Resolving Conflict Creatively Program (RCCP)

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Designated
SELect
Indicates that a program demonstrates evidence of effectiveness at improving student outcomes at the highest level, supports students’ social and emotional growth through all five competencies, and offers multi-year programming. For a full list of SELect student outcomes see SELect designation.

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    Program description

    The Resolving Conflict Creatively Program (RCCP), offered by the Morningside Center for Teaching Social Responsbility, provides a lesson-based approach to SEL. It inlcudes programming for grades preK-8 and demonstrates evidence of effectiveness in grades 1-6.

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        • SEL lessons
        • Positive classroom management
        • SEL generalization
        • Group structures
        • Family Intervention Component
      • Onsite in-person training
      • Virtual training
      • Offsite training
      • Train the trainer model
      • Administrator support
      • Coaching
      • Technical assistance
      • Professional Learning Communities (PLCs)
      • Online resource library
      • Self-report tools for monitoring implementation
      • Observational tools
      • Tools for measuring student success

    Evidence of effectiveness

    Results from a quasi-experimental (QE) evaluation published in 2003 supported the effectiveness of Resolving Conflict Creatively for elementary school students. This evaluation included 11,160 grades 1 to 6 students enrolled in urban schools in the US Northeast (Latinx = 41%, Black = 40%, white = 14%; eligible for FRPL= 86%). This evaluation found that students who participated in the program self-reported reduced conduct problems, reduced depressive symptoms, and improved social and emotional skills (i.e., lower hostile attribution bias towards peers, higher levels of positive interpersonal negotiation strategy use) compared to students in the control group (outcome reported two years after outcome pretest). In addition, teachers reported increases in intervention students’ prosocial behaviors and lower levels of aggressive behaviors

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    • Evidence shown in grades
      1, 2, 3, 4, 5, 6
      School characteristics
        • Urban
        • Northeast
      Student characteristics
      • Black / African American
      • Hispanic / Latinx
      • White
      • Low income
      Percentage Low Income
      • Percentage of students eligible for free or reduced price lunch: 86%
      Study design type
      • RCT
      Greater than 350 students included in study design type
      • Yes
      Multiple school districts included at study design type
      • Yes
      • Improved academic performance
      • Reduced emotional distress
      • Improved identity development and agency
      • Reduced problem behaviors
      • Improved school climate
      • Improved school connectedness
      • Improved social behaviors
      • Improved teaching practices
      • Improved other SEL skills and attitudes

    Get info and pricing on the provider’s website

    Go to Provider Site

    References

    • Accepted by CASEL

    • Aber, J. L., Brown, J. L., & Jones, S. M. (2003). Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention. Developmental Psychology, 39, 324-348.
    • Other references

    • Aber, J. L., Jones, S. M., Brown, J. L., Chaudry, N., & Samples, F. (1998). Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context. Development and Psychopathology, 10, 187-213.
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