On 17 March 2025, the Glencree Centre for Peace and Reconciliation facilitated a piloting session of the Peace by Piece toolkit with a visiting group of European youth in Derry who were exploring themes of Women and Peace as part of their study visit. Building on the earlier piloting with SARI Young Leaders, this session tested two tools, Definition of Conflict and the Conflict Pyramid, with a more advanced and internationally diverse group. The aim was to deepen their understanding of conflict dynamics and link these insights to broader questions of identity, communication, and peacebuilding.
Opening the Conversation: Defining Conflict Together
The workshop began with the Definition of Conflict activity, inviting participants to describe conflict in their own words. Unlike the SARI group, this cohort arrived with a stronger academic background, immediately introducing theories and complex concepts into the discussion. While this generated rich insights, it also required the facilitator to slow the pace and ensure that everyone shared a common understanding of key terms and principles.
Nevertheless, the collective definition-making process helped anchor the group in a shared language and prepared participants for the more structured analytical tools that followed.
Unpacking Invisible Layers: Working with the Conflict Pyramid
To move the group from abstract theory to applied analysis, the facilitator introduced the Conflict Pyramid, using the iceberg metaphor to distinguish between observable behaviours and the deeper emotions, beliefs, and needs that shape interpersonal conflict.
Instead of the toolkit’s fictional characters, the session used a community-based neighbour dispute, allowing the group to map each party’s underlying needs and emotional drivers. This adaptation proved highly effective: participants quickly recognised how misinterpretations arise, how unmet needs fuel escalation, and how easily people assume intentions without understanding context.
Participants repeatedly emphasised how the pyramid provided a clear and intuitive framework for analysing conflict—one they could easily apply in their personal lives, community work, or activism.
Extending the Learning: Introducing Nonviolent Communication
Because this group showed strong interest and advanced capacity, the facilitator added a follow-up Nonviolent Communication (NVC) exercise. This extension helped participants practise:
- naming emotions without judgment,
- identifying unmet needs behind behaviours,
- expressing themselves in clear, non-hostile ways,
- and listening actively to others’ needs.
Participants described this as one of the most practical components of the workshop, noting that it equipped them with concrete skills they could immediately apply in their own interpersonal interactions and youth-led projects.
Creating a Supportive Learning Environment a-la “Respect Room”
Although the formal Respect Room tool was not used by name, the facilitator introduced its core principle by inviting participants to articulate what they needed to feel safe, supported, and fully included in the session.
The group identified needs such as slowing down speech, taking breaks, and avoiding phone distractions, establishing a respectful, focused atmosphere for dialogue. This co-created agreement not only modelled participatory facilitation but also reinforced the interconnectedness between emotional safety and meaningful learning.
Participant Reflections and Feedback
The group’s feedback highlighted several key takeaways:
- The session made theoretical concepts “come alive” through relatable examples.
- Mapping emotions and needs helped clarify misunderstandings they had previously interpreted as personal conflict.
- The NVC extension provided an accessible bridge between analysis and practical communication skills.
- They valued the chance to discuss conflict in a way that connected personal experience with wider peacebuilding themes, including gender and community dynamics.
Participants described the workshop as empowering and applicable, with several noting they intended to use the Conflict Pyramid in their own youth-led activities.
Conclusion
The piloting session on 17 March underscored the strong applicability of the Peace by Piece tools for diverse youth audiences. The combination of conceptual exploration and practical exercises effectively supported participants in strengthening their conflict literacy, emotional insight, and communication skills. This session offered a valuable opportunity to connect personal-level conflict understanding with broader questions of reconciliation, dialogue, and peace leadership.
“The Missing Peace” project is co-funded by the European Union through the Erasmus+ Program (Pr. Nr.: KA220-YOU-055CD22D).
Reference:
- The Missing Peace – WP4.A3. – Piloting reports.