Conflict resolution and peer mediation in public schools: What works?

Abstract

The effectiveness of conflict resolution and peer mediation programs developed by community mediation centers in fourteen elementary, middle, and high schools was examined and compared with three schools without such programs. Teachers and other school personnel were interviewed and surveyed by mail, providing both qualitative and quantitative data. Positive impact was found on school discipline systems and curriculum. Teachers gained skills useful for teaching and class management. Schools developed enlarged visions of teaching students to take responsibility for their own actions. Problems identified by school personnel are analyzed, and six elements essential for successful programs are proposed.

Effects of Peace Education Program on the Violence Tendencies and Social Problem Solving Skills of Students

“…temsil edebilmeleridir (Bickmore, 2001(Bickmore, , 2002Cunningham vd., 1998;Day-Vines, Day-Hairston, Carruthers, Wall ve Lupton-Smith, 1996;Lindsay, 1998).…”

Responding to a schoolwide conflict resolution‐peer mediation program: Case study of a middle school faculty

“…According to Lindsay (1998), it takes several years for a program such as CR-PM to become part of valued school activities. Because CR-PM challenges a traditional disciplinary practice of direct adult involvement to resolve conflict among students, it is no wonder that some of the faculty we interviewed expressed difficulty in accepting such an innovation.…”

L’adaptation psychosociale des élèves en trouble de comportement agissant comme médiateurs

“…Ces informations sont toutefois trop limitées pour évaluer la qualité de leur participation et les bénéfi ces retirés de cette expérience. Des enseignants ont, par exemple, émis l'hypothèse que ces élèves, qui se retrouvent généralement au coeur des confl its, profi teraient grandement de l'encadrement offert aux médiateurs (Lindsay, 1998). Dans une étude menée auprès d'adolescents provenant de quartiers diffi ciles de New York (National Institute of Justice, 1995), les enseignants rapportent avoir constaté des changements radicaux dans l'attitude de certains étudiants médiateurs, considérés jusqu'alors comme étant des jeunes « très durs ».…”