![\"Domestic](\"https:\/\/www.wpdi.org\/app\/uploads\/c10eda36-de1e-43ce-a296-da6b033378e8-750x422.jpg\")
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October 30, 2019\u00a0<\/strong>\u2013 Our programs are built on the idea that peace education in schools can significantly improve relations among students, teachers and staff, with a positive impact on learning outcomes. This is why we go into schools and train teachers and student around our vision that conflict resolution education (CRE) is beneficial. To this effect, we regularly submit to independent evaluations. Recently, Dr. Edward Curammeng of California State University Dominguez Hills (CSUDH) completed a new monitoring and evaluations report on the Whitaker Peace & Development Initiative\u2019s (WPDI) Domestic Harmonizer Program, specifically covering its three-year pilot phase at Carnegie Middle School in Carson, California. Dr. Curammeng \u2013 the program\u2019s independent evaluator \u2013 focused his study on changes at the school\u2019s campus as a result of WPDI\u2019s programs, and after conducting extensive interviews and analyzing anonymous surveys, he found the program to have had a number of positive results.<\/p>\n Carnegie Middle School was originally chosen by WPDI to host the Domestic Harmonizer Program\u2019s pilot because the educators were looking for a creative, thorough program that would encourage more cooperation on campus while minimizing constraints on the core curriculum. This is exactly what the DHP seeks to achieve. As Dr. Curammeng reports in his study, the Domestic Harmonizer Program is \u201cunique to the field because it is the only program that integrates CRE with core subjects of math, science, English, and social studies.\u201d Additionally, the program gradually integrated a peer mediation component wherein select students were trained to become mediators to resolve conflicts among other students.<\/p>\n The report is based on various evaluation methods, including focus groups with small groups of students and teachers, and anonymous student surveys collected and beginning and end of each school year. Focus group surveys on the curricula implementation showed that students enjoyed engaging with the program\u2019s content and learned how to collaborate in ways they had not envisaged before. As one 6th<\/sup>\u00a0grade student told, \u201cwe all cooperated, and it was a good success.\u201d The report also mentions that students \u201cworked with many people that haven\u2019t worked together and do some fun stuff.\u201d<\/p>\n More importantly, the report finds that significant changes in how they approached and interacted with conflict. An 8th<\/sup>\u00a0grade student mediator in his study noted that \u201cpeople stopped arguing, and [started] getting along and working together more.\u201d Teachers reported the same, with one mentioning \u201cimmediately following lessons, I noticed students changing the way they spoke to one another.\u201d Another teacher stated how she conducted a restorative justice circle modeled in the Domestic Harmonizer Program\u2019s curricula after a fight. The circle \u201chelped students to be much more empathetic, kids were nice to each other, and [they were] crying and had a moment of peace.\u201d<\/p>\n The focus group and qualitative data collected by Dr. Curammeng suggests that CRE tools and practices from the Domestic Harmonizer Program are \u201cbeing utilized by some of the teachers at Carnegie and indicate changes in the behavior of students, affecting their overall sense of belonging.\u201d Having teachers on board was one of the most important element as we ran this pilot program. We sincerely want to thank and commend the teachers and staff of Carnegie on their commitment. Our program clearly added some time constraints on them as life in the school went by, including principal and teachers turnover, a district-wide teacher strike and, expectedly, a bit of \u201cfidelity fatigue\u201d. Despite these challenges, the Domestic Harmonizer Program made a positive mark on the school environment. As stated in the report \u201cthe learning and educational experience occurring at Carnegie becomes much more necessary as a model for preparing young people to become civically engaged members of our world.\u201d<\/p>\n![\"Children](\"https:\/\/www.wpdi.org\/app\/uploads\/9c4b0e88-c15c-4f99-b101-92a3ad55d143-750x422.jpg\")
<\/p>\n![\"Chart\"](\"https:\/\/www.wpdi.org\/app\/uploads\/36ff5554-b1b5-45b2-9a8b-e67327a8129e.jpg\")
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<\/p>\n","protected":false},"excerpt":{"rendered":"October 30, 2019\u00a0\u2013 Our programs are built on the idea that peace education in schools can significantly improve relations among students, teachers and staff, with a positive impact on learning outcomes. This is why we go into schools and train teachers and student around our vision that conflict resolution education (CRE) is beneficial. To this…