Our Work

Steeped in practice with over 20 years of experience in peacebuilding – it is our work with individuals, groups, and communities that keeps us learning and continues to make that all important difference.

Our programme, ‘For Peace’, consists of a portfolio of projects, resources, and services. Our work has three core components: prevention, resolution, and response. In prevention we seek to stop violence before it starts, however when conflict does arise, we seek resolution through dialogue and actions to deal with issues without recourse to violence, and when violent conflict has already occurred, we are there to respond, to help those affected to cope and recover and, in many cases, to become active peacebuilders and agents for change themselves. Our aim is to break the cycle of violence so our projects overlap and intersect, allowing our participants to learn from one another and play their role in achieving this.

Click below to explore our work to prevent and resolve conflict through peacebuilding, dialogue, and conflict resolution.

Education Categories

THINK Case Study – Rubie Mugglestone

Comments from Rubie Mugglestone and her mum. Rubie:  “I think it really surprised me. I never expected what I got out of it, it was...

Comments from Rubie Mugglestone and her mum. Rubie:  “I think it really surprised me. I never expected what I got out of it, it was one of the most amazing things I have ever done. It really inspired me, seeing the simple but effective ways people can help to change the world. We were showed perspectives we are not normally shown. We saw ex-extremists trying to turn their bad in to good, as well as people affected by extremism trying to get over experiences they have had. What also made this an even more unforgettable experience, was the way everything was explained. We played games to learn new things instead of writing things down or listening to a presentation. This really stood out to me, as I loved this way of learning.”   Rubie’s Mum:        “I know that from our perspective we saw that she came home from it so energised and excited and that her enthusiasm was as much about how things were 'taught' as what they were 'taught'. I am writing 'taught' like that because she knew she was learning and she was absolutely loving it but I think she felt that they learnt without being talked at and with respect for their ability to be responsible for their own learning. …. I know that she felt totally accepted there which is vital for all children and young people. Without experiences like this, young people like Rubi can easily become disengaged and sometimes disruptive but she came home enthused and inspired. Thanks so much.”