Promoting Nonviolence in Early Adolescence

1. Front Matter

   Pages i-xii

   PDF

2. Background on Responding in Peaceful and Positive Ways (RIPP)

   • Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon

   Pages 1-20

3. Getting RIPP Running

   • Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon

   Pages 21-37

4. Selecting and Training Beacons of Nonviolence

   • Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon

   Pages 39-45

5. Knowing whether RIPP Is Working in Your School

   • Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon

   Pages 47-68

6. Overview of RIPP-6

   • Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon

   Pages 69-81

7. Overview of RIPP-7

   • Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon

   Pages 83-90

8. Overview of RIPP-8

   • Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon

   Pages 91-96

9. Adaptation of RIPP For Cultural and Community Differences

   • Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon

   Pages 97-115

10. Epilogue

    • Aleta Lynn Meyer, Albert D. Farrell, Wendy Bauers Northup, Eva M. Kung, Laura Plybon

    Pages 117-118

11. Back Matter

    Pages 119-128

    PDF

In preparation for role-play during a RIPP class, 6th grade students consider the following conflict situation: Sharon and Josie, who are good friends, tryout for the basketball team. Josie makes the team, but Sharon does not. The week after tryouts, Sharon tries to pick a fight with Josie, calling her a "cheater" and "some­ one the coach felt sorry for. " Josie is in a bind; she wants to remain friends with Sharon, but she is really angry with Sharon for treating her so badly. What can Josie do in this situation? What type of self-talk will help her work out this prob­ lem with Sharon and keep the friendship? During the role-play, Sharon calls Josie a cheater. Then, before Josie re­ sponds, two students representing her positive and negative sides take turns whis­ pering into her ear. Negative self-talk: "Boy, is she a loser! What if everyone believes her and thinks that I cheated to get on the team?!" Positive self-talk: "I know I worked hard to get on the team! Sharon must really be hurt that she didn't make it. I can talk to her later when she's cooled down, and maybe we can do something together after practice. " Josie listens to the two voices, and decides that the best approach is to ignore Sharon's comments for now and to call her later that day to see if they can do something together. This description of students dealing with everyday conflicts is quite real.

• Design
• Training
• Violence
• education
• health
• healthcare
• prevention

`... it will provide interesting reading for school-based professionals concerned about reducing violence en conflict.'
READINGS, March 2001

• Virginia Commonwealth University, Richmond, USA

  Aleta Lynn Meyer, Albert D. Farrell, Eva M. Kung, Laura Plybon

• Henrico Area Mental Health and Retardation Services, Glen Allen, USA

  Wendy Bauers Northup

Policies and ethics