Reducing Levels of Elementary School Violence with Peer Mediation

Schellenberg, Rita C.; Parks-Savage, Agatha; Rehfuss, Mark C.

doi:10.5330/prsc.10.5.q7866077l3v5q044

Cited by 15 publications

(4 citation statements)

References 11 publications

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“…In the study, 240 (94.9%) of the 253 mediations ended in agreement which provide evidence that peer mediation has been an effective conflict resolution approach. Bell et al (2000) also reported a 94% success rate in a study they conducted in a low-SES school; Cantrell et al (2007) reached a 100% success rate in a diverse suburban elementary school; and Johnson et al (1996) found that 98% of the mediations in their study ended in some form of agreement. Burrell et al (2003), in their meta-analysis of 23 peer-mediation studies, concluded that 4,028 (93%) of the 4,327 mediations reported in those studies ended in agreement.…”

Section: Discussionmentioning

confidence: 96%

Effects of Conflict Resolution and Peer Mediation Training in a Turkish High School

Türnüklü¹,

Kaçmaz

Sunbul

et al. 2010

Aust. j. guid. couns.

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T he purpose of the research was to examine the effectiveness of Conflict Resolution and Peer Mediation (CRPM) training on high school students' interpersonal conflicts. The CRPM training program was developed by the researchers as a 31-hour program that addressed four basic conflict resolution skills; understanding the nature of interpersonal conflicts, communication skills, anger management skills, and negotiation and peer mediation skills. The study was conducted in a high school located in Izmir, Turkey which served students from low SES families. During the two-year study, a total of 830 students received training, and following the training, 12 peer mediator students were elected from each classroom by their friends. These peer mediators handled their friends' conflicts during three semesters. Data were collected through the peer mediation forms filled by the mediator students following the mediation sessions. A total of 253 mediation sessions were held; 240 (94.9%) resulted in resolution and 13 (5.1%) in no-resolution. Results of the study indicated that CRPM training could prove to be effective in resolving high school students' conflicts. ■ KEYWORDS: conflict resolution and peer mediationPeer-mediation programs have become a widely accepted student-centred intervention to respond to increasing student violence in schools. One of the reasons for this acceptance is the perceived ineffectiveness of adult-imposed models in warranting the desired positive change in students' behaviour. Despite the widespread use of such peer-mediation models, especially in developed countries, limited data exist on the effectiveness of these programs in developing countries. In today's globalised world, more research to test the effectiveness of similar models in different cultures is needed. The present study involved testing the effectiveness of peer-mediation approach, based on western theory and practice, in a different setting in terms of pedagogical orientation, discipline concept, behaviour management, child-rearing practice and sociocultural dynamics. Interpersonal violence in schools continues to jeopardise the safety and quality of education in the schools today. Woody (2001) argues that school violence has received greater attention in society and in the professional literature in the past decade, primarily because of the recent occurrence of increased acts of violence in schools throughout the world. However, these acts of violence are often less extreme forms such as verbal

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Section: Discussionmentioning

confidence: 96%

Effects of Conflict Resolution and Peer Mediation Training in a Turkish High School

Türnüklü¹,

Kaçmaz

Sunbul

et al. 2010

Aust. j. guid. couns.

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“…Johnson, Johnson, Dudley ve Açıkgöz (1994) tarafından yapılan araştırmada, eğitim sonrasında öğrencilerin gerçek yaşam sorunlarında verilen eğitimi başarılı bir şekilde uyguladıkları görülmüştür. Stevahn, Johnson, Johnson ve Schultz (2002) tarafından yapılan araştırmada, çatışma çözme ve arabuluculuk eğitiminden sonra çocukların çatışmalarına yönelik daha pozitif bir yaklaşım izledikleri, bu eğitimin aynı zamanda onların akademik başarılarının yükselmesine ve okuldan uzaklaşmaların azalmasına (Schellenberg, Parks-Savage ve Rehfuss, 2007), sınıf arkadaşlarına yönelik pozitif bir bakış açısı kazanmalarına ve dolayısıyla olumlu bir sınıf-okul atmosferinin oluşumuna yardımcı olduğu sonucu elde edilmiştir (McWilliam, Nielssen ve Moore, 2015). Bir diğer çalışmada ise akran arabuluculuk eğitim alan öğrencilerin öğretmenlerinin ifade ettiklerine göre, yaşanan sorunlarda önemli düzeyde azalma olmuş ve bu öğrenilen beceriler sınıf ve okulun dışında da kullanılabilir duruma gelmiştir (Johnson, Johnson ve Dudley, 1992).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

The Investigation of the Effect of Negotiation and Mediation Training on Interpersonal Problem Solving Approaches and Anger of Adolescents

Sezen

Bedel

2016

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“…Very often literature on mediation refers to a third 'objective or neutral' party that is brought into the conflict situation to assist in its resolution (Schellenberg, Parks-Savage & Rehfuss, 2007). This is true for many of the different forms of mediation.…”

Section: Transformative Mediationmentioning

confidence: 99%

Mediation as a Leadership Strategy to Deal with Conflict in Schools

Nthontho¹,

Nieuwenhuis²

2016

JCT

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The concept of mediation is a process that is frequently used in the labour field and is under-developed in a field such as education. Mediation as a strategy to resolve conflict in an amicable way has gained support in various other fields but seems not to be seen as a mainstream solution to resolving conflict in education. This article reports on a qualitative study whose aim was to explore how the South African school principals deal with religious interest conflicts in their schools. The study employed narrative interviews as a means of data collection. Stories of twelve school principals pursuing postgraduate studies at the University of Pretoria, all of whom had been in education for at least fifteen years at the time of the study, were collected, transcribed, analyzed and interpreted. The study revealed that none of the principals in the study saw mediation as a conducive strategy for conflict resolution, instead; they resisted and ignored the new religion policy. We therefore suggest that for effective implementation of new policies, certain strategies must be popularised within schools. We further recommend possible application of the concept of mediation as a leadership strategy in dealing with conflict in schools.

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Reducing Levels of Elementary School Violence with Peer Mediation

Cited by 15 publications

References 11 publications

Effects of Conflict Resolution and Peer Mediation Training in a Turkish High School

Effects of Conflict Resolution and Peer Mediation Training in a Turkish High School

The Investigation of the Effect of Negotiation and Mediation Training on Interpersonal Problem Solving Approaches and Anger of Adolescents

Mediation as a Leadership Strategy to Deal with Conflict in Schools

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