Youth and adults tend to “take sides” when conflicts erupt. It is important that when resolution is achieved, those involved in the conflict ensure that their peers know about the resolution and are committed to not continuing the conflict themselves. It is about building capacity for all to commit to supporting one another in the […]
Train youth to be peer mediators. Use video to demonstrate what mediation looks like (i.e.: community heroes who help others and provide basic mediation skills). Peer Mediation Teams should be comprised of 3-5 youth, and team members should rotate each month. Each member wears a peace sign (or other item to signify their role) to
Providing a space for problem solving is important. A peace table designates expectations for where and how youth will engage with each other. Peacebuilding literature, small peace gardens, talking sticks, peace flowers, and other problem-solving tools are kept in this prominent area. Have youth design and decorate their table or space and plan activities or
A strategy for youth to problem-solve themselves. Between two children, they pass a flower back and forth. The first child begins by saying, “I felt ________when this happened.” The child then passes the flower and the other child repeats back what they heard. “It sounds like you felt ________when I did _________.” Then an apology
After going through a resolution process, have youth make commitments to one another and to their community about how they will do things differently next time. Document the commitment somewhere safe. If possible, have them set a time frame for meeting the commitment/obligation.
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Help youth to get more specific and expand their emotional vocabulary, replacing basic feeling words with more sophisticated terms. They graduate from using words like ‘ok’ or ‘fine’ to using words like ‘alienated’ and ‘hopeless,’ or ‘tranquil’ and ‘serene.’ By teaching subtle distinctions between similar feelings, this empowers youth and adults to recognize the full
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Focusing on wants and needs, have youth each draw their own classroom, school and/or family. How would they meet their needs? They will most likely draw hospitals, gardens, homes for shelter, friends etc. Select one drawing to duplicate on the board then discuss as a class how you would acquire those needs. See what they
Rather than just telling children and youth how they should act, show them. Show them in your own daily actions and words with them. Intentionally model through practicing with them their tones, use of language (verbal and body) and responses to conflict. Very critical as young people look to adults as guides for their behaviors.
Establish a culture in your classroom or home where mistakes are welcomed and used as learning opportunities. Normalize mistakes by discussing them at mealtime or in circle time. Have everyone share a mistake they have made and what they learned from the mistake. Adults also need to be comfortable admitting and discussing their mistakes, especially
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Teach youth how to belly breathe by having them lie down and put their hands on their bellies. See how deep they can breathe in and how slow they can breathe out. When youth find themselves angry, remind them to put their hands on their bellies and to breathe through the anger. Encourage them to