Empirical criteria for reconciliation in practice

This article illustrates the opinion that a bottom-up recondliatim requires, in addition to a top-down legal and political agreement between the parties, a complementary educational and social-psychological process. After an intractable conflict such a process will help the people involved to work through and let go of hatred, the desire for revenge, the mistrust, and the pain that were imprinted as a result of the conflict. A successful synchronisation of these two processes could diminish the danger of a renewed outburst of violence.

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Reconciliation - The wrong track to peace?

The article discusses the shortcomings of the current theory and practice of reconciliation and explores the possibilities of addressing the complex social and psychological processes involved in dealing with the past:.

Key words: ambivalence, conflict capacity, denial, imperialism, impunity, grieving process, reconciliation

Introduction

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Preventing difficulties

Every program runs into difficulties or must cope with difficult situations. These can vary from conflicts with staff members of the partner organisation, to the inability of participants to cross military checkpoints, or even engine trouble with the buses bringing the participants. There are some preventative measures that could prove useful:

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The impact of the program

Introduction

The impact of community-based programs is always difficult to evaluate. This is true in particular, as programs are not targeted to treat a narrow range of symptoms, or on other isolated and easily quantifiable phenomena. Programs are based on the assumption is that they will have broad impact within a large context.

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Voluntary work inside schools

The importance of restoring ‘natural resources’

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The seminars for teachers

The main message

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The Training of Trainers

The main message of the Training of Trainers

The main message of the training of trainers is: training is an interactive process in which trainers and participants cooperate in order to further develop their insights, knowledge and skills.

Training methods used in the training of trainers

The following methods are included in the program: giving short lectures, group discussion and group reporting, role-play exercises1 and some expressive and relaxation techniques.

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The training program

Basic assumptions

The goal of the training program is to improve the psychosocial climate of the school. A well functioning school offers a safe, supportive and motivating environment for all students. It also provides some basic psychological and psychosocial assistance to children with special needs, and to those who are traumatised.

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The protective role of school

An important life space

The mental health of children, their psychosocial development and their chances to overcome war related adversities, all depend on the organisation and quality of their every day life.

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Training teachers in areas of armed conflict: basic principles

This manual describes a psychosocial program for teachers in areas of armed conflict. It was developed within the framework of Slovene Philanthropy and carried out in Slovenia with Bosnian refugee teachers. During the war I also worked with teachers in Bosnia. Later, CARE International implemented the program in Kosovo, and in North Caucasus. After the creation of the Foundation ‘Together’, the program was adapted to post conflict circumstances to be implemented in Bosnia, Herzegovina, Serbia, Montenegro, Macedonia, Kosovo, North Osetia and Iraq.

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