Exploring the cognitive and affective capacities of child mediators in a “successful” inner‐city peer mediation program

Abstract

Already a staple of urban high schools, peer mediation programs are now proliferating in inner‐city elementary and middle schools. Our research questions whether young children, regardless of their location in the urban landscape, have the cognitive capacities to use the problem‐solving technology of mediation. Moreover, it challenges the claim that hostile aggression of inner‐city youths increases with age. Our research points to the contrary claim that violent modes of conflict decrease as children mature. Rather than only promoting mediation technology, we encourage elementary and middle schools to also create discursive space for verbal interaction. This strategy, in combination with the process of maturation, will enable urban youths to work out trouble peacefully.

Self-awareness emotional learning during mediation procedures in the school context

“…In fact, reciprocity is the basis for collaboration between the parties, and, without a point of connection from which the other party is respected, there can be no possible means of communication to express feelings and thoughts or to contrast opinions. Lieberman (2006) points out that when one of the parties realizes that the other has made an effort to change his/her posture, it is more likely that the former will act reciprocally.…”

“…For Epstein & Epstein (2010), Lieberman (2006) and Villaoslada & Palmeiro (2006), anger is an emotion which can increase in intensity as it may rekindle the conflict again and again, leading to increased obsession and stress, and block the possibility of reaching objectives by increasing the perception of injustice and aggravating personal relationships. Mediation can redirect all that angry energy in a positive way if it can be expressed.…”

“…They leads to more immovable and defensive positions, although they may also lead towards willingness to make concessions in order to achieve peace (Halperin, 2014). For Epstein & Epstein (2010) and Lieberman (2006), they are emotions which are found on the verge of mediation. Fear and anxiety stem from uncertainty, the lack of predictability, of self-confidence and control.…”

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

“…Ces bénéfices s'observeraient sur plusieurs plans : meilleures stratégies de résolution de problèmes, amélioration du rendement scolaire, meilleures habiletés de communication et de leadership, diminution de l'agressivité et du retrait social (Humphries, 1999 ;Lane et McWhirter, 1992 ;Rondeau et al, 1999 ;StomfayStitz, 1994 ;Van Slyck et Stern, 1986). Alors que des chercheurs auraient constaté une amélioration de l'estime de soi chez certains élèves médiateurs (Roush et Hall, 1993 ;Vanayan, White, Yuen et Teper, 1996), d'autres n'auraient obtenu aucun résultat significatif sur cette variable (Corriveau, Bowen, Rondeau et Bélanger, 1998 ;Long, Fabricius, Musheno et Palumbo, 1998).…”

“…À cet effet, la plupart des programmes de médiation recommandent d'intégrer des élèves en difficulté dans l'équipe de médiation afin justement d'être le plus représentatif possible de la clientèle scolaire (Conflict Resolution Unlimited, 1995). On constate cependant que la majorité des équipes-écoles préfèrent sélectionner exclusivement des élèves qui possèdent de bonnes compétences sociales et scolaires (Burell et Vogl, 1990 ;Humphries, 1999 ;Long et al, 1998).…”