The Minimal Resource Model of Conflict Resolution: Exploring the Efficacy of the Cadre Approach
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Authors
Norris, Jeremiah Patrik
Issue Date
2001
Type
Dissertation
Language
en
Keywords
Alternative Title
Abstract
The proliferation of Conflict Resolution programs in middle schools has inspired much research about the varied approaches to teaching these skills. Most evaluative research has examined comprehensive styles in which all students in the school are trained. However, little robust research has been done on the models that train a small number of students, a Cadre, with limited resources. This approach is here termed as the Minimal Resource Model (MRM). The key feature of the Cadre approach within the MRM is that a select cohort group of students are trained in conflict management and asked to function as peacekeepers for the student community. This study sought to understand the nature and efficacy of the Cadre approach to conflict resolution through combining quantitative (archival research) and qualitative (action-evaluation) methods. It was hypothesized that the Cadre approach would significantly reduce the number of conflicts (Fights or Class Disruptions) seen at Bancroft Middle School, an example of the MRM, in the time period of three academic years (1997-2000). The qualitative methodology also sought to discern the various unknown positive and negative influences in the Cadre approach. Finally, the qualitative portion of this study explored the varied forms of student diversity and how they affected students in both a conflict management program and a middle school. Findings indicate that the implementation of the CM program at BMS correlated with a decrease in the number of Fights and Class Disruptions over a three-year period. Qualitative findings are presented in a suggestion and improvement format for the existing program. The intent of this evaluation was to assist other researchers in understanding practical and affordable methods of implementing conflict resolution.