Emergency Brake Lab Log The Lab Log: Week 1
Session: The Emergency Brake
Conflict Resolution Lab
Student Name
Date
1
The Baseline Check-In
Where is your nervous system right now? Mark your spot on the scale.
1 (Cool) 2 3 4 5 6 7 8 9 10 (Boiling)
2
The TIPP Stations: Lab Observations
T - Temperature
How did your body feel after the cold shock?
P - Paced Breathing
What was your heart rate like after 60 seconds?
3
The Real-World Test
Think about a conflict you frequently have (at home, school, or work). What is one "warning sign" your body gives you that your brain is getting "hot"? (e.g., tight chest, clenched jaw, hot face)
Which of the 4 TIPP skills do you think will be most effective for YOU in that specific moment?
Temperature
Intense Exercise
Paced Breathing
Paired Relaxation
Week 1: The Emergency Brake
Conflict Resolution Lab
Emergency Brake Digital Takeaway Emergency Brake
Conflict Resolution Lab Protocol
T
Temperature
Ice pack to face or eyes for 30s. Splash freezing water. Reset your heart rate instantly.
I
Intense Exercise
60 seconds of max effort. Sprints, burpees, pushups. Burn the cortisol off.
P
Paced Breathing
Breath in for 4, out for 6. Focus on the exhale. Tell your brain you are safe.
P
Paired Relaxation
Squeeze every muscle hard while inhaling. Drop the tension completely on the exhale.
Screenshot & Favorite This
If the brain is hot, logic is not.
Emergency Brake Teacher Guide Restorative WEEK 1: THE EMERGENCY BRAKE
Physiological De-escalation & Restorative Foundations
The Conflict Resolution Lab
Duration: 40 Minutes
Lesson Overview
This session introduces the concept of the "Hot Brain" (amygdala) and the foundational restorative principle of Relationship Maintenance . Students learn that de-escalation is the first step in repairing harm, and they will practice TIPP skills to lower their emotional baseline quickly.
Learning Objectives
Participate in a Restorative Check-in Circle to build group safety.
Identify physical signs of a "Hot Brain" response.
Understand the 4 components of the TIPP acronym as tools for restorative readiness.
Materials Needed
Emergency Brake Slides
Emergency Brake Lab Log
Ice packs or very cold water
Talking Piece for Circle
Pacing & Instruction
08 MIN
Restorative Opener: The Safety Circle
Arrange seats in a circle. Introduce the Talking Piece . The prompt: "On a 1-10 Heat Scale, where are you? What is one thing you need from this group to feel safe today?" Explain that restorative work requires 'Cool Brains'.
07 MIN
Teach: Regulation as a Restorative Tool
The Amygdala Hijack: Explain that we can't repair harm or listen to others when we are in a 'Hot Brain' state.TIPP as the 'Reset': Temperature, Intense Exercise, Paced Breathing, and Paired Muscle Relaxation are the 'on-ramps' to restorative dialogue.
20 MIN
Activity: The TIPP Stations
Cycle through/experience 2 stations (Cold Shock and Box Breathing). After each station, ask: "How much more ready do you feel to talk through a problem now compared to before?"
05 MIN
Restorative Closer: Intentional Reflection
Return to circle. Prompt: "What is one conflict in your life right now that could benefit from a cooler brain before you try to fix it?"
Restorative Facilitator Tips
• Focus on Relationship Repair . Remind students that the goal of de-escalation isn't just to feel better—it's to be *capable* of repairing the bond with the person they are in conflict with.
• The circle is sacred. Ensure the talking piece is respected to build the baseline safety required for the next 5 weeks of vulnerable work.
Emergency Brake Slides Restorative The Conflict Resolution Lab
THE EMERGENCY
BRAKE
Physiological Regulation & Restorative Readiness
The Check-In Circle
Restorative Practice
"We cannot build peace or repair harm if we are not first in control of our own bodies."
Circle Prompt:
On a scale of 1-10, what is your internal 'Heat Level' right now?
Respect the Talking Piece
The "Hot Brain"
When the Amygdala takes over, restorative work is impossible.
You can't listen to others
Empathy shuts down
Defense mechanisms activate
The Restorative Goal
The Emergency Brake isn't just to feel better. It is to make you ready to repair the relationship.
The Reset: TIPP
T
Temperature
Cold shock to reset the nervous system.
I
Intense Exercise
Burn off adrenaline with 60s of movement.
P
Paced Breathing
Longer exhales to tell the brain it's safe.
P
Paired Relaxation
Squeeze and release to drop physical tension.
Take the Lab With You
Restoration happens in the real world. Save your Emergency Brake toolkit to your phone now.
Scan for Toolkit
Save to your "Favorites" photos
Power of I Lab Log The Lab Log: Week 2
Session: The Power of I
Conflict Resolution Lab
Student Name
Date
1
Observation vs. Judgment
To build a strong I-Statement, you must use facts (Observations) rather than opinions (Judgments). Rewrite these labels as facts.
Judgment
"You're being such a flake."
Observation (Fact)
Judgment
"You're always ignoring me."
Observation (Fact)
2
The Messaging Rewrite
Rewrite the following "Attack" texts using the I-Statement formula:I feel [Emotion] when [Fact] because [Impact]. I would like [Request].
Scenario: A friend posted a photo of you that you don't like.
"Delete that photo right now. You're so inconsiderate."
Your I-Statement Text
Scenario: A peer is using your things without asking.
"Stop touching my stuff! You have no boundaries."
Your I-Statement Text
Week 2: The Power of I
Conflict Resolution Lab
Power of I Slides The Conflict Resolution Lab
THE POWER
OF "I"
Week 2: Assertive Voice & Peer Dynamics
The "You" Attack
What to Avoid
"You're always flaking on me."
"You need to stop being so annoying."
"You're making a big deal out of nothing."
Result: Defensiveness
The other person's "Hot Brain" activates. They stop listening and start defending.
The Assertiveness Formula
I feel emotion
when observation / fact
because impact / need
I would like clear request
I-Statements in Action
Original Text
"Why are you ignoring me? You're being so rude."
The Logic of I
"I feel anxious when I don't hear back for a few days because I value our friendship. Can we check in later today?"
Original Text
"You always talk over me in class."
The Logic of I
"I feel frustrated when I'm interrupted because I want to share my idea. Can you let me finish my point next time?"
Own Your Voice
An I-Statement isn't about being polite. It's about being effective . It keeps the other person's ears open so they can actually hear what you need.
Practice Makes Permanent
Power of I Teacher Guide Week 2: The Power of I
Assertive Communication & Peer Dynamics
The Conflict Resolution Lab
Duration: 40 Minutes
Lesson Overview
Moving from physiological regulation to verbal communication, this session focuses on the "I-Statement." Students will learn why "You-Statements" trigger defensiveness in peers and how to advocate for their needs without starting a fight.
Learning Objectives
Differentiate between assertive, aggressive, and passive communication.
Construct a complete I-Statement (Feelings + Fact + Need).
Practice "The Logic of I" in a simulated digital messaging scenario.
Materials Needed
Power of I Slides
Power of I Lab Log
Digital Takeaway Formula Card
Pacing & Instruction
05 MIN
Opener: The Conflict Log
Quick-fire check-in: "What was a conflict you had with a peer this week? Did you use a TIPP skill?" If not, ask what their 'Heat Level' was. Transition to how we speak once we are cool.
10 MIN
Brief Teach: The Logic of I
You-Statements = Attacks: "You're always late," "You're annoying." Explain that these trigger the "Hot Brain" in others.The Assertiveness Formula:
"I feel [Emotion] when [Observation/Fact] because [Impact/Need]. I would like [Request]."
Focus on Facts: Teach students to remove "judgments" (e.g., "You were rude") and replace with "observations" (e.g., "You spoke while I was talking").
20 MIN
Activity: The Messaging Rewrite
Most teen conflict happens via text. Students work in pairs to rewrite "Blame Texts" into "I-Statement Texts."
Example: "You're such a flake for not showing up." → "I felt disappointed when you didn't come today because I was looking forward to hanging out. Can we check in earlier next time?"
05 MIN
Takeaway: The Formula Card
Distribute the Week 2 I-Statement Formula Card . Students save this to their phone for quick drafting before they send a risky text.
Facilitator Pro-Tips
• 11th/12th graders might find I-statements "robotic." Encourage them to use their own slang/voice while keeping the structure (Feelings/Facts/Needs).
• Watch out for "Pseudo-I Statements" like "I feel like you're a jerk." That's just a You-Statement in a costume!
Power of I Digital Takeaway The Power of I
Conflict Resolution Lab Protocol
I feel emotion
when fact / observation
because impact / need
I'd like request
Lab Pro Tips
NO LABELS: Use "You were late" not "You're a flake."
NO FAKES: Avoid "I feel like you're wrong."
Drafting Your Assertive Voice
Speak your truth without the fire.
Professional Pivots Teacher Guide Week 3: Professional Pivots
Navigating Power Dynamics & Authority
The Conflict Resolution Lab
Duration: 40 Minutes
Lesson Overview
This session addresses the unique challenges of conflict with authority figures (teachers, bosses, coaches). Students learn "Radical Acceptance" for things they can't change and the "Professional Pivot"—a strategy for requesting formal meetings to resolve academic or behavioral issues.
Learning Objectives
Identify the difference between "Venting" and "Advocating."
Apply Radical Acceptance to school/work rules.
Draft a professional email/meeting request using the "Pivot" technique.
Materials Needed
Professional Pivots Slides
Professional Pivots Lab Log
Digital Meeting Prep Checklist
Pacing & Instruction
05 MIN
Opener: The Power Map
Ask: "Who is one person at school or work you find it hardest to talk to when there's a problem?" Discuss why power makes I-statements feel "riskier" or harder to use.
10 MIN
Brief Teach: Radical Acceptance & The Pivot
Radical Acceptance: Accepting the reality of a situation (e.g., "The late policy is firm") without necessarily liking it. This stops us from wasting energy fighting facts.The Professional Pivot: Instead of arguing in the moment (when heat is high), pivot to a future professional setting. "I'd like to discuss this grade. Can we find 5 minutes after class or an office hour?"
20 MIN
Activity: Advocacy Email Drafting
Students pick a real or hypothetical academic grievance. They practice drafting a "Professional Pivot" email.
Subject: Meeting Request regarding [Project Name]
05 MIN
Takeaway: Meeting Prep Checklist
Distribute the Meeting Prep Digital Checklist . This helps students walk into authority meetings with data and a plan, rather than just emotion.
Facilitator Pro-Tips
• Validate their frustration. Often, seniors feel "over" high school rules. Emphasize that professional advocacy is the ultimate "adulting" skill.
• Roleplay the *moment of the pivot*. Practice the exact phrase "I'd like to schedule a time to talk about this later" to prevent the hallway blow-up.
Professional Pivots Lab Log The Lab Log: Week 3
Session: Professional Pivots
Conflict Resolution Lab
Student Name
Date
1
Radical Acceptance Audit
List one rule or situation at school/work that you absolutely HATE. Then, write a Radical Acceptance statement to stop the "inner argument."
The Reality (The Rule/Situation)
The Acceptance Statement ("It is what it is because...")
2
The Professional Pivot: Email Drafter
Instead of arguing, plan a meeting. Fill in the components for a professional advocacy email to a teacher or authority figure.
Subject:
Greeting:
1. The Observation (The Fact)
2. The "Ask" (Meeting Request)
3. The Goal (What you hope to solve)
Closing:
Week 3: Professional Pivots
Conflict Resolution Lab
Professional Pivots Slides The Conflict Resolution Lab
PROFESSIONAL
PIVOTS
Week 3: Authority & Advocacy
The Hallway Trap
Power Dynamics
Arguing with a teacher or boss in the moment usually leads to:
Escalation (Heat Level 10)
Disciplinary Action
Zero chance of getting what you want
"Power is uneven. Fighting it in the moment is like punching a wall."
Radical Acceptance
Accepting the reality of a situation without judging it or fighting it.
The Resistance
"This rule is stupid. They're just power tripping. I'm not doing it."
The Acceptance
"The rule exists right now. Fighting it in the hallway won't change it. I'll save my energy for a real conversation."
The Professional Pivot
Stop the argument. Start the advocacy.
"I'd like to understand this better. Can we schedule a time to discuss it after class?"
1. Acknowledge
"I hear you about the late policy..."
2. Pivot
"I'd like to share my side when it's not during a lesson."
3. Propose
"Can I email you for a 5-minute check-in?"
Advocate, Don't Vent
Authority figures are more likely to listen when you approach them in their professional comfort zone . A meeting is a conversation; a hallway argument is a battle.
Plan Your Power Move
Professional Pivots Digital Takeaway Meeting Prep
Conflict Resolution Lab Protocol
Identify the specific FACT/EVENT
Practice your "Cool Brain" baseline
Define your WIN (What is the goal?)
Use "Help me understand..." starters
The Pivot Phrase
"I'd like to schedule a time to talk about this when we aren't in class."
Advocacy > Arguing
Authority is navigation, not combat.
Boundary Blueprint Teacher Guide Week 4: The Boundary Blueprint
Family Dynamics & DEAR MAN
The Conflict Resolution Lab
Duration: 40 Minutes
Lesson Overview
Family conflict often involves high historical "baggage." This session introduces the DEAR MAN technique to help students communicate needs to parents/guardians clearly, while emphasizing the importance of boundaries and perspective-taking.
Learning Objectives
Define interpersonal boundaries in a family context.
Practice the first 4 steps of DEAR MAN (Describe, Express, Assert, Reinforce).
Demonstrate perspective-taking by identifying a parent's potential concerns.
Materials Needed
Boundary Blueprint Slides
Boundary Blueprint Lab Log
DEAR MAN Reference Card
Pacing & Instruction
05 MIN
Opener: The High/Low Check-In
Quick-fire: One "High" (Win) and one "Low" (Conflict) from home this week. Group identifies common themes (privacy, chores, grades, curfew).
10 MIN
Brief Teach: DEAR MAN for Families
The baggage problem: Explain why we often "blow up" faster at home (safety + history).DEAR MAN (The "Asks"):
D escribe: Facts only. "My curfew is 10 PM."E xpress: Feelings. "I feel left out when my friends stay out later."A ssert: The ask. "I would like to extend it to 11 PM on Fridays."R einforce: The "What's in it for them?" "I will text you every hour so you know I'm safe."
20 MIN
Activity: The Walk in Their Shoes
Students use the "Blueprint" to plan a DEAR MAN conversation. Crucially, they must brainstorm 3 concerns their parent might have (Perspective Taking) and write "Reinforcements" for each.
05 MIN
Takeaway: The Blueprint Save
Distribute the DEAR MAN Digital Card . Emphasize the "Reinforce" step—it's the secret weapon for getting parents to say "Yes."
Facilitator Pro-Tips
• Be sensitive to students with high-conflict or unsafe homes. If a home is unsafe, the goal is safety and radical acceptance , not necessarily assertive "DEAR MAN" requests.
• Focus heavily on the Reinforce stage. Teens often forget to show parents why a boundary change benefits the *parent* (e.g., less arguing, more trust).
Boundary Blueprint Lab Log The Lab Log: Week 4
Session: The Boundary Blueprint
Conflict Resolution Lab
Student Name
Date
1
Walk in Their Shoes
Pick a boundary you want to change (e.g., curfew, privacy). Before you ask, identify 3 concerns your parent/guardian might have.
Concern A (e.g. Safety)
Concern B (e.g. Grades)
Concern C (e.g. Trust)
2
DEAR MAN Blueprint
Plan your conversation. Use the perspective shift above to help with your "Reinforce" step.
D
Describe (The Facts)
E
Express (Your Feelings)
A
Assert (The Goal/Ask)
R
Reinforce (The Win-Win for Them)
Week 4: The Boundary Blueprint
Conflict Resolution Lab
Boundary Blueprint Slides The Conflict Resolution Lab
THE BOUNDARY
BLUEPRINT
Week 4: Family, Rules & Respect
The "Baggage" Problem
Family Dynamics
Historical Friction
Old arguments from 3 years ago can leak into a fight today.
Safety Paradox
We feel safe with family, so we often filter ourselves less and explode more .
"At home, the Heat Level goes from 0 to 10 in seconds."
DEAR MAN
D
Describe
Stick to the facts. No labels. "The dishes are still in the sink."
E
Express
Use I-statements. "I feel overwhelmed when I come home to chores."
A
Assert
State the request clearly. "I'd like a schedule for whose turn it is."
R
Reinforce
Explain the win-win. "If we have a schedule, we won't fight about this daily."
The "R" is Key
Parents and Guardians care about safety, trust, and peace . Use those as your reinforcement.
Try This:
"If you let me stay out until 11, I promise to text you when I leave and when I arrive, so you don't have to worry."
Plan the Blueprint
Boundary conversations are easier when they aren't during a fight. Pick a "Cool Brain" moment to share your Blueprint.
Build Better Boundaries
Boundary Blueprint Digital Takeaway DEAR MAN
Conflict Resolution Lab Protocol
D
Describe
Stick to facts. "I'm doing 2 hours of homework."
E
Express
Use I-feel. "I feel trusted when I'm left to work."
A
Assert
State the goal. "I'd like my door closed until 8."
R
Reinforce
The Win-Win. "If I finish early, we can talk then."
M
MINDFUL: Stay on topic. Don't take the bait.
A
APPEAR CONFIDENT: Body language matters.
N
NEGOTIATE: Be willing to give a little to get a lot.
The Boundary Blueprint
Clear is kind. Boundaries are love.
Heart to Heart Teacher Guide Week 5: Heart to Heart
Romantic Relationships & Fair Fighting
The Conflict Resolution Lab
Duration: 40 Minutes
Lesson Overview
Conflict in romantic or significant relationships can be intense and confusing. This session focuses on "Fair Fighting Rules"—guidelines that keep a disagreement from turning into a disaster. Students will learn to distinguish between healthy conflict and relationship "red flags."
Learning Objectives
Identify 5 "Fair Fighting Rules."
Distinguish between "Relationship Growth" conflict and "Red Flag" conflict.
Practice using a "Relationship Time-Out" to prevent escalation.
Materials Needed
Heart to Heart Slides
Heart to Heart Lab Log
Fair Fighting Contract
Pacing & Instruction
05 MIN
Opener: The Respect Gauge
Anonymous Poll: "Do you think conflict in a relationship is a sign of a bad relationship?" Discuss why healthy conflict can actually make a bond stronger.
10 MIN
Brief Teach: Fair Fighting Rules
The Core Rule: No Below-the-Belt. No insults, no bringing up the past, no physical intimidation.The Relationship Time-Out: If heat hits level 7+, one partner can call a "20-minute reset." They must agree on a time to come back and finish the talk.Red Flag vs. Growth: Growth conflict solves a problem; red flag conflict is about control or hurting the other person.
20 MIN
Activity: Red Flag/Green Flag Sorting
Students sort scenarios into "Healthy Conflict" or "Red Flags." Then, they practice the "Time-Out Script."
Script: "I'm getting too heated to be helpful. I'm going to take 20 minutes to cool down. Let's talk again at 8:00."
05 MIN
Takeaway: The Fair Fighting Contract
Distribute the Digital Fair Fighting Contract . Encourage students to share it with their partner as a "boundary-setting" tool for future disagreements.
Facilitator Pro-Tips
• Be extremely clear about physical safety . Any physical intimidation, threat, or touch during a conflict is an immediate red flag and requires safety planning.
• High school relationships can feel like "life or death." Validate the emotion while teaching the skill of the 20-minute reset.
Heart to Heart Slides The Conflict Resolution Lab
HEART TO
HEART
Week 5: Fair Fighting & Healthy Bounds
The Relationship Myth
Healthy vs. Unhealthy
The Myth
"If we argue, we aren't meant to be together."
The Reality
"Conflict is inevitable. How you fight determines if the bond breaks or grows."
Healthy relationships use conflict to solve problems , not to win battles .
Fair Fighting Rules
1
No "You-Statements"
Avoid: "You always..." Use: "I feel..."
2
One Topic at a Time
Don't bring up last week's mess during today's talk.
3
No "Below-the-Belt"
No name-calling or using insecurities as weapons.
4
The 20-Minute Reset
If the heat is too high, call a pause and return later.
Relationship Red Flags
Controlling
Demanding to see your phone or who you talk to.
Intimidation
Yelling, throwing objects, or blocking the door.
Gaslighting
Making you feel "crazy" for having feelings.
FIGHT FAIRLY
Healthy relationships aren't perfect. They are safe . Use your rules to keep the safety high even when the tension is up.
Protect Your Peace
Heart to Heart Lab Log The Lab Log: Week 5
Session: Heart to Heart
Conflict Resolution Lab
Student Name
Date
1
Flag Sorting
Read the conflict scenarios below. Identify if it's a "Green Flag" (Healthy Conflict) or a "Red Flag" (Potential Abuse/Unhealthy).
"I'm really hurt that you didn't text me when you got home. Can we talk about it?"
Green
Red
"If you hang out with them, we're done. You know I don't like them."
Green
Red
"I can't talk about this right now. I'm going for a walk and I'll call you in 30."
Green
Red
2
The Reset Script
When heat levels get too high, you need a "Relationship Time-Out." Draft a script you could actually say to a partner to call for a 20-minute reset.
1. THE OBSERVATION (What is happening to you?)
Example: "I'm starting to raise my voice" or "I feel my heart racing."
2. THE DURATION (How long will you be away?)
Best practice: At least 20 mins, no more than 24 hours.
3. THE REASSURANCE (Why are you leaving?)
Example: "I want to solve this without hurting your feelings."
Week 5: Heart to Heart
Conflict Resolution Lab
Heart to Heart Digital Takeaway Fair Fighting
Conflict Resolution Lab Protocol
No name-calling or "below-the-belt" insults.
Either person can call a 20-minute reset.
One problem at a time. No "kitchen sinking."
Listen for 2 mins before you respond.
Me
You
Heart to Heart Rules
Healthy love starts with healthy talk.
Art of Repair Teacher Guide Week 6: The Art of Repair
Negotiation, Compromise & Restorative Action
The Conflict Resolution Lab
Duration: 40 Minutes
Lesson Overview
In this unified capstone, students merge the tactical skills of Negotiation (Flex Areas, Non-negotiables) with the Restorative Framework (Harm Identification, Making Amends). The goal is to move beyond just 'settling' an argument and toward actually repairing the bond.
Learning Objectives
Apply Restorative Questions to uncover the hidden impact of a conflict.
Negotiate using "Flex Areas" to find a mutually agreeable Repair Plan.
Integrate TIPP, I-Statements, and DEAR MAN in a high-stakes simulation.
Materials Needed
Art of Repair Slides
Art of Repair Lab Log
Talking Piece for Circles
Pacing & Instruction
05 MIN
Restorative Opener: The Impact Circle
Talking piece prompt: "Think of a conflict where you 'won' but it felt like you lost the relationship. What was missing?" (Likely: empathy or accountability).
10 MIN
Brief Teach: The Negotiation of Repair
The Framework: We use negotiation tools (Flex vs. Non-negotiables) to build a Restorative Repair Plan.Restorative Questions: What happened? Who was affected? What do they need?Flexing for Peace: Identifying what you can trade (Flex Area) to meet the other person's restorative needs.
20 MIN
Activity: The Restorative Simulation
Scenario: A group chat 'cancellation' has left a project group fractured. Roles: The Instigator, The Hurt Friend, The Project Leader. Groups must negotiate a Repair Plan that addresses the harm AND gets the project done.
05 MIN
Closing Circle & Takeaway
Distribute the Conflict Architect Digital Badge . Final prompt: "One tool from the Lab you're taking into the real world?"
Facilitator Pro-Tips
• Emphasize that "Repair" is harder than "Negotiation." Negotiation is a business deal; repair is a human deal.
• If students struggle with the simulation, remind them of Week 3 Pivots : stop the hallway argument and move to a formal, restorative space.
Art of Repair Slides The Conflict Resolution Lab Capstone
THE ART OF
REPAIR
Negotiation, Responsibility & Restoring the Bond
The Final Shift
Capstone
A Deal is...
Solving a logistics problem.
"You take the car Monday, I take it Tuesday."
A Repair is...
Restoring a broken bond.
"I'm sorry I ignored you. I'll make sure to check in daily."
"A Deal fixes the Problem.
The Restorative 5
1
What happened?
2
What were you thinking at the time?
3
Who has been affected?
4
In what way were they affected?
5
What needs to happen to make it right?
Negotiating the Fix
Non-Negotiables
• Safety & Respect
• Core Personal Values
• Accountability for harm
Flex Areas
• Specific Timing / Dates
• Communication Methods
• Chores / Practical tasks
Conflict Architect
You are no longer just a reactor to fire. You are a designer of peace. Use your tools, keep your cool, and restore the world around you.
Go Build Peace
Art of Repair Lab Log The Lab Log: Week 6
Session: The Art of Repair (Capstone)
Conflict Resolution Lab
Student Name
Date
1
Harm Audit & Preparation
Think of the conflict in today's simulation (or a real one). Prep for repair by looking at the impact, not the blame.
Who was affected?
What harm was caused?
My Non-Negotiables
My Flex Areas (Trade-offs)
2
The Repair Blueprint
A restorative agreement is more than a deal. It's a commitment to heal the relationship. Draft your group's 3-step fix below.
Step 1: Accountability (Owning the mess)
Step 2: The Deal (The practical compromise)
Step 3: Future Safety (How we prevent this fire)
3
Conflict Architect Reflection
You've finished the Lab. Which skill (TIPP, I-Statements, Pivots, Boundaries, or Repair) feels like your strongest "Superpower" now?
Final Session: Graduation & Repair
Conflict Resolution Lab
Art of Repair Digital Takeaway Conflict Architect
Master Resolution Kit
The Negotiation
Non-Negotiable
Values & Safety you cannot trade.
Flex Areas
Time & Logistics you can trade.
The Restorative Repair
What happened & who was hurt?
What do they need to feel right?
What is my commitment to change?
TIPP
"I" VOICE
PIVOT
Screenshot & Save the Whole Toolkit
Peace is a choice. Mastery is a skill.
