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The “circle justice” framework examined how fictional characters can model conflict roles through discussion, writing, art-based reflection, and problem solving. 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The organizing framework of a “circle justice” group explored the roles of fictional characters in conflict, including group discussion, writing, art-based reflection, and problem solving. Results indicated a culture change in the group that is essential for incorporating conflict resolution in the classroom.  \nIntroduction  \nChildren who have been exposed to chronic violence outside of school are particularly at risk for bringing conflict and disruption to their classrooms. Mental health services typically help children integrate their experiencesand build effective coping skills. In schools, mental health objectives can sometimes be integrated with the needs and goals of the classroom (Camilleri, 2007) . Conflict resolution is one skill that can benefit all students.  \nThis report presents the collaboration between an art therapy team and a sixth-grade teacher at a public elementary school in New York, NY, attended by children living in a nearby public housing development. Camilleri (2007) outlined several of the many challenges faced by children living in inner cities—including racism, poverty, and violence—that may cause them to function poorly in school and be at risk for conflict-prone behavior. The school-based art therapy program described in this report was created from collaborative relationships with administrators, teachers, and students. A classroom group protocol provided the structure and limit setting that are important components for success when working with children experiencing environmental stress in the neighborhood and the classroom (Camilleri, 2007) . In  \nEditor’s Note: Karen Gibbons, MFA, MPS, ATR-BC, LCAT, is an art therapist for the Counseling in Schools National Network in New York City and private practice in Brooklyn NY. Correspondence concerning this article may be addressed to the  \nauthor [at k.gibbons@earthlink.net](at k.gibbons@earthlink.net)  \naddition to planning activities that support group cohesion, such as role-play and brainstorming, we proposed that allowing students a voice within the group would be effective in developing mastery and creating identity. A conflict resolution lesson that is included in the curriculum, based in the creative arts, and learned experientially is most likely to produce effective outcomes (Hodges, 1995) .  \nLiterature Review  \nConflict is inevitable in human relationships. The same elements that affect global conflicts are present in elementary school (Bickmore, 1999) . Conflicts are either interpersonal or intergroup and may involve bullying, anger, and violence in response to encounters with the opposing viewpoints, needs, and desires of different people. It is clear from the literature that conflict resolution is an important life skill that is often not acquired without explicit education. Conflict education usually includes understanding the causes of conflict, the role of conflict in relationships, and the inevitable choices that conflict presents. Finally, conflict education should strengthen a person’s capacity to create alternative solutions in response to problems. By cooperatively identifying problems and their solutions, children can develop skills to succeed in the classroom and beyond (Hodges, 1995) .  \nLindt (2006) offered steps to conflict resolution that center on the desire to solve the conflict. Important accessories to that desire are honesty and the ability to imagine a different outcome for the future. Coping strategies are important because without learning to resolve conflict productively, children can be left feeling angry, confused, or depressed (Lindt, 2006) . Karahan’s (2009) conf","cbCaiacN04zq9jFY","https://ap.wps.com/l/cbCaiacN04zq9jFY","pdf",201479,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What does the “circle justice” framework focus on in the classroom?\",\"answer\":\"It explores the roles of fictional characters in conflict and uses group discussion, writing, art-based reflection, and problem solving to support conflict resolution education.\"},{\"question\":\"Why is conflict resolution education considered important for students?\",\"answer\":\"The report argues that conflict is common in relationships and that without explicit education children may struggle to choose alternative solutions, which can affect classroom functioning and outcomes.\"},{\"question\":\"What result did the intervention aim to produce in the group culture?\",\"answer\":\"The intervention indicated a culture change in the group, viewed as essential for incorporating conflict resolution within the classroom.\"}]","Circle Justice - A Creative Arts Approach to Conflict Resolution in the Classroom | PDF",1792074377,15]