Conflict Resolution Curriculum

							Conflict resolution group Curriculum

Lesson One: Introduction to Group (Expectations should be mentioned at the beginning of each session
following).

Materials:

       Blindfold
       Group Agreements signature sheet (see figure 1.1)
       Conflict Resolution Group Pre-test (see figure 1.2)

Activities: (discussed in lesson development)

       Trust activity

Lesson Development:

       Welcome Students
       Introduce reason for group – to learn how to prevent conflicts and deal with them positively when they
        happen
       Introduce Expectations of group and explain each one
            o Be on time
            o Confidentiality
            o Active Listening
            o Respect
            o Right to pass
            o Participation
       Have students sign group norms paper
       Talk about safe environment- what does each student need to have a safe environment and write on
        board
       Talk about what trust is and write on board
       Do Trust activity


Trust activity:

Each student takes a turn being blindfolded.

Set up chairs or desks in the middle of the room to make a sort of maze. Make sure there is plenty of room to
move around the obstacles.

The rest of the group will talk and safely guide the blindfolded student around the objects from one side of the
room to the other.

This demonstrates how the group will take care of each other and not let harm come to each other.

Closure: Summarize discussion and Expectations of group. Encourage them to come ready to participate next
week.

Don’t Forget! Distribute Pre-test and explain.
Conflict resolution group Curriculum

Figure 1.1
Conflict resolution group Curriculum

Figure 1.2
Conflict resolution group Curriculum

Lesson Two- Healthy Relationships

ASCA National Standards:

PS:A1.1 Develop positive attitudes toward self as a unique and worthy person; PS:A2.3 Recognize, accept, respect
and appreciate individual differences

Materials:

       Ingredients for a Healthy Relationship worksheets (see figures 2.1-2.5)
       White board and dry erase marker, or Large paper and marker
       Pencils for Students

Lesson Development:

       Recap expectations from last session. Distribute pre-test if you didn’t do it last week.
       Ask students ‘Who do you have a relationship with?’ May also need to ask ‘What is a relationship?’ Write
        the student’s answers on the board or large paper.
       With students complete the “Ingredients for a healthy relationship” worksheets.
       Talk and discuss each one of the worksheets

    Homework: Ask the students to identify one ingredient that they need to improve on and that they will work
    on for the next week. Ask them what it would look like if they were more honest, respectful, felt good about
    themselves, or caring. Have them give an example of the ingredient they chose. Ask them to come prepared
    to share their experiences.

Closure: ask the students to identify one thing they learned from today’s session. Close by talking about the safety
of the group and the ingredients for a healthy relationship. Next week we will talk about Types of Communication.
Conflict resolution group Curriculum

Figure 2.1- from In My House workbooks; Relationships
Conflict resolution group Curriculum

Figure 2.2- from In My House workbooks; Relationships
Conflict resolution group Curriculum

Figure 2.3- from In My House workbooks; Relationships
Conflict resolution group Curriculum

Figure 2.4- from In My House workbooks; Relationships
Conflict resolution group Curriculum

Figure 2.5- from In My House workbooks; Relationships
Conflict resolution group Curriculum

Lesson three- Communication types- Focus on nonverbal and written.

ASCA National Standards:

PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior; PS:A2.6 Use effective
communication skills

Materials:

       Video clip: http://youtu.be/nNd4g-QnUp8 (Mr. Bean)
       White board and dry erase marker, or Large paper and marker
       Pencils for Students
       T-Chart handout (double-sided, see figure 3.1 and 3.2)
       Feeling Faces Handout (see figure 3.3)

Activities: (discussed in lesson development)

       Non-verbal communication- Mr. Bean video

Lesson Development:

       Ask students: How often do we communicate? Every day.
       Ask students: How do we communicate? Phone, in person, email, text, online, facial expressions, gestures.
        (i.e. Verbal, nonverbal, written)
       Today we will discuss nonverbal and written communication. Ask students 'How have you used either
        written or nonverbal communication?' Give students T-Chart handout. Discuss and write answers on
        board or large paper. Have students write on handout. (see below)




       Discuss how non-verbal communication can show our emotions and the emotions of others.
Conflict resolution group Curriculum

      Show clip of Mr. Bean. (fast forward to highlight sections and not all of clip) http://youtu.be/nNd4g-
       QnUp8. Have students identify all the nonverbal communication they see. Have students circle pictures
       on Feeling Faces handout that they see portrayed in the clip.
      Brainstorm and discuss: What does positive nonverbal and written communication and why is it
       important? Write answers on other side of handout.

   Closure: Have each student say something they learned.

   Homework: Have each student identify what part of positive communication they will use and work on the
   next week.
Conflict resolution group Curriculum

Figure 3.1
Conflict resolution group Curriculum

Figure 3.2
Conflict resolution group Curriculum

Figure 3.3- From Alma Carmona-Alday
Conflict resolution group Curriculum

Lesson Four- Verbal communication skills.

ASCA National Standards:

PS:A2.3 Recognize, accept, respect and appreciate individual differences; PS:A2.6 Use effective communications
skills

Materials:

       Lesson 4 PowerPoint (see figure 4.1)
       Three C’s of communication Handout (see figure 4.2)
       White board and dry erase marker, or Large paper and marker

Activities: (discussed in lesson development)

       Humming a different tune
       Miscommunication

Lesson Development:

       Discuss homework from previous lesson. (Written and nonverbal communication)
       Start with Humming a different Tune activity.

         To play, ask the students to individually think of a song. Maybe their favorite song, a nursery rhyme, a TV-
show theme….anything. Once the class says they have one, ask them to hum it (all at once) and find someone else
in the group that is humming the same song. No one will be singing the same tune. This is a representation of
problems with communication. Ask the class for their feedback on why it didn’t work.

       Show first slide of slideshow and tie activity into quote in the first slide. (quote "To effectively
        communicate, we must realize that we are all different in the way we perceive the world and use this
        understanding as a guide to our communication with others." ~Anthony Robbins)
       Explain that because of these differences it is easy to have misunderstandings. Show the next slide and
        ask the class what a misunderstanding is.
       Play Miscommunication activity.

Miscommunication activity- Tell the students you are going to say a word and you want them to get a picture of it
in their mind. Say the word furniture. You can use it in a sentence or a story, but pay attention not to describe the
type of furniture. Once the students have a picture of it, ask each student one at a time to describe the picture
they had in their mind. Each student will have a different picture. (A chair, a table, a desk) Relate to the quote
explain how ineffective communication can lead to misunderstandings.

       Brainstorm ways to have successful communication. Point out tone of voice as an important part of verbal
        communication. Brainstorm should include honesty, clarity, positive attitude, remaining calm, active
        listening, and understanding.
       If necessary explain how active listeners make good communicators. Active listeners have positive
        attitudes and open minds. They show interest in what the other person is saying by nonverbal cues,
        good eye contact, and remembering what was said. Active listeners understand the similarities and
        differences between each other.
Conflict resolution group Curriculum

       Turn to last and third slide on PowerPoint. Tell the class that we are going to learn some tips to better
        communication to avoid misunderstandings.
       Give students “The 3 C’s of Communication” handout. Have students take turn reading and discussing the
        material.

Homework: Ask each student to point out one that they need to work on and how they will do it for the next
week.

Closure: ask students to relay something they learned. Remind students what they have to work on for next week.




Figure 4.1
Conflict resolution group Curriculum

Figure 4.2- mostly original information and design. Some information taken from
            www.mindtools.com/pages/article/newCS_85.htm
Conflict resolution group Curriculum

Lesson Five: Conflict Resolution

ASCA National Standards:

PS:B1.6 know how to apply conflict resolution skills; PS:C1.7 Apply effective problem-solving and decision-making
skills to make safe and healthy choices; PS:C1.10 Learn techniques for managing stress and conflict

Materials:

       Calm, Cool and in Control worksheets (see figures 5.1-5.3)
       Pencils for students
       White board and dry erase marker, or Large paper and marker

Lesson Development:

       Follow up on homework from previous session- 3 C’s
       Summarize the last few sessions about relationships and communication. Explain that the tools they have
        learned and practice would help to prevent conflicts, however sometimes conflicts still happen so we
        need to know how to resolve them in a positive and effective manner.
       Intro duce the topic for today- ways to resolve conflicts.
       Ask the students what type of conflicts they have had or what can happen in school. Write these on the
        white board or a large paper.
       Give students Calm, Cool and in Control worksheets. Work through the worksheets together and discuss
        each.


Closure: Have students share something new they liked or learned from today’s session.

        Homework: Challenge the students to use these tips when a conflict arises. Tell them to be ready to share
        with the group how they used one of the tips during the week.
Conflict resolution group Curriculum

Figure 5.1- from In My House workbooks; Respecting Others
Conflict resolution group Curriculum

Figure 5.2- from In My House workbooks; Respecting Others
Conflict resolution group Curriculum

Figure 5.3- from In My House workbooks; Respecting Others
Conflict resolution group Curriculum

Lesson Six: Conflict Resolution

ASCA National Standards:

PS:B1.6 know how to apply conflict resolution skills; PS:C1.7 Apply effective problem-solving and decision-making
skills to make safe and healthy choices; PS:C1.10 Learn techniques for managing stress and conflict

Materials:

       Classroom Conflict worksheet (see figure 6.1)
       Conflict Resolution worksheet (see figure 6.2)
       Post-test (see figure 6.3)
       Anger Management tips (see figure 6.4-6.6)

Activities: (discussed in lesson development)

       Role Play

Lesson Development:

       Follow up on homework from last session- 7 tips
       Recap what was learned last week. Working in pairs, have the students complete the Classroom Conflict
        worksheet. Have them identify which of the seven tips they are used.
       Role play activity

Have the student pairs take turns acting out each of the conflicts in front of the rest of the group. Each group will
act out two conflicts. After each role play discuss reactions or thoughts from entire group if any.

Homework: use Conflict Resolution worksheet to think about a time they had a conflict that they didn’t handle
well. Maybe a time they reacted violently, were sent to the office or suspended. Have them use the skills they
learned to contemplate what could have been to resolve or prevent the conflict.

Take home tools: Anger management tips

Closure: Have students talk about all they learned in the group. Go back over how to have healthy relationships
and prevent conflicts with positive communication. Encourage students to continue to prevent and restore
conflicts.

Don’t forget! Distribute Post-Test
Conflict resolution group Curriculum

Figure 6.1- from timeforkids.com
Conflict resolution group Curriculum

Figure 6.2- from timeforkids.com
Conflict resolution group Curriculum

Figure 6.3
Conflict resolution group Curriculum

Figure 6.4- From Alma Carmona-Alday
Conflict resolution group Curriculum

Figure 6.5- from In My House workbooks; Respecting Others
Conflict resolution group Curriculum

Figure 6.6- from In My House workbooks; Respecting Others