| Peer Mediation |
| QUESTIONS TO CONSIDER WHEN INITIATING A PEER MEDIATION PROGRAM |
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How will we generate initial support? |
The success of a peer mediation program depends, to a great extent, on the support of the school administrative team. In schools where such programs are initiated by a handful of enthusiastic teachers without the commitment of the administrators, the eventual demise of the program is inevitable.
An introductory session for staff members (including all support staff) is vital. This session might include a brief overview of mediation, a role-play to demonstrate the process followed by a question and answer period. Many schools throughout Nova Scotia have successful mediation programs in place and finding an experienced school team to make this presentation is fairly straightforward . (For additional information contact League of Peaceful Schools.)
Once support from staff has been generated, only a few key staff members are needed to coordinate the program. Some of the responsibilities of the coordinator include:
overseeing the selection of students
participating in the training
developing a duty schedule
holding regular meetings with the mediators
keeping the school community informed of progress/new developments
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How will we create awareness among students, staff and community members? |
As mentioned previously, one key to the successful implementation of a peer mediation program is an understanding of the program by all members of the school community.
After the initial introductory session for staff, students and parents must be informed of the school's plan to introduce a mediation program.
There are many ways to create a general awareness among the members of the school community. Some ideas include:
a bulletin board with articles and posters explaining the mediation process and the advantages of a peer mediation program.
short skits presented to all classes.
an evening presentation for parents.
a supplement to the regular parent newsletter.
viewing commercially prepared videos which demonstrate the mediation process.
a school wide assembly with a presentation by an experienced "team."
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How will the students be selected? |
Invite students to nominate classmates using some of the following criteria or guidelines:
The classmate you nominate should be:
a good listener.
fair.
a good problem solver.
concerned about others.
able to communicate clearly.
Encourage students to apply to become a peer mediator.
Train an existing group (i.e. student council, safety club).
The number of students selected depends on the total student population and the needs of your school. Although there are certainly advantages to having all students trained in mediation, you may only need two to four mediators "on duty" each day.
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How will training be selected? |
When introducing a peer mediation program in a school, the initial training session should be conducted by someone with both training and experience in school based mediation. Many questions will arise during training which can best be addressed by someone with "hands-on" experience.
After the initial training session, the school coordinator usually plans and conducts the training sessions in subsequent years.
The initial training generally takes approximately 14 -16 hours. (2 days) After this training session, the program coordinator usually meets with the mediators on a regular basis to further develop skills and discuss the problems which arise.
There are many option for planning training sessions:
a two-day retreat, a weekend (on site)
several after school sessions.
A decision regarding the training schedule is often based on funds available. If your school has a budget or a sponsor for this program, experience indicates that a 2-day retreat is an ideal setting for mediation training. Costs include, rental of facility, meals, T-shirts (optional).
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Which issues will be referred to mediation? |
Each school must decide which issues are "mediable" and which should be handled by staff. As a general rule of thumb, most schools do not expect students to mediate issues regarding serious physical violence, drugs, weapons or abuse. The majority of disputes are easily resolved through mediation if intervention takes place in the early stages. Making the decision about whether an issue is or is not mediable is best left to an adult. If a teacher, administrator or the program coordinator makes the referral, the school can keep an informal track of the nature of the conflict which is occurring in terms of frequency, type, and disputants involved.
Mediable disputes include:
gossip.
damage to the property of others.
name-calling.
poor sportsmanship.
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Where and when will mediation sessions take place? |
Ideally, the mediation program should have a designated room within the school. In the reality of overcrowded schools, however, this is not always possible. If possible, the space chosen to use should be close to a room with adult supervision.
Mediation sessions are usually conducted in private without the need for an adult to be in the room. This helps preserve the confidentiality of the sessions and also makes the disputants feel freer to speak openly and honestly.
The school staff will need to decide whether mediation sessions take place exclusively at recess, lunch or after school or whether, at times, they can occur during class time. Naturally, there are both advantages and disadvantages to conducting mediation sessions during class time and this is ultimately a school-based decision.
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How will the program be monitored and evaluated? |
After every mediation session, a report form is completed by the mediators involved. These reports provide a useful record of the types of conflict which occur, the students involved and whether or not conflicts were resolved.
When the mediation process is unsuccessful and the disputants are not able or willing to resolve their dispute, it should be referred to the coordinator. At this stage, schools usually have an internal strategy in place to deal with the conflict.
As long as school staff members have a solid understanding of the mediation process and the school's policy regarding implementation, no further time commitment on the part of staff is necessary.
This is indeed, one of the many advantages of having a school based peer mediation program. Teachers are actually freed from the responsibility of resolving disputes that are so much a part of daily life in schools.
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