TOPIC 5.

Mª Dolores Ortega Beniamin Letowski

Maria Lizán Paola García

Andrea Martínez

MEDIATION AS CONFLICT RESOLUTION STRATEGY IN SCHOOLS & SCHOOL MEDIATION STATES IN THE CONFLICT.

1.INTRODUCTIONConflict mediation has been used since ancient times

Mediation in educative context started in the 60s in USA performance of religious groups and movements for Peace Education

stated the necessity of students to learn abilities of how to solve conflicts in a non-violent way.

is a tidy procedure starts from the loss of two people of

the negotiating capacity

CONFLICT MEDIATIO

N

Locked in their positions help of a 3rd person

a space of communication and learning is created.

This characteristic is the key to

introduce it to the educative context.

2.MODELS OF MEDIATION.Traditional-lineal model of Harvard.

The deal

Narrative-circular model.

Information-communication

The transformation model.

Relationships-People

• Its bases are law and economy,

• taking as objective achieve deals where the two parts win.

• It is a very systemised process and it is developed in the business world.

• comes from psychology

• tries to improve the communication and the information between the parts

• produce reflexion processes that modify the reality and conflict perception, fixing the relationships.

• comes from sociology

• its aim is to transform the conflict , the relationships and the people fro the cooperation and reconciliation .

2.1.SCHOOL MEDIATION. The school mediation in an educational centre with a view to improving

coexistence, manifests itself in a series of consequences and objective facts:

Facilitates a more relaxed atmosphere

at the school.

Promotes concern for others.

Search strategies to solve the problems

of non-violently.

Helps that there is a greater

involvement in the educational

community at school.

Is looking for other alternatives to

regulatory sanctions.

Conflicts tend to decrease.

Promotes the communication

between the members of the

educational community

Improvement of social skills.

Favors that a have greater

responsibility in students (are

involved in the operation of the

Centre).

Decreases the number of

disciplinary cases

3.CHARACTERISTICS OF THE SCHOOL MEDIATION.

• It is a peaceful strategy. • It is voluntary• It is a systematic process, • It favours communication and collaboration between people.• Through it the mediators are facilitating the meeting.  

• It is an educational process and transformer of people. • It is a training strategy of the entire school community (teachers,

students, parents and non-teaching staff).• They are the people in conflict who bring solutions, learning to

manage their conflicts. • The confidentiality of the process.

4. TYPES OF SCHOOL MEDIATION

Incorporation a system of mediation

in a school must adapt to the contextual

possibilities of each school reality

Spontaneous mediation

External mediation

Institutionalized mediationMediation conducted by Adults

Mediation conducted by the Peers

Co-mediation

Spontaneous mediation

External mediation

Institutionalized mediation

Mediation conducted by Adults

Mediation conducted

by the Peers

Co-mediation

5. PHASES OF SCHOOL MEDIATION

• Pre-mediation

• Entry• „Tell me”• Location of the

conflict• Looking for

solution• The agreement

Pre-mediation

• This is the first contact and knowledge of each part of mediators.

Entry

• Introduction and explanation of conditions and rules

„Tell me”

• Each part of the conflict relates what has happened

Location of the

conflict• Conflict

analysis, highlighting the common aspects. We can ask for clarification

Looking for

solution• Brainstor

m about possible solutions to solve the conflict

The Agreement

• A solution is chosen, analyzed, and an agreement for signature is written

THE CONFLICT

1) Filling in a written request with the

explanation of the facts.

2) This report comes to the mediation team

coordinator

 When anyone from the Center have a conflict you may request mediation service. This is done:

The two parts to the conflict should write their version of the case and choose two mediators each one.

THE MEDIATIONPREMEDIATION: The Coordinator of the mediation team leaves the case two of the mediators that are responsible for case meeting separately with each part of the conflict. MEDIATION: After the pre-mediation it is performed a joined mediation. The two parts of the conflict and their two mediators meet and begin the mediation process. Multiple sessions may be needed.

THE FORMATION OF SCHOOL MEDIATORS

SESSION 1: Formation of group

with group dynamicsSESSION 2:

education for peace, human rights, the conflict and the

coexistence.SESSION 3: social

skills in school mediation.

SESSIONS 4 and 5: communication skills

for mediation.

SESSION 6: school mediation.

THE BUTTERFLY EFFECT OF CONFLICTSCONFLICT REMOVES THE ENTIRE CLASSROOM+ UNPREDICTABLE

CONSEQUENCES (MORE CONFLICTS)

Anticipate conflicts

Put rules and respect them.

THE UNPREDICTABILITY OF THE CONFLICT OR THE LATE FORECAST SERIOUS CONSEQUENCES.

THE INTENTION IS NOT WHAT COUNT.

Currently, the society as a whole, questioned the training of children and young people. It is usual, in this frame of mind, to look towards schools and jeopardize the professionals of education. And it is the responsibility of educators is not low and is on the rise. However, this discursive line raises two clear objections: first, it should be noted that the fact of depositing in the formation of children the burden of a future forged in the present, does not excuse errors and postpone solutions

Society as a whole must unlearn to transform itself, since there can be no education without commitment and consistency. Secondly, it must be said that there are few educators that, since the respective workplaces, cultivated, humble and quiet, interpersonal relations founded on democratic values and equity.

GET TO WORK.

It consists of best practices aimed at the creation and maintenance of a climate of coexistence healthy, seated in mutual respect, serve as examples for those centres that are raised to improve their current reality. It is not mere recipes, on the contrary, they are already experienced approaches that continue to evolve in interaction with different contexts.

THE FORCE OF THE MEDIATION

School mediation programs foster the ability to work together to fight against the problems and not the people. So they not only provide clear advantages in terms of prevention and intervention against conflicts, but also innovative and transformative potential of the educational context.

Mediation is based on equal dialogue, i.e. in the possibility to talk about conflicts face to face in a plane of horizontality. However, the real strength of mediation in the field of education is that, in reality, it's a genuine learning process.

DISCOVER MEDIATION IN PRIMARY EDUCATION

When they arrive at school, children start with

enthusiasm, they like to feel that they learn new things every day, and therefore

boast in front of their families by those achievements.

However, one of the aspects that most dislike them are

conflicts with other colleagues. At school, mediation is an

exclusive service that goes in the event of a conflict, but should not be the case.

Mediation

THE NETWORKS OF MEDIATORS IN SECONDARY EDUCATION

Obtaining the support of the majority of

people from the Centre

Avoiding divisions between those who

accept the mediation and those who reject

them, since the purpose is a good

coexistence among all

Informal and extensive use of mediation

strategies

Promoting mediation whenever a likely

conflict occurs

Keeping motivated and committed to their

work mediators

Including mediation in the documents of the

Centre

Providing for the continuation of the mediation service

Training to improve the capacity of the

mediators

TRUE OR FALSE1. Is possible to introduce mediation in the

educative context because an atmposphere of learning is created in in.

2. Co-mediation is a mediation that uses two mediators. The mediators work as a team to assist the parties in resolving their conflict.

3. In pre-mediation the responsible of the case meets separately with each part of the conflict.

4. Mediation is based on equal dialogue, in the possibility to talk about conflicts face to face in a plane of horizontality.

5. Mediation is a waste of time

MULTIPLE CHOICE 1. Characteristics of school mediation:It is a peaceful strategy.  It is a systematic process Both are correc2. What is the correct order of mentioned phases of

school mediation?a) pre-mediation, looking for solution, location of the conflictb) phase called „Tell me”, location of the conflict, looking for solutionc) entry, location of the conflict, pre-mediation3. The fist step to start the mediation is:a) Make a request with the explanationsb)Talk with the coordinatorc)Neither

4. The most successful programs in mediation include:a) Social competence, emocional inteligence,

philosofhy children.b) Education for diversity, valors, peace, school

mediation.c) Both are corretc. 5. If a centre wants to make mediation

effective, they have to achieve this condition:a)Including mediation in the documents of the Centreb)Promoting mediation whenever a likely conflict occursc)Both are correct