2003-2004 Grant Recipients
"The best school-based violence prevention programs seek to do more than reach the individuals. They instead try to change the total school environment, to create a safe community that lives by a credo of nonviolance." --William DeJong, Harvard School of Public Health
Garrett Heights Elementary School (Baltimore City)
In collaboration with Sheppard Pratt Community Education Program, Garrett Heights initiated a peer mediation program, with extensive fall training for the cadre of twenty 4th and 5th graders. A speaker from Sheppard Pratt conducted faculty training in classroom conflict resolution techniques, and a parent workshop on the school’s conflict resolution program shared pertinent information with the community. In addition, a program called Parents on Patrol (POPS) was established to patrol school grounds and assist with student arrivals and dismissals.
Golden Ring Middle School (Baltimore County)
Using the PAR (Prevent, Act and Resolve) Model, a team-based approach for preventing, acting upon, and resolving troubling behaviors, developed by Dr. Michael Rosenberg of Johns Hopkins University, Golden Ring Middle School developed and implemented a ‘Golden Code’ for their school. The ‘Golden Code’ included a Teacher Tool Kit, Student Guide Folder, Student Passport and Teacher Temporary Visa. These tools were aimed at helping teachers look at the way they interact with students, endeavoring to help them react in a consistent and directed manner with positive and negative consequences.
Hamilton Elementary/Middle School (Baltimore City)
Hamilton Elementary/Middle School initiated a school-wide peer mediation program. Fourteen students were trained as peer mediators, using the Peer Mediator Handbook for Elementary Schools compiled by the Citizenship Law-Related Education Program for the Schools of Maryland, in collaboration with the Maryland State Department of Education (MSDE) and the Maryland State Bar Association (MSBA). Sunburst Video Media videotapes were used to supplement the peer mediator training.
Judith P. Hoyer Early Childhood Center (Prince George’s County)
In a school population of three to six year old preschool through kindergarten students, Judith P. Hoyer Early Childhood Center teachers were assisting students in learning general socialization skills through the use of Second Step Social Skills Program. The 2003-2004 grant funded an expansion of this program to assist the families of the young children to learn, support and use the skills developed at school. Two six-session Parent Workshops were offered using the Family Guide to Second Step.
Leonardtown Middle School (St. Mary’s County)
Leonardtown Middle School implemented a conflict resolution program that incorporated curriculum infusion, peer mediation, and parent education. Character Education focusing on the six pillars of character (responsibility, respect, fairness, trustworthiness, citizenship and caring) was linked with classroom conflict resolution lessons in Reading/Language Arts. Twenty-five peer mediators were trained by local high school peer mediators and a private non-profit organization, Fusion. Two family training nights were offered related to mediation and conflict resolution.
Middlesex Elementary School (Baltimore County)
Middlesex Elementary School implemented a comprehensive conflict resolution program which included a number of initiatives. The Why Try Program, a skill-based program aimed at anger management, problem-solving, dealing with peer pressure, living by laws and rules, building positive support systems and vision was taught to a group of high risk students. Using Second Step Program materials, six developmentally appropriate conflict resolution skills lessons were taught by the school counselor or social worker to all students. A six-week Parent workshop was offered on the topics of positive discipline, anger management, developing responsibility in your child, and problem-solving strategies. Monthly school newsletter articles focused on various character traits promoting positive conflict resolution skills. A school wide behavior program was implemented to reinforce positive discipline and peaceful conflict resolution.
Mutual Elementary School (Calvert County)
Mutual Elementary School initiated a conflict resolution program using a multi-faceted approach which included an assortment of purchased materials and resources for curriculum and special activities. Classroom instruction included the use of videos, role-playing exercises, teacher and guidance counselor instruction, cooperative group lessons, and daily reinforcement activities. Scheduled monthly grade-level assemblies reinforced the lessons. Bridgework Theatre gave a performance incorporating conflict resolution education. Student-led morning announcements offered related “words of wisdom” read by student volunteers, and a monthly column in the school newspaper on conflict resolution written by the project manager shared some of the concepts with the parent community.
Newport Mill Middle School (Montgomery County)
Newport Mill Middle School initiated a Peer Leadership Program. Five staff members were sent to a 2 ½ day conference in Arizona on middle school hate crime prevention and awareness and reduction of conflict stemming from diversity. These staff trained forty student peer leaders (negative and positive leaders) in practical skills for intervening in low key ways when they heard/saw other students using degrading language or putdowns toward their fellow students.
The Rosedale Center (Baltimore
Shady Spring Elementary School (Baltimore County)
Shady Spring Elementary expanded the peer mediation
program that was already in place. Staff development
on anger management and conflict resolution
was conducted by Baltimore County personnel
at no cost. Teacher resource books and videos
provided education on issues related to mediation,
bullying, conflict resolution, social skills,
parenting and anger management. The Why Try
Program was among the materials used.