Peaceful Kids Conflict Resolution Program

The theme or key idea for this article was the presentation of the Peaceful Kids Early Childhood Social-Emotional (ECSEL) Conflict Resolution Program, along with an evaluation of its outcome.

The problem studied was conflict among children in preschool, which is frequently overlooked in favor of programs for older children. Violence in older children may be due to cognitive and emotional problems in younger years and the ECSEL program is therefore designed to respond to the cognitive, emotional, and behavioral needs of preschoolers to avoid later violence.

A primary hypotheses for this study was formally stated: Training that included the parent and staff training would result in greater skillsÆ development and decreased levels of aggressive behavior and conflict avoidance in children than either a staff condition or a control condition.

Research questions for this study were not formally stated, however, use of the question of whether parent and staff training would be more effective than staff alone and control conditions, and whether the ECSEL program was successful, were implied.

The predictions for this study were formally stated in the directional hypothesis.

The article provided an adequate bibliography to support the study, with an introduction to the problem and reasons for predictions, literature to s

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hese findings were unique since no prior research had been conducted regarding these factors; the authors presented their theory and testable hypotheses. Application of findings are, that since quality schools and safe school program components resulted in positive effects regarding reductions school crime and violence incidents, these factors can be applied to current prevention and treatment efforts regarding these problems. The authors stated that their results present distinguishable findings, which can be applied when considering the issues: there is clearly an important relationship between community dysfunctions and crime and violence in the schools (poverty, parental alcoholism, and city schools result in more serious crime and violence); and percent minority, school size, and school grade level were related to seriousness of crime and violence. The authors also found that the degree of school quality and number of safe school components were related to seriousness of school crime and violence. It was concluded that while it is important to make schools safe, it is more important to focus efforts on the development of quality schools. This is because quality schools are safe schools, but safe schools may not be quality
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Some common words found in the essay are:
Violence Scale, Empathy CARE, District Columbia, Social Practice, Daily Report, West Indian, Rating System, Parent Counsel, Urban Society, SASS Reliability, study included, study formally, study formally stated, formally stated, safe school, bully-proofing program, towards violence scale, attitudes towards, towards violence, violence scale, cognitive-behavioral treatment, school quality, attitudes towards violence, quality schools safe, school quality safe,
Approximate Word count = 5012
Approximate Pages = 20 (250 words per page)

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