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This model of combining poverty eradication and peace building efforts makes a difference in preventing conflicts/insecurity as the poor people and the unemployed who are the raw material for armed conflicts/insecurity will be economically empowered by development programmes that we have initiated.These programmes include entrepreneurship training and having got skills to manage businesses we provide them with affordable micro finance capital.While we are doing this we also provide them with peace education.Another programme that will absorb the poor and the University graduates is the Village Earth Model which is intended to empower one million people in ten years.Other projects are for Human rights,Education,Environment,Hiv/Aids,Democracy and Good Governance,etc.Visit Uganda Peace Foundation website: https://sites.google.com/site/peacefoundationorgug.
Also visit the International Conference website for more on this model: http://regonline.activeeurope.com/internationalconferenceonpeacesecurity

Our peer mentoring program is grounded in and restorative and social justice principles by enhancing women’s reintegration efforts through supportive relationships and encouraging community dialogue, collaboration and capacity-building. The Unlocking the Gates to Health project coordinator will work with the community reintegration people inside the prisons to connect with women inside prison during pre-release planning, and to offer peer support and engagement during the immediate transition days following release from prison.Clients will complete an intake form with the community reintegration person in an effort to highlight the basic needs that will be addressed within the first 72 hours of the woman prison leaver and her mentor. This support and outreach aims to assist transitioning women in accessing the health and social services they need to increase their chances of a successful reintegration. Examples of this support might include: meeting women at the prison gate, accompanying them to the welfare office or AA meetings, assisting them in acquiring safe housing, clothing or a family doctor, etc. Mentors will be provided with training and will be reimbursed for expenses per mentorship.Participants in the peer mentoring program tell us that they feel safe, heard and understood when they are being supported by one of their peers. Peer mentors state that they feel inspired and feel as though they are doing something to give back to their communities.

1. An individual contacts the program via phone or email. A volunteer mediator is available to listen to the problem and explain the service.
2. If the individual would like to try mediation, the other party is contacted to see if he/she is also willing to take part in the mediation process.
3. Meet with the mediator. Both parties have an individual and confidential meeting with a mediator prior to the mediation session, providing a chance to talk about their needs and concerns.
4. The mediation. Two mediators meet with together with both parties involved in the conflict. The co-mediators work with the parties through a proven process to help resolve the problem. Most conflicts are resolved in one meeting.
5. Following the mediation. One month after mediation, one of the mediators will follow up with the parties by phone to find out how things are going and what progress has been made in implementing the resolution agreed upon in the mediation.
The process outlined above is part of a proven framework for dispute resolution. If a neighbour is having issues with a backyard chicken coop, they may call the municipality or by-law office in an effort to address the issue. If the issue does not fall within the parameters of municipal by-law, or if the individual is not willing to enter a court process, there are very few alternative options for addressing the dispute. A community mediation program fills a much needed role within our community for a non-adversarial way of solving disagreements that helps to strengthen the bonds of our society.

When a person who has experienced abuse approaches our agency for services, we will outline all the options for service available to her or him. Together with the intake worker the client will then choose if she/he wants to engage in a mediation session with the offender. This may happen after the court case is closed or while the parties are on a peace bond.
If the client(s) are deemed appropriate candidates and willing to engage in mediation sessions, both will receive pre-mediation preparation possibly by two co-mediators, which will outline the mediation process to them, their responsibilities and general possible outcomes.
Once the parties are engaged in the mediation process, the mediator(s) will assess if victim and offender can meet in the same room. If not the sessions will take place separately. The victim will have a chance to make her/his opening statement outlining her/his position. After taking in the victim's opening statement, the offender will have her/his turn to make her/his opening statement. Opening statements will include the parties' positions and their version of what happened. The mediator will then carefully move the parties from discussing positions to discussing their interests and specifically their shared interests: safety, acceptance, and possibly forgiveness.

This solution begins with establishing “community learning centers (CLCs)” in five chosen rural districts. CLCs will be established through the already established single women groups and will have computers with a solid internet connection. Here, rural women will be able to access the internet and technology that might not be available in their villages. These centers will offer web-based education tools and online-support centers. Interactive online tools will educate women on gender-equality, gender-based violence, transitional justice mechanisms, and democratic tools for political participation. Therefore, WHR will be able to educate more rural women than it has previously had the capacity for, and women will become more confident using technology. WHR also will create an online support center for single women seeking legal advice, aid, and paralegal training. Many rural women suffered gross human rights violations during the conflict and now face many barriers to accessing justice. Lack of legal assistance in the rural areas is the biggest barrier many women face. WHR will develop an online legal toolkit which will help them better understand the legal process and the steps they can take to access justice. This will greatly increase the number of rural women who are able access justice.

Peter broke into London Drugs. Fueled by alcohol and urged on by other young people, he smashed glass cases and stole digital cameras while youthful employees, barricaded inside a glass-walled office, watched in horror as their workplace was trashed. They feared for their own safety. Peter, 19, had never done anything like this before.

Restorative justice processes require the voluntary participation of the offender and those affected. (1) Practitioners meet separately with both parties to prepare them for a face-to-face conference in which both parties will explain what they did and how they were affected. This process usually requires a number of sessions. (2) Participants are prepared to explain what they did; offering insight into their behaviour in terms of preexisting attitudes, values, sensibilities, socialization, lived experience, etc. Victims are helped to express their feelings; the impact that someone's actions had upon them and how their lives were affected. Both parties are helped to think about meaningful reparations and resolutions. (3) The parties, with 'supporting Others' are brought together in a conference to communicate in a manner designed to facilitate understanding, leading to restitution, apologies and ongoing commitments to address factors contributing to the offense. (4) The offender makes restitution and commits him or herself to addressing his or her behaviour. Restitution can involve payments, community service, speaking publicly to other youth, adults, etc. Restitution can involve actions and commitments that last for years.

Weekly, students and teachers of 4th, 6th and 8th grades, members of 10 schools in the municipal school network of Rio de Janeiro, are visited by a pair of professionals responsible for training students and teachers in techniques of school conflict resolution (RCE) All of them therefore have the opportunity to experience, through dynamic role-plays and discussions, the development of skills such as cooperation, communication, appreciation for diversity, positive expression of emotions and conflict resolution. And the students of the 8th grade, beyond this basic training, receive additional training specific to serve as "Peer Mediators", or as facilitators of dialogue between other students in their respective schools, acting as positive leadership examples. Since teachers are trained to apply this core curriculum in school subjects and support those students who choose to be Peer Mediators, they assist with the sustainability of the program at school.

Currently, much of the materials used in Tanzanian schools does not explicitly reveal to students how they can be agents for positive change in their country. Through daily instruction CFC will reveal to students that a better world is possible and can be created with their own hands. The CFC curricula is simple; it consists of a teachers manual for each grade level that comes complete with articles and worksheets that can be copied for student use. Initially these manuals will be distributed to World Teach Volunteers who will work in different schools across Tanzania. These teachers will be free to share the materials with fellow Tanzanian teachers who want to use them. Once the pilot program establishes student literacy growth through ongoing assessment results, I plan to partner with Uwezo Tanzania and the Tanzanian Ministry of Education to implement this curriculum in secondary schools nationwide. Pilot implementation of the CFC curriculum will begin this August. Although this program will be initially implemented through World Teach in Tanzania, it is my ultimate goal to partner with other education non-profits across Africa to create country specific curricula that focuses on empathy and self empowerment through social change. The ultimate goal of breaking the cycle of violence in Africa will be met by instilling empathy and problem solving skills in students through these tailor made nation wide curricula.

The best way to realize the power of transformation that the Being Tree Gamehas is participating in a school dynamic (watch the video). It’s very stimulating hearing the teachers feedback about the behaviour of the children. We work in difficult realities sometimes with kids that lost their families by murder, or fights evolving drugs. There was one time when an 8 years old kid, that didn’t talk since he was 6, started talking in the middle of the dynamic. Or a very aggressive boy, older than the others in class, who could work very well in collaborative way. We give all children an exercise book with activities to do at home, with family and friends, which is a way to spread our message. In the game, they express themselves with a drawing. This handmade self consciousness product is a powerful tool to better understand child personality and behaviour. Below is a teacher’s feedback (translated from Portuguese):
Your work is extremely important in conscientizing the children about the preservation of the environment.
My students were marveled and very interested in taking care and cultivating the ecosystem.
The developed activities were great and they are useful in integrating many shy children and helping them discover new talents in the process.
I am grateful for your participation in our school. Thanks!
Teacher Carvenea Camargo
Olaria Daudt School, Sapucaia - Brazil
car.camargo@pop.com.br.

The project Share Stories, Open Minds is a tie-up between PeaceWorks and Nabadisha, an initiative of Kolkata Police which works with street and slum children and is run entirely by volunteers. In just over a year’s time we are working in seven centres. The project started with a simple idea: focusing on the value of stories in our lives, and how they shape our upbringing and our childhood.
In order to engage underprivileged children, driven by physical hunger and a thirst for knowledge, the project uses a careful selection of stories along with an open-minded attitude where one is able to innovate and adapt to the challenging conditions it is likely to encounter. Stories meant for such a project go beyond mere narration. They inspire children’s imagination and their sense of adventure, to grasp and internalise the positive message it sends.
We now feel the need to engage in more extensive methods to sustain the actions, not only for the children but also for the volunteers. Through experience we have also realised that this method is an effective tool to work with and more children can be reached out to. The primary activities are
• Storytelling
• Workshops
• Trainings
• Exposure trips

Education curriculum that will be incorporated will be used to increase feelings of empathy, connection to other individuals and populations, and commitment to community improvement in students. this will be achieved through after school classes, in-school classes, assemblies, seminars and etc.
The center will also prioritize time for teachers to develop new techniques and models for empathy education.
The museum part of the center will have several interactive exhibits to teach empathy. One example of this will be a milkshake bar designed to look at one that ties to our city's history, a 1960's Woolsworth bar that area high school students staged sit ins at. Visitors will be given sit in rules like the original sitters used to maintain a peaceful protest. They will also hear examples of how the sitters were treated, like having cigarettes put out on them. This will be done to demonstrate empathy for the sitters. This will also show the impact that peaceful demonstrations and behaviors can have.
A second area would have a Gandhian spinning wheel to show the great impact a small, morally motivated action can make to do something so great as to change a society.
A third exhibit would have a model of the shock box used in the Milgram shock experiments. It would be used to show that everyone can do horrible things if motivated in the right ways. 5 Steps to Tyranny would be compared to this to make people aware of factors that can lead someone to act violently or heroic-ly. By creating awareness of these factors, participants will be less likely to make violent decisions.

During the highly interactive and participatory three day training, the students establish and develop empathy for others, tolerance and positive communication techniques. Rather than suggesting solutions, the students are also trained to facilitate a dialogue that will empower their peers to make positive decisions and improve their circumstances.

Once trained, the student peer mediators can effectively serve as neutral third parties who help disputants in conflict reach mutually acceptable agreements. This process empowers disputants and mediators alike to recognize that they are capable enough to make their own decisions and responsible enough to realize that their decisions impact others.

They will also be able to serve as trained mentors who open lines of communication with a peer who may be experiencing problems at school. In time, they work together to develop an action plan for resolving the obstacles that are interfering with the mentored student's success in school. The purpose is to help the mentored student take responsibility and realize self-efficacy by asking themselves what they can do to make the situation better. After creating and following through with an action plan, mentored students are usually able to examine challenges in other areas of their lives and realize their own capacity and responsibility for resolving them.

By exhibiting non-judgmental care and respect for others on their campus, the mediators/mentors model positive behavior, easily replicable by their peers, thereby having a dramatic impact on the entire school culture.

A Somali student finds us on FB, participates in our monthly global debates & takes a strong interest in O-MUN. Through mentoring & encouragement from our global network, she decides to be the lead student to promote O-MUN in Somalia. Under our leadership structure, she convinces her high school to become a supporting school. O-MUN provides free online club space to her school, a free wiki-page to promote her school’s program, mentoring, curricular materials and a online classroom
She is then tasked with organizing 4 online debates a year for students in Somalia. She will tap into the O-MUN community for everything that she needs. In rather short time, the first Somali club is in a position to assist other students in Somalia,& beyond. The club, with the help & collaboration of other schools in the Middle East and Europe, decide to hold a debate on child soldiers.
The O-MUN community searches out new schools & students to participate in this debate, including individual student connections in Sudan, students in the MEast,& a new school in Ghana. Working together with student officers in Singapore and Malaysia, all research the topic, train students, & organize a debate, using simple but highly integrated technologies.
Debate happens in real time: students represent an amazing diversity, work together collaboratively, overcome differences & find solutions together. The school now acts as a regional leader,able to initiate debates, train leaders, and reach out to students in Africa and beyond. Collaboration & leadership is not constrained by geography/school program.

Peace is about you and me. It is a basic human need and therefore inherently relevant for all peoples at all times. In teaching children Peace Education through our workshops or through our learning pack, we give them practical tools to ensure healthy, sustainable progress as individuals and members of societies and communities.

The WE MAKE PEACE resources have been created from a place of love and gratitude for life. The nature of love is supportive and encouraging. These are the values we work to enhance in the schools today, that are often operating out of old systems of fear and force, which can be stressful and devastating for both teachers and children's development.

Peace Education requires a long-term commitment and development process, involving a strengthening of local knowledge, competences, structures and work processes effectively enhancing sustainable peace-building cultures. WE MAKE PEACE aims to fill that space with resources, activities and campaigns that offer solutions for schools to easily employ locally, regionally and nationally.

Through the WE MAKE PEACE learning pack and workshops, teachers and students are challenged to re-invent the face of peace and come up with new ways to find peace 1. Within. 2. With each other. 3. In society. At each step the important lesson is for the concept of peace to be explored and practiced, creating debate and innovation.

Through running a nationwide campaign in Denmark in 2007, where 100s of schools participated we can report well documented success with WE MAKE PEACE from the schools involved.

El presente estudio se abocó a validar la aplicación del método psicodramático a la orientación familiar, considerando a la familia como un grupo social primario y eje fundamental de la estructura social, mientras que el psicodrama se conceptualiza como un método de trabajo grupal e individual que, mediante técnicas de acción, permite explorar la situación vital y existencial de la persona. La investigación abarcó dos estudios. El primero consistió en un diagnóstico de las características de la población objetivo, que implicó un muestreo de tipo intencional basado en entrevistas a 12 familias de clase media y la aplicación de una variación de la escala de funcionamiento familiar desarrollada por Palomar. El segundo estudio incluyó el desarrollo, aplicación y evaluación de un programa de orientación familiar (OF) mediante el psicodrama, así como un taller de 12 sesiones, en cada una de las cuales se trabajó un tema específico. Participaron 10 estudiantes de preparatoria con un rango de edad de entre 16 y 18 años (7 mujeres y 3 hombres). Para la evaluación se consideró un diseño pre-experimental pre-postest, en el que se aplicó la escala de funcionamiento familiar completa. Los resultados muestran que los participantes pudieron observar con mucha claridad la realidad de su familia y compararla con la de los otros integrantes del grupo de estudio. Se puede conclui r que los dos campos se enriquecen ampliamente, tanto teórica como metodológicamente.