One of the most popular violence prevention programs in schools today is peer mediation. Peer mediation occurs when one student serves as a neutral third party (or mediator) to negotiate conflicts and resolve disagreements among students. These programs empower students to look beyond conflict to more constructive solutions and to provide students options other than violence. The first response to conflict is listening and discussion. Further, peer mediation strategies prevent minor school disagreements from escalating into more serious, violent conflicts. The goal of peer mediation is twofold: to reduce student conflict and violence while at the same time to provide students with tools for constructive, peaceful problem solving.
Even in schools with low levels of violence, students often try to solve disputes with destructive strategies. These strategies often escalate a conflict and may increase the potential for student violence. Peer mediation programs provide schools a constructive alternative to traditional discipline procedures. Rather than consequences and punishment, peer mediation programs reduce the severity and intensity of student conflict, de-escalate potentially violent situations, and help students to feel safe in their school environment.
Because the solution in peer mediation is mutually negotiated, the parties each feel empowered to take responsibility for their actions and to deal constructively with the issue. The situations that are most conducive to peer mediation approaches are minor disagreements such as friendship disputes, teasing, cheating, vandalism, rumors, and gossip. More violent conflicts such as physical assault or other criminal activities are not referred for peer mediation.
Peer Mediation Program Models
Peer mediation programs have different program model approaches. Some programs educate all students in peer mediation skills; other programs train a select group or cadre of peer mediators. An entire class model provides peer mediation skill training to all students in a classroom. When a dispute arises between students, other classmates assist by facilitating the mediation between the conflicting parties. This model is based on the assumption that wide-scale training develops a culture of violence prevention and direct intervention in conflict situations.
In a cadre program, a select group of students is chosen to participate in training. Cadre training can range from a one-day, intense workshop to ongoing classes throughout the school year. The cadre approach to peer mediation is based on the assumption that a group of highly trained students can prevent and mediate conflicts among classmates. Proponents of cadre program models believe that the presence of a group of peer mediators supports a more democratic approach to conflict resolution.
Types Of Peer Mediation Sessions
Peer mediation sessions can take place in a variety of ways. In formal mediation sessions, a peer mediator or peer mediation team meets with the disputants at a predetermined time and place. Session times are contingent upon the severity and nature of the conflict and can vary from 15 minutes for small conflicts to several days for more serious issues. Mediation sessions may take place during actual class time, or they may take place during no class times such as lunch, recess, or after school. All parties are given an opportunity to share their viewpoint. The group then discusses possible solutions and alternatives, and a mutually agreed upon solution is reached. The mediator typically follows up with the parties involved to see if the agreement has been successful.
Peer mediation sessions can also be more informal in nature. For example, peer mediators are often classmates who are integrated into normal school settings and readily available to assist in any conflict situation. If a disagreement happens on the playground, hallway, or lunchroom, peer mediators may engage in more immediate and informal mediation procedures. Mediators are typically identified by some characteristic such as a jacket, badge, or arm bands. When any type of conflict occurs, students are instructed to find a peer mediator to help the students work toward a solution.
Peer Mediators
Peer mediators are students who receive extensive training in effective communication and mediation skills. Teachers can refer specific students to be peer mediators, other students may nominate or elect peer mediators, or students may simply refer themselves. Trained peer mediators create an environment in which all involved parties feel safe. Peer mediators do not make decisions for participants; rather, peer mediators facilitate the process of resolving the conflict.
Benefits Of Peer Mediation
Advocates of peer mediation programs state myriad positive benefits, including reduced disciplinary issues, improved student self-confidence, increased academic achievement, improved problem-solving skills, fewer fights, and a more positive school climate. Both mediators and disputants learn effective communication skills and nonviolent strategies for resolving conflict, and these concepts are integrated into every aspect of school culture. Further, these skills extend beyond the classroom into the students’ daily interactions at home and in the community.
Concluding Remarks
Peer mediation programs have the potential to transform the culture of a school. The process of peer mediation alters the way students perceive conflict. The school climate is changed to one in which violence is not seen as a viable alternative for solving problems.
The benefits of peer mediation programs extend well beyond peer mediators to the entire school and community. Students involved in peer mediation programs use these problem-solving skills at home and with friends outside of school. This use extends the influence beyond students to parents, neighbors, and community members. As a result, there is less violence and more constructive problem solving in our schools, neighborhoods, and communities.
Bibliography:
- Johnson, D. W., & Johnson, R. T. (1996). Conflict resolution and peer mediation programs in elementary and secondary schools: A review of the research. Review of Educational Research, 66, 459–506.
- Johnson, D. W., Johnson, R. T., Dudley, B., & Magnuson, D. (1995). Training elementary students to manage conflict. Journal of Social Psychology, 135(6), 673–686.
- Peterson, R. L., & Skiba, R. (2000). Creating school climates that prevent school violence. Preventing School Failure, 44(3), 1–11.
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