questionnaires for students and in-depth interviews with high school teachers in Banyuwangi. As a result, students get into conflict because they jump on the bandwagon. The development model of conflict resolution education is more towards integrating conflict resolution education with other subjects. From the discussion through the focus group discussion, the teachers revealed that this integration model is considered the most suitable because, with its issue, the burden on teachers and students is already very high.

Emotional drill as a way to develop the ability to accept oneself and others without judgement

The modern school with its nurturing function has to deal with numerous factors that negatively affect interpersonal relations between young people. Therefore that appears to be of great importance and timely to reinforce the Education Standards (ES) of the Russian Federation with a provision that declares the need to teach schoolchildren “to accept themselves and others without judgement”. However, while analysing the publishing statistics of the Russian Internet library elibrary.ru, the author reveals that realisation of this provision is far from being sufficiently supported with research and methodological literature. On the other hand, foreign countries (with the example of the USA) have long been thoroughly researching and designing practical programmes for social and emotional learning (SEL). This work is largely close to the process of fostering the ability to accept oneself and others without judgement, since such programmes include the development of empathy, understanding and managing emotions, as well as teaching conflict resolution. The article highlights the great potential of the SEL programmes and suitability of applying them in the Russian system of education. Besides, based on the behaviouristic approach, the author proposes original techniques of emotional drill centred around anchor images, which could be used for putting into practice the analysed provision of the Russian ES. The article is exploratory and disputable with the results able to be used in further research of ways to increase the nurturing potential of schools, ways to foster emotional intelligence and empathy, to develop spiritual and morale traits of schoolchildren and the culture of conflict-free interaction.

Conflict resolution in a pediatric inpatient unit: a best practice implementation project.

The aim of this project was to promote evidence-based practices regarding conflict resolution in the hospital setting on a pediatric inpatient unit. Conflict is an inevitable reality in healthcare organizations. Evidence suggests that to facilitate constructive conflict resolution among staff, organizational-level education, as well as formal policies and procedures are both necessary. A baseline audit on conflict resolution utilizing the JBI Practical Application of Clinical Evidence System program was undertaken and involved 34 nurses and two nursing assistants. The implementation project used a three-phase approach, with audits and feedback for the evaluation of compliance with best practices. Following baseline audits, an intervention, including conflict resolution education, was implemented, and recommendations to update the current policy and procedure were communicated to unit leadership. Then a postimplementation audit was undertaken. Postimplementation audits revealed improvements in compliance across all seven audit criteria. The greatest improvement was for audit criterion 4, having a structured formal process for remediation if conflict occurs, and criterion 7, having a follow-up of agreed solutions occur, which garnered 75 and 83% improvements, respectively. For all seven audit criteria, compliance improved from 24% at baseline to 71% after the implementation of an educational module regarding conflict resolution strategies, tools, and best practices and a recommendation to update the existing policy to include the use of a conflict resolution documentation tool. Recommendations for the next steps include making educational materials and visual reminders about conflict resolution strategies readily available and easily accessible to staff.

ANALYSIS OF THE PRIMARY SCHOOL SOCIAL STUDIES TEXTBOOK IN THE CONTEXT OF PEACE LITERACY

In the context of the changing conditions of the age, peace comes first among the values that should be taught to children. This meaningful value can be gained through a systematic understanding of peace education. In many countries, peace education is tried to be given together with the social studies curriculum that aims to make individuals become citizens of the world. In this respect, textbooks are important resources with their content and rich design. The aim of this study is to analyze the primary school social studies textbook in the context of peace literacy. This study was created taking into account the qualitative understanding. In the study, document analysis technique, which is one of the qualitative research data collection methods, was used. The subjects and achievements in the primary school 4th grade textbook were tried to be analyzed by taking into consideration the components of peace education such as "international education, human rights education, development education, environmental education and conflict resolution education". When the findings of the study were examined, it was determined that the subjects and concepts related to peace education were included in the learning areas of Individual and Society, Culture and Heritage, People, Places and Environments, Science, Technology and Society, Production, Distribution and Consumption and Global Connections in the primary school textbook.

Model For Learning Conflict Resolution Education Through Approaches To 12 Peace Value

The inheritance of conflicts in social, cultural and religious systems, which is inherited from an early age, is one of the factors causing hatred towards certain ethnicities, ethnicities and religions that are fostered from an early age to adulthood. The need for an understanding of the value of diversity and diversity is a key factor in building future generations of peace. These values of peace need to be taught in the formal education system at every level of education which is integrated through the Pancasila and Citizenship Education subjects. Through the values of peace a person is able to understand differences both physically, culturally and thoughtfully. This research takes the subject of the Peace Generation Indonesia community who have conducted training for trainers as agents of peace about learning models of 12 values of peace. The 12 values of peace taught are 1. Acceptance, 2. Prejudice, 3. Sukuism, 4. Religious Differences, 5. Sex Gender Differences, 6. Economic Status Differences, 7. Group / Gang Differences, 8. Understanding Diversity, 9 Understanding Conflict, 10. Refusing Violence, 11. Recognizing Mistakes, 12. Apologizing.

Conflict Resolution Education in Improving Learning Motivation for Junior high School

Conflict resolution education is an effort to overcome problems faced by students, especially in increasing learning motivation. Students are inseparable from conflict. Both conflicts that occur from within the individual itself (personality) and conflicts that originate from outside the individual (interpersonal) such as conflicts between individuals and groups. Not all students have conflict resolution skills. Meanwhile, conflict resolution skills are very important for students to have to solve the problems faced in their lives in the future. Conflict resolution skills must be done are: able to orient, able to understand that each individual is different, able to see situations, empathize, and blame others, able to manage emotions, able to communicate well, able to think creatively in solving problems, able to think critically in predicting in analyzing conflicts.
 
 Keywords: Conflict Resolution Education, Learning Motivation

Examining clinical characteristics of autism and links with parent perceptions of sibling relationship quality.

Sibling relationship quality is important for the well-being of children on the autism spectrum and their siblings. Little is known, however, about how varied behavior and abilities of children on the autism spectrum may be associated with parent perceptions of domains of sibling relationship quality. We drew data from a subsample of 119 children on the autism spectrum (ages 10-11 years), participating in an ongoing longitudinal study. We looked at how three clinical characteristics (autism symptoms, behavioral difficulties, and communication ability) related to four areas of parent-reported sibling relationship quality (warmth/closeness, conflict, relative status/power, and rivalry). We also examined whether the strength of the association between behavioral difficulties and parent-reported sibling relationship quality was influenced by communication ability. We found that more severe autism symptoms were associated with less conflict and rivalry, and higher communication ability was associated with more relative status/power. We also found that children on the autism spectrum with more behavioral difficulties and weaker communication ability had less warmth/closeness in their sibling relationships. Our findings highlight that it is important to consider autism symptoms, behavioral difficulties, and communication ability, as well as multiple domains of relationship quality, to better understand how parents view the relationships between autistic children and their siblings. Clinically, methods for improving sibling relationships may include teaching conflict resolution strategies to children on the autism spectrum with stronger communication abilities and their siblings, and fostering sibling connection for those with lower communication abilities.

Developing Conflict Resolution Strategies and Building Resilient Midwifery Students: Protocol for a Mixed Methods Research Study.

BackgroundWorkplace bullying and violence (WBV) are well-documented issues in the midwifery profession. Negative workplace culture, conflict, and bullying are the most common forms of workplace violence experienced by midwives. Workplace violence increases the risk of midwives experiencing burnout, compassion fatigue, psychological trauma, poor mental health, absenteeism, loss of passion for the midwifery profession, job dissatisfaction, and poor job retention. Midwifery students describe workplace violence in the form of physical, emotional, or verbal abuse, and bullying. Therefore, there is a justification to develop conflict resolution strategies and resilience in midwifery students prior to graduation.ObjectiveOur aim is to develop and facilitate a bespoke education program for South Australian midwifery students to enable them to develop skills in conflict resolution, build resilience, and identify self-care strategies.MethodsThis study will undertake a preparatory phase summarizing the body of literature on midwifery students’ knowledge, understanding, and experiences of WBV. Following this, a 3-phase sequential mixed methods research design study will be undertaken. In Phase 1, quantitative data will be collected via a semistructured questionnaire and a validated conflict measurement tool, before and after attending an education workshop, and will be analyzed using descriptive and inferential statistics. Results from Phase 1 will inform and guide the development of an interview schedule for Phase 2. In Phase 2, qualitative data will be gathered by facilitating one-to-one interviews and a thematic analysis will be undertaken to gain a deeper understanding of midwifery students’ experiences of WBV. In Phase 3, data integration using triangulation will be undertaken and meta-inferences will be developed via the integration of results and findings from Phases 1 and 2.ResultsThe preparatory phase will commence in October 2021. Phase 1 will commence in 2022 with analysis of pre- and posteducation results anticipated to be completed by December 2022. Phase 2 will be developed from findings of the preparatory phase and results of Phase 1. An interpretation of verbatim interview transcripts is estimated to be undertaken by April 2023. Phase 3 of the study is expected to commence in May 2023, and this will involve the analysis of collective evidence gathered from Phases 1 and 2. The anticipated completion date for the study is December 2023.ConclusionsThe outcomes of this research will provide insights into the prevalence and impact of WBV experienced by midwifery students. The findings of the research will report on levels of knowledge, skills, and confidence, and will assess the impact of a bespoke conflict resolution and resilience education workshop for midwifery students in managing WBV.International Registered Report Identifier (IRRID)PRR1-10.2196/35558

MULTICULTURAL EDUCATION: Effort in Overcoming Problems of Cultural Conflict in Indonesia

The purpose of the study was to determine the concept of multicultural education, multicultural education for conflict resolution, the implementation of multicultural education in educational units, and the decision of the curriculum of multicultural education. This study uses a qualitative description method with the nature of research literature research. As a result of this study, people respect each other more because the concept of multicultural education aims to provide solutions and minimize conflicts caused by multidimensional and heterogeneous social situations. Can understand that respect unity and justice diversity context. Multicultural education basically exists to deal with conflict phenomena in multicultural societies. Multicultural education should be applied as soon as possible and also focus on the values that exist in society, rather than focusing solely on the knowledge aspect. The multicultural education curriculum needs to actually present important content that explains the perspectives of many people, based on the assumption that there is no unified interpretation of historical truth, emphasizing different cultural perspectives. Advocates the principles of unity and unity and provides an understanding of cultural differences.

Peacemaking: Conflict resolution using Cool Clues for elementary students

It is recommended that violence prevention interventions start early for students and include conflict resolution education and social-emotional skills training components. Although school-based programs have shown some promise, community-based or out-of-school time programs require more study. A social-emotional learning-focused conflict resolution intervention using role-play and puppetry was implemented in a small afterschool program as an exploratory study. Student participants’ conflict resolution knowledge and after-school teacher observation of their pro-social skill behaviors were assessed pre- and post- program. Although many participants scored high in conflict resolution knowledge pre-program, they appeared to gain some additional knowledge, specifically on disagreements between friends and empathy for other’s feelings. After-school teachers, however, observed no significant overall differences in their pro-social behaviors pre- and post- program. All in all, as an exploratory study, the slight positive changes in knowledge provide data to suggest continuing the curriculum with more emphasis on the weakest topics as well as more role-play or puppet play about friendship and sharing behaviors.

The Effects of Conflict Resolution Education on the Acceptance of Heterogeneity in an Integrated Junior and Senior High School

The Effects of Conflict Resolution Education on the Acceptance of Heterogeneity in an Integrated Junior and Senior High School

Conflict Resolution Education Design in Indonesia

Conflict Resolution Education Design in Indonesia

Managing Tertiary Education for Peace and Conflict Resolution in Nigeria

Peace is a necessary condition for the sustainable development of any nation. It is described as the absence of physical and structural violence, and the presence of justice. Peace education involves human rights and conflict resolution education. This justifies the prominence of peace and conflict resolution education in the educational agenda of nations. Based on this, the paper examines the management of tertiary education for peace and conflict resolution in Nigeria. The population of the study comprised lecturers from the Faculty of Social and Management Sciences from the Universities of Benin, Port Harcourt, Calabar and Uyo, totalling 2312. A sample of 231 lecturers was drawn for the study using the Cluster Sampling Technique. One research question and one null hypothesis were considered in this study. Data collection was done using a structured instrument tagged, "Managing Tertiary Education for Peace and Conflict Resolution" (MTEPCR) Questionnaire. The Instrument was duly validated and tested for reliability using the Cronbach Alpha reliability formula. This gave a reliability coefficient of 0.81. Descriptive statistics such as mean, standard deviation, and simple percentage were used to answer the research question. The null hypothesis was tested at 0.05 alpha level, the one-way ANOVA. The result of the study indicated a low extent in the implementation of peace and conflict resolution education in tertiary institutions. There was no substantial difference in the implementation of peace and conflict resolution education among four federal universities. Based on these findings, key policy, practice and research implications are discussed.

Pengembangan Desain Awal Model Resolusi Konflik dalam Pembelajaran IPS/ Early Design Development of Conflict Resolution Models in Social Studies Learning

The conflict in West Kalimantan is one of the negative impacts of ethnic diversity in Indonesia. To prevent the recurrence of similar conflicts, the participation of various parties, including the education sector, is required by developing conflict resolution education. This article aims to examine three things, namely (1) the theoretical design supporting the model from the educational aspect, (2) examining the initial design of the model, and (3) examining the design implementation of the model. The research was studied using the Sukmadinata approach which simplifies the development research stages of Borg Gall. The results show that (1) there are three educational theories used to develop conflict resolution models in social studies learning, namely progressivism theory, reconstructionism theory, and humanist theory. (2) The development of the initial design of the conflict resolution model in social studies learning includes five aspects, namely syntax, social systems, management systems, support systems, and instructional and accompaniment impacts. (3) The design of the implementation of the conflict resolution model in social studies learning includes planning, targets, and actions.Keywords: Design, Conflict Resolution Model, Social Studies

Stakeholder’s Risk Perceptions of Wild Pigs: Is There a Gender Difference?

Substantial literature indicates that genders differ in terms of risk perception and values regarding wildlife management. Lack of equal stakeholder representation is also documented, which can also impact the effectiveness of human-wildlife conflict resolution interventions and education and outreach efforts. This paper investigates gender differences in perceptions about risks and potential adverse impacts on production, health, environment, safety, and population management posed by wild pigs. A survey was used to collect data from a random sample of adult residents (N = 1221) in Louisiana. We analyzed responses from 226 female and 832 male producers. We observed differences in how these groups perceive production risk and health risk. No distinct differences were found on how the two genders perceive wild pig impact on natural resources and safety. No difference is reported on how the two genders consider the management of the wild pig population.