The Conflict Center

“The finance committee reviews and approves the 990 prior to filing with the irs.”

“Each year board members sign a conflict of interest policy, in which they disclose potential conflicts that might arise. The executive director and board president review these forms to ensure that directors abstain from voting on any such matters, and that all directors are aware of any potential conflicts.”

“The board of directors reviews a salary survey conducted by the colorado nonprofit association to determine that compensation for the executive director is comparable to other similarly situated nonprofit organizations.”

“Governing documents are available upon request. The form 990 and annual report are posted on the organization's website.”

“Through youth and adult skill building classes and conflict management workshops, individuals are empowered to see and use conflict as an opportunity to grow, learn, and create positive change in their lives. Our skill building class, addressing conflict and anger effectively (youth and adult options), provides an opportunity to become equipped with new skills to communicate effectively to solve problems and build relationships. Our mix of understanding anger and emotions with conflict management skills helps participants work through defensiveness and build a shared understanding with others, ultimately finding mutually satisfactory solutions to sources of conflict. We offer a variety of off-site workshops related to conflict management, escalation and building as well. We served 71 adults and 98 youth and their parents on site, in addition to providing workshops for organizations and businesses, training over 769 participants at sites across denver, as well as nationally.”

“Through school partnerships, the organization partners with schools to foster a community of inclusion, where students feel safe to be themselves and nurtured to build positive relationships. Restorative practices offers an alternative to punitive discipline in schools. Restorative practices is a philosophy, not a curriculum, that focuses on building positive relationships and providing opportunities for community members to take responsibility for their behavior while remaining connected to the community. Restorative practices are rooted in social justice, directly disrupting the school-to-prison-pipeline. Through restorative practices we utilize tools to hold students accountable for their actions while keeping them in school and out of the school-to- prison-pipeline by implementing practices that reduce the disproportionality high disciplinary referrals, suspensions and expulsions of children of color and; therefore reducing the odds that students will subsequently become involved in the juvenile justice system. We worked with 22 schools, representing 13 school districts, with the potential to impact 1,700 students' lives.”

“Our programs focused on whole-school culture also include social norming, hot spot mapping and reading for peace. Social norming is built on the concept that most students engage in and want to engage in positive, healthy behaviors, but they believe their peers engage in negative, unhealthy behaviors. As a result, many students do things they personally believe are wrong in order to gain acceptance by their peers. Social norming works by using "positive peer pressure" to educate students about what positive, healthy behaviors are truly acceptable by their peers. These behaviors and beliefs about perceived norms of behavior among peers are determined through a school-wide survey. Our healthy relationship campaigns focus on the six types of abuse: physical, emotional, sexual, stalking, financial/economic, and digital. We worked with youth leaders from the schools as well as high school interns to develop relevant and impactful campaigns. Hot spot mapping is a student-driven program which asks students to identify places where and people with whom students feel most safe. Hot spot mapping has significant potential to help schools and other community organizations not only identify areas for improvement related to safety and culture, but also center the community in creating solutions. Reading for peace is a completely volunteer-run, multi-generational reading program for elementary schools devoted to reading and discussing the books which teach and reinforce the socio-emotional skills. Despite not being able to deliver to all slated schools because of covid related school shutdowns, we conducted reading for peace in 8 schools throughout the school year.”