Professional School Counselor Portfolio (PSCP)

Brief Reflection Form

Standard 2- Social and Cultural Foundations (Strength)
Competencies Addressed:
1. Demonstrate awareness of and sensitivity to the unique social, cultural, and economic
circumstances of students and their racial/ethnic, gender, age, physical, and learning
differences.
2. Demonstrate sensitivity to the nature and the functioning of the student within the family,
school and community contexts.
3. Demonstrate the counseling and consolation skills needed to facilitate and appropriate
action in response to the needs of students.
Date Created: _________________________
Student Name: Kimberly Abram-Bryant

Reviewers Initials: _____________

Reflection Papers must be typed and 2-3 pages in length following the four domain headings
below:
1. Describe the context in which these artifacts were collected and identify the standard
and competency(s) the artifact represents.
The artifacts chosen for this standard are a combination of completed course work and
documents from my current position at the Cedar Rapids Community School District. The first
artifact is an interview paper from the Social and Cultural Foundations of School Counseling
course GEDU 544. The interview presents sound evidence for the need of cultural, social, and
economic awareness and trainings in our schools. The competency it represents is #1,
demonstrate awareness of and sensitivity to the unique social, cultural, and economic
circumstances of students and their racial/ethnic, gender, age, physical, and learning differences.

2. What do they demonstrate to you about your learning and mastery of the competencies
which fall under this standard?
Prior to entering the BVU program, I had a significant amount of experience working with
diverse populations. This competency demonstrates that I have an understanding and awareness
of different groups, cultural & racial structure, religious practices, and other differences that
students may be identified by. Having this knowledge allows me to develop programming that is

appropriate to the students needs academically and socially. This creates a more comfortable
setting for students to express themselves and develop relationships with peers and adults in the
building.
It will be increasing important for counselors to understand the diversities of students and
families in their building. As minority population rise, poverty rates inflate, affordable housing
deflates, and access to early learning is out of reach, the adjust in programming maybe needed to
help student feel comfortable and welcomed. Such programming can help students connect with
others who share cultural, social, and emotional circumstances. Providing a safe place for the
student to talk, make peer connections, and gain support creates a better learning environment.

4. What do these items of evidence tell you about your overall progress toward your
personal goals and your growth as a professional school counselor?
The documents provided for Standard 2 show that I have a desire to learn and interact with all
students. Understanding cultural and social dynamics strengthen relationships between schools
and families. A students connectedness to school can have a positive impact of academic
performance. As the school populations shift, I have been involved in equity training that
encourages academic success for all student through quality instruction. In addressing quality
instruction, we have had bold conversation about cultural code switching, racial profiling,
economic barriers to achievement, and other practices that prove to not the equitable.
In the past few months, I have had the privilege of facilitating community conversation about the
changing populations in our schools and the effect it has in the classroom. Parents, teachers,
community advocates, and non-profit organization attended. The conversation produced many
talking points that we now must consider when implementing new programming.

5. What are your plans for additional growth or improvement in this area?
As an aspiring counselor, I will continue to stay involved in district wide trainings and
community conversations. I will continue to search for professional development offered
through ISCA and other agencies.

Artifact Standard 2

Interview Paper
Kimberly Abram-Bryant
Buena Vista University

The clicking sound was a clear indicator of the doors before me unlocking. Once I introduced
myself to the attendant, he motioned me to come through the next set of doors. I walked past two
men who appeared to be in an intense conversation. I was welcomed by one of the staff offering
free coffee and cookies. Right away, the sterile environment became more friendly and cozy.
Within minutes my interviewee arrived with a smile on his face. His youthful facial expressions
gave me the sense he agreed quickly and asked very little questions. I introduced myself and
explain my purpose for interviewing him. He agreed to the interview after receiving a brief but
thorough intent statement for the interview. I assured him that I would not use his real name.
My interview was with a 20 year old African American male who is currently living in a
homeless shelter in Cedar Rapids, Iowa. He was born and raised in Peoria, Illinois but found his
way to Iowa in search of a safer place to live and prosper. This young man was chosen to do this
interview by the shelters staff. The staff was unsure as to how much information he would
divulge. Therefore, they offered me another shelter resident in case I was unable to extract
enough information from this young man.

The young man spoke of his family with rare and real emotions. His honesty was shocking and
unexpected. He told me about his mother who fell victim to pleasing men. Her quality of
parenting was determined by her relationships with me. He and his younger sister were often
neglected due to his mothers abusive relationships. She would continue to hook up with men
who didnt value her position as a mother. They abused her mentally and physically in private
and in front of the children. My interviewee expressed his love for his mother. He stated that she
is living in Iowa City, Iowa and is currently sick. He never gave me her diagnosis but eluded to a
long term illness that restricts her from activities outside the home. At some point in time, my
interviewee went to Iowa City to take care of his mother. He lived there for two years and
planned to move into his own apartment. Unfortunately, a conflict between mother and son
resulted in his move to Cedar Rapids and now living in a shelter.
After witnessing the emotion on the interviewees face, I decided to ask him questions about his
father. He went on the tell me that he grew up knowing who his father is, but was always
encouraged to avoid building a relationship with him. The young man revealed to me that at the
age of eight he was told the story of how he was conceived. He begins to tell me, My father
raped my mother when she was in high school. My mother lived in the same apartment complex
and needed to use the phone. She knocked on the door and he answered. She used the phone and
tried to leave. He blocked the door and started raping her. His words fell out his mouth so
rapidly. He ended the story by reciting what he heard growing up, So I was not wanted. Im a
rape baby. My heart was crushing but I held it in.
The young man explained to me how that story wasnt the worst part. He grew up in a house
with his mother, younger brother, and a younger sister. All the children had different fathers. His
younger sisters father lived with them off and on during the year. This man was very abusive.
My interviewee recalled many times when he went to school with bruises and was instructed to
hide them or receive more. I asked him if anyone in the school noticed the bruises. He said his
brother was beat so bad that the counselors called Department of Child Welfare. Sadly, the case
was unfounded. Each day he said he would enter the school hoping to be removed from the
home. Repeatedly, he and his siblings never received the appropriate services.
The young man explained that school was very difficult because the family would move to avoid
evictions and Child Protective services. His level of trust for school staff was minimal. He was
raised to not expose the family business and felt that the school staff didnt care enough to do
anything. His mother refused to attend school conferences. She didnt take calls or respond to the
papers sent home. Ironically, his mother is a high school graduate with some college education.
The lack of school connectedness left him an intentional non-learner. He easily began skipping
and spending his time with gangs (Vice Lords). This provided him with money and an excuse to
not be home with his family. He rebelled. His year of rebellious behavior caught the attention of
a teacher and she reported it to Child Welfare. The report resulted in an offer that he couldnt
refuse. He was offered the opportunity to attend a training school. He attended and completed the
program successfully.
When the young man returned home from the training program he worked and earned money
honestly. He was doing his best to remain on the right track. However, the negative influences
were plentiful in his community and among his family. His relapse presented more consequences
for him. This is when he realized that if he wanted to live, he would have to leave home. This
began his journey to Iowa.
His mother and younger sister accompanied him to Iowa. His younger brother moved in with his
father. Since his move, he has interacted with a couple social service agencies. According to him,

neither of the places have followed through with what they promised to deliver. The
unsatisfactory experience motivated him to do it alone. Once he moved his mother in a new
apartment he left Iowa City and came to Cedar Rapids. He continues to worry about his mothers
health and his sisters wellbeing. When asked when the last time he spoke to his mother, he had
to pause. After counting his fingers he responded, a few week,
The young man has made it his business to seek success. While some of his dreams and
aspiration appear to be a pie in the sky, he remains confident that there must be something better
for him. He has never received counseling or therapy. He believes it may be helpful but isnt sure
if it will make a difference. He speaks of the past as if it has little presence in his current
situation. He doesnt like to give the abuse much significance. He watered it down by saying,
Everyone has to go through something. This was my something.
During the end of the interview I asked him if he was religious or spiritual. He said he was raised
Christian and attended church with his family. He said people were hypocrites and he struggled
with understanding why God would allow such evil things happen to him. Once he matured he
became more involved which help him create his own relationship with God. He considers
himself a non-church going Christian.
I explained to the young man that everyone leaves a footprint on this earth. What would he like
for his footprint to say about his life when he departs? He would like for the world to know he
was a hard worker who never gave up. Not even when he had to fight a giant or when there was
no money. That he had achieved success no matter how little money he had.
I was completely shocked by the candid answers. The young man expressed feelings that I have
seen on younger children who have been trapped in secrecy. He was now a man who had the
strength to speak up about the truth. During the interview I asked myself if the school staff where
numb to this type of abuse and had little hope in the system to intervene or did they not have the
training to identify the problem. I wanted to know where the other adults were in his life. I
mentally drew a safety plan with all the right adults to serve as a helper. I immediately want to
change his situation.
My knowledge of Peoria is limited. However, Im familiar with the low-income housing
projects. Children growing up in those housing projects grow up fast. Their survival skills are
considered criminal elsewhere. This young mans decision to join the gang was his lifeline. He
needed to eat, have somewhere to sleep, a change of clothes, and most of all protection. Welfare
couldnt provide food. His mother wasnt parenting or protecting him. He learned how to survive
in the small world he lived. Currently, he has no affiliation with the gang.
He is currently working at a restaurant and is looking to secure another job. He is scheduled to
move out of the shelter in one month.
Interview #2
My second interview took place at a home with a 66 year old female who is raising two of her
elementary grandchildren. The grandmothers name is Maria. She was born and raised in a two
parent home in Jamaica. Her education achievements include a BA and Masters Degree. She is a
divorced women with three grown children. Two of those children are the mothers of the young
girls Maria is raising.
Maria lit up when describing the joys of raising her granddaughters. She spoke about them as if
they were the only girls in the world. She painted a picture of princesses and fairytales. At the
beginning of the interview the girls sat in and listened. Their faces lit up when hearing the praise
their grandmother offered about them.

Once the girls departed, Maria explained the situation that led to her receiving the girls. Both
mothers are drug addicts struggling to achieve sobriety. Both parents have been in and out of
treatment. Maria traveled to Georgia to remove the girls from their homes. There was never a
formal legal procedure completed. This has created some obstacles for Maria and the girls. Maria
raises the girls with Jamaican values that include respecting your elders, speak with spoken to,
attending church, and chastisement when misbehaving.
Marias decision to remove the girls was purely driven my emotion. Shortly after their arrival,
Maria began to fear the amount of responsibilities and changes. One of the greatest fears was
having to navigate through the public school system. Mariss children attended private Catholic
School.
Maria admitted to feeling overwhelmed with the amount of paper work the school required for
enrollment. She was offered assistance by the office staff. With their assistance she was able to
complete the paperwork. She explained that her English is good but at times she finds herself
stumbling over words and at a loss for definitions. She remembered leaving the school with little
understanding of the curriculum used and the learning expectations.
She was frustrated with the limited amount of paper information available to her. The transition
to online communication created anxieties about her ability to parent young girls. She found
herself calling and going to the school when she needed clarification. She felt like she was
inconveniencing the staff but knew it was all in the best interest of the girls.
Maria has strong relationships with the teachers and administration staff in the school. However,
that wasnt always the case. There were times when she didnt receive calls about the girls poor
behavior. She remembered conversations about lawful punishments which forced her to change
her approach with discipline. She felt the pressure of raising children at an older age.
Maria has been offered counseling services for the girls. She is reluctant to do so because she
believes her guidance and faith is the main resource. Interestingly enough, Maria alluded to
reunification with the girls and their mother. Maria could not speak with confidence about her
daughters sobriety. However, she detailed hardships of her new role.
I asked her what she would need from the school and community to keep the girls in her home.
She quietly responded, I just dont think I can do it. My ways are different and not completely
acceptable. Im not able to help with the homework or attend the activities. Im too old for this.
Maria is part of a large group that are raising related children. The generation gap can create
frustrations that break down communication. Because she is so private, she does not solicit the
help of others. She is afraid of messing up and failing at motherhood. Without much
consideration of the dangers, Maria makes the decision to send them home because of her
discomfort. I asked if this was a practice of Jamaicans. She told me that raising a family
members children is normal. And for those living in the country, do it all the time. Children
bounce from home to home.
Maria is doing the best she can with the girls. She is living on a limited income for she works
part-time as a nurse. She learned to use community resources to provide school supplies,
clothing, and other needs. However, she refuses to take the girls on with her to receive help
because she is against them knowing of times she could not supply their needs. She says, that is
her Jamaican pride.
The interviews had different up brings but shared similar interactions with school staff.
Although, Maria was from a two parent home, she was not raising children who were in an
abusive situation. Both hesitated with asking for help when school appeared to be incompetent to
address the students crisis. I have seen similar cases at my school. Once those opinions were

formed trust decreased. It is my hope that schools will make aggressive move towards addressing
discipline.
Questions
1. State your name
2. Where is the interview taking place
3. Where were you corn and raised
4. Describe your family and its members
5. What makes your family unique
6. If you could describe your mother, what would you say
7. What was your childhood like
8. Who influenced you most
9. What positive things do you remember when you were a child
10. What is success
11. What are the challenges to raising children
12. If age is nothing but a number, how much longer can you raise the girls
13. What are the most challenging things about raising the girls
14. What things do you dislike about your family
15. What do you want the outcome to be for your life
16. What are your goals
17. Is religion or spiritualty practiced in your home
18. What is your cultural identity
19. Tell me about your school experience
20. Did you or your parents attend school activities
21. What conversations did you have or heard about education
22.

Professional School Counselor Portfolio (PSCP)

Brief Reflection Form

Standard 5- Career Development, education, and postsecondary planning (strength)

Competencies Addressed:

1. Assist students in the assessment of their individual strengths,

weaknesses, and differences, including those that relate to academic
achievement and future plans.
2. Apply knowledge of career assessment and career choice programs.
3. Implement occupational and educational placement, follow-up and
evaluation.
4. Develop a counseling network and provide resources for use by students
in personalizing the exploration of postsecondary educational opportunities.

Date Created: _________________________

Student Name: Kimberly Abram-Bryant

Reviewers Initials: _____________

Reflection Papers must be typed and 2-3 pages in length following the four domain headings
below:
1. Describe the context in which these artifacts were collected and identify the standard
and competency(s) the artifact represents.
The artifacts chosen for this standard are from my practicum experience.
1. Middle School Career Pathways Assessment. The assessment was given to all 7th graders
before career day. The assessment uses the students strengths to help them determine
career interest.
2. IJAG 9th grade Work and Career lesson plan. The lesson plan is designed to prepare
students to enter the work force for the first time. The expectations place the student in
the role of the boss and the employee to they can understand the expectations of both
roles in the work place.

2. What do they demonstrate to you about your learning and mastery of the competencies
which fall under this standard?
In my first year of employment at the Cedar Rapids School Community District, I attended a
conference where I found a sticker that said, College and career planning begins in
kindergarten. This quote rings louder as I engage more with high school students who are
unprepared for the matriculation into college and undecided about their career path. The artifact I
presented in for this standard demonstrate the knowledge of career planning and college
preparation.
There are two artifacts attached to this standard; 1. Middle school career pathways assessment
sheet 2. 9th grade work and career expectations lesson plan. Both demonstrate the awareness of
preparing students to consider career interest through programs that present a variety of options
that are diverse in talent, earning potential, and education requirements.

3. What do these items of evidence tell you about your overall progress toward your
personal goals and your growth as a professional school counselor?
I am not overly confident in developing and evaluating the effectiveness lessons plans. However,
I reached out of my comfort zone to deliver several lessons in the middle and high school. The
was no easy task. In creating a career readiness program, it is important to capture relevant career
choices, make it development appropriate, and connect it current instruction.
I was not able to re-create a middle school program. However, I was able to add to the content. I
change the delivery of the lessons to encourage discussion and interactions.
The IJAG lesson gave me more creative ability. I taught this lesson for three class periods and
found myself changes parts of it to fit the needs of the students.
4. What are your plans for additional growth or improvement in this area?
I plan to consult with other counseling departments to find out what they are using. The
possibility of sharing resources can only enhance our programs and better prepare the students.
In the future, I would like to create more partnership with local business to promote career
interest as early as possible.
Artifact Standard 5

Work and Career Expectations

Lesson Target & Competencies

Introduce the qualities, skills, and behaviors employees are expected to demonstrate in the work
place.
C.15, C.16, D.21, D.22, D.23, D.24, E.26, E.27
Measure(s) of Success
Students will be able to:
Apply key concepts of employee qualities, skills, and behaviors to work situations appropriate
for their age level.
Materials Needed
Student Worksheet (attached)
Job Application (attached)
Instructor Notes
This lesson requires students to think about the qualities, skills, and behaviors needed to become
an effective employee by putting them in the position to hire other students as volunteer
employees of a local food bank. It requires that they work in teams to make those decisions.
*Use random team forming methods
Lesson Activity
Introduce todays agenda
Review the last lesson on
1. Brainstorm with students as to what qualities, skills, and personal behaviors do you think
teenagers would need for this volunteer position. Instructor should make a starter list
including definitions and examples of skill, quality, and behavior.
Skills: Something a person can do, a proficiency gained or developed through
training or experience. Example:
Math skills
Writing skills
Organization skills
Leadership skills
Skills in talking with other people and communicating effectively
Qualities: A personal trait or characteristic. Example:
Honest
Positive
Caring
Imaginative, creative
Behaviors: The actions a person takes. Example:
Always on time
Focuses consistently on tasks
Only takes breaks as agreed upon
Helps others
Completing task on time

2. Explain that each student will rate the application independently. Once that is completed,
they class will be divided into teams and will share and discuss their ratings with the
team. Rating are below;
Excellent qualities, skills, and behavior
Average qualities, skills, and behaviors
Below average qualities, skills, and behaviors
3. As a team, student will give each candidate a rating of;
1. Recommend first for opening
2. Consider recommending if there are enough opening
3. Do not recommend for opening
4. Give the teams the opportunity to decisions and rate the candidates
5. Either on a white board or chart paper create a chart that list the candidates
and the rating by each group. Record each groups rating without any
discussion.
6. Open the discussion as to what the class notice in going through the
process. Have them discuss differences of opinions if they exist.
Closing
Ask students to reflect on what theyre learned from looking at others and to assess their own
qualities, skills, and behaviors.

Job Application: Volunteer Food Bank

Alexis
Personal Statement: Im a very busy person. Im in band and we rehearse three nights a week. I
also spend a lot of time with my friends shopping and hanging out. Im not sure if I have a lot of
time. But when I have time I will do a great job. I have good grades and my teachers tell me Im
pretty smart.
Teacher Recommendation: Alexis has asked me to write a letter of recommendation in support of
her receiving an opportunity to work as a volunteer. She has excellent grades in math and works
mostly by herself in class. She always turns her homework in on time but doesnt always use her
time in class well. Instead, she prefers to read a book or text underneath her desk.
Stephen
Personal Statement: I would like to get a volunteer job at the Food Bank because my sister tells
me that you need to have volunteer experience in order to get a real job. My best qualities are
that Im friendly, conscientious and helpful. I have some experiences taking care of children
doing babysitting and working in the nursery at my church.

Church Teacher Recommendation: I would like to recommend Stephen for a volunteer position
at the Food Bank. He is ambitious and wants to get more experience in order to get a real job. He
has done an excellent job of working with the younger children in our church nursery although
he doesnt always get along with his peers. His enthusiasm for his own idea sometimes means
that he ignores what the other nursery teachers think might work.
Cody
Personal Statement: I would really like to have his volunteer job because I like to work with
people and animals. I have lots friends. My best qualities are that I am a good listener and very
caring. My math is pretty good as a student but I do not like to write. My job has been walking
my neighbors dog every day after school. I am always on time and make sure that we walk the
full 30 minutes even when the weather is bad.
Neighbors Recommendation: I would like to recommend Cody for the position of volunteer at
the Food Bank. Cody walks my dog every day after school and he does an excellent job. He is
always on time, even early some days and always makes sure that he walks Rex a full 30 mins. I
really appreciate his hard work and honesty. I overpaid him one month and he brought it to my
attention.
Laura
Personal Statement: I would like to have the position of volunteer at the food Bank because I am
very organized and I like to help people. My teachers all say Im pretty organized so I think that
might be important to the position Im applying for. I have never volunteered before or had a
part-time job. However, Im a hard worker and Im willing to try new things.
Teacher Recommendation: If you are looking for a hard working volunteer, you could not go
wrong with hiring Laura for the position. She has excellent attendance in school with no tardies.
She always goes the extra mile with helping other students in class making sure others are
included in the discussion. I know she does not have volunteer or work experience, but if the
willingness to stick with a task is needed, she is your person.

Student Worksheet
Your team needs to make recommendations on which students will be chosen to participate as
volunteers at the local food bank.
Step 1: Read through the applications and recommendations
Step 2: Check the rating you think best fits each candidate

Example:

Qualities

Skills

Behaviors

Final Team
Rating

Excellent

Average

Excellent

Alexis
Stephen
Cody
Laura
4. Compare your ratings with those of your team members
5. Next talk as a team and rate the candidates. Be prepared to defend your decisions to the
class.

Recommended for the program

Name:

Maybe considered for the program

Name:

Not recommended for the program

Name:

Professional School Counselor Portfolio (PSCP)

Brief Reflection Form
Standard 3-Fostering of Relationships (Strength)
Competencies Addressed:
1. Employ effective counseling and consultation skills with students, parents,
colleagues, administrators, and others.
2. Communicate effectively with parents, colleagues, students and administrators.
3. Counsel students in the areas of personal, social, academic, and career
development.
4. Assist families in helping their children address the personal, social, and emotional
concerns and problems that may impede educational progress.
5. Implement developmentally appropriate counseling interventions with children and
adolescents.
6. Demonstrate the ability to negotiate and move individuals and groups toward
consensus or conflict resolution or both.
7. Refer students for specialized help when appropriate.
8. Value the well-being of the students as paramount in the counseling relationship.

Date Created: _________________________

Student Name: Kimberly Abram-Bryant

Reviewers Initials: _____________

Reflection Papers must be typed and 2-3 pages in length following the four domain headings
below:
1. Describe the context in which these artifacts were collected and identify the standard
and competency(s) the artifact represents.
The artifact selected for the Fostering of Relationship standard the Conflict Resolution Lesson
plan developed in GEDU527 and Supervised Pre-Practicum. Fostering strong and trusting
relationships with student is vital to the counseling program and the student. Often, relationships
with students begin in a moment of crisis and trust may be difficult to established. Therefore, it is

essential for the counselor to have developed interventions to respond to situations that cause of
immediate and effective outcomes.

2. What do they demonstrate to you about your learning and mastery of the competencies
which fall under this standard?
The artifacts I provided for this standard demonstrate my understanding of importance of
positive relationships and its contribution to a students performance. Rather the relationship
begins with a crisis or not, a students and/or parents needs should be assessed and addressed by
the counselor. In my practicum experience this has forced me to provide mediation between
groups of students in conflict. Once the mediation was completed, I was about to attend to the
individual needs of the students. More times than not, students who were given a chance to
communicate with another adult in the building through mediation, were more likely to request
assist for future conflicts or avoid conflicts.

2. What do these items of evidence tell you about your overall progress toward
your personal goals and your growth as a professional school counselor?
My growth has progressed through the many mediations and conflict resolution groups Ive
facilitated during the practicum. I also attended disciplinary hearings, parent/teacher meetings,
and juvenile court proceedings as an advocate for the student and their academic career. The
exposure to these proceedings help me consider individualize intervention plans for students and
their teachers.
One of the most interesting outcomes Ive experienced, is watching students who have
completed a mediation become peer advocates for others who find themselves involved in
conflicts. Teachers are referring students and students are requesting meetings as an alternative to
fighting. This is only successful when a school adopts the concept of attending to the whole
child.
I continue to work on developing more methods of resolving student conflict in a limited time
frame. Consulting with students and families can become time consuming and result in a student
missing instruction. To make sure I gather the necessary information needed to intervene, I
carefully ask questions that will help me help the student.

5. What are your plans for additional growth or improvement in this area?
In my current non-counseling role, I plan to continue the development of mediation and conflict
resolution skills. I would like to see this become a specialized focus in my counseling career. In
the future as a counselor, I would aim to conduct small group sessions with students who have
been identified as being involved in high-conflict situations and find it challenging to resolve.
Also, Im participate in the efforts implementing restorative justice practices. This method helps
repair relationships between the school and the student so that the student is encouraged to
continue learning. This approach was put in place when addressing the disproportionate rates of
suspensions and disciplinary hearing among African American students.

Artifact Standard 3

Conflict Resolution:
Its All about Choices
Kimberly Abram-Bryant and Kristin Mangrich
Buena Vista University
June 2015

Background Research
Conflicts are inescapable. Students experience conflicts at home, with peers, and within
the school building. Schools are overwhelmed with students who struggle with resolving
conflicts in a productive and positive manner. As a result, students behaviors have become more
aggressive causing the incidents of violence to increase. In 2010, 3 in every 10 students admitted
that they were in a fight and one in every five senior high school students was a victim of
bullying. During the same year, there were reports of over 800,000 acts of violence, without
impending death, of adolescents between the ages of 12 and 18. (Understanding school
violence). A response to school violence called for school counselors to implement universal

interventions addressing bullying and anger management in hopes of impacting student

behaviors and academic performance. In A School intervention to Increase Prosocial Behavior
and Improve academic Performance of At-Risk Students (2011), Killian and Kilian suggested that
interventions that enhance social-emotional skills and increase peer acceptance may promote
positive social development and disrupt behavioral trajectories leading to academic failure,
delinquency, drug use and other social and mental health problems.
Universal training programs have made a positive impact for many students in schools.
However, many schools have limited programming to universal social skill training that leaves
12 to 25 percent of students in need of additional training. Kilian and Kilian, stress the
importance of providing programs beyond the universal interventions (2011). At-risk students
who are exposed to high conflict lifestyles may need to concentrate on specific skills and be
provided with opportunity to demonstrate those skills within a group setting. One of the most
effective ways to do so, is by teaching conflict resolution skills. Conflict Resolution curricula is
an alternative proactive discipline plan many educators are implementing to teach students to
acknowledge differences, change win-lose paradigms to win-win solutions and use negotiation to
resolve conflict (Daunic,A., Smith,S., Robinson,R., Miller,M., and Landry,K., 2000). Effective
conflict resolution group work can change students attitude and behavior. In addition, it
promotes further skill building, such as demonstrating empathy, leading to a reduction in time
spent on conflicts and increase school attachment and achievement (2011).
Overall, the small group must be effective in helping students develop strong skills to
cope with a range of conflicts and problems. In their article Kilian and Kilian (2011), provided
three needs a successful conflict resolution program needed: 1. resolving conflicts in ways that
promote and preserve relationships thereby facilitating bonding; 2) providing conflict resolution

through students controlling their behaviors and making smarter choices; and 3) empowering
students by encouraging them to solve their own problems rather than having them controlled by
teachers and staff.
Following the program their program model, the Kilian and Kilian (2011) conducted a
pilot program with identified elementary student who were non-responders to universal
interventions. Their selection of the most seriously problematic students ranged in grades 3
through 5. An accumulation of behavioral referrals, academic achievement data, and state testing
measures provided an evaluation of the students need to participate in the group. Students
received 20 social skill lessons including 10 core and 10 advance skills organized in four areas;
prerequisite, interpersonal, problem solving, and conflict resolution (2011). The group of
students were separated into smaller groups of three to five. The group was conducted for a
period of two years.
In their results, Kilian and Kilian (2011) discovered that the majority of the students
reduced the number of office referrals. Subsequently, students academic performance increased
in the areas of math and reading. The findings suggest that small groups focusing on skill
development can improve a students ability to make better choices contributing to their success
academically and socially. Counselors can appreciate the outcomes of the study because their
professional focus is on the whole child. Kilian and Kilian (2011) were careful to stress the
importance of including follow up session to promote retention of conflict resolution skills.
Reviewing the data of the study can bring much hope to counselors, teachers,
administrators in schools. Many school are powering up with strategies to reduce office referral,
improve testing scores, and grades. Perhaps an appropriate intervention lies in within the
building. According to the American School Counseling Association (ASCA) group work is

defined in the delivery system. Although, many building counselors are limited on time and
resources, research tells us that group interventions can be quite beneficial to those students who
do not respond to schools universal interventions.
Description
The purpose of this group is to improve students ability to use conflict resolution skills
in order to reduce violent behaviors within the school and the community. Students will gain the
ability to identify conflicts, manage their emotions related to the conflict, and predict potential
consequences. This group is designed to meet the needs of middle school students who do not
appropriately respond to universal social skills, such as Positive Behavior Intervention Strategies
(PBIS) or PARRT (Participation, Active Listening, Respect, Responsibility and Trustworthiness)
lessons. Students will be identified through behavioral management data, administrator referrals
and parent referrals. The group will focus on resolving conflict in a non-threatening manner to
maintain positive, meaningful relationships with their peers, family members and other adults in
their lives.
Students will explore a variety of social skill approaches to common conflicts they may
encounter on a daily basis, but not limited to school. Students will gain these skills through
interactive and engaging activities, such as group discussions, social narratives and role-playing.
At the end of each session students will complete a self-evaluation to demonstrate knowledge of
the skill they learned during group. This strength based approach will motivate students to break
down social and learning barriers by communicating their feelings effectively with others.
Rationale for the Group
The Cedar Rapids Community School District diversity committee is examining the
behavioral management practices within elementary, middle and high schools. The behavioral

management practices includes, but isnt limited to, minor behavioral infractions within the
classroom that results in office referrals and major infractions that result in out of school
suspensions. One school within the district that has become a focus of the diversity committee is
McKinley Middle School. The school administrators reported using the PBIS model to provide
interventions for their students. Some of those interventions included school-wide PARRT
curriculum lessons, check-in/check-out (CICO), Check and Connect, an intervention room, and
parent/student meetings. In some extreme cases district wide interventions were sought out by
the school. These interventions may include the district behavior specialist team, parent/student
meetings with the discipline hearing officer, and contact with the Cedar Rapids Police
Department.
When looking at data from the behavioral referral system McKinley had 530 students
enrolled and 1,948 office referrals in the 2014-2015 school year, which is an average of 3.68
referrals per students. When looking further into the data, it was determined 28.75% of all office
referrals came from defiance/disrespect, 16.58% from disruption to the learning environment,
11.6% from fighting/physical violence and 11 % from abusive/inappropriate language. The
school administrators and teachers were then able to pinpoint a group of students with significant
behavioral office referrals regarding daily conflicts within the school. These conflicts threatened
their relationships with their peers and changed the overall cultural of the building. Out of the
1,948 behavioral referrals, 5.66% of students have 20 or more referrals for the year and 1.13% of
the student population have 40 or more referrals for the school year.
Developmentally Appropriate Objectives for the Group
Students will learn the steps to effective conflict resolution.
Students will begin to learn alternative techniques for resolving conflicts.
Students will learn how to effectively resolve conflicts with their peers, family members and
teacher/other adults.

Group Logistical Considerations

Leader: The school counselors will co-lead this group. Ethical guidelines will be followed
throughout the six week session. The leaders have been provided curriculum including activities
that meet the overall objectives. Modifications can be made to meet students needs.
Group Member Selection: The school counselors examines the previous years behavioral
referral data, grades, and state assessments to screen for potential students. After initial
screening, counselors worked with school staff to identify other students who did not meet the
initial criteria. During the final selection process counselors shared their list with school
administration and devised a plan to communicate with parents and students. Parents were
provided with a description of the group and parental permission was requested for their student
to attend weekly group sessions. After gaining parental permission, school counselors then met
with students one-one-one to determine final eligibility and answer any questions the student
may have. Students will be presented with the responsibilities of being a group member which
includes rules of confidentiality and self-disclosure. At this time, students will have the
opportunity to opt-out of the group if they dont feel they can meet the expectations.
Meetings: The group will meet once a week on Wednesday for six weeks during Extended
Learning class (40 minutes). Teachers will receive an email the day prior to the meeting excusing
the students from their class. This will help relieve the students from the stigma of being
associated with a skill development group.
Group Inclusion: This group is designed for six to eight students of the same grade level and
recommended students be of the same gender. It is our intent is for the group to be diverse in life

experiences, leadership abilities, and social skills. Meanwhile, the co-leads will draw the
participants attention to their similarities in their conflict resolution skill development.
Each session students be greeted at the door by one of the counselors. This serves as a
check-in and helps students feel welcome in the group. The group norms and daily agenda will
be posted for students to review at the beginning of the session. Each session will include an ice
breaker, a conflict resolution content, role playing (optional) and a conclusion. Group sessions
can include individual, partners and small group work. The group will end with daily take-aways
and a non-graded practical application assignment.
Location and Duration: The group will meet in designated classroom on Wednesday for 40
minutes during Extended Learning time. This group has six planned sessions but can be
extended for individual or group follow up when needed.
Open vs. Closed Groups: This group will only include those students selected by counselors
during the screening process. Students will not be added to this group. Upon request counselors
may begin the screening process for a new group.
Dropping Out: Students are not encouraged to drop out of the group, however the option to drop
out will be considered if the student is unable to meet the expectations of the group, a student
feels uncomfortable in the group setting and/or has extreme academic conflicts. If a student feels
they need to drop out, counselors will meet with this student individually and contact will be
made with their parents.

Chronology of Sessions:

Session 1: Introduction
Materials:
Large paper
Markers

Pens
Pre-test
M&Ms

Welcome and Explanation of the Group:

Define conflict resolution: a way for two or more parties to find a peaceful solution to a
disagreement.

1.
2.
3.
4.

Ice Breaker: M&M Getting to Know You

Students will be given two M&Ms and they will have to answer a question for the color of
M&M to receive
Sample Questions:
If you could be any animal what would you be and why?
If you could go anywhere in the world where would you go and why?
Where is your favorite place on Earth?
What is your favorite memory?

Work Time: Establishing Ground Rules/Norms

Explain confidentiality and how it applies to the group
Explain what a norm is and how they can be unique to the group
Have students brainstorms norms they would like to have for the group
Record brainstorm ideas and then combine common norms to create a shorter list
Hang paper up so the norms can be revisited at every group

Conclusion: Pretest Assessment

Session 2: Steps to Conflict Resolution

Materials:
paper
markers
tape
Objectives:
Students will learn the steps to effective conflict resolution.
Students will begin to learn alternative techniques for resolving conflicts.
Students will learn the similarities and differences between group members and how this can
affect ones perceptions in different situations.
Welcome and Explain the Day's Objectives:
Review group norms
Define conflict resolution and explain the concept of steps to resolving conflict effectively
Ice Breaker: Take a Walk

1.
2.
3.
4.
5.

Students will get into pairs and will stand face-to-face at a comfortable distance
Students will then discuss similarities and differences between them.
For each similarity they will take a step forward and for each difference they will take a step
back.
Discussion Questions:
How apart did you get before you looked for similarities?
How close did you get before you looked for differences?
What did you notice about your differences?
What did you notice about your similarities?
Why is it important to notice of similarities and differences of people around you?

Work Time: Discussing Steps to Conflict Resolution

- Explain the six steps for resolving conflicts
1. Cool Off - conflicts cant be solved when someone is in the heat of the moment. Take some
time to get emotional distance before attempting to talk through the conflict.
2. Tell whats bothering you using I messages - I messages allow you to tell the other person
how you are feeling without attacking them. By using I you take the responsibility for how
you are feeling and how you perceive the problem.
3. Use Reflective Listening - each person rotates telling what they heard the other person say.
When we use reflective listening skills we are demonstrating that we hear the other person and
are no longer just focusing on our own point of view.
4. Take Responsibility - in most conflicts both parties share in the responsibility but we tend to
blame rather than looking at our role in the problem. When we take responsibility we take the
blame out of the conversation and allow the possibility of a resolution to take place.
5. Brainstorm Solutions - Since there are many different solutions to a single problem take time to
brainstorm all the possible solutions and then come up with one that both parties can agree with.
6. Closure - say thank you or acknowledge the other person in some way for working out the
conflict.
Activity: Step by Step (Formative Assessment)
- Tape the words conflict and resolution about six feet apart on the wall.
- Give the group six papers to write the steps of conflict resolution on.
- The group will them brainstorm what the steps are and the order of the steps. Once the steps are
agreed upon students will write them on the sheet of papers and place them in order on the wall.
- After students have identified the correct order the group will brainstorm a situation and role
play using the steps correctly. The instructors will do a role play first to show students how to
correctly go through the steps.
- Possible Situation: Kim is angry with Kristin because she found out about a party that Kristin
was invited to but she wasnt over snapchat. She is angry because she thought Kristin should
have told her about the party instead of her having to find out about it from someone else.
- Discussion Questions:
1. Is there any additional steps you could add after resolution?
2. How can we remember these steps in conflict situations?
-

Conclusion:
Review what we learned today.
Ask students how they can use the skill of conflict resolution throughout the week.
Give students a step in the steps to conflict resolution to work on throughout the week.

Session 3: How to manage conflicts with your peers

Materials:
List of stressful situations
Paper Plates
Dark Sheet
Masking Tape

Welcome and Todays Objectives:

Review group norms
Review definition of conflict resolution
Review steps to conflict resolution
Students will understand how other peers may have differing opinions on stressful situations
Students will learn how to effectively resolve conflicts with their peers

1.
2.
1.
2.
3.
-

Ice Breaker: Mimes

Many of our conflicts come about because of inaccurate assumptions or perceptions. We then
make judgements based on those inaccurate assumptions or perceptions. This activity will help
students learn the skill of asking questions and clarifying those answers.
Students will pair up. Each student will then ask their partner a question but the partner may not
verbally answer the question, they must mime it. The student asking the questions may ask as
many clarifying questions they would like until they understand their partner's answer.
Sample Questions:
When you were a child, how did you spend your time?
What accomplishment are you most proud of?
Discussion Questions:
How do questioning skills help you to understand?
What skills are necessary to overcome assumptions?
What is the value of asking questions to resolve conflicts?
Work Time: What conflicts do you have with your peers?
Brainstorm conflicts students have had with their peers.
Discuss different reasons why conflicts have arisen with your peers.
Discuss what step in conflict resolution would be the hardest when dealing with your peers and
why. If there is a common theme with group members leaders can spend time practicing this
step with group members.
Activity: Thermometer Activity

This thermometer (referring to the taped area on the floor) represents the possible range of
stress that someone can experience. The further up we move on the thermometer, the higher our
stress level is for this situation.
Before having the students start the activity the instructor will need to demonstrate to avoid
confusion.
To begin, students will be divided into pair and the first pair of students will stand back-to-back
on the first plate. The instructor will then read a situation and the students stand go to the spot on
the thermometer to show how stressful the situation would be for them.
Discuss why each student chose their spot on the thermometer.
After all students have gone through the activity discuss with students how conflicts can arise
from two peers having different takes on the same situation. There are times when you may feel
stressed about a situation and another peer doesnt. How does that make you feel? Can you
think of a time a conflict has arisen from one of these situations?
Role Play:
Students will use one of the situations from the thermometer activity to role play a possible
conflict with a peer. During the role play students will use the steps for conflict resolution when
confronting the other peer.
Conclusion:
Discuss how understanding that everyone has different stress levels for different situations can
affect your conflicts with your peers?
Discuss how assumptions and perceptions can affect/cause conflicts?
Ask students how they can use this skill throughout the week.
Give students a step in the steps to conflict resolution to work on throughout the week.

Handout: Session 3

Thermometer Activity

Stressful Situations for Teenagers

1. Your parent takes your phone away and you arent able to get on social
media.

2. You got into an argument with your friend.

3. You failed a test/class.
4. Your friend makes a post about you.
5. You dont get invited to a party.
6. Your boyfriend/girlfriend breaks up with you
7. You are late for class.
8. Your friends are ignoring you at lunch.
9. You get sent to the office.
10. You get sent out of class.
11. Your friends are making fun or you but they say they are just playing.
12. You get into a fight with your parents.

Session 4: Conflicts with Family

Materials:
Balloons
Family Role Play Cards

Welcome and todays objectives:

Review group norms
Review the steps to conflict resolution
Ask students if they had any conflicts during the week and how they resolved them.
Students will be able to identify how conflicts are different with family members.
Students will be able to effectively handle conflicts with family members.
Ice Breaker: Balloons in the Air

1.
2.
3.
4.

Form a circle and hold hands with the person next to you.
Next instruct students that you are going to throw a balloon into the middle of the group and they
have to keep the balloon in the air while still holding hands and you are not allowed to use your
feet.
After the group is successful at keeping the balloon in the air, toss another balloon into the circle.
Discussion:
How is this activity relevant to conflict resolution?
In conflict resolution do you ever have to work through difficult situations with other people?
What about in a family? Is it more important to work through conflict together in a family or
with people outside your family?
Discuss what step in conflict resolution would the skill of being able to work together be the
most beneficial.
Work Time:
Discuss how conflicts within the family can look different from conflict with your peers.
How does each group member handle conflict at home or with family members?
Is it harder to handle conflict with your family? Why or why not?
Discuss what step in conflict resolution would be the hardest when dealing with family members
and why. If there is a common theme with group members leaders can spend time practicing this
step with group members.
Activity: Things Your Parent/Caregiver Says or Does
Students will pick a card with a situation that may happen within the family unit to create
conflict at home.
Students will pair up with another student and role play their scenarios.
Students who are not role playing will identify if they have gone through all of the steps to
conflict resolution and offer compliments and suggestions.
Conclusion:
Discuss how students can use the skills of working together with their families throughout the
week.
Give students a step in the steps to conflict resolution to work on throughout the week.

Handout: Session 4

Family Role Play Cards

When you go home after school, you

see that your parent/caregiver has gone
through your things and probably seen
something you didnt want them to.

Parent/caregiver yells at you because

you forgot to do your chores.

Parent/caregiver yells at you when you

come home 20 minutes late from being
with your friends.

Parent/caregiver wont leave you alone

about doing your homework.

Parent/caregiver is having friends or

relatives over and is mad because you
havent done your chores.

You are telling your parent/caregiver

something that has happened to you
and they continue to interrupt you.

Parent/caregiver doesnt go to see you

in an important school event.

You told a friend you could go to their

party and then your parent/caregiver
says that you cant go.

You go to a concert or sporting event

with you family and your
parent/caregiver makes you sit with
them instead of being allowed to go

You get ready for school and your

parent/caregiver makes you change
because they dont think it is a
ppropriate for school.

with your friends.

Modified from Strong African American Families

Session 5: Conflicts with Teachers and Other Adults
Materials:
You Dont Say Handout
Welcome and todays objectives:
Review group norms
Review the steps to conflict resolution
Ask students if they had any conflicts during the week and how they resolved them.
Students will be able to identify what nonverbal communication is and how it can affect a
conversation.

Ice Breaker: You Dont Say

- Nonverbal signals we receive can have a big impact on the conflicts in our lives. This activity
will help students understand of what messages they are sending nonverbally. During this
activity students will become aware of not only their own nonverbal messages but others as well.
- Students will divide into small groups and will be given a set of nonverbal signals. One student
will pick a nonverbal and the other members of the group will have to try and guess what
nonverbal message they are trying to interpret.
- Students will then take turns acting out the various messages until everyone has had a turn.
- Discussion Questions:
1. How powerful is nonverbal communication?
2. Do we all interpret nonverbal messages in the same way?
3. What are some nonverbal signals we may use in times of conflict that may have a negative effect
on the situation? What about positive nonverbal signals?
-

Work Time: Why Nonverbal Messages so Important in Communication?

Definition of nonverbal communication: communication without the use of spoken language.
This can include facial expressions, posture, eye contact, leaning forward, nodding, open body
posture, hand gestures, appropriate encouragers, and showing empathy.

1.
2.
3.
4.
5.

Activity:
Students will pair up and stand back to back.
One person will talk for 30 seconds about their favorite hobby while the other person listens.
Then they will change roles.
During this activity students cant look at each other, make physical contact or ask each other
any questions.
Discussion Questions:
Did it feel natural to talk to your peers without looking at them? Why or why not?
Did you feel like you missed anything the other person said?
Is it important to see the other personal as youre talking to them? Why or why not?
Why is this activity important when talking with adults?
Have you ever had a conflict with a teacher or other adult when you refused to look at them?
How would this affect the conversation? Were you able to resolve the conflict?

a. Be aware of how eye contact can be perceived in different cultures. May have to adjust lesson
plan.
-

Role Play:
Students will pair up and determine a situation where they had a conflict with a teacher or
another adult in the school building.
Students will then practice resolving the conflict using the six steps.
Conclusion:
Summarize the importance of body language and how this can affect conflict resolution in a
positive and negative manner.
Give students a step in the steps to conflict resolution to work on throughout the week.

Handout: Session 5
You Dont Say Activity
1. Leaning forward in a chair
2. Leaning back in chair, arms folded
3. Resting chin in both hands
4. Resting chin on your knuckles
5. Yawning
6. Smiling
7. Frowning

8. Smiling and nodding

9. Rubbing your temples
10. Glancing at watch
11. Looking around the room
12. Tapping fingers on the table

Session 6: Conclusion to Group

Materials:
post-test
toilet paper
paper
pen
Welcome and todays objectives:
Students will be able to state the steps to conflict resolution.
Students will be able to identify how to effectively handle conflicts.
Students will be able to identify resources they can utilize if they are struggling with resolving a
conflict.
Ice Breaker: Toilet Paper Game
Have a roll of toilet paper ready at the beginning of group. When students come into group tell
them to take as much toilet paper as they need.
Once everyone is in group tell students they need to tell one thing they learned about conflict
resolution for each section of toilet paper they have. Students cannot repeat what another peer
said.
Work Time: Goal Setting
Define goal setting: identifying something you would want to accomplish and setting
measurable goals and timeframes.
Students will create goals regarding conflict resolution with their peers, family and teachers or
other adults they interact with.
Activity: Letters to Self
Students will write letters to themselves about what they have learned in the group and how the
information will change how they will deal with conflict.
Students will include how they could share that information with their peers.
Students will also include how can they demonstrate those skills to help make their school a
better place.
Conclusion:

Tell students the leaders of the group are also facilitators and can help with resolving a conflict if
they are struggling to resolve it by themselves.
Have students brainstorm other adults in the building who could help with resolving conflicts in
a positive manner.

Conflict Resolution Pretest/Posttest

Name:______________________________
Directions: Circle the answer that most accurately describes you in each statement.
1.) I feel easily annoyed or irritated when people try to question my opinions.
a.
Strongly Agree
b.
Agree
c.
Disagree
d.
Strongly Disagree
2.) Only actions matter; talking about problems never solves anything.
a.
Strongly Agree
b.
Agree
c.
Disagree
d.
Strongly Disagree
3.) I think gossip is harmful because it starts fights.
a.
Strongly Agree
b.
Agree
c.
Disagree
d.
Strongly Disagree
4.) In order to prevent violence it is important to avoid conflicts.
a.
Strongly Agree
b.
Agree
c.
Disagree
d.
Strongly Disagree

5.) I get into agreements with friends and family members often.
a.
Strongly Agree
b.
Agree
c.
Disagree
d.
Strongly Disagree
6.) When I am stressed out I find positive ways to release my energy (exercising, walking,
listening to music, etc.)
a.
Strongly Agree
b.
Agree
c.
Disagree
d.
Strongly Disagree

7.) When someone has wronged me I find a way to get even.

a.
Strongly Agree
b.
Agree
c.
Disagree
d.
Strongly Disagree
8.) When someone disrespects me I have the urge to injure or harm that person, or smash
or break things.
a.
Strongly Agree
b.
Agree
c.
Disagree
d.
Strongly Disagree
9.) When in a conflict with someone who loses their temper the best response is to
___________.
a.
To fight back
b.
To explain why they are wrong
c.
Not to engage and allow them to vent
d.
Not to lose face
10.) What is the most effective way to handle a dispute?
a.
Use neutral body language
b.
Keep focus on yourself
c.
Listen to the others point of view
d.
All of the above
11.) Conflict is ___________.
a.
The result of an aggressive person who cant handle their anger.
b.
A natural part of life when two people dont see things the same way.
c.
A failure to get along with others.
d.
An excuse to blame someone else for your personal problems.
12.) Compromise means _________.
a.
No one gets what they want.
b.
You have no pride
c.
Both sides give and take
d.
Agreeing to disagree

Modified from Youth Leadership Academy: Conflict Resolution Manual

[Date]
Dear, [First name, Last name],
We would like to take this opportunity to inform you of the small group
counseling services offered at TMS. Small group counseling services gives students the
opportunity to focus on skills that can positively impact their lives. A student can benefit
from the opportunity to discuss his/her feeling about their concerns within a group setting
where students can expected to demonstrate the P.A.R.R.T expectations.
This fall the counseling department will organize a group to address conflict
resolution. Conflict resolution skills teach students how to resolve conflict in ways that
promote and preserve relationships, emotional regulation, and empower students to
consider positive choices. Students will meet once a week for six weeks to learn how to
master the steps of conflict resolution. The group will meet during Extended Learning
period to ensure that your child does not miss any core instruction.
If you feel your child may benefit from attending this group, please sign the
form on the back and return to the Main Office for school counselors. If more information
is desired about the group counseling sessions, please contact the counseling office. We are
looking forward to working with your student.

Sincerely,
Ms. Kristin Mangrich
School Counselor

Mrs. Kimberly Abram-Bryant

School Counselor

Conclusion and Recommendations:

Success criteria will be defined by comparing pre- and posttests and reviewing screening
materials used to determine eligibility of students. It is recommended that students have monthly
one-on-one sessions with one of the school counselors to help retain their conflict resolution
skills. During these meetings students will be encouraged to express their ability to demonstrate
these skills in different settings in order to retain and improve the learned skills.

Bibliography
1.
Scannell, M. (2010). The big book of conflict resolution games quick, effective activities
to improve communication, trust, and collaboration. New York: McGraw-Hill.
2.
Learning Peace - Six Steps for Resolving Conflicts. (n.d.). Retrieved June 26, 2015, from
http://www.learningpeace.com/pages/LP_04.htm
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AGcAcABlAGEAYwBlAC4AYwBvAG0ALwBwAGEAZwBlAHMALwBMAFAAXwAwADQ
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Intervention Summary - Strong African American Families (SAAF). (n.d.). Retrieved
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Resolution and Peer Mediation Programs: Experiences in Three Middle Schools. Intervention in
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