Utilizing your outline from last week, please develop a comprehensive action plan of what will be required for you to implement your program or policy. Be sure to include your problem statement, along with the goals and objectives and relevant scholarly research on the problem.
Length: 8-10 pages
References: Include 10 scholarly resources.
note: this is the last week work to base your information on it:
Violence is a sensitive and worrying issue. As well, because it evokes emotions and has negative images, it takes courage to look straight in the face. Avoiding nasty things is a natural human reaction to painful experiences. Still, the reality is in society. At school, violence worldwide is increasing at an alarming rate with dire consequences to all social sectors. So, it is time to face the problem of violence (Džaferović & M., 2018). Violence cannot overcome by avoiding or condemning it immoral: this can only solve by solving the problem. Admit the existence of power at school, which traditionally replaces teaching and growth, is incredibly painful. As a result, violence often escapes the official program of the public debate on education.
This program informs readers of the reality of violence and its educational consequences in different countries’ peace. It encourages them to discuss education together, treat, prevent, limit, or eliminate violence’s harmful effects on young people’s education, training, and social lives. School violence it is expensive not only financially but also for the long-term damage influences the growth and development of a healthy human personality loss of quality and quality of life, interference in human life study prosocial behavior and, most importantly, its impact on a vital task development of human resources for the development of the country. Interior curriculum and curriculum offered by strong research mutual mediation teachers design-publish are better self-assessment for constructive use and observation conflict skills (Basaran, 2017).
Teaching students to reconcile the peer mediation program is already in its third edition. The program is user-friendly a calm attitude towards school.
The key words are Conflict resolution & peer mediation. And the target population is kindergarten through grade 12.
Students learn to discuss constructively. Resolving interpersonal conflicts and helping classmates do the same equal mediation. Program objectives include: improving classroom learning, improve the quality of school life, and learn to resolve disputes peacefully. Learn to recognize the risk of violence by analyzing the factors involved in violence, using analytical thinking strategies to avoid enemies’ struggle and violence, and learning positive ways to express anger. Students should also know the negotiation procedure.
Learn how to use it in relatively simple situations before it becomes possible; he planned to use it to resolve real conflicts. Mediation is easier and much more effective if students already negotiated trained procedures. Teach all students constructive mediation conflict resolution between classmates. Mediation is the use of someone else’s services to resolve a dispute. The purpose of conciliation helps classmates find constructive solutions to their conflicts. Mediation is generally a barrier to arbitration. Arbitration succumbing an argument to an impartial third party (such as a teacher or Principal), which includes the final and binding judgment on the conflict be determined.
They taught students to conciliate needs, have integrity, student approach. They were training all students in conflict management constructively instead of choosing a few participants to become mediators. Training is a 12-year spiral program. They are learning more and more year on year sophisticated negotiation and mediation skills.
Topics cover everyday problem decision-making, maximizing collective outcomes, and promoting compassion, respect, and trust. The students will learn that negotiation is problem-solving. Specific problem-solving actions for both sides (i.e., feelings, motivating desires and emotions, changing perspectives, and inventing three possible solutions must be jointly agreed upon to maximize results).
Tasks to be accomplished:
Students learn how to use this process to resolve disputes between two other parties (classmates); they arbitrate disputes to resolve issues. Students learn a four-step procedure:
1) Complete the file hostility.
2) Guaranteed commitment mediation process.
3) Facilitation discussions.
4) Reach an agreement by finalizing the mediation protocol module.
Pair options are initially available. Help classmates negotiate more effectively. When all the students are at their best, brokers can work independently (Johnson et al., 2004). Application of mediation concepts using structural structures, classroom-planned academic disputes are encouraged.
This strategy allows students to practice conflict skills through daily integration classroom training following the regular timetable.
For students to deal with the conflict, the standard room and the school environment must be constructive is installed. All students and school staff must be informed and respect their procedures for resolving their conflicts. Responsibility for mediation between colleagues rotates through the student body for all students to enjoy the experience and hope to be a broker.
Types of staff required:
Teacher Training: Two 3-4-hour seminars are available for teachers/staff and principals for program implementation. In the first place, the workshop, lesson 1, necessary skills, is the heart of the program. A second seminar, a first lesson, a culmination of skills, provides an overview of the basics skills and is based on self-esteem and problem-solving concepts. Funds will be in touch by phone or email.
Given the preventive goal of the program are to teach students to become pacifists. Focuses on teaching students to appreciate constructive conflict and engagement problem solving and discussions of integration and mediation conflict. Mediation is defined as a method in which an outside party helps the parties agree on an integration solution. Negotiation is called a process in which the conflicting parties want to work blended. The program teaches conflict resolution through mediation and three-part discussions.
The first part of the training teaches students about conflict, emphasizing that conflict inevitably and, if properly managed, can contribute to personal development to achieve the desired result. The second part teaches students how to do this. Discussion and the third part of the training will teach how to reflect. The training’s negotiating part consists of six phases: together, describe what they want together to tell how they feel. To express the reasons for these desires and feelings inversion perspective and transfer their understanding to another person’s aspirations and feelings, develop at least three reciprocal voluntary agreements production integration agreements (Basaran, 2017).
The central part of the training consists of four people. Steps students can use to help their classmates resolve conflicts include ending the war, guaranteeing all parties involved in the mediation, and formalizing consent peer conflict resolution of training (Stiltner, 2020).
The intermediate part of the program was implemented. It is in this part, a program where students have the opportunity to act as intermediaries.
Each day, the teacher selects two different students. Be a class broker. The role of the mediator is changing everywhere classes so that all students can act as facilitators. Brokers use the extension of the conflict resolution skills they learned in three stages. Mediators are identifiable because they wear media shirts and try to be mediators in school and school conflicts (e.g., dining room and playground) (Parker. et al., 2020). Initial training generally in conflict resolution requires 10 to 20 hours of training and is usually divided into several training weeks. Conflict resolution training under review school year to improve students’ conflict resolution skills act as class intermediaries. After familiarizing the students with the discussions, mediation skills, the teacher chooses two students as agents’ daily intermediaries.
Any conflict that students cannot resolve on their turn to class intermediaries. Mediators wear official t-shirts, patrol the playground and dining area, and are available for mediation in all disputes. The class leader’s role changes throughout the class to act as a class broker during the same period. Mediation of classmates’ conflict is perhaps the most dramatic way to teach students what they need to rationalize all the agreed procedure stages. Refreshing lessons, study once or twice a week. The negotiation and mediation processes allow students a collaborative decision-making exercise in a setting that emphasizes: a solution/agreement acceptable to all parties involved, or that is why it is fair. Students have the right to decide the outcome (in return) school restrictions and legal restrictions).
Negotiation and personal mediation improvement let the students determine the problem conflicts that affect their lives rather than forcing their teachers and administrators’ solutions.
Implementation of the program:
There are seven phases in implementing the program:
1. Create a cooperative context.
2. Teach students the desirability of conflicts when they managed constructively.
3. Teach students the problem-solving, integrative negotiation procedure.
4. Teach students the mediation procedure.
5. Implement the peer mediation program.
6. Continue the training in negotiation and mediation procedures throughout the school year to refine and upgrade students’ skills.
7. Reteach the negotiation and mediation procedures the next year at a higher level of complexity and sophistication. It will lead to a spiral curriculum from kindergarten (or before) through the 12th grade.
To guarantee that the exchange and intercession systems and abilities will move from the preparation circumstance to real clash circumstances all through school, educators ought to follow a few rules. Understudies need to learn what the system is as well as how really to utilize it. Overlearning is fundamental. If the students need to stop and consider what they ought to do, frequently, it is past the point where it is likely to deal with the contentions usefully. Supporter meetings are required during the time to assist understudies with keeping up the utilization of the systems. All understudies must get exchange and intervention preparing at long last, and all understudies must fill in as go-betweens, not merely a limited handful.
Basaran, S. D., & Karakurt, S. Ö. (2017). Development and Evaluation of the Efficiency of In-Service Training Program with the Theme of Peace Education. Universal Journal of Educational Research, 5(8), 1425-1434.
Johnson, D. W., & Johnson, R. T. (2004). Implementing the” Teaching Students To Be Peacemakers Program.” Theory into Practice, 43(1), 68-79.
Džaferović, M. (2018). The effects of implementing a program of nonviolent communication on the causes and frequency of conflicts among students. Teme-Časopis za Društvene Nauke, 42(1), 57-74.
Parker, C., & Bickmore, K. (2020). Classroom peace circles: Teachers’ professional learning and implementation of restorative dialogue. Teaching and Teacher Education, 95, 103129.
Stiltner, B. (2020). Blessed Are the Peacemakers: Pacifism, Just War and Peacebuilding, by Lisa Sowle Cahill (Book Review).
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