Training Manual

Our manual is a resource for those who want to empower youth to stop violence and transform conflict in a variety of contexts. Our traditional training format has weekly sessions with youth during the school year. In addition to this, we have designs for intensive seminars and peace camps to provide this training for youth in other settings. How this program takes shape will vary from place to place based on its needs, context and resources.

At Peacemakers, we have found that several people are needed who bring differing experiences, skills, and training. We believe that those who facilitate trainings must have a heart for those they serve, a deep respect for people, and a spirit of peace. Having a peaceable character is essential, for what is caught from its leaders is more important than what is taught. In addition to character, leaders need basic skills in facilitation, mediation, and verbal and physical defense. Because few people have all the skill sets needed, we have discovered that having at teams of facilitators and assistants are helpful.

With the right people in place to develop a program, how can our resource manual be used?

First, learn the program philosophy contained in Part A. Consider our learning goals, program rationale, view of martial arts, conflict theory, teaching models, Tongue Fu, and training format. Note the appendices in Part C. And check out other complimentary sources listed in the Select Bibliography in the back of this manual.

Second, shape your program for your context. Design a training plan that fits who you are, the youth you serve, their needs, and the resources available. We have conducted programs in several different contexts, such as large Boys and Girls Club in our community, a psychiatric hospital, a residential youth home, and community outreach of a local church. Each setting calls for variations that fit its unique context.

Third, draw from the lesson plans in Part B. Section A contains lessons that teach fundamental concepts for peacemaking and leads up to the stop light model. Section B has lessons for managing fear and anger within oneself that relate to the red light. Section C provides lessons for engaging others with communication and problem solving skills that relate to the yellow and green lights. And section D includes lessons on forming character with qualities for peacemaking that relate to the green light.

The lesson plans can be followed sequentially as they are outlined, if you are able to go through the entire curriculum of 36 sessions. While it is ideal to have this much time for developing proficiencies, this may not be possible. For shorter programs, we suggest that one not follow the number of lesson that can be done sequentially, but draw lessons from the various sections that teach each part of the Peacemakers’ Light model. The stop light model (found in Part A) is the central teaching model. All lessons are organized around this in such a way that the concepts and skills hang together in a memorable way. For example, if one were not able to do 36 but only able to do 18 sessions, we’d suggest the following lessons: 1, 2, 3, 4, 6, 7, 10, 12, 13, 16, 17, 19, 20, 21, 22, 23, 24, and 25 and conduct two tests in conjunction with these lessons. As for tests to advance in rank, we suggest offering tests after each 7 or 8 lessons, recognizing the time it takes for students to acquire proficiencies stated in the rank requires (see appendix). These, too, may need to be adapted to fit the needs of one’s program.

If needed, we are available help people start programs in their communities and to learn from your experience. As this work for peace is continuously evolving, we welcome feedback from those who develop their own programs. Please contact us by phone or email (see page 2) with questions or reports what you have found helpful, not useful, and what you have discovered that you can share with us. We can learn from each other to enrich our common work in empowering youth to be peacemakers.