Reducing Levels of Elementary School Violence with Peer Mediation

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

doi:10.1177/2156759x0701000504

Cited by 9 publications

(6 citation statements)

References 6 publications

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“…Interventions targeting individual risk factors include, for instance, cognitive‐behavioural approaches such as anger management programmes or skills training for children (e.g., Humphrey & Brooks, 2006). Another type of intervention focusing on student behaviour – or, more precisely, students’ skills for conflict resolution – are restorative justice programmes (e.g., Schellenberg & Parks‐Savage, 2007; Shapiro, Burgoon, Welker, & Clough, 2002)In general, these interventions target motivated children and train them in practical skills to deal with anger, solve conflicts or become more assertive in social relationships. Such interventions are normally organised within a curriculum and implemented during school hours.…”

Section: Introductionmentioning

confidence: 99%

School‐based interventions for reducing disciplinary school exclusion: a systematic review

Valdebenito¹,

Eisner²,

Farrington³

et al. 2018

Campbell Systematic Reviews

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This Campbell systematic review examines the impact of interventions to reduce exclusion from school. School exclusion, also known as suspension in some countries, is a disciplinary sanction imposed by a responsible school authority, in reaction to students' misbehaviour. Exclusion entails the removal of pupils from regular teaching for a period during which they are not allowed to be present in the classroom (in‐school) or on school premises (out‐of‐school). In some extreme cases the student is not allowed to come back to the same school (expulsion). The review summarises findings from 37 reports covering nine different types of intervention. Most studies were from the USA, and the remainder from the UK. Included studies evaluated school‐based interventions or school‐supported interventions to reduce the rates of exclusion. Interventions were implemented in mainstream schools and targeted school‐aged children from four to 18, irrespective of nationality or social background. Only randomised controlled trials are included. The evidence base covers 37 studies. Thirty‐three studies were from the USA, three from the UK, and for one study the country was not clear. School‐based interventions cause a small and significant drop in exclusion rates during the first six months after intervention (on average), but this effect is not sustained. Interventions seemed to be more effective at reducing some types of exclusion such as expulsion and in‐school exclusion. Four intervention types – enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers – had significant desirable effects on exclusion. However, the number of studies in each case is low, so this result needs to be treated with caution. There is no impact of the interventions on antisocial behaviour. Variations in effect sizes are not explained by participants' characteristics, the theoretical basis of the interventions, or the quality of the intervention. Independent evaluator teams reported lower effect sizes than research teams who were also involved in the design and/or delivery of the intervention. Plain language summary Interventions can reduce school exclusion but the effect is temporarySome interventions – enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers – appear to have significant effects on exclusion. The review in briefInterventions to reduce school exclusion are intended to mitigate the adverse effects of this school sanction. Some approaches, namely those involving enhancement of academic skills, counselling, mentoring/monitoring and those targeting skills training for teachers, have a temporary effect in reducing exclusion. More evaluations are needed to identify the most effective types of intervention; and whether similar effects are also found in different countries. What is this review about?School exclusion is associated with undesirable effects on developmental outcomes. It increases the likelihood of poor academic performance, antisocial behavior, and po...

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Section: Introductionmentioning

confidence: 99%

School‐based interventions for reducing disciplinary school exclusion: a systematic review

Valdebenito¹,

Eisner²,

Farrington³

et al. 2018

Campbell Systematic Reviews

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show abstract

“…It is mostly observed in previous research that conflict resolution skills were increased, constructive and peaceful ways were referred to (Brown, 1991;Emerson, 1990;Johnson & Johnson, 1995;Johnson, Johnson, Dudley, Mitchell, & Fredrickson, 1997;Kaçmaz, Türnüklü, & Türk, 2011;Koruklu, 1998;Koruklu & Yılmaz, 2010;Schellenberg, Parks-Savage, & Rehfuss, 2007;Stevahn, 2004;Taştan & Öner, 2008;Türk, 2008Türk, , 2013Türnüklü, 2011;A. Uysal & Temel, 2009; Z.…”

Section: The First Research Question Examined the Effects Of The Negotiation And Peer Mediationmentioning

confidence: 98%

Examining the Effects of Negotiation and Peer Mediation on Students’ Conflict Resolution and Problem-Solving Skills

Ay¹,

Keskin²,

Akilli³

2019

INT J INSTRUCTION

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Research shows that conflicts in schools cannot be resolved by constructive and peaceful means and teachers cannot support students sufficiently. To solve this problem, the Negotiation and Peer Mediation Training Program was experimented on the fourth-, fifth-and sixth-grade students in this study aiming to examine the effects of the Negotiation and Peer Mediation Training Program on conflict resolution and problem-solving skills. The study was conducted on 44 students attending the "Children's University" summer school. The research was carried out in the pretest-posttest design without control group. The training program consisting of 18 activities was implemented. The students were subjected to "Conflict Resolution Skills Scale" and "Problem Solving Inventory for Children" before and after the program. The pretest and posttest scores of both instruments total tests and subscales were analyzed with dependent samples t-test. It was observed that the training program was not effective on problem solving but reduced "obliging" and "avoiding" behaviors. Results achieved in the other subscales of the Conflict Resolution Skills Scale were not coherent with the literature. Based on the research results, it can be argued that the Negotiation and Peer Mediation Training mitigated the avoiding and obliging behaviors which do not serve a peaceful resolution.

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“…A school mediation project has to be implemented at least two if not five years in order to be evaluated and to show results, as both students and teachers need about two years to adapt to it (Schellenberg et al, 2007). This suggests that evaluating Hagamos las Paces six years after being first implemented should show representative results.…”

Section: Hagamos Las Paces Projectmentioning

confidence: 99%

Human and Children’s Rights in the Context of Education and School Mediation

2021

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There is common understanding among the member states of the UN on Human and Children’s Rights and that everyone has a right to life, liberty, and security of person. Children are entitled to special care. Social changes caused by migration or armed conflicts affect families and may have negative consequences on children’s welfare. Violent family structures are often transported into the schools. Evidence on school mediation and conflict resolution programs between peers seems to be a good method to teach children how to resolve conflicts peacefully. This paper also researches how such programs can contribute to a more conflict-free society.

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Reducing Levels of Elementary School Violence with Peer Mediation

Cited by 9 publications

References 6 publications

School‐based interventions for reducing disciplinary school exclusion: a systematic review

School‐based interventions for reducing disciplinary school exclusion: a systematic review

Examining the Effects of Negotiation and Peer Mediation on Students’ Conflict Resolution and Problem-Solving Skills

Human and Children’s Rights in the Context of Education and School Mediation

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