Resolving Conflict Creatively Program (RCCP)

Elementary SELect Program

Program Design and Implementation Support

The Resolving Conflict Creatively Program includes sequenced, skill-building, classroom lessons (all titled Connected and Respected) designed to foster the creation of caring, peaceable school learning communities for prekindergarten through eighth grade. Lessons emphasize building relationships, understanding feelings, developing empathy, managing emotions, and developing social responsibility. The program offers 16 Connected and Respected lessons for each grade to be implemented in workshop format. This facilitative approach includes a gathering, review of agenda, main activities and discussion, summary, and closing activities. Each lesson also includes suggestions for extension activities, infusion ideas, and connections to literature. In addition to the classroom lessons, the program includes a peer mediation and family component that are central to program implementation. A goal of the Resolving Conflict Creatively program is to address stereotyping and reduce racial/ethnic/gender put-downs in the classroom. A checklist is provided for each grade level to assist in addressing this. Initial training for the program typically lasts 24-30 hours and is required. The Resolving Conflict Creatively program offers a train-the-trainer system to support sustainability.

Evidence of Effectiveness

The Resolving Conflict Creatively Program has been evaluated in two large (e.g., n=11,160) randomized control trials. Evaluations have followed students over the course of two years.

Aber, J. L., Jones, S. M., Brown, J. L., Chaudry, N., & Samples, F. (1998). Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context. Development and Psychopathology, 10, 187-213.
Aber, J. L., Brown, J. L., & Jones, S. M. (2003). Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention. Developmental Psychology, 39, 324-348.