Overview of Assignment
Theoretical Basis
Basic assumptions
Overt teacher behaviors
Educational insights/instructional implications
The Six Steps of Mediation
Vocabulary
Strengths
Weaknesses
Roleplay
Resources
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Our assignment was to research and educate our classmates on Peer Mediation: Conflict Resolution.  Our task was to find out all that we could about Peer Mediation: Conflict Resolution, and determine if it would be useful at the elementary, middle or secondary levels of education.  We did find that Peer Mediation is effective at the upper elementary grade levels (4th and 5th) and in middle and high school.  Ideally, Peer Mediation would be a school wide program, and at the early elementary grades (K-3) the children would be exposed to the terminology, but not actively involved till 4th and 5th grade.

The two principal reasons for implementing conflict resolution programs in schools are to counteract school violence and to develop responsible citizens. The goal of mediation is to help students develop a mutually agreeable action plan.  If the students do not mutually agree on the plan then the plan will have a low percentage of success.
 
 

1. They feel empowered by developing their own agreements.
2. They have the opportunity to "speak their minds" freely.
3. Their self-efficacy is enhanced by being a part of creating a solution to the problem.
4.Students generally wish to avoid suspension and/or expulsion.  Peer mediation offers a face saving alternative to solving conflicts that may result in such extreme repercussions.
5.Everyone wins and no authority figure forces a change in their behavior.  They chose their behavior.
 

Teachers train students to facilitate the peer mediation process and only intervene when inappropriate levels of conflict arise, i.e. cursing, fighting, threatening. Teachers do not actively participate in the actual mediation process, although they may refer students to the mediation process.
 
 

The peer mediation process improves the quality of learning through the reduction of conflict in schools thus creating a more peaceful learning environment. Participation in peer mediation, both as a peer mediator and as a disputant, improves communication skills, critical thinking, creativity and problem solving.
 
 

1.  Agree to Mediate (Open the session--Introductions, Setting Ground Rules, and Agreeing to Mediate)
Ground Rules-Mediator remains neutral; No name calling, insults, foul language or rude hand signals; Tell the truth; No interrupting; Everything heard is completely confidential.

In this first step the disputants agree to mediate and come to an agreement about the problem.  They are also told the ground rules, and everyone has to follow them or else the mediation process is ceased.

2.  Gather Points of View (Gather Information-Each Side Presents Its View)
Each one of the disputants gets an opportunity to present their side of the case.  The other disputant cannot interrupt, and the mediator uses his training in communication skills to ask the right questions.

3.  Focus on Interests  (Identify Common Interests)
The mediator asks the right questions to find out what each one of the disputants wants out of this conflict.  After asking each disputant what they want, the mediator summarizes what they have said.

4. Create Win-Win Options (No Criticism, Evaluation or Discussion)
The two mediators and the disputants brainstorm for solutions, and the mediators write down all the options.  During brainstorming the ideas are not to be criticized or discussed.

5. Evaluate Options
After the brainstorming, everyone discusses all the possible options.  They then evaluate these options and come to an agreement.

6. Create an Agreement
During this stage, the agreement is made formal by being put in writing, and by having everyone signing it.  They review what the agreement is and if the problem arises again, how they can better handle it.
 
 

· Active listening: The act of listening to one-person talk at a time without interruption.

· Assertion: Expressing oneís needs and wants in a way that shows respect for othersí needs and wants

· Attending: Using mostly nonverbal behaviors such as eye contact, gestures, and facial expressions to indicate interest in the speakerís message.

· Basic Needs: Needs that underlie all human behavior (belonging, power, freedom, fun)

· Blocked basic needs: Having your basic needs or the fulfillment of them interrupted.

· Brainstorming: A technique for helping disputants create as many options as they can for solving their problems.

· Compromise: A settlement of difference in which each side makes concession.

· Conflict: Controversy or disagreement; to come into opposition

· Conflict managers: Students who listen to a conflict and, using their training, help their peers arrive at a solution they can live with.

· Conflict resolution movement: A movement dedicated to finding ways to solve problems without physical or verbal force which arose out of the 1960s peace movement.

· Consequence: That which logically or naturally follows an action

· Debrief: To discuss something after it happens in an attempt to try and make sense out of it and learn from it.

· Disputant: One engaged in an argument or conflict.

· Empowered: To take control of your life and have a say in what happens to you.

· Ground Rule: One of several basic rules for conducting peer mediation, spelled out to disputants at the beginning of the session.

· Hidden interest: In a conflict situation, a basic need or want people may have that does not appear on the surface to be related to the problem.

· Impartiality: Not having a preference for either side of an argument.

· Intolerance: Quality or condition of being unable to grant equal freedom of expression; bigotry

· Mediate: The act of helping people settle their differences.

· Peer mediation: A conflict resolution program in which students mediate conflicts between other students using a structured process.

· Rivalry: A competition or a feeling of competitiveness between two or more people.

· Builds communication skills
· Teaches problem solving through conflict resolution
· Reduces violence in schools
· Reduces teacher involvement in student conflicts
· Proactive process
· Results in a win-win situation
· No authority figure involvement- Students  create and own the solution
· Offers a safe, isolated environment for negotiation
· Structure of the process helps calm peopleís emotions and lower the anxiety.
· Works for  a wide range of disputes
· Peer mediators benefit greatly from the experience and serve as potent role models in demonstrating prosocial behaviors.
· Peer mediation offers an opportunity for all students to be peer mediators, regardless of academic achievement and past disciplinary problems.

· Students take advantage of the process-students may create problems in order to leave class.
· Students with emotional problems requesting multiple mediations
· The process generally does not work with more than two disputants.
· Disputants unwilling to cooperate after 8 to 12 minutes
· Agreement is not reached, is falsely reached (to end the process while dispute is continuing) or is broken
· Privacy is violated

List of characters:
Denise- a peer mediator
Mary- a peer mediator
Lisa- a fifth grader
Tammy- a fifth grader

The rest of the students gathered around to watch.  Tammy felt embarrassed, surprised, and angry.

As Lisa turned around to leave, Tammy stood up.  ìYou canít make me,î she shouted, facing Lisa and tossing her books aside.

Lisa took a step forward, and said, ìI think I canÖ

The gym teacher interrupts and says, ìOk, you ladies, have two choices ñeither peer mediation or detentions for you both, what do you want?î  Neither student could afford another detention, so they agreed to try peer mediation.

They set up an appointment and met the following day during lunch in the mediation room.  The mediation room was an area set aside by the school where students could go to resolve conflicts, with the help of the mediators.  They found several chairs and a refrigerator.  Mary, one of the two mediators, offered both Tammy and Lisa a coke and some pizza.

Ground Rules-Mediator remains neutral; No name calling, insults, foul language or rude hand signals; Tell the truth; No interrupting; Everything heard is completely confidential.

Denise:  ìBefore we begin, you both have to agree to a few rules. First, you have to agree that you want to solve the problem or it wonít work.î
Lisa:  (shrugged) ìSureî
Tammy: (leaned back in her chair) ìI want to settle it without getting my teeth knocked out, so, yeah, I agree.î
Mary:  ìSecond, you have to settle this without name calling, and without interrupting each other.î
(Both Tammy and Lisa agree.)

Lisa and Tammy sat across from each other at the mediation table.  Lisa spoke first.  She told her side of the story, explaining her fear and anger for the way Tammy was picking on her little sister, Margaret.

Lisa:  ìI was really scared that you were going to hurt my sister, and she doesnít even want to come to school anymore because of the way that you have been treating her.  I felt like it was my duty to stick up for her because she is only seven years old.  She has a lisp, and Tammy is always making fun of her lisp, and imitating her, making her cry every afternoon on the bus.  I want her to stop making fun of my sister.î

Tammy was then given a chance to give her side of the situation.

Tammy:  ìFirst of all, I had no idea that she was crying every afternoon, and I just thought it was funny.  I think that lisps are kinda cute.  I donít think that Lisa had any right to trip me.  I didnít mean to hurt her sisterís feelings.  I just donít want to get in trouble or get beat up.î

Mary: ìLisa, so what you want to see happen is for Tammy to leave your sister alone.î
Lisa: ìrightî
Denise:  ìTammy, you want to stay out of trouble, and you donít want to get beat up.î
Tammy:  ìyes.î
 
 

Mary:  ìok, Lisa, now that you have heard Tammyís side, what could you have done differently to keep this whole thing from getting this far?î
Lisa: (looking down) ìI could have talked to Tammy instead of tripping her, but I was just so angry. I could have waited until I cooled down rather than talking to her while I was angry.  I guess I could have talked to my teacher or the bus driver.î
Denise:  ìWhat about you Tammy?î
Tammy:  ìI guess I could have explained my side when she tripped me. Also, I could have walked away when she had tripped me.  I could have paid more attention to how Margaret felt, and maybe not kept on teasing herî Tammy frowned. ìbut what are we supposed to do about it now?î

Mary:  ìthat is up to you to decide, and we are here to help.  What could you do-right now- Lisa to help solve the problem?î
Lisa:  ìI could keep my sister away from Tammy.  I could sit with my sister on the bus.î
Mary:  ìso you just want to make sure that your sister doesnít get hurt.î
Lisa:  ìrightî
Denise: ìWhat could you do to solve the problem?î
Tammy:  ìI will not sit near Margaret on the bus, and I will not tease her anymore about her lisp.î
Lisa:  ìThat sounds like a good idea to me.  I agree.  If a problem comes up in the future, then I will talk to Tammy before tripping her again.î
Tammy:  ìI agree with that too.î

An agreement is written up and signed by all parties involved (the disputants, and the two mediators).  They all agree to abide by the agreement, and they all sign the paper.