This paper describes a Children's Reinforcement Survey Schedule based on the Reinforcement Survey Schedule developed by Cautela and Kastenbaum (1967). The children's schedule is presented in three forms. There are two, parallel short forms for children in kindergarten through Grade 3, and a long form for children in Grades 4 through 6. A reliability test in the form of a test-retest situation was administered on all three forms of the new scale and the product-moment correlations (.48—.72) obtained were all significant ( p < .02). The scale might be used in three general areas: initially in behavioral assessment, subsequently in clinical procedures applicable either in individual or group settings with children, and in research.
Since 1992, the authors have worked with a diverse group of U.S.-based teachers and community workers who have developed and used a comprehensive framework to promote and sustain peaceable schools and communities. The framework draws on European, African heritage, Latino, and Native American traditions, but our applications have mostly been within U.S. contexts. In this article, we describe what we learned while using the framework with Palestinian colleagues during an 18-month collaboration. Funded by the U.S. Agency for International Development (AID) with the goal of ''cultivating an environment of tolerance, dialogue and civic engagement in Palestinian and Israeli schools,'' Seeds of Peace contracted with Peace First to lead a series of workshops for Palestinian educators; Peace First worked with Lesley University faculty to provide teacher training support. The contract for this project did not include cross-border issues or collaborations; the workshops focused on communication, critical thinking, respect for diversity and dispute resolution ⁄ classroom management. Although the project focused on practice, it also included a small research component-designed to test the usefulness of the Peaceable Schools and Communities framework in a new context. In this article, we review the framework and research that helped guide our work, summarize what we learned, and provide some follow-up information. We suggest connections to broader peace education in the region, but we do not address broader regional issues. We close with recommendations about how U.S.-based peace education models might be successfully applied and re-shaped for work in new cultural contexts.A growing body of international work suggests what many teachers know: students, educators, and parents want to live and learn in schools and communities that are safe, respectful, and fair-where children and youth learn the skills they need to live healthy adult lives.
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