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Abstract
Violence prevention is a key focus for many intervention programs, yet little is known about how or why certain programs are able to successfully produce effective prevention efforts. The purpose of this study was to identify the essential elements of the Play for Peace (PFP) program, how it creates change in participants, and how it is successfully implemented in communities. Using an intrinsic case study research design, data were collected from participant observation and interviews and systematically sorted and triangulated to identify patterns and generalizations. Based on these findings, a multi-level experiential learning model emerged. This model focused on empowering individuals to be actively contributing and civically responsible citizens, striving with a strong will to achieve and maintain the peaceful coexistence of a nonviolent community (i.e., a culture of voluntad y convivencia). Recommendations on how to expand the positive effects of the PFP program are discussed.
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Author Biographies
Michael Gass, PhD, LMFT, is a professor and the director of the Outdoor Behavioral Healthcare Center (obhcenter.org) in the College of Health and Human Services at the University of New Hampshire.
Sarah Gough, MSW, is Play for Peace’s director enjoying over 20 years field work with youth in diverse settings. Involved with Play for Peace since 2001, Sarah co-authored “Peacecircles” (2013) and has facilitated training and workshops in experiential peace education around the world. Through Sarah’s leadership Play for Peace has grown to include thousands of children, youth and adults in over 20 countries.
Andres Armas is a Play for Peace trainer and a 20+ year member of PFP in Guatemala. He is a life long resident of Palencia, Guatemala.
Cristina Dolcino, MS, is a first grade teacher in Madbury, New Hampshire. She is a founding member of the Oyster River Cooperative School District’s Sustainability Committee.
