OCG - Conflict Resolution and Peer Mediation

South Carolina Standards:  (List the standards students are expected to master in this course)

South Carolina Comprehensive Guidance Program

STANDARDS AND COMPETENCY INDICATORS

Grade Nine through Twelve

1. Learning to Live

1.1 Students will understand and appreciate self.

• Demonstrate a positive attitude
• Apply appropriate ways to handle experiences and daily problems of life
• Distinguish between appropriate and inappropriate behaviors
• Demonstrate self-control
• Describe personal attitudes and beliefs
• Identify and appreciate the physical, emotional, and intellectual factors that influence self-concept
• Become aware of change as a part of growth
• Understand interests, abilities, aptitudes, and limitations are components of personal uniqueness

1.2 Students will understand and respect others.

• Recognize that all people have rights and responsibilities
• Define and explain the influence of attitudes and behaviors on peer and adult relationships
• Identify and use effective communication skills and cooperation with peers and adults
• Recognize and respect individual differences

1.3 Students will understand and appreciate home and family.

• Recognize and explain differences and similarities within family units
• Identify rights and responsibilities that parents and children have as family members
• Analyze and evaluate the role of the family in personal development

1.4 Students will develop a sense of community.

• Demonstrate ways to recognize and respect differences in communities
• Recognize that all people have rights and responsibilities
• Recognize and accept opportunities to participate in community service

1.5 Students will make decisions, set goals, and take actions.

• Demonstrate and analyze decision-making, problem-solving, and goal setting processes
• Understand consequences of decisions and choices
• Practice effective coping skills for dealing with problems
• Know when, where, and how to seek help for solving problems and making decisions
• Apply effective problem-solving and decision-making skills to make safe and healthy choices

1.6 Students will develop safety and survival skills.

• Recognize and practice appropriate skills when rights and personal privacy are threatened
• Identify resources in the school and community, and know how to seek their help
• Apply knowledge about the emotional and physical dangers of substance abuse
• Demonstrate appropriate assertive skills when faced with peer pressure
• Explain the causes of stress and demonstrate ways of managing it
• Demonstrate ways for using coping skills in managing life events

1. Learning to Learn

2.1 Students will acquire knowledge, skills, and attitudes that contribute to effective learning in school and across the life span.

• Demonstrate how to accept responsibility for actions
• Examine how prejudices are formed and explore their consequences
• Demonstrate personal skills, attitudes, and behaviors that facilitate learning
• Display cooperation in learning and in responding to adult leadership
• Evaluate how effective study efforts can contribute to success in school
• Display positive interest in learning and work
• Explain and analyze how successes and mistakes are a natural part of the learning process
• Update and revise individual graduation plans (IGPs ) for choosing postsecondary opportunities that support careers and match interests, opportunities, and abilities
• Learning to Work

3.1 Students will understand the relationships among personal qualities, education and training, and the world of work.

• Demonstrate a positive attitude toward learning and work
• Demonstrate an awareness of personal abilities, skills, interests, and motivations
• Identify the relationship between educational achievement and career planning
• Describe how personal qualities relate to achieving educational and career goals
• Be aware that work can help one to achieve personal success
• Identify how personal preferences and interests influence career choices and success
• Demonstrate a positive attitude toward learning and work
• Demonstrate the importance of dependability, integrity, punctuality, and interpersonal skills in the work environment
• Be aware of the continuous change of non-traditional roles and how this relates to career choices
• Demonstrate how personal skills, interests, abilities, and aptitudes may affect future career decisions

3.2  Students will demonstrate decision-making, goal-setting, problem solving, and communication skills.

• Apply decision-making processes to real-life situations
• Demonstrate effective communication skills
• Identify ways that the changing workplace requires lifelong learning and upgrading of skills
• Apply decision-making skills to career choices
• Utilize job readiness skills to seek employment opportunities
• Demonstrate the importance of planning and goal-setting
• Develop an educational plan to support career goals
• Demonstrate marketable skills for employment

 

3.4  Students will demonstrate a positive attitude toward work and the ability to work together.

• Demonstrate effective listening and communication skills
• Interact positively with peers and adults
• Demonstrate the interpersonal skills required for working with/for others.
• Respect and understand individual uniqueness
• Learn responsible behavior skills
• Demonstrate the importance of managing feelings
• Demonstrate the importance of working cooperatively with others at home, in school, and in the work environment
• Identify the rights and responsibilities of employers and employees
• Demonstrate how to use conflict management skills with peers and adults

Acquire employability (SCANS) skills necessary to obtain and maintain jobs

 

 

South Carolina College- and Career-Ready Standards for English Language Arts- 2015

Inquiry-Based Literacy Standards:

 

Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.

• Use a recursive process to develop, evaluate, and refine, questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding.

Standard 4: Synthesize information to share learning and/or take action.

4.1 Employ a critical stance to analyze relationships and patterns of evidence to confirm conclusions.

4.2 Evaluate findings; address conflicting information; identify misconceptions; and revise.

4.3 Determine appropriate disciplinary tools to communicate findings and/or take informed action.

Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.

5.1 Acknowledge and consider individual and collective thinking; use feedback to guide the inquiry process.

 

Communication

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

• Initiate and participate effectively in a range of collaborative discussions with diverse partners; build on the ideas of others and express own ideas clearly and persuasively.
• Develop, apply, and adjust reciprocal communication skills and techniques with other students and adults.
• Engage in dialogue with peers and adults to explore meaning and interaction of ideas, concepts, and elements of text, reflecting, constructing, and articulating new understandings.
• Synthesize areas of agreement and disagreement including justification for personal perspective; revise conclusions based on new evidence.
• Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives using facts and details.

Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.

3.2 Construct engaging visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.

 

 

 

 

 

Other Standards:  (List national or local standards students are expected to master in this course)

(Association for Conflict Resolution, 5151 Wisconsin Avenue, NW, Suite 500, Washington, DC 20016)

Conflict Resolution and Peer Mediation Standards

Unit 1 Topic: Conflict

Standards:

1. Define conflict and its benefits.
2. Differentiate among different conflict resolution styles.
3. Describe different types of conflict.
4. Recognize different points of view.
5. Identify bias in communication.
6. Apply prejudice-reduction strategies.
7. Describe power and inequity in relationships.
8. Use strategies for equalizing power.
9. Recognize ways that cultural groups in the school population view and handle conflicts.
10. Identify appropriate issues for peer mediation.

Unit 2 Topic: Communication

Standards:

1. Explain why effective communication is important.
2. Describe the components of non-verbal communication.
3. Identify good and poor listening skills.
4. Apply active listening skills (e.g., I-messages, paraphrasing, restating, summarizing, clarifying, reflecting, reframing, encouraging, listening for feelings).
5. Apply appropriate questioning strategies, including open-ended questions.
6. Reframe inflammatory statements into neutral language.
7. Recognize culturally diverse styles of communication and negotiation.

Unit 3 Topic: Anger Management

Standards:

1. Identify anger “triggers.”
2. Determine the body’s anger “warning signs.”
3. Recognize anger is a natural human emotion, which can have both negative and positive effects on quality of life.
4. Differentiate between what is a feeling and what is a behavior.
5. Demonstrate how anger is a choice.
6. Discover the importance of using healthy expressions of anger on overall productive interactions at work and home.

Unit 4 Topic: Mediation

Standards:

1. Define mediation.
2. Explain the preliminary assumptions (voluntary participation, confidentiality, neutrality, etc.) about mediation.
3. Apply mediation ground rules.
4. Follow the steps or stages of a mediation process.
5. Analyze conflicting points of view (including diverse perspectives and perceptions, etc.).
6. Identify positions, interests, and issues in a conflict.
7. Guide disputants in generating options and applying brainstorming strategies.
8. Guide disputants in synthesizing potential solutions.
9. Help parties choose a resolution.
10. Create a written agreement that is specific, realistic, etc.
11. Work effectively with a co-mediator.
12. Identify techniques for handling anger and other strong emotions.
13. Apply skills relating to other issues (remaining neutral, building trust, cooperation, giving affirmation as appropriate).

Unit 5 Topic: Program Policies and Procedures

Standards:

1. Describe program-specific policies and procedures.
2. Apply the Model Standards of Conduct for Peer Mediators.

Required Instructional Materials and Resources: (List required materials including SDOC provided textbooks, including any fees that apply, etc.)

Notebook, journal, pen/pencil