where students of the same age-group facilitate resolving disputes
between two people or small groups. This process has proven effective in
schools around the United States, changing the way students understand and resolve
conflict in their lives. Changes include improved self-esteem, listening and
critical thinking skills, and school climate for learning, as well as reduced
disciplinary actions and less fights. These skills are transferable outside
of the classroom.
More serious problems require professional referral
and are not appropriate for peer mediation. These include: sexual abuse,
assault, suicide, drug use, weapon possession, and those that involve legal
problems.
Costs include materials, a dedicated location/facility for
mediation
and training, staff support and office space, rewards
The following summarizes
- the process for beginning a school program
- steps of a peer-mediated session
Beginning a school program
A period of planning is critical:
Peer mediation has as its foundation student empowerment, and students
are critical to all stages of development and implementation.
Students form a leadership team,
facilitated by an
experienced, respected coordinator, and a few trusted
teachers and /or professionals. The team can be appointed or
self-developed. The team:
-
Researches the basics of peer mediation,
the system of conflict resolution and discipline in the school,
administrative and peer support
-
Develops and publishes a clear vision
of its conflict resolution program.
This vision includes an overview of publicity, training,
practice, modeling, and evaluation.
The goal is to educate various communities of the school
on peer mediation, its expectations and limits toward building a
commitment toward its implementation into a more comprehensive peace-based
curriculum
-
The team secures commitment and support
from the school's administration, including agreements from all major
school groups to follow this practice (including teachers and
administrators)
-
The team commits to long term buy-in:
preparation meetings, practice mediation skills,
and continued research about violence, its causes and prevention
The coordinator acts as liaison between major groups,
including:
the leadership team, student body, administrators, parent groups, and
outside trainers/professionals. Main duties include:
-
Develop a core group of adults within school community to
carry out and model the mediation program
-
Oversee the selection, training, motivation, debriefing of
mediators
-
Serve as a trained mediator for co-facilitation and
program start-up
-
Establish protocol for intake and referrals
-
Select and schedule mediators with case load
-
Keep records and report regularly to all
communities/stakeholders
whether via newsletters, web sites, ..
-
Keep current with literature and research
-
work aggressively to overcome attitudinal and structural
resistance with their schools, developing and maintaining support from
strategic groups, including parents
Peer Mediator selection:
-
Mediators should reflect school's diversity including
cultures, gender, behavior, academic social, race
-
Selection procedure and process should be publicized and
include recommendations and self-referral
-
Commitments include continued skills development,
willingness to co-facilitate sessions and mentor new trainers
-
Rejection or deferral should be sensitively explained so
as not to alienate the student
Initially a system of "experience" must be developed.
Peer mediators must be trained and monitored since they often lack
maturity and experience, both in conflict management and negotiation skills.
Strategies include role-playing, problem-based learning
and active- learning. If possible, workshops should be conducted
away from school to minimize distraction.
Peer mediations sessions, core elements:
The goal is to move from mutual blame toward a solution acceptable to all
parties
Disputants fill out a pre-session questionnaire
establishing ground rules, committing to solve the problem, tell the
truth, and listen respectfully and without interrupting
Disputants meet with mediators
to see if chemistry is right and ensure there are no conflicts of
interest
Mediators
-
Meet with disputants and explain exceptions
to confidentiality at the beginning of the mediation and ask if they
wish to continue
-
Explain steps the mediators role:
using listening and communication skills to help fellow students resolve
conflict and disagreements before they escalate and lose power over the
situation
-
Solicit questions and clarifications
on the process before beginning
The session, disputants:
-
Introduce themselves
-
Each in turn tells their story to the mediator
focusing on issues, not on who did what, while the other concentrates
on listening without interrupting
-
Parties change roles:
each repeats the other's story to their satisfaction to demonstrate they
understand the other's position
(not that they necessarily agree with it)
The session, co-mediators:
-
Summarize the facts and feelings of both sides
for verification and agreement on the issues;
leads a discussion of the issues and acknowledges the difficulty in
dealing with its emotional baggage
-
Ask both parties if any solutions have come to mind,
or begins a brain-storming session without judgment.
All suggestions noted and acknowledged.
-
Lead a discussion of the solutions
checking off only the solution(s) that both parties can agree to
Disputants
Co-mediators:
-
Verify the verbal agreement with all parties,
ensuring that no one is reluctant or afraid to speak out or dissent
-
Write a memo of understanding/contract
in parties' own words
Co-mediators and disputants:
-
Sign contract
- Develop a process for follow up
Verify that all will be committed and monitor this process
Co-mediators thank each person for their contribution to the process,
and for letting the mediation service help them
Model standards of conduct for mediators
ADR, Arbitration and Mediation
Cohen, Richard, Implementing a Peer
Mediation Program, CREnet—The Conflict Resolution Education Network,
6/20/02
