Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student-to-student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students' relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student-level characteristics, problematic teacher-student relationships, and student-reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety-four homeroom teachers reported on teacher-student relationships, and students completed self-report measures related to peer harassment and teacher-student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student-reported teacher support was associated with diminished student-reported peer victimization, whereas direct and indirect student-reported teacher-to-student aggression was associated with increased peer victimization. Additionally, student-reported student-to-teacher aggression and teacher-to-student aggression were associated with increased student-reported peer aggression. Teacher-reported variables at the classroom level, however, contributed little to student-reported outcomes. Results are discussed in the context of future research on relationships between teachers and students. C 2015

Resumen: El objetivo del presente artículo es analizar los orígenes de la mediación escolar y de las disciplinas de las que se nutre. El tener una mejor compresión de los diferentes enfoques relacionados con la mediación, así como la terminología a ella asociada (justicia restaurativa, grupos cooperativos, alumnos ayudantes, etc.), permitirá tener una visión más amplia de sus posibilidades. Para ello se ha llevado a cabo una revisión desde las primeras aportaciones de los grupos indígenas, que aplicaban este tipo de conciliación en el seno de la comunidad, hasta la incorporación de esta forma de resolver conflictos al contexto judicial, a través de la justicia restaurativa. Junto con esta disciplina, la más ampliamente estudiada, hay otras áreas que han influido en el desarrollo de los programas de mediación en el contexto escolar, como son los programas de aprendizaje cooperativo o los programas de apoyo entre iguales. Finalmente se plantearán una serie de conclusiones insistiendo en cuáles son las aportaciones de cada uno de estos enfoques, lo cual ayudará a una mejor aplicación de esta intervención. Palabras clave: Ayuda entre iguales; aprendizaje cooperativo; diálogos restaurativos; grupos restaurativos; justicia restaurativa; prácticas restaurativas; mediación; mediación entre iguales. Title:Origins of the School Mediation Programs: Different approaches that influence this restorative practice. Abstract: The objective of the present article is to analyze the origins of school mediation and the disciplines that support it. A better knowledge of these different approaches and the terminology related (restorative justice, cooperative groups, supporting students, etc.) allows a broader understanding of its possibilities. To achieve this objective, a literature review was conducted: of aboriginal groups who use a concept of conciliation within their community, the incorporation into the judicial system, in addition to other areas that have influenced the development of mediation programs in educational settings, such as cooperative learning and peer support programs. Finally conclusions are presented, analyzing the contributions of each approach, which will result in better implementation of this intervention approach.

In recent years, bullying research has transitioned from investigating the characteristics of the bully-victim dyad to examining bullying as a group-level process, in which the majority of children play some kind of role. This study used a shortened adaptation of the Participant Role Scale (PRS) to identify these roles in a representative sample of 2,050 Spanish children aged 8 to 13 years. Confirmatory factor analysis revealed three different roles, indicating that the adapted scale remains a reliable way to distinguish the Bully, Defender, and Outsider roles. In addition, measurement invariance of the adapted scale was examined to analyze possible gender differences among the roles. Peer status was assessed separately by gender through two sociometric procedures: the nominations-based method and the ratings-based method. Across genders, children in the Bully role were more often rated as rejected, whereas Defenders were more popular. Results suggest that although the PRS can reveal several different peer roles in the bullying process, a more clear distinction between bullying roles (i.e., Bully, Assistant, and Reinforcer) could better inform strategies for bullying interventions.

En este estudio se analizó el uso de habilidades de escucha activa por parte de 19 alumnos (3º y 4º de ESO y 1º de Bachillerato) durante simulaciones de casos de mediación realizadas en sesiones de formación en habilidades para mediar. También se realizaron entrevistas y grupos de discusión para conocer la percepción de los alumnos sobre su propia ejecución. Se observó que los alumnos utilizan principalmente la estrategia de hacer preguntas abiertas, seguida de resumir y parafrasear; reflejar se usó con menor frecuencia y los mensajes yo en ninguna ocasión. Esto coincide con su percepción, ya que consideran que estas habilidades son difíciles de utilizar. Estos resultados señalan la necesidad de un periodo de prácticas donde aprender a automatizar el uso de estas habilidades, o de otro modo los alumnos no tendrán las competencias necesarias para asumir el rol de mediador.

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