Compile the Completed Policy Analysis

Running head: Design the Program or Policy.

Design the Program or Policy. 1

Design the Program or Policy 10

CJ-7105 V1: Public Policy & Criminal Justice

Design the Program or Policy

Nov.15th., 2020

Introduction

When it comes to implementation of policy measures for mitigating violence, misuse of power by the leaders in the learning institutions for learners at early grade level (kindergarten) to all other grades up to the 12-grade level, a time is challenging to move from broad goal to effective and strategic action. This paper addresses the cause and the steps that can be used to realize the expected impact based on priority areas and broad goals. The report from the research team's findings and the education stakeholders had the overall design and the detailed action plan.

This action plan is made to reflect mediation as asignificant way of solving disputes between learners, leadership roles, system revisions, disciplinary processes, and how communication between the core stakeholders can aid dispute resolution.The plan has ongoing and planned strategies and a set of the expected outcome indicators. Every end-state indicator shows what the real action plan targets by the end of implementation. The action plan has updated lists of ongoing and planned violence mitigation initiatives concerning student-teacher relationships in addition to the outcome indicators.

Problem Statement

School violence is any activity that can cause interference in the education system. It is not just school shootings. It includes verbal and physical quarrels. It also bullies through electronic means or social media, threats, weapon use,or gang activities. For example, according to the Caspio cloud database (2020), Detroit Public Schools Community District in Wayne County,MI. recorded 62 student expulsions as follows: drugs: 1 student, prohibited behaviors: 36 students, violence with physical injury: 7 students, violence without physical injury: 12 students, and using weapons: 6 students.

The students' prospected view is to learn how to discuss interpersonal issues, solve their conflicts, and help classmates do the same equal mediation.

The Objective of the Action Plan

The program objectives include: improving classroom learning, improve school life quality, and learn to resolve disputes peacefully. Also, learn to recognize the risk of violence by analyzing the factors involved in violence, using analytical thinking strategies to avoid enemies' struggle, and learning positive ways to express anger. Moreover, in this way, students should also know the negotiation procedure. Learn how to use it in relatively simple situations before it becomes possible; it was initially planned to solve real conflicts (Al-Awadhi, 2020). The mediation is more accessible and much more useful if the students already negotiated trained procedures.Teach all students constructive mediation conflict resolution between classmates.This proposed action plan's diverse objectives will require an intentional assessment plan to support students’ learning.

The Core Areas and Outcome Indicators

Work on a comprehensive action plan began early June 2020, after the report from the research findings by the federal government officers who were doing research on violence in learning institutions, impact on general human growth, and how mediation can be used to mitigate violence across the learning institutions from early learning grades(kindergarten) up to grade 12(Mayes, 2019).

The process of designing a comprehensive action plan involves gathering information from schools across the United States. The process identified potential end indicators and consultations with the stakeholders, such as teachers and the board of management. According to McMurtrey (2016), in the long run, the whole problem will be the best way to deal with the implementation of mediation and arbitration measures to cure the violence in learning institutions and ensure the healthy development of humans in the early stages of learning. Since the early days, there has been no violent environment to encourage and promote human beings' healthy development worldwide. The outcome indicatorensures that the learners can mediate or arbitrate the peers’ issues at early stages and encourage warm peer-to-peer rapports even without involving their teachers or school administration (the principal). This policy aims to reiterate the value and role of leadership in the early stages of learning to resolve disputes between learners and prevent the deterioration of such situations in the future, thereby eliminating or possibly avoiding the costs associated with violence and psychological image in learning. Early experiences of violence and torture against young children (Ash et al., 2017).

The Outcome Indicators

Leadership roles, adapted by learners, work together as arbitrators and mediators in disputes and deal with peers with respect and courtesy, regardless of race, religion, sexual orientation, gender identity, or physical strength.In this way, we will encourage them to get rid of power that replaced education and growth from early learning stages.

Respect the existing policies and develop more friendly and healthy policies that will allow the prevalence and coexistence of peace among peers from early learning grades upwards. This policy will build a healthy human personality,directly impactinghuman resources development useful for its general growth.

The disciplinary process is based on policies and systems set up by the federal government and the school management and encourage application understanding and strictest measures that will bring justice to all (Archerd, 2017). This way, learners at very early gradesstart responding to the disciplinary process without causing violence.

Learners who are active and willing to participate in conflict resolution measures will be willing to speak out about their problems and fears concerning different forms of conflicts. This way will show accountability in learners' experiences and openness in communicating about forms of violence such as harassment, discrimination, and abusive behavior.

Accurately display the content of the policy and system revisions. It will guide learners to follow the appropriate steps to resolve disputes and use strategic reasoning to avoid violence and promote peace, trust, and respect with peers and teachers.

The stakeholders to convene a meeting to deliberate on the current policies and involve learners to share their opinions on how the on their efficiency will encourage feedback system that will be utilized to measure the level of efficiency and plan to relevant changes on the existing policies implementation. This oversight role lies in the docket of teachers and principals as the senior stakeholders.

Measuring the Progress on the Outcome Indicators

The progress towards end states of the comprehensive action plan for violence mitigation in learning institutions is monitored by following stepwise the degree in which each outcome indicator is achieved. Although there are challenges are in evaluating the outcomes and the levels in which they have been achieved matters.

Reaffirming Leadership Role

Here a rollout of the expected leadership initiatives meant to direct and monitor how learners utilize peer arbitration techniques to mediate on their disputes and encourage peace among each other.These techniquesaremonitored by providing students with documents to fill in issues they can manage usingleadership skills. Using these skills as core competence such that it was able to show the hostility between the parties with disputes is clear. The solution is attained where the parties later report to the school administration and sign peaceful coexistence in the principal's office.

Observation and early peer arbitration applications as a method of meditation, while solving the dispute between learners, inspire the learners at very stages and nurture the character of peer arbitration, and encourage peaceful communication among the disputing parties.Thus, ensuring respect and commitment for peace, thus killing enmity(Gol-Guven, 2017). The practice of leadership role will encourage learners to exercise peaceful decision-making during the arbitration,which will aid systematic problem solving, train a specific number of learners on arbitration, and mediator roles in dispute resolution,motivating their desire for peacekeeping pacifists of peace.

Disciplinary Processes Based on Policy and Systems

Disputes records in discipline files should be used to evaluate and monitor the level of achievement. Learners at very early stages should be subjected to counseling, and the certainty results recorded in the occurrence book. The record of how the policies set by a given learning institution systems are being utilized to handle disputes. Disciplinary action on students is a systematic process that follows after a learner is subjected to all the counseling techniques available to see the reason for being subjected to disciplinary action.

The disciplinary process is outlined in the dispute resolution policy. Learners are encouraged to use a disciplinary committee to handle indiscipline cases and write reports to the administration as the senior stakeholders to ensure a stepwise dispute resolution forum is utilized.So that in the arbitration process, the maturity of the dispute does not graduate to more severe levels that can build enmity.

Records from students' disciplinary committee in the number of cases they have arbitrated, and the results thereof are used to make follow-ups and monitor the level at which the program's success is attained. Successful implementation of the disciplinary initiatives is proving of successful implementation of the outlined disciplinary measures.

Communication Abilities between Learners

Regardless of their social background, race, gender, and physical appearance triggers conflicts or acts as starting points for conflict resolution(Johnson & Johnson, 2016). All core areas for implementing conflict resolution requires communication. The school's administration sets up communication channels that allow learners of all nature to speak out about their situation to the relevant stakeholders. Initiatives such as the respect everyone campaign are applied and ensure every student of whichever nature is respected and handled with decorum.

For early grade learners, proper use of language skills to addressdispute should be put in practice to sympathize with their meek personalities and create a haven for nurturing them to realize a sober adult in later life stages.

According to (Ebner & Greenberg, 2020), Learning institution's use of online platforms where students can post issues concerning forms of violence that may be hard to share may be physical with the disciplinary committees. The disciplinary committees can then act on the matter using the laid policies, which involves calling the disputing parties and encouraging them to use the arbitration method to meditate on their issues and arrive at a solution. Monitoring the online platform's use to speak out their issues will act as a channel for communicating through and seeking their welfare.

Besides, students subjected to communication through training by their teachers with external experts' help show the learners the steps they can use to arrive at consent with their peers/ classmates.Thereby ending the war and ensuring the mediators the issue is solved. After that, use the conflicting parties as mediators in another dispute resolution process to inspire them to become pacifists(Bezzina& Camilleri, 2020). Training learners on proper communication skills while playing the intermediate in peacekeeping role should then be reviewed after may every three weeks to assess the level of success and improve on areas of weaknesses.

Policy and System Revisions

Schools across the country should put down a record showing how the current policies help dispute resolution and how far learners can utilize the systems put in place by the learning institutions to ensure conflict resolution is achieved and efficiently. Using this system, teachers should encourage understudies by the learner to understand the laid policies and systems for dispute resolution and fully understand how to utilize the systems available(Al-Awadthi,2020).

Bearing in mind that school violence is costly, a review of the policies that have put some individuals to ignore education and human growth will make the education tree viable again. This will mean that it will bear the fruits of academic success. The rise of new characters will be realized. Moreover,it means that human personality will also be healed, and physical and mental violence will be solved with substantial amounts of evidence.

Revising a policy wherein several school teachers have been on the center of dispute resolution, by integrating dispute resolution strategies to be part of the curriculum, and basics of life skills and by giving learners a chance learn basics of dispute resolution in class through allocating the dispute resolution lessons in the block time table. This policy will help to coach learners and make them the mediators and arbitrators.After teaching learners how to mediate in the conflict resolution process, the instructor or trainer can then encourage each learner to participate as a peace broker (Gold, 2020). This way, a system will be developed where every learner is given a chance to meditate as part of the peacemaking system.

A system where the environment dictates peace through daily lessons teaching on peaceful coexistence among learners strengthens learners' desire for peace. Lastly, the school staff, teachers, and the principal should respect the policies and the conflict resolution put in place in the system.

Conclusion

The list of core areas and initiatives, such as the end states for the core competencies, reflects the gaps identified and areas of concern, particularly the role of communication, leadership, disciplinary actions based on the set policies, and the revision of policies and systems. Implementation of dispute resolution measures as identified will ensure a lasting change in terms of how learners perceive others and the whole education system right from kindergarten. In the long run, realizing and making a change like a holiday, j hope all the stakeholders will reap the benefits of integrating this policy into all learning institutions' operations.

References

Al-Awadhi, F.(2020) Role-Play Towards A Successful Conflict Resolution Process. ISBN 2153-683X, 9.

Archerd, E. R. (2017). Restoring justice in schools. U. Cin. L. Rev., 85, 761.

Ash, E., Chen, D., & Naidu, S. (2017, January). The impact of legal schools of thought. In Unpublished manuscript available at http://www. Law. northwestern. edu/research-faculty/colloquium/law-economics/documents/2017_Spring_Ash_Legal. pdf.

Bezzina, A., & Camilleri, S. (2020). ‘Happy Children’A project that has the aim of developing emotional literacy and conflict resolution skills. A Maltese Case Study. Pastoral Care in Education, 1-19

Caspio. (n.d.). Build Online Database Apps - Low-Code Platform. Caspio. Retrieved November 14, 2020, from https://www.caspio.com

Ebner, N., & Greenberg, E. E. (2020). Strengthening Online Dispute Resolution Justice. Wash. UJL &Pol'y, 63, 65.

Gold, L. (2020). Conflict Resolution Techniques in a Preschool Classroom: A Study on Integrating Solution Centers to Support Peer Problem Solving (Doctoral dissertation, The William Paterson University of New Jersey). (Gold, 2020)

Gol-Guven, M. (2017). The effectiveness of the Lions Quest Program: Skills for Growing on school climate, students’ behaviors, perceptions of school, and conflict resolution skills. European Early Childhood Education Research Journal, 25(4), 575-594.

Johnson, D. W., & Johnson, R. T. (2016). Conflict resolution and peer mediation programs in elementary and secondary schools: A review of the research. Review of educational research, 66(4), 459-506.

Mayes, T. A. (2019). A Brief Model for Explaining Dispute Resolution Options in Special Education. Ohio St. J. on Disp. Resol., 34, 153.

McMurtrey, K. (2016). The IDEA and the Use of Mediation and Collaborative Dispute Resolution in Due Process Disputes. J. Disp. Resol., 187.