The Effects of Peace Education Activities Using Fairy Tales on Young Children’s Prosocial Behavior and Conflict Resolution

2017 ◽  
Vol 18 (1) ◽  
pp. 23-46
Author(s):  
Young-Ja Ko ◽  
An-Na Cho
Keyword(s):  
Conflict Resolution ◽  
Prosocial Behavior ◽  
Fairy Tales ◽  
Peace Education

Mediators and mentors: partners in conflict resolution and peace education

2005 ◽  
Vol 2 (2) ◽  
pp. 183-193 ◽  
Author(s):  
Pamela S. Lane‐Garon ◽  
Monica Ybarra‐Merlo ◽  
Joe Dee Zajac ◽  
Tekla Vierra
Keyword(s):  
Conflict Resolution ◽  
Peace Education

The Role of Empathy and Compassion in Conflict Resolution

2019 ◽  
Vol 11 (4) ◽  
pp. 310-325 ◽  
Author(s):  
Olga M. Klimecki
Keyword(s):  
Conflict Resolution ◽  
Prosocial Behavior ◽  
Social Relations ◽  
Intergroup Relations ◽  
Interpersonal Relations ◽  
Future Research ◽  
Personal Distress ◽  
Beneficial Effects ◽  
Intergroup Conflicts

Empathy and empathy-related processes, such as compassion and personal distress, are recognized to play a key role in social relations. This review examines the role of empathy in interpersonal and intergroup relations, including intractable conflicts. Despite the limitations of empathy, there is growing evidence that empathy and compassion are associated with more prosocial behavior in interpersonal relations. Furthermore, empathy and compassion have been associated with more favorable attitudes and higher readiness for reconciliation across a range of intergroup settings. This review ends by summarizing recent evidence for the beneficial effects of compassion training on interpersonal and intergroup relations and by outlining new avenues for future research on how compassion training could reduce intergroup conflicts.

Peace Management and Enhanced Academic Performance of Tertiary Institutions in South-South Nigeria

2016 ◽  
Vol 1 (2) ◽  
pp. 121 ◽  
Author(s):  
Victor Obule Ebuara ◽  
Uduak Imo Ekpoh
Keyword(s):  
Academic Performance ◽  
Conflict Resolution ◽  
Peace Education ◽  
Academic Staff ◽  
School Curriculum ◽  
T Test ◽  
Peace Building ◽  
Tertiary Institutions ◽  
Analyze Data

This study was embarked upon with a view to examining the need for peace in the management of tertiaryinstitutions towards enhancing academic performance in south-south Nigeria. Three hypotheses and one researchquestion guided the study. One thousand, two hundred and nineteen (1219) academic and non-academic staff wereselected for the study. A 31 item researcher developed questionnaire was used to collect data from the sampled staffin their respective institutions. Population t-test and mean scores were used to analyze data collected. Findings showthat peace was advocated but there were serious inadequacies in the implementation and enforcement process ofpeace. Proposed peace was scarcely enforced to the detriment of academic performance. The manner and approachto existing peace management does not actually address the issue of peace building. Based on the findings,recommendations were made which included among others, that conflict resolution and peace education coursesshould be introduced in the school curriculum.

Examining the Drivers of Success in the Peace Foundation Aotearoa/New Zealand Peer-Mediation Programs

2019 ◽  
pp. 99-120
Author(s):  
Christina Ann Barruel ◽  
Marie Nissanka
Keyword(s):  
Conflict Resolution ◽  
New Zealand ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Peace Education ◽  
Peer Mediation ◽  
Aotearoa New Zealand ◽  
Perceptions Of Safety ◽  
Societal Problems ◽  
Positive Results

The 2016 evaluations of New Zealand's Cool Schools and the leadership through peer mediation (LtPM) programs revealed positive results regarding improved self-esteem among peer mediators, increased perceptions of safety in the schooling environment, and increased conflict resolution and interpersonal communication skills. This chapter highlights the contribution of these peer-mediation programs. The authors then turn to problems, inequalities, and peace education practices within the New Zealand schooling environment to explain how the Cool Schools and LtPM programs are relevant in solving wider societal problems. The chapter finally focuses on examining the drivers of success in both programs and the broader ethos of the Peace Foundation Aotearoa/New Zealand, which enables its success.

scholarly journals Managing Tertiary Education for Peace and Conflict Resolution in Nigeria

2021 ◽  
Vol 10 (3) ◽  
pp. 295
Author(s):  
Iniobong Ekong Nkang ◽  
Christopher S. Uwah
Keyword(s):  
Conflict Resolution ◽  
Null Hypothesis ◽  
Peace Education ◽  
Tertiary Education ◽  
Research Question ◽  
Necessary Condition ◽  
Conflict Resolution Education ◽  
Peace And Conflict ◽  
Peace And Conflict Resolution ◽  
Education For Peace

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.

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