Coming soon – the Conflict and Resolution 2019 blog!

Introducing Conflict and Resolution

by Einav Dinur and Rupert Friederichsen

It’s 2015 – Welcome to CISV’s year of Conflict and Resolution!

Happy New Year, CISV world!

We are excited to launch 2015 as the year of Conflict and Resolution. Let’s take our stylish 2015 banner (designed by Alex Neuman) as a basis to explore what we mean by those two words, ‘conflict’ and ‘resolution’.

In the banner conflict is symbolised by a flash of lightning. Lightning comes with thunder and it releases a lot of energy. If it hits, lightning can set things on fire and kill. Conflict also has these qualities. A lot of energy is released when we shout at each other and argue. Violent conflicts harm and kill many people around the world every day. So it may seem logical to view conflict as something that should be avoided and it is common for us to feel that if a conflict arises it means that something is wrong.

Resolution in our banner is symbolized by the heart, the universal symbol of love. Needless to say that we all want and need love, that we all aspire to give love, and that we would all prefer being in a place where love is in the air, rather than conflict.

So it is completely understandable that we tend to avoid conflict. But if we look at the banner as a whole, there is both conflict and resolution. And that is also the reality of human life. Conflicts, small or large, are all around us. We can’t, realistically, avoid them. But by trying to avoid conflict rather than look it in the eye and deal with it, we miss out. Because we won’t develop the knowledge, skills and attitudes that we need to handle conflict in a constructive way.

Throughout the year, we will explain in much more detail what we mean by knowledge, skills and attitudes for conflict management. We will also explore how conflict can indeed be constructive – think of the light and energy created by lightning. In other words, looking again at the whole of our banner, our 2015 peace education focus area will explore the line where blue and red meet: how does conflict turn into something different, something better?; how do conflicts arise?; can the lightning bolt help the heart grow?; can the heart turn the destructive energy of lightning into a force for good?

These questions indicate our attitude towards conflict and how to deal with it. And we encourage you to also accept conflict as a natural result of different thoughts, ideals, feelings, opinions and behaviours coming together. We promise to support you, throughout the year, with specially cooked food for thought and with practical tips on how to become better able to deal with conflict effectively, rather than run away from it. We hope that you are curious enough to make it a new year’s resolution to get involved in CISV’s educational work for a more just and peaceful world. In our next post we will explain who our teams are this year and what we will offer you throughout the year. Follow us on Facebook, Twitter, and get our blog posts delivered directly into your inbox by subscribing to our RSS feed on this page.

Happy New Year once more!


(Author of Confronting Conflicts and member of the Conference and Events Committee)


(Training and Quality Assurance Manager)

6 steps: What We'll Do Throughout the Year

by Einav Dinur and Rupert Friederichsen 

As mentioned in our first post, we view conflicts as an integral part of interconnection with people. And we aspire to shift the focus from how to AVOID a conflict to how to HANDLE a conflict when it arises. So our goal is to give you tools and methods which help discuss conflicts openly, thereby turning conflict into something that can be actively handled and shaped, and eventually resolved. Our hope is that with the right tools at hand, the existence of conflicts will become less scary. After all, conflicts are a perfectly normal in a place where different thoughts, ideals, feelings, opinions and behaviours come together.

Throughout the year, we will contribute to CISV’s trainings, programmes, and educational work done in chapters. Our focus will shift every two months from one step to the next.

  • Step 1. January to February: Introducing Conflict and Resolution Here we clarify what we mean by conflict and resolution, what we’ll be doing over the year, and who does it.
  • Step 2. March to April: Educating on Conflict and Resolution In step 2 we’ll focus on what trainers need so they can run sessions which bring the content area to life and which give trainees the Attitudes, Skills and Knowledge needed to engage with conflicts and resolve them.
  • Step 3. May to June: Conflict and Resolution in CISV Programmes Step 3 will support adults in programme roles by helping CISV educators to tailor conflict education to the specific needs of children and youth in different age groups and to our programmes’ educational goals.
  • Step 4. July to August: Back from the Programmes: Learning from Programme experience for life in our Chapters Step 4 uses the energy and ideas that CISV volunteers bring back from programmes. How can we make sure that all of our Chapter volunteers also benefit from and contribute to the yearly content area?
  • Step 5. September to October: I want to know more about Conflict and Resolution: Looking beyond CISV In step 5 we look outside of CISV to get new knowledge and inspiring examples of work others do to reduce conflict and transform it into something new and better.
  • Step 6. November to December: Well done? Taking stock of the content area 2015. In the last step we look back at the year and identify successes and areas for improvement in future content area work.

So that’s the plan in outline. But for the 6 steps to become a success we need you to get involved. To start, you can reserve activity slots in your local and regional work for conflict and resolution. In your upcoming minicamp, your local or national leadership trainings, etc. And you can count on us, we will provide educational activities, training sessions, and other material to help you engage your people with this year’s peace education content area.

Together we can make 2015 – the whole year! – a significant milestone for how CISVers interact with and within conflicts. 

Stay tuned! Next week we’ll introduce the teams behind making the six steps happen.


(Author of Confronting Conflicts and member of the Conference and Events Committee)


(Training and Quality Assurance Manager)

Introducing the Jirafas Team 2015 – The year to start being more Giraffe!

2015 – The year to start being more Giraffe! 

by David Gomez, Sigrid Elena Hauge, May Linn Orkelbog, and Juanda Valencia 

Happy New Year from the Jirafa Project. We are one of the groups that will throughout this year prepare your food for thought, and together we will embark on a journey to learn more about the topic of Conflict and Resolution. What are the knowledge, skills and attitudes needed to handle conflicts in a constructive way? Recent events prove that this is a highly relevant question. 2014 saw a peak in the number of wars, and several existing armed conflicts escalated*. However, we should not feel discouraged with gloomy statistics because everyday people are fighting peacefully for a better and more equal world.

For those of you who have not heard about the Jirafa Project, we are an exchange project between CISV Norway and CISV Colombia. This year is the fourth year this project has existed and we will create a book that will be the fourth in line of a series created by this exchange project. Maybe you have heard of the Lunch-Box, the Bowl of Rights, or last year’s book, the Kaleidoscope? Each project is part of this long-term cooperation between CISV Colombia and CISV Norway in an effort to strengthen both organizations through an exchange of knowledge and best practices. The projects’ goal is to contribute to local and international activities, workshops and seminars, and to produce educational tools around CISV’s yearly theme.

The Jirafa Project is managed by David Gomez and Juanda Valencia from CISV Colombia and Sigrid Elena Hauge and May Linn Orkelbog from CISV Norway. The reason why we chose to call ourselves The Jirafa Project (jirafa means giraffe in Spanish) is because the giraffe is a well-known animal within the conflict and conflict resolution world. That is thanks to Dr. Marshall B. Rosenberg who created the Giraffe vs. Jackal language. The giraffe represents compassionate communication. With its long neck it can get a clear overview of a situation, its sharp hearing makes it a good listener and its big heart represents empathy. Did you know that the giraffe has the biggest heart amongst the animals that live on land? We think everyone should adapt all those characteristics in our everyday life, we all should try to be more giraffe!

So far we have posted several blog posts about conflict and resolution, and we have created a toolbox with 11 activities that we will share with you throughout the next months. These activities focus on how we personally can manage everyday life conflicts in a constructive way, but also about how we can understand armed conflicts and wars in today’s world.

If you have not done so already, you should like us on Facebook for weekly blogposts and updates ( Do you have any ideas for an activity you want us to develop further or you want to be a guest writer for our blog? Please don’t hesitate to contact us.

Be more giraffe!


Sigrid, Juanda, David and May Linn.


Introducing Stand Up

by Natascha Wermuth lermiin 

 International Junior Branch project 2015 – Stand Up 

In 2012 at the International Junior Branch Conference in Paris, a new project was started. The aim of this project was to create ready-to-run activities on CISV’s content area of the year. The launch of the project was January 2013 where the group worked with the content area Human Rights and was called Right On. This developed into a new project in 2014 on the content area Diversity and was called Branch Out. In 2015 the project is continuing and this year it’s called Stand Up.

Throughout the year Stand Up will create 6 ready-to-run activities on the theme Conflict and Resolution. The activities will be shared with all of CISV and JB International, for every CISV National and Promotional Associations and for all Chapters to run with their members. Every step will deal with a subtheme of Conflict and Resolution such as: How do you define conflict? Interpersonal conflict, etc. Have a look at the first Stand Up activity on our facebook page!

The activities will be on different levels that will enable you to run the activities in different parts of the organisation, for both old and new CISVers.

All of these activities will be planned by this year’s steering group and whoever else would like to take a part in the planning of an activity. The steering group consists of active JBers from all over the world, each of them have a specific role that they will be coordinating throughout the year. These four areas are: Social media, Graphic design, Evaluation and Activity planning. If you would like to contribute to the project in any way please do not hesitate to contact us at

Throughout the year we will be collecting pictures from the activities that have been run and the numbers of participants, so please do share these with us on our online form

We hope that this project sounds interesting to you and that you would like to help us share it with your friends.

Let’s make use of this great project and run the activities throughout the year!

The Stand Up steering group are:

  • Social media: Amy Ayer & Helene Bing
  • Graphic design: Lucija Bergere & Thanaporn Lam
  • Evaluation: Paulina Jakubowska & Alia El Mazny
  • Activity planning: Björn Kåberger & Mercedes Fogarassy
  • Educational Content specialist in the IJB Team: Natascha Wermuth Iermiin


Conflict Out There and Right Here

by Einav Dinur and Rupert Friederichsen 

Over the last few weeks, we shared with you a bit about CISV International’s approach to Conflict & Resolution, as well as some awesome resources that will be available to you in 2015 (Jirafa Project, Stand Up, Confronting Conflicts, etc.)

We really hope we got you excited to engage in this year’s peace education content area and that we continue to use our involvement in CISV this year to educate children, youth and adults to confidently tackle conflicts and resolve them peacefully.

Conflict can occur at various levels (from inter-personal to global) and it can take many forms (e.g. an argument between two friends, armed violent large scale conflict, etc). Therefore our goal for 2015 is based on two aspects that are worth distinguishing:

1) Conflict out there: Exploring and discussing the content area

2) Conflict right here: Practicing what we preach

What does that mean?

It would be great if we can use 2015 to really dive into the topic of conflicts. For example, have activities and debriefings where we discuss different conflicts in the world or in our life, how they affect society, individuals or ourselves, what are positive and negative outcomes and what are possible resolutions, and so on. Even if sometimes what we see is ugly, we should not look away. That is what we mean by the first aspect of exploring and discussing the theme.

However, it is often comparatively easy to talk about conflicts that are farther from us, even if they are violent and truly horrific. To engage in a smaller “every day” conflict that affects us directly can be much harder, even if the conflict itself is minor. And the simple reason is that when we are involved in a conflict it is personal, emotional, and direct – and that can hurt and it can be very challenging to resolve.

Conflicts of whichever kind are not something most of us like to be involved in or witness. It’s easier to look away and pretend it’s not there, the person that is angry with me, the person shouting at another, the domestic violence which happens in many families, the war going on in …. It is exhausting and often distressing to look at, think about and feel what conflict is about. So it requires will power and emotional resilience to look conflicts in the face, to actually do what we call “stand”.

That is what we mean by the second aspect. While we encourage all of you to have activities and discussions about conflicts out there – don’t forget to practice what you preach. Let’s all make a commitment to TRULY “stand” in the face of conflicts within our CISV work in 2015 (and hopefully beyond). Let’s take a joint initiative to ensure all of our 2015 programmes actively address and resolve conflicts, that all chapter work and international work are constructive in handling conflicts.

In step 2 of 2015, we will provide trainers (both national and international) training frameworks that we would like you to use and build on, in order to ensure CISVers arrive in their programmes equipped with consistent tools and terminology to better handle conflicts and really make 2015 a year where we look conflict in the eye, and peacefully resolve it.

In the spirit of thinking openly and of deepening our understanding about Conflict and Resolution, we want to leave you with a question at the end of Step 1: How do the two aspects of ‘conflict out there’ and ‘conflict right here’ relate to each other? Does conflict out there shape how we deal with conflicts that affect us personally and directly? Does it make a difference to big conflicts if we change personally and in small ways?

Hello, Trainers!

by Einav Dinur and Rupert Friederichsen

Welcome to Step 2 of our 2015 campaign to learn about and educate on Conflict and Resolution. In Step 1 we introduced conflict and resolution as such. Step 2 will turn to the question of how can we educate and train people to manage conflicts better

To understand conflict, and ultimately to resolve it peacefully, it can help to have a language to describe it well. This language should help us talk about the ingredients of conflict. It should also guide us with regard to how we react to conflict, what we can do, and what we should do when faced with conflict. What can we do if a conflict becomes worse? How can we communicate to turn conflict into an opportunity?

Conflicts usually involved more than one person. Also language, by definition, is about communicating amongst several people. So developing and using a shared language to manage conflicts will help us, first of all, to understand – as a group – any given conflict more completely and in more depth. Based on this shared understanding we can then work out, again as a group, what we – and others – can do to resolve a conflict. This, in a nutshell, is what Confronting Conflicts offers you.

Confronting Conflicts is a CISV International resource, which aims to give CISVers a common language to help us address interpersonal conflict. It helps us talk about conflict and resolution in a clear and consistent way, and thereby enables us to manage conflicts more effectively.

As trainers, Confronting Conflicts will enable you to encourage CISVers to address conflict and resolution at two levels. On the one hand, to talk about conflict and resolution as a common theme that runs across our activities, projects, etc. On the other hand, it helps us, as CISVers, to lead by example and actually do as we say (remember the “Out there, right here” post?). Sometimes it’s rather easy to have an activity about conflict in the world. But are we always willing to face up to a conflict we are having with, for example, another leader? Are we always willing to help two staff members who are not getting along peacefully to resolve their issue so our camp can be better?

In 2015 we ask for your support us in making as many CISVers as possible familiar with Confronting Conflicts and to really put the ideas in it into practice in our programmes and chapters.

For our trainers, we have a training pack available online here which is based on Confronting Conflicts and which explains its key points. It comes with a Powerpoint presentation and a training session and exercises ready to run. We have also created a video tutorial to help you prep and talk through the elements of the session.

So here is what you – our dear trainers – can do to help make 2015 a year of change in how we handle conflicts in CISV:

1. Allocate time in your training schedule to run a session on Confronting Conflicts

2. Read the resource and the training material before so that you can have a good grasp on the content and pass it on to your trainees

3. Encourage trainees to familiarize themselves with Confronting Conflicts and use it in their programme and/or chapter

4. Inform your trainees on all the resources available to run activities on in their programmes and / or chapter

Click here to email Einav, the author of Confronting Conflicts, who will be available to answer any further question you have about running a Conflict and Resolution training session.

Happy training!

PS: Just as a reminder: This is the link to the page containing the training pack 

The Jirafa Toolbox

The Jirafa Toolbox is here! Complete with an introductory video, this week we bring trainers a wonderful collection of educational activities focusing on conflict and resolution – ready to run in various circumstances.

You can download the Jirafa Toolbox in full colour for on screen use, and in black and white for printing.


Bullying – How Each One of Us Can Help Tackle It

by Anders Wulff Kristiansen & Rupert Friederichsen

It is one of our most important responsibilities in CISV to make our programmes a safe environment for children and youth. Over the last few years we have improved a lot on how we prevent and reduce risks for everybody in CISV. Part of this effort is the Child Protection Policy 1 in which we commit, amongst others, to prevent bullying and to tackle it when it happens. This article will give you some practical ideas on how to do that in our programmes.Bullying is not simply a matter of one bully and one

Bullying is not simply a matter of one bully and one person being bullied. Usually, there are a number of people who actively or passively encourage the behaviour, or who could, but fail to, prevent bullying from happening.

The Bullying Circle 2

The Bullying Circle is an activity to show the many roles that people play when bullying happens. The central point is that too many people who could stop the bullying don’t do so. By understanding how bullying happens we can change our behaviour.

We present the bullying circle as an educational activity here. We encourage you to use it in any programme that you may be involved in.

We have explained how to use it both for children and for youth and adults below. It can be a very emotional activity, so please take great care when doing this activity.

The activity explores eight different ways of being involved in bullying. The key point of this activity is to recognise the importance of actively intervening to stop bullying. If we don’t act to stop it, we are directly or indirectly responsible for the bullying, even if we are not the bully ourselves.

Here is a short description of the eight different roles we can play when bullying happens.

1. Bully (or bullies) plans and/or starts the bullying and takes a leading part in it.

2. Followers take active part in the bullying, but they don’t start it.

3. Supporters encourage the bullying, but they don’t take active part.

4. Passive supporters enjoy the bullying but do not show open support.

5. Disengaged onlookers observe the bullying but think and act as if it’s none of their business.

6. Possible defenders dislikes the bullying and know they should help but they don’t act.

7. Defenders actively resist the bullying and try to stop it.

8. Target. This is the victim of abuse, they often have some characteristic that bullies choose to exploit, and they don’t feel they can stop the bullying by themselves.

Statistics demonstrate how few act as “Defenders”:

“Adult intervention is often 4%, peer or classmate intervention is 11%, and no intervention is 85%. This means that it is more common for these incidents to be ignored.” In other words, adults only intervene in 1 of 20 cases of bullying and peers only in 1 of 10. Almost 9 out of 10 times, no one does anything to stop the bullying! 3 The conclusion to draw is simple: Let’s be a “defender” and stand up to the bully!

Instructions for adults and youth: How to use the bullying circle in your programme

How to use the activity will depend on the age of your participants. It will also depend on the specific group or camp. It is very important that a good group feeling and level of trust has been established before this activity is done.

For all ages and groups, it is important to start by making sure that everybody understands the word bullying.

Be aware that there may not be a direct translation into all languages, so give language groups sufficient time to discuss what bullying means to them. The various experiences and thoughts that come out from different language and country groups may reveal interesting differences. When the group has a shared understanding of what bullying is, the activity should be explained.

The activity uses the Bullying Circle for a role play. Those who perform the role play stand in a circle (with the target in the middle) to play out a bullying situation.

Each person in the role play is given a card to explain their role (see the end of the document), and a scenario is presented, that they should act out. The planning group should prepare the scenarios beforehand, and make sure that they are relevant and appropriate to the participants.

In the beginning, and with younger groups, the scenarios should not be very dramatic or severe. More serious scenarios can be used later in the activity based on what the group is ready to handle. The scenarios should still let participants feel safe and open to discussion.

For example, a scenario could have the bully picking on a boy or girl with freckles, saying repeatedly that they are dirty. The target is visibly upset and unable to stop the bullying. The followers repeat what the bully has said and in a way that the target hears them. The supporters make sure the bully hears it when they deride the target for being freckled. And so on, continuing until the defender steps in to end the bullying.

There are two ways of doing this activity:

1. In groups with young participants (11-13 years old) OR in situations where there is not a strong level of trust in the group OR if the development of the group is at an early stage (groups with weak group dynamics).

2. Groups where all participants are 13 or older AND in which a strong level of trust has been developed AND if individuals have come together and act confidently within the group (established groups).

  • Young participants or groups with weak group dynamics

You should have the adult group perform the bullying situation as a role play so that the activity will avoid distressing anyone. The participants will act as audience, so groups can be big or small depending on number of available adults, and on what is appropriate for the group.

You could have the participants tell the adults how to change their behaviour and try out other ways of doing the scenario – so the kids would in effect be directing the role play. The adults should then try to improvise based on these directions.

Based on the performance of the adult group various debriefings can be used. It can be a good idea to have the kids do something creative to express their feelings about what they witnessed – have them draw, make a song or create a story or cartoon based on the experience. Then create comfortable small groups to discuss how they felt and share stories of bullying.

Conclude the activity with a discussion of how the children could apply the lesson of the activity by becoming defenders, and what they would see as challenges in becoming defenders.

  • Older Participants or established groups

The role play can involve the participants themselves. It is very important that this is not done until trust has been established, and that the activity is very wellplanned and considered by the facilitators.

Groups should have 8 participants, one for each role in the Bullying Circle, and each group should have a facilitator present. Give each small group participating in the role play a description of their role (see appendix), and allow enough time so that groups can prepare and decide on how they want to play out their role.

To deepen the learning experience, you can have people try several different roles to experience and feel the same situation from more than one perspectives.

Debrief the activity so that all participants a) can express the feelings they experienced during the activity and b) discuss how they can apply the lesson of the activity by becoming defenders.

Make sure to consider carefully how to run this activity based on the age of the participants and how strongly the group has already bonded.

It is very important in this activity to spend adequate time working with the emotions of participants. Make sure that everyone feels comfortable, that no one is pressured into sharing, and that all emotions and experiences are listened to and treated with respect.


Appendix: Role cards for the Bullying Circle

These role cards are for printing off and cutting so you can hand one out to each of the eight groups who will play act the role play.

1. Bully (or bullies)

You are the bully or a group of bullies. This means that you initiate and drive or lead the bullying.

Consider the following: What body language will you use? What facial expressions will you make? Will you say anything?

You will start the bullying.


You take part actively in the bullying but you don’t initiate it. You take your lead from the bully or bullies.

Consider the following: What body language will you use? What facial expressions will you make? Will you say anything?

3. Supporters

You cheer the bully on and support what the bully and his/her followers do, but you don’t bully the target.

Consider the following: What body language will you use? What facial expressions will you make? Will you say anything?

4. Passive supporters

You enjoy the bullying but do not show open support. Perhaps you hang back a bit to be the audience.

Consider the following: What body language will you use? What facial expressions will you make? Will you say anything?

5. Disengaged onlookers

You observe the bullying but think and act as if it’s none of your business. You will probably keep a little more distance, and try

to talk with others. You don’t find the bullying very interesting, and you don’t want to get involved.

Consider the following: What body language will you use? What facial expressions will you make? Will you say anything?

6. Possible defenders

You oppose the bullying and know you should help but you don’t act. You are probably scared that the bully might start bullying

you, and a little ashamed that you don’t help.

Consider the following: What body language will you use? What facial expressions will you make? Will you say anything?

7. Defenders of the bullied person

You actively resist the bully and speak out against him/her. You try your best to stop the bully.

Consider the following: What body language will you use? What facial expressions will you make? Will you say anything?

8. Target

You are the victim of abuse, you have some characteristic that bullies chose to ridicule, and you don’t feel you can stop the

bullying by yourself.

Consider the following: What body language will you use? What facial expressions will you make? Will you say anything?

1 The CISV Child Protection Policy which includes a definition of bullying is available at Child Protection

2 We borrow and adapt the idea of the “bullying circle” initially developed by Dan Olweus and now widely used in bullying prevention programmes




Leaving on a Jet Plane: A Journey Through Conflict & Resolution

By The Jirafa Project

Throughout this year our goal has been to give you guys tools and methods, which help discuss conflicts openly. One of these tools is a book about conflict and resolution. Below is an excerpt of the preface and after reading this we hope that you will want to download the book or order a free hardcopy from the CISV Norway office.

‘Conflict’ is a very complex word. Although the concept might seem very broad, complex, discouraging and intangible, analysing it provides us with the possibility to learn, so that we are able to make a change for the better. During our work on the theme ‘Conflict and Resolution’ we have done a lot of activities in which we often started off by finding out what people associate with the word ‘conflict’. The answers usually had negative connotations, such as ‘disagreement’, ‘violence’ and ‘hatred’. People generally do not realise that conflicts also carry positive outcomes; if handled correctly they can lead to innovation, development and stronger relationships.

In Leaving on a Jet Plane – A Journey through Conflict and Resolution we will take you on a journey through the world of ‘Conflict and Resolution’. Together we will visit a lot of different destinations where you will get to know various perspectives, tools, and histories regarding different levels of conflict. On our adventure you will also be introduced to interesting people through some amazing stories, interviews and testimonies.

You might experience a little bit of turbulence during some parts of this journey – as some articles are more complex than others – so take your time, because in the end we will always reach our destination, learning a lot while getting there. The book is divided into five different chapters that lead you through this exciting journey. You can choose to visit one destination at a time, or you can take the whole round trip.

On our first stop we will introduce the conflicts closest to us; the kind of conflicts that we have with other people (Chapter 1). Then we venture out on deeper water, to explore the kind of conflicts that affect our local communities (Chapter 2). In the next part of our journey the ride starts to get bumpy. Here we get the chance to take a step further and investigate conflicts on a national scale (Chapter 3). After a little rest we continue by taking a look at different aspects of Conflict and Resolution at an international level (Chapter 4). Our journey then reaches our final destination of this trip, wrapping up by investigating the connections between the different levels of conflict and how we as CISVers can become sources of peace (Chapter 5).

‘Conflict and Resolution’ is a very big theme, and there is so much more to explore than what we were able to do within this project. With this book we offer you some insights into this field, and provide you with some stepping-stones to the subject. We hope that you will return from this journey with a lot of new attitudes, skills and knowledge, looking at conflicts in a different light, so that you will be better able to ‘be the change you wish to see’!

Fasten your seatbelts and enjoy the journey!

For more info follow us on: facebook/jirafaproject or

 Stand Up – Ready-made Activities for your JB and Chapter

by Mercedes Fogarassy and Björn Kåberger 

Three Stand Up activities have been released in 2015 and over 700 people around the world have participated in them.

Having JB activities throughout the year is a great way to engage local youth and adults when there is not a CISV program taking place. They are also a great way to motivate people to experience CISV and learn about a very important educational content area – Conflict and Resolution.

The Stand Up activities that have been released so far have touched on topics of communication in conflict, the “Hit, Run, Stand” model, and on ways in which conflict causes us to act towards, and with our peers. Educational content in CISV is integral to our mission and Stand Up aims to create a fun atmosphere while still keeping the high quality of learning involved.

With many Junior Branches and international programs having run these activities, the responses have been incredible. For example, JB Poland enjoyed doing Step 1 – How do you define conflict? as they were able to use the different techniques in the “Do” part to get the educational message across. Step 2 – Hit-Run-Stand was particularly effective at exploring one’s own style of dealing with conflict. This enabled JBers to benefit local chapters by teaching themselves how to better work together and resolve conflicts. And in JB Finland, Local Junior Representatives explained how incorporating fun into meetings was essential, and it is exactly what Step 3 – I don’t like this, I don’t like youwas able to do, while still remaining educational.

Different JBs struggle with different challenges. Some are desperate to recruit new members, some feel they are not given the respect they deserve from the organisation as a whole, and some just really want to make great activities. Using Stand Up (2015), Branch Out (2014) and Right On (2013) activities, all of this is possible.

Activities from these projects have been run with as few as 6 and as many as 120 participants, from a basement in the Mölndal, Sweden to a conference centre in Queretaro, Mexico.

As a participant in a Stand Up activity, you are truly a part of a global movement, because the experience you have is shared with hundreds of other people, all over the world.

So the next time you meet someone from another chapter, ask them if they’ve participated in our activities, and compare your experiences and conclusions. Who knows, maybe you’ll hear a completely new perspective?


Coming soon – the Conflict and Resolution 2019 blog!

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