DeJong (1994) describes RCCP training for both professionals and parents:
"Professional Training
RCCP uses both formal training sessions and one-on-one work to teach regular classroom teachers how to present the conflict-resolution curriculum. Equally important, the teachers are led to reexamine how they handle conflict in their own lives, particularly in their relationships with students. With a strong commitment from the principal to make the school violence-free and with changes in the teachers' style of classroom management, students are provided a safe environment in which to work on their emerging conflict-resolution skills.
RCCP instructors provide 20 hours of introductory training in a series of after-school sessions. The training presents the RCCP philosophy and the curriculum; teaches communication, conflict resolution, and intergroup relations skills; and demonstrates 'infusion' strategies for integrating these concepts and skills into social studies, language arts, and other academic subjects.
Training also covers teaching techniques, in particular the use of role-playing, interviewing, group dialogue, brainstorming, and other experiential approaches. The teachers are also encouraged to utilize cooperative learning groups, assigning teams of students to study, work on projects, and learn together. Such teams can be used to provide diverse groups of students with a common purpose, which can lead to new friendships and a reduction of prejudice.
A key to RCCP's success is the follow-up support that teachers receive. Each new teacher is assigned to an RCCP staff developer, who visits between 6 and 10 times a year, giving demonstration lessons, helping the teacher prepare, observing classes, giving feedback, and sustaining the teacher's motivation. In addition, the staff developer convenes bimonthly follow-up meetings after school so that the teachers can receive additional training, share their experiences, discuss concerns, and plan schoolwide events. During a teacher's second year, the staff developer visits only two or three times." (p. 8)
"Parent Training
No one would disagree that parents and teachers should work together to teach children how to resolve conflict nonviolently. The reason is clear: If students are to use their emerging conflict resolution skills outside of school, they must have family support. The problem in bringing parents into the process is equally clear. It is not that parents actively resist a message of nonviolence, though some might do so. Rather, it is that parents who are busy making a living and raising a family have difficulty finding the time to be involved.
As RCCP looks to the future, parent education will be a top priority. RCCP staff recently launched a Parent Involvement Program, which they piloted and are slowly expanding in Community School District 15 in Brooklyn, where RCCP began. With this program, a team of two or three parents per school is trained for 60 hours to lead workshops for other parents on intergroup relations, family communication, and conflict resolution. During the first year, 1990-1991, teams from 11 elementary schools subsequently led 20 workshops for other parents. To date, nearly 300 parents have received training." (p. 11)
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