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Providing a systemic approach that empowers positive communities. Our mission is to educate life-long peaceful problem solvers.

OUR MISSION

Our mission is to educate life-long peaceful problem solvers. We value safe environments where all are included and treated with dignity and respect.

 

Interactions for Peace Mission

 

Interactions for Peace provides a complete curriculum and range of developmentally appropriate programs help develop self-awareness and confidence, cooperation, communication, and conflict resolution skills. We help to create the environment and culture where all are included and treated with dignity and respect.

The Five Essential Elements and Guiding Philosophy

Self-Awareness and Confidence - By understanding our feelings, exploring what we believe and the kind of person we want to be, we learn to respect ourselves and others.

Cooperation - By knowing our feelings, choices and actions, we collaborate and work as a team. Together we can do what none of us can do alone.

Communication - By listening and developing a common vocabulary, we share our feelings and thoughts. We study the language of conflict and practice the language of peace knowing that understanding comes through communication, and through understanding we find the way to peace.

Conflict Resolution and Conflict Transformation - By empowering all with knowledge and strategies, we move from conflict, violence, and aggression to an intellectual and peaceful outcome.

Parent and Community Connections - By reaching out to our family, friends and community through education and service in our local and global neighborhoods, we complete the circle of peace.

Board of Directors

AWARDS

San Diego Chamber of Commerce Foundation - Best Practices in Education Showcase Award to Olivewood School in National City, CA for their successful and long lasting Peace Patrol Program

California State School Boards Foundation - First Place Golden Bell Award for Innovative Programs to the Peace Patrol at Clear View Elementary School in Chula Vista, CA

ABC Channel 10 Leadership Award - Peace Patrol founder, Eden Steele

Arun Gandhi, Mahatma Gandhi's grandson, presented the "A Season for Nonviolence" Peace Award to Peace Patrol founder, Eden Steele

Kaiser Permanente Health Care System in San Diego, CA honored Interactions for Peace Primary Peacemakers Co-Author, Kaye Pesavento, with the Kaiser Permanente Star Award and a $500 donation

La Mesa Sunrise Rotary Club selected 5th Grader Evy Ponce from Lexington Elementary School as their Peacemaker of the Year 2009 for her work as an Interactions for Peace Peaceful Problem Solver; Kimberly Stricker, I4Peace Specialist, was awarded Peacemaker of the Year 2007

Rotary District 5340 Southern California Pathways to Peace first annual Peacemaker Award to Eden Steele, Founder and Executive Director of I4Peace

Tariq Khamisa Foundation of San Diego, CA honored Interactions for Peace Youth Leaders, Zachary and Joshua Pesavento of Chula Vista, CA with the Mahatma Gandhi Non-Violence Youth Awards, and Eden Steele, Founder of I4Peace, with the Mahatma Gandhi Non-Violence Education Award

Southern California Ninth District PTA presented the Honorary Service Award to Peace Patrol founder, Eden Steele

San Diego, CA Mediation Center honored Peace Patrol founder, Eden Steele with the Peacemaker of the Year Award

Optimist Club International Community Service Award was presented to Peace Patrol for its partnership with the Chula Vista, CA Optimist Club at Clear View Elementary School, Chula Vista, CA

U.S. President's Summit for America's Future Award "Teaching Example" Peace Patrols with AmeriCorps*NCCC Internet Feature Selection: Partners in Peace Americorps*NCCC, Peace Patrol and 50 San Diego County Schools and 21,896 students

Eden Steele was recognized by the California State Assembly for her outstanding service to our community in the fields of Education and Community Activism. Dr. Shirley Weber, California Assembly member representing the 79th District, held her annual Recognition Celebration for Women Leaders.

Eden Steele was asked to join the National Americorps National Civilian Community Corps Advisory Board to advise the Director concerning the administration of the program and to assist in the development and administration of the Corps. This Advisory Board is under the Executive Branch and the ex-officio members include the President's Cabinet. Eden is a former Americorps National Civilian Community Corps, Academy Director.

The suspension rate for violent offenses committed by elementary aged students has decreased by just over 50% since the peace patrol program began in the SMUSD.

–Bob Harman, Director of Student Services,
San Marcos Unified School District (2009)

The I4Peace System

Build, Maintain, and Sustain the Interactions for Peace System

 

Foundation Skills for Positive Social Interactions Curriculum to build self - awareness, cooperation, and communication skills

Beyond BullyingTM Awareness, Education, Action An interactive, multifaceted approach to build positive solutions and action plans for self - empowerment

Primary Peacemakers Experiential curriculum to empower our youngest children

Peace Patrol Conflict resolution and peer mediation; those who have the problem are empowered to solve the problem

Restorative Practices Build caring and cooperative communities and move from doing to and for others, to engaging with others

Community Service Leaders Opportunities to put newly developed skills into action through service to others

 

"Everyone can be great, because anyone can serve."
Martin Luther King, Jr.

North County Peace Patrol

Foundation Skills for Positive Social Interactions

Over 20 pieces of curriculum build Self-Awareness, Cooperation, and Communication skills. Before we can become peaceful problem solvers it is imperative we spend time internalizing these three foundation skills.

Self-Awareness and Confidence: By understanding our feelings, exploring what we believe and the kind of person we want to be, we learn to respect ourselves and others.

Cooperation: By knowing our feelings, choices and actions, we collaborate and work as a team. Together we can do what none of us can do alone.

Communication: By listening and developing a common vocabulary, we share our feelings and thoughts. We study the language of conflict and practice the language of peace knowing that understanding comes through communication, and through understanding we find the way to peace.

Contact us today at interact4peace@gmail.com to find out how you can get a Foundation Skills for Positive Social Interactions expert to host a training at your school or organization.

Bullying Awareness

Bullying is emotional, verbal and physical aggressive abuse. It is undeserved, repeated, and habitual. It is abusive aggression because of jealousy, sexual orientation, weight, religion, race, socio-economic status, fear, lack of compassion and knowledge, family history of aggressive behavior, or ...just because.

Often responses to power aggression are focused on perception, not about prevention. If the core of the cyclic behavior is not addressed then the cycle continues. Prevention requires a cultural shift, a focus on building a caring compassionate community through a system of awareness, education and action. Curbing emotional, verbal and physical abuse is about communication, understanding, self-worth and confidence.

 

Beyond Bullying - Awareness, Education, Action

Developed in 2011

Beyond Bullying is an interactive, multifaceted approach to build positive solutions and action plans for self - empowerment. Discussions, vignettes performed by actors, current research, personal stories and positive solutions are included to support those who are impacted by bullying behaviors across all ages and in all locations.

 

AWARENESS - "What are bullying behaviors?"
Pre and Post Discussions and The Tunnel of Bullying Experience

 

EDUCATION - "What do I need to know?"
Curriculum provided by Interactions for Peace

 

ACTION - "What do I do?"
Personalized Action Plans

 

These simple quotes focus on key understandings after high school student, Phoebe Prince, committed suicide after being physically and emotionally taunted at South Hadley High School, Massachusetts. 2010

"You can't make someone be nice… You have to help the person who's being bullied get stronger."
Eileen Moore, aunt of Phoebe Prince

"It starts at home… Are parents teaching their kids to be respectful?… That would help."
Nancy Farnsworth, parent of two students and a member of the antibullying committee at South Hadley High School. 2010

 

 

What Do Kids Think About Beyond Bullying?

Santana High School

 

Knox Middle School

 

Contact us today at interact4peace@gmail.com to find out how we can bring Beyond Bullying to your school or organization.

 

Malo leads discussion

"I can be a better upstander by using some strategies I saw during the performance like when they compliment the person then left with her. Maybe I can do that to get the person/target out of the situation" - student from Gompers Preparatory Academy, September 2015

Primary Peacemakers

The Foundation of I4Peace …developed in 2001

The 16 interactive and experiential lessons are designed to help children in pre-school through 2nd grade discover the peacemakers within themselves through activities, music and stories based on The Five Essential Elements. These lessons are taught throughout the school year. Each year the same 16 lessons are experienced, pre-school, Kindergarten, 1st and 2nd grades. Each year the students better understand and internalize the knowledge of self and others to peacefully interact and resolve conflicts. They become more sophisticated and empowered with knowledge and skills. Trained teachers, support staff or volunteers, as well as older Peace Patrol students can lead the Primary Peacemakers Lessons.

Contact us today at interact4peace@gmail.com to find out how you can get a Primary Peacemakers expert to host a training at your school or organization.

Peace Patrol

Developed in 1989

Peace Patrol© is part of a systemic approach that empowers all to create positive communities. It is used by everyone - 4th grade to adults, every day, and in many locations around the world. Through Peace Patrol, we learn skills that allow us to guide others in peaceful conflict transformation.

Lexington Peace Patrol Students

The goals of Peace Patrol are:

  1. To empower all by establishing a foundation of self-esteem, respect for others, cooperation, peaceful communication, and conflict resolution strategies.
  2. To provide opportunities to explore the similarities and differences, the customs and attitudes of other individuals, countries, and cultures.
  3. To teach all how to create solutions, consider consequences, and make positive decisions.
  4. To provide reasonable alternatives to gangs and antisocial behavior.
  5. To study conflict, internalize the process and specific steps to peaceful conflict resolution, so that we better recognize how conflict can bring opportunities for understanding.
  6. To provide a systemic approach that truly empowers individuals and groups to create caring and cooperative communities.

Restorative Practices

Restorative Practices diagram

Restorative Practices is a philosophy in working with others that shifts the power from the leader to everyone. It is a philosophy that encourages people to restore and build community; it is a system where all participants build, maintain, and repair relationships.

The goal is to work together and move away from doing things for people and/or to people. People with the problems are the best ones to help transform the conflict. This allows people to move from a punitive system to a restorative culture where relationships are the focus. When we move away from punishment, and instead work together and focus on natural consequences to make the situation right, relationships can be restored and perhaps be even stronger.

Major Beliefs Required For Successful Implementation:

  1. Everyone is a person of great worth
  2. With high expectations must come support and commitment
  3. We are better together than alone
  4. People have a basic need to belong to a group
  5. Need > Values > Rights > Obligation to protect these rights
  6. Broken rules must be seen as hurting relationships

How is Restorative Practices Different? In a true restorative environment, the idea of togetherness will permeate all that is done. No longer will it be about what I need, but what we all need. The beautiful thing is that when we get down to it, we all have similar needs. The difference is in the support we need to be successful. So, working together is required if people are going to get the support needed.

What is Needed: Restorative practices can only thrive in a culture that has created a sense of belonging, responsibility, and support. A strong proactive culture must exist. Interactions for Peace lessons help create this environment. The foundation of self-awareness, cooperation, and communication is at the core of a restorative culture.

Service Learning is a methodology through which members acquire the knowledge and skills needed to perform community service projects. Participants gain an in-depth understanding of the value and impact of their work. Service Learning provides concrete opportunities for our youth to learn new skills and think critically. I4Peace facilities collaboration between community projects and youth leaders in neighborhood schools and organizations.

Contact us today at interact4peace@gmail.com to find out how you can get a Restorative Practices expert to host a training at your school or organization.

 

 

Youth Community Service Leaders

Restorative Practices

Service Learning is a methodology through which members acquire the knowledge and skills needed to perform community service projects. Participants gain an in-depth understanding of the value and impact of their work. Service Learning provides concrete opportunities for our youth to learn new skills and think critically. I4Peace facilities collaboration between community projects and youth leaders in neighborhood schools and organizations.

Interactions for Peace partnered with Santana Peace Council and San Diego State University interns at Hope in the Park 2012, San Diego California.

International Projects

Our team works actively with international representatives to promote and implement Interactions for Peace programs and curriculum. If you would like more information about establishing the Interactions for Peace systems in your country please contact us at interact4peace@gmail.com

 

Interactions for Peace in Kenya

Together is Better - A Pathway to Peace
2012 to 2016

International Projects Kenya photo

In 2012 Monica Kinyua and Jane Kinyua from the nonprofit, Children's Peace Initiative-Kenya (CPI-Kenya), met Eden Steele, Barbara Lutu, and Sean Chumbley. Together they began planning a multi-phase multi-year project to build a strong foundation for peaceful problem solving in Kenya with I4Peace Peace Patrol.

In June 2014 I4Peace members Amanda Roussell, Ilya Uribe, and Rose Mary Ramirez traveled to Nairobi, Kenya to teach the six members of CPI-Kenya on the I4Peace Foundation Skills for Positive Social Interactions. While in Nairobi, the team presented to Rotarian Sudesh Walia from Rotary Club of Nairobi about the project and decided to submit a proposal for a Rotary Vocational Training Team Global Grant. In September 2015 the international partners received the funds from Rotary to continue the peace project.

2015 - 2016 La Mesa Sunrise Rotary and Rotary Club of Nairobi provide funding for I4Peace and CPI-Kenya to continue the peace project.

In October 2015 the team from Kenya traveled to San Diego for a 10 day training which included a review of the Foundation Skills, Peace Patrol school visitations, and specific implementation procedures.

November to December 2015, Rotarians and I4Peace Specialists Ivan and Elena Alba will support the CPI-Kenya team when they train the Nairobi educators on the I4Peace Foundation Skills for Positive Social Interactions.

In 2016 the I4Peace team travels to Nairobi, Kenya to partner with CPI-Kenya leaders to train teachers from eleven schools in Nairobi on I4Peace Peace Patrol implementation.

 

Interactions for Peace Kenya, 2014

 

 

 

Interactions for Peace in Mexico

Information about our upcoming project in Mexico 2016­2017 is coming soon!

 

 

Interactions for Peace in Philippines

On October 23, 2008 Dr. Carol Lynn Macagba presented the I4Peace program, Peace Patrol©, to the LORMA Colleges Basic Education Department's students, staff and community partners located in San Juan La Union, Philippines.

 

Dr. Carol Lynn Macagba photo

Dr. Carol Lynn Macagba and her parents

In September 2009 Eden Steele and Carol Macagba conducted a Peace Patrol Training to the entire LORMA School's teachers, administrators, and selected students. Their Peace Patrol continues successful peaceful problem solving today. In March 2015, I4Peace Specialists, Ivan and Elena Alba will spend a month with Dr. Macagba and all the LORMA School peacemakers!

Bryan Macagba Zuckor photo

Peace Patrol in the Philippines is dedicated to the memory of Dr. Carol Macagba's nephew, Bryan Macagba Zuckor who lost his life during the March 5, 2001 Santana High School shootings. I4Peace is honored and humbled to be part of keeping Bryan's memory alive by transforming pain into peace.

 

Peace Patrol students from LORMA San Juan Grade School, 2009

 

 

 

Peace Patrol students from LORMA San Juan Grade School, 2015

 

 

 

 

Interactions for Peace in Uganda

In 2009 the I4Peace Peace Patrol curriculum, activities and program expanded to our global community. Stacy Calderon and Wadri Patrick introduced Peace Patrol to Uganda. The students, teachers and administrators of the Homing Dove International Schools in Adjumani, Arua, and Moyo were trained to empower their students and families in this Ugandan conflict zone.

 

Children March for Peace in Adjumani, Uganda 2009

 

Research

The programs created by Interactions for Peace are award winning and validated by research.

The global epidemic of bullying has detrimental effects on people from childhood through adulthood. From the home to the school to the workplace, bullying impacts our communities in widespread and, often, insidious ways. Some results of bullying may not be seen immediately. These behaviors may fall below the threshold of criminal behavior or other actions that are legally protected, such as child abuse, intimate partner violence, sexual harassment and employment discrimination. Likewise, many of these behaviors at home and at school have been inappropriately normalized by parents, teachers, and community leaders. A common chorus when asked why nothing was done in response to on-going, but non-violent bullying has been that it is "just kids being kids." Moreover, traditional approaches have focused on the detrimental effects of bullying on the victims, but there are consequences for the bullies as well (e.g. Roland, 2002). Also, only recently has there been growing attention paid to individuals who are victims of bullying who themselves bully others, i.e. bully/victims (e.g. Klomek, et al., 2007).

The damage caused by acts of bullying has far reaching and long-lasting consequences. Carlisle and Rofes (2007) found that the psychological damage caused by bullying is similar in some cases to that caused by child abuse. It is not uncommon for the victims of bullying—children, adolescents, and adults—to experience long-term and severe reactions to the torment, including depression, anxiety disorders, and suicidal ideation and behavior (Arseneault, Bowes, & Shakoor, 2010; Hawker & Boulton, 2000; Klomek, et al., 2007; Klomek, et al., 2009, McDougall & Vaillancourt, 2015; Takizawa, Maughan, & Arseneault, 2014). For example, recent research identified a relationship between bullying and PTSD in which middle-school aged bully/victims had even more symptoms than children who were victims (Idsoe, Dyregrov, & Idsoe, 2012).

As an organization, Interactions for Peace believes in the importance of understanding bullying from an ecological perspective. We examine the dynamic relationships among bullies and the bullied. Let's take the hypothetical example of Mr. Pettigrew who is bullied by a coworker at his place of employment. When he goes home, he tends to bully his wife and children. One of his children is a bully at school, while his other child is routinely bullied by classmates. Our units of analysis are the various systems that foster and perpetuate bullying behavior at home, at school, at work, and in the community. Although bullying in these settings will be discussed separately, this is done only for purposes of clarity and should not be viewed as an attempt to make any causal interpretations about where bullying behavior begins. The influences that lead to bullying, from this perspective, are transactional, fluidly impacting each other.

In the end, an ecological understanding of bullying leads to the conclusion that traditional and singular anti-bullying efforts are inadequate to sufficiently combat the full extent of this problem. Instead, the argument will be made to adopt a broader view of bullying and to implement effective curricula within the home, school, work, and community environments, which educate and create life-long peaceful problem solvers. We at Interactions for Peace (I4Peace) believe that bullying will become obsolete when people learn and consistently demonstrate skills that are antithetical to bullying. These skills are the cornerstones of what we teach and provide in our various programs: Self-Awareness and Self-Confidence; Cooperation; and, Communication.

- Written by Dan Blumberg, PhD., Clinical Psychologist and Professor of Psychology, Alliant International University, San Diego

 

 

 

Testimonials

"Since we began working with Eden and Interactions for Peace this year, our suspensions have decreased by 75% AND student attendance increased to 97.6% (from average of 95%). This means students are becoming peaceful problem solvers and they are happy to come to school, which in turn impacts academic achievement."
Lidia Scinski, Principal/CEO Harriet Tubman Village Charter School, San Diego Unified School District 2014

 

"I have never felt so inspired to work to make a difference in the world."
Zach, Santana High School Student 2013

 

"It impacted my life, it opened my eyes."
Sarah, Santana High School Student 2012

 

"We have had the Tunnel of Bullying program at Harborside Elementary the past two years and it has had an astounding effect on our students and overall school climate. The Beyond Bullying Experience taught our students to stand up for themselves and others and we have significantly decreased the number of bullying incidents at our school site. I highly recommend the Beyond Bullying experience to schools looking for a program to reduce bullying and create a more peaceful school climate."
Marcus A. Jackson Jr., Principal, Harborside Elementary, Chula Vista Elementary School District

 

"Beyond Bullying helped turn our school around. Bringing Beyond Bullying to Harborside provided an invaluable opportunity to address the issue of power agression in our school community. Beyond Bullying gets to the heart of the issue. It created a space for students to talk about their experiences and feelings. Participants realize that everyone plays a role--whether they are an aggressor, a target, or a bystander. The Tunnel of Bullying touches everyone--adults and children alike--no one comes out of the Tunnel unchanged. We scheduled a Tunnel of Bullying session for parents, which proved to be an important first step in starting a dialogue. For me, the most powerful aspect of Beyond Bullying are the post-tunnel discussions. Kids really open up and share with the discussion leaders."
Beverly Prange, Associate Principal, Chula Vista Elementary School District

 

"Research validates that the Peace Patrol© Program makes a direct contribution to continuing, sustaining, and compelling growth towards district-wide student academic achievement and improved API and AYP scores."
Chris Cate, Counselor, Snowline Joint USD, CA 2008

 

"All eleven San Marcos Unified Schoolo District Elementary Schools have extensive Peace Patrol© programs. The suspension rate for violent offenses committed has decreased by over 50% since the I4Peace program began. The data confirms that the Peace Patrol© program has contributed to campus safety, improved attendance and to students having a greater feeling of connectedness to their school."
Bob Harmon, Director of Student Services, SMUSD, CA 2009

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Email: interact4peace@gmail.com

Phone: 619-421-5046

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