Inputs-Partner Departments
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[edit] Introduction
Each of the Partner Departments within the Federal government provide expertise, resources, and programs related to non-violence, constructive conflict management, etc. even though peacemaking is not their primary charter. Each of these Partner organizations provide important contributions toward the goal of creating a peaceful society - a society that minimizes domestic/interpersonal violence and increases opportunities for all its citizens.
The "Specialized Input" from each of these Partner Departments will be coordinated and integrated by the Department of Peace and Nonviolence to provide a comprehensive response to the end user - a response that has a demonstrated effectiveness.
[edit] H.R. 808 Legislation pertaining to IntraGovernmental Departments
TITLE III--FEDERAL INTERAGENCY COMMITTEE ON PEACE AND NONVIOLENCE
SEC. 301. FEDERAL INTERAGENCY COMMITTEE ON PEACE AND NONVIOLENCE.
There is established a Federal Interagency Committee on Peace and Nonviolence (hereinafter in this Act referred to as the `Committee'). The Committee shall--
(1) assist the Secretary in providing a mechanism to assure that the procedures and actions of the Department and other Federal agencies are fully coordinated; and
(2) study and make recommendations for assuring effective coordination of Federal programs, policies, and administrative practices affecting peace.
[edit] Department of Education - Areas of Collaboration with Specialized Input to DoPN
A primary goal of educational institutions is to assist youth in reaching their potential.
Any violence in the educational environment detracts from that goal.
[edit] SI 1001 Playground / Classroom Conflicts that Escalate to Violence.
[edit] Issue
When an educator observes unmanaged conflict among students on the playground or in the classroom, as a responsible adult, she/he is obligated to intervene and assure the situation does not escalate to physical violence(or other forms of violence). As a result, the teacher/instructor must take valuable time away from the majority of their students, divert their attention from their primary mission, and deal with the few who are engaged in an escalating conflict situation.
[edit] Response/Goal:
Teach students social cognitive skills that allow them to recognize and nonviolently manage their day-to-day interpersonal conflicts. There is no question that youth can learn and effectively use these skills - even as early as kindergarten.[1]
Because playground & classroom conflicts are not uncommon scenarios, the educational system (e.g. the U.S. Department of Education, State Departments of Education, colleges & universities, local school boards, neighborhood schools, and hundreds of NGOs) have become involved in developing classroom curriculum that teach students skills for recognizing conflicts, and strategies for self-managing playground & classroom conflict. Conflict is inevitable. Violence is not.
Needless to say, the hundreds of curriculum / programs that have been developed have some elements in common, but they are also different in many ways. Each has its own effectiveness and cost. In many cases, the effectiveness of a specific program taught in a local school is not known because it has not been rigorously evaluated. Nevertheless, the locally developed curriculum is often used even though it may not be a "Best Practice" - even though it may not be as effective as a curriculum developed in another region of the country.
[edit] Role of the Department of Peace and Nonviolence
- Support the primary goal of the Department of Education by assuming responsibility for an integrated "safe learning environment"
- Utilize the "Specialized Inputs" from the Department of Education (and related organizations), merge and integrate these programs with those of Partner Departments and provide a comprehensive strategy, a detailed plan, and an effective (Best Practice) program for schools to implement.
- [Add your ideas]
[edit] SI 1002 Bullying
[edit] Issue
Exerting power over others (bullying) is another common form of violence experienced in school environments.
[edit] Response/Goal
Because bullying creates a hostile learning environment for the student who is being subjected to the bullying behavior, again the Educational system (i.e. the U.S. Department of Education, State Departments of Education, and hundreds of NGOs)have developed various forms of "Bullying Proofing" curriculum/programs for application in schools. Needless to say, each of the anti-bullying curriculum / programs have some elements in common, but are different in many ways, and each has its own effectiveness - in many cases the effectiveness of a specific program has not been rigorously evaluated.
There is a motivation to deal with individual or collective bullying quickly because it will often escalate to physical violence. The "victim" of the bullying behavior (i.e. the person who experiences the humiliation of being bullied) can access to weapons for violent retaliation (i.e. guns, explosives, chemical substances, etc.). In today's visually rich environment, the "victim" can already envision the actual use of these violent tools on the "bullies" (based on personal experiences in a violent neighborhood, based on images seen in the media, video games, or on the internet). Researchers understand that violent behavior is not generated by a single event, but rather a series of interconnected events.[2]
The response/goal is to help students identify bullying behavior. There are male AND female Bullies. General an intervention requires weither an adult of a group of the bullies peers. Rarely can the "victim" extract themselves from this situation without help so they are taught how to seek help, and often provide counseling support to deal with the trauma of the bullying situation.
[edit] Role of the Department of Peace and Nonviolence
[To be described]
[edit] SI 1003 External Intruders
[edit] Issue
Although federal and state government agencies have "mandated" that local school districts must develop plans for creating "safe schools," the root cause of school violence may be beyond the ability of a local school district to address. External Intruders are one example.
The recent tragedy at Platte Canyon High School Bailey, Colorado where Emily Keyes lost her life is an example. Preventing the violent acts of intruders[3] cannot be assigned solely to the Platte Canyon School District, or even to the Colorado Department of Education or even to the U.S. Department of Education.
[edit] Response/Goal
[To be described]
[edit] Role of the Department of Peace and Nonviolence
[To be described]
[edit] SI 1004 Self-inflicted Violence
[edit] Issue
Youth can also be involved in self-inflicted violence (e.g. substance abuse, extreme "sports," suicide, reckless driving, smoking, etc.) that are also forms of violence because they ultimately prevent that youth from reaching her/his potential.
[edit] Response/Goal:
Again many schools are involved in teaching students how to avoid these self-inflicted violent behaviors, but the youth's life experiences are so diverse that programs for the "general population" may not be effective for "youth-at-risk."[4]
[edit] Role of the Department of Peace and Nonviolence
[To be described]
[edit] SI 1005 Structural Violence
[edit] Issue
A child enters the public school system in kindergarten, but has a very limited command of the English language. The local school is not equiped to teach in that child's primary language. One can take the position that "that's life - the child will eventually learn to communicate in English." During the year or more it takes the child to acquire language skills, that child is falling behind peers, experiencing a great deal of frustration and hopelessness and even trauma.
We must recogize that this scenario is a form of "structural violence" - Responsible adults, beginning with the child's family, extended family, the neighborhood, the school district, the state, and actually all citizens of the U.S. have let this child down and share some level of responsibilty. It is no fault of the child that she/he was placed in the school environment without the language tools needed to succeed. As a result that child is being prevented from reaching his/her potential as a human being.
Any act (or failure to act) that prevents a person from reaching their potential is a form of violence. Violence begets violence. There are many cases where children who are not afforded an opportunity for positive development (i.e. have not been provided the assets needed for positive growth) will in turn exhibit violent behavior later in their life. The local school district is rarely given the budget or the charter to monitor children from their time of birth through infancy and pre-school years to assure the child is adequately prepared to begin kindergarten. This is a bigger issue than a school district can handle.
[edit] Response/Goal
Waiting until the child enters kindergarten to discover that the child will have difficulty in a particular school (e.g. due to language skills, physical challenges, etc.) is a form of "structural violence" to that child and the violence must be eliminated. Where ever possible, issues that limit a child's ability to learn in a formal educational setting should be identified at a preschool age or before to eliminate as many obstacles to learning as possible.
[edit] Role of the Department of Peace and Nonviolence (Examples)
- Assist the local school districts in identifying youth who may experience potential obstacles to achieving in a formal learning environment. Language is but one potential obstacle.
- Work with the local practitioners to recommend Best Practices in these situations and if necessary, provide resources & training for ESL preschoolers. Arriving at the door of kindergarten skilled in two languages places these children in a good position to succeed.
- [add your ideas]
[edit] Department of Justice - Areas of Collaboration with Specialized Input to DoPN
[edit] Department of Health and Human Resources - Areas of Collaboration with Specialized Input to DoPN
[edit] Department of Homeland Security - Areas of Collaboration with Specialized Input to DoPN
[edit] Notes /References:
- ↑ References that provide evidence of effectiveness
- ↑ cite Lonnie Athens' research on Violent Criminals reviewed by Richard Rhodes in "Why They Kill" /
- ↑ In this instance, the intruder was Duane Morrison - a person in the local community who had exhibited violent behavior in the past, but these "red flags" were ignored
- ↑ youth who have already exhibited some violent behavior
