Second Step is a conflict resolution program that is taught in every classroom at Kensington Hilltop. Second Step is a curriculum designed to help children learn to solve problems, control their anger, and develop empathy.

Each grade level has its own scripted curriculum. Teachers are encouraged to teach from the script so that all the children at the school are familiar with the same language used to solve problems.

The curriculum is designed to be taught once a week for half an hour. Teachers can integrate the lesson into other areas, such as reading, science, art, as they become more familiar with the material.

Parents should be getting letters home from teachers, throughout the year, explaining which units are being taught.

Many studies show that children who develop strong problem-solving skills are successful in academics and other areas of their lives. For more information on the Second Step program, and the benefits of this kind of conflict resolution program in your child’s life, please visit the web site: www.cfchildren.org.

If you have any questions, or would like to be on the Conflict Resolution Committee at Kensington Hilltop, please contact Amy Resner at 510-528-3745 or aresner@ pacbell.net.

Oct. 20, 2006

Last year a committee of parents and teachers met several times to discuss issues of bullying on campus. Out of those meetings came a recommendation that KHS adopt the Second Step program at all grade levels. Teachers accepted this recommendation and held a half-day training before classes began.  

Second Step: A Violence Prevention Curriculum

(http://www.cfchildren.org/ssf/ssf/ssindex/) helps schools and families encourage children to get along well with others. The program proactively teaches critical social and emotional skills to all children.The curriculum goals are focused on reducing aggressive and disruptive behavior while promoting social-emotional competence.  

The curriculum teaches students several skills central to healthy social and emotional development: empathy, impulse control and problem solving, and anger management. 

Empathy means identifying and understanding others' feelings in order to be a more caring person. Caring
about others gives us a reason to want to solve problems so that others are not hurt. Empathy skills include listening,

recognizing and acknowledging others' feelings, and using “I feel” messages which let a person know how her or his behavior affects you. 

Impulse Control means managing emotions - a sometimes
challenging task. Most children could benefit by
learning to slow down and think through options when faced with difficult situations or problems. This section of the curriculum teaches seven concrete ways of calming down, from taking deep breaths to counting to getting support from an adult. 

Problem Solving provides students with a specific set of steps they can follow to work through social problems. These tools can be practiced at home.  

Anger Management means learning how to manage our anger in safe and constructive ways. Anger and conflict are normal parts of family life. Everyone gets angry at times. Anger is not a bad emotion; it is what a person does when angry that can be a problem. The anger-management steps can help all of us recognize, understand, and manage anger in safe and
constructive ways.

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PTA Committee on Anti-Bullying and Conflict Resolution

This PTA Committee has met twice this year in response to parent concerns about a range of troubling student behavior. These include: physical assaults (rare), intimidation (on the bus and on the yard), and teasing. Some of this behavior seems worse this year due to the smaller yard, but some of it was complained about last year as well.

We are also responding to a general sense that bullying at school is a problem locally and nationwide—as is school violence (see the April 8th Journal front page). While Hilltop is a relatively safe environment, bullying and harassment does go on. Our students could benefit from concrete skills on how to deal with bullies, and bullies will benefit from understanding that this behavior is not tolerated. Our students will go on to other schools where skills on how to deal with bullying and other aggressive behaviors will be even more helpful.

We do recognize that each teacher has their own successful method of dealing with conflict resolution in the classroom. We wonder if some school-wide consistency (other than all the kids wearing certain color t-shirts on certain days) on this issue would be helpful for the students and parents (who will be an essential piece in making improvements).

Up until this point we have only discussed what our options are to make positive changes. We have discussed, among other things, posting the school rules in prominent places on campus, and holding an "anti-bullying" evening for students and parents. We have also discussed staffing needs on the playground and which service organizations should pay for certain positions.

A few of the other items we have discussed will clearly require teacher input and support. These include, creating a "conflict resolution" week for each academic year and asking teachers to chose how they want to discuss these issues. We have also asked for a proposal from a well-regarded organization called "Bay Area Children First." This organization is currently setting up conflict resolution programs in the Berkeley public schools. They have given us a proposal and it includes a wide range of options for implementing a program (from one-on-one counseling services for students, to facilitating small group discussions in the classroom).

We clearly need a lot more information to know if these services are necessary or appropriate for our school. At this point we are only investigating what our options are and have made no commitments. We understand that teachers are already under a great deal of pressure and do not want to increase stress. We would want any new programs to help in the classroom, not create a new burden.

In this spirit, and as a way to enrich our discussions, we have asked Susan Kench, the Director of Bay Area Children First, to come and give a presentation to the committee. We would like interested teachers to come and give their input about the usefulness and feasibility of these proposed services. Ms. Kench has proposed coming on April 28th in the evening. If this date does not work, we could find another date.

Please let Mr. Stokes know if you could come to such a meeting and thank you for your time.