Pickens, J. (2009). Socio-emotional programme promotes positive behaviour in preschoolers. Child Care in Practice, 15 (4), pp.              261-278.

 

Teachers and parents of preschoolers participated in training for the Peace Education Foundation's Creating Caring Children and Peacemaking Skills for LIttle Kids programs. A preschool and kindergarten behavior scale (PKBS-2) was used to assess 246 preschoolers' behavior changes over time at the preschools participating in the program. This was compared with 50 children who did not receive the program. Scores showed: 

 

• more positive interaction quality

• greater social independence

• fewer internalising and externalising problem behaviors (less disruption and acting out)

 

The study demonstrated efficacy of the Peace Education Foundation's model to promote social emotional learning and school readiness, as children:

 

• showed greater self-control

• followed rules and took turns

• exhibited more independence in play and school activities

• showed more positive interactions with teachers and peers

 

The author noted a few challenges, particularly: issues of diverse language, culture, and literacy, and limited experience in conducting evaluation outcomes. Creative solutions such as offering training in English and Spanish, as well as working closely with teachers and parents to build cooperative relations, are essential for good training, implementation fidelity, and evaluation. 

 

Lacey, C.H., Leblanc, P.R, & Maldonado, N.L. (Eds). (2009). Affective education through best practices and conflict resolution.                 Affective Teacher Education. p. 143-163.

 

The research conducted by Lacey et al. (2009) included an equal treatment and control group. The curriculum content of Peace Works comprised of 6 essential components of best practices for teacher effectiveness that aid in classroom management: 

 

1. Community building (trust, exploring common intersts, respecting differences)

2. Developmentally appropriate rules (I-messages, listening, assertion, problem solving)

3. Understanding conflict

4. Perception (understanding different points of view, enhancing empathy, increasing tolerance)

5. Anger management

6. Communication skills (expressing feelings, I-messages, resolving conflicts constructively and peacefully)

 

The findings included a significant decrease in hostile/irritable behaviors and a tendency to move in the appropriate directions to increase social competence. 

 

Hanson, M.K. (1994). A conflict resolution/student mediation program: effects on student attitudes and behaviors. ERS                        Spectrum of School Research and Information, 12 (4), p. 9-14.

 

The study followed a conflict resolution / student mediation program. Training was provided for school staff in conflict resolution and student mediation (both embedded into school-wide curricula and relations). The training materials were based on the Peace Education Foundation's programs. Student mediation was used to deal with real conflicts and not just as an exercise. 86% of mediated conflicts were reported to be resolved. Elementary schools that had the highest evidence of implementation of student mediation did evidence a significant reduction in the rate of referrals for general disruptive behavior. The author emphasized that implementation takes time for staff and students to learn new skills and that they need to take advantge of everyday opportunities to embed those skills into everyday life. 

 

Leblanc, P., Lacey, C., & Adler, A. (2000). A case study of the implementation of conflict resolution in a second grade classroom.            Paper presented at the American Educational Research Association Conference.

 

This case study followed a grade 2 classroom and their teacher in the implementation of a conflict resolution program (peace education) with a constructivist approach where students learned to self-regulate as educators taught, modelled, coached, and encouraged students to find peaceful solutions. The results indicated that the teacher improved her effectiveness in classroom management and discipline, students felt safe, and both the teacher and the students effectively used conflict resolution. However, students were not self-regulating and mutual trust was not evident (this may have been due to the teacher's traditional teaching style). Extrinsic motivation also appeared to be a barrier for the lack of self-regulation. This study emphasized the need for teacher "buy in". A home link was also needed to enhance exporting skills outside of the classroom. 

 

 

 

CASEL requires at least one evidence-based study which supports SEL program effectiveness to be included in the CASEL Guide as a SELect program. The Pickens (2009) study described above is the only evidence-based research which supports Peaceworks preschool and elementary results. Additional evidence-based research support in varying contexts would be beneficial to organizations choosing to implement the Peaceworks SEL program.

 

The following literature sources support the implementation of the Peaceworks program with older elementary and high school students:

 

Barnett, R.V., Adler, A., Easton, J., & Howard, K.P. (2001). An evaluation of Peace Education Foundation’s conflict resolution and peer mediation                      program. School of Business Affairs, July, 29-39.

 

Leblanc, P., & Lacey, C. (2001). Evaluation report on the Allegany Foundation grant “Making peace work in the Miami-Dade county public schools                2000-2001.” Peace Education Foundation.

 

Powell, I.E., Muir-McClain, L., & Halasyamani, L. (1995). A review of selected school-based conflict resolution and peer medication projects. Journal                of School Health, 65 (10), 246-431.