Peer Mediation
Descriptions, definitions, synonyms, organizer terms, types of
Definition: Cohen (1995) indicates that interpersonal conflicts are resolved through one of three processes: negotiation, arbitration or mediation. Negotiation is described as "a process in which parties attempt to resolve a conflict by discussing it directly themselves." At the other end of the spectrum is arbitration where a third party contols not only the process, but the outcome. In the middle, is the process of mediation. In this process a third party (or mediator) works with the parties to structure a win-win resolution to their conflict (27-28). Advantages to mediation include: a recognition that only the parties choose to resolve conflicts, that parties must feel comfortable in order to work out differences, that trust and respect must be fostered between disputants, an open exchange of information, acknowledgement that the parties are ultimately the best judge of a resolution to a conflict and understanding that implementation of a resolution is more likely if it has been crafted by the disputants (30-31). Cohen details the particular strengths that students bring to the peer mediation process. They understand their peers, make the process age appropriate, serve to empower their peers, command the respect of their peers and normalize the conflict resolution process (44-45).
Strumpf, Crawford & Bodine (1997) assert that, "peer mediation programs have emerged as one of the most widely used types of conflict resolution in schools." They echo the advantages expressed by Cohen (2-3). They define Peer Mediation as " a method for negotiating disputes and finding resolutions that combines the needs of the parties in conflict instead of compromising those need" (47).
History of Peer Mediation and Conflict Resolution programs: The Teaching Students to be Peacemakers initiative dating from the 1960's was the first Peer Mediation program. This type of program taught the students to how to deal and mediate conflicts. In 1972, the Children’s Creative Response to conflict “taught all students that the power of nonviolence lies in justice,caring, and personal integrity.�? (Johnson and Johnson, 460).
Facts about Peer Mediation: 85% of conflicts referred to peer mediation involved physical fights and verbal insults (Johnson and Johnson, 467). Rouch and Hall (1993) found that 52 of the conflicts brought to peer mediation, over 50% were pending fights and the other 50% were arguments and harassments or gossip and name calling (467).
Application in classrooms and similar settings
Setup for Mediation:To set up a physical space for mediation, include three chairs -- two for the people in conflict and one for the mediator. The students involved in the mediation fill out forms on their conflict and have a brainstorming worksheet. A contract of agreement is completed when there is a resolution to the problem.
Steps for Mediation: Shrumpf, Crawford & Bodine (1997) created steps for peer mediation: Step#1 Agree to mediate Step#2 Gather Points of View Step#3 Focus on Interests Step#4 Create Win-Win Options Step#5 Evaluate Options Step#6 Create an Agreement (50).
More detail is shown in the image:
According to Johnson and Johnson (1996), there becomes a five step negotiating strategy for the students to develop. As as a group, you should "define the conflict", such as what is problem and listen to each student give their story on the situation. By "exchanging positions and interests", the mediator hears both sides and reminds himself or herself to stay cooperative with both students and to not pick a side. When both members of the conflict "reverse perspectives", the mediator helps the students "invent at least three agreements that allow mutual gain" (464). Once both sides have come up with a compromise, you "reach an integrative agreement". To make the class participate in developing mediation conflict strategies, Johnson and Johnson had the two students switch off being the class mediators. With this way, I think that let the students be able to learn about conflict resolution and apply it to both school and home.
The following is a sample peer mediation acted out through SecondLife:
Evidence of effectiveness
A study conducted in the Fayette County Schools on the effectiveness of their peer mediation program indicated that school-wide suspensions and mediation referrals decreased. Stephen Bell, Jennifer Coleman, Adam Anderson, and James Whelan of the University of Memphis conducted this study with thirty 6th-8th graders trained to serve as peer mediators. Mediation was available on a school-wide basis and disputants were given the option of choosing peer mediation or going to the principal for resolution. 32 of 34 mediations were successfully resolved during the six-week study period (Bell).
Critics and their rationale
School systems often have disciplinary processes in place that do not address conflict resolution. These disciplinary systems focus on negative reinforcement, punishing students when they break rules. According to Cohen (1997), these procedures do not distinguish between rule infractions and interpersonal conflict (37-38).
Positives about Peer Mediation: Peer mediation is “considered highly effective and that the mediators were quite skillful and competent�? The effectiveness may also be due to the “voluntary nature of mediation or because only easily resolvable conflicts were brought to mediation�? (Johnson and Johnson, 485).
Critique of Peer Mediation: Peer mediation does not always resolve every issue. Sometimes conflicts just cannot be handled by the peers and need to handled by a more authoritative individual (teacher and principal). In schools, there is also lack in training peer mediators and developing adequate group process skills. In Emerson’s study (1990), many student mediators were improperly trained, viewed as policemen, and frequently disliked by other students (485). Only a few hours of training does not mean that the mediator will be successful.
Often times the mediators are rotated and do not mediate on a regular basis. Just like everything else, practice makes perfect and if you fail to use your knowledge, you lose it. This lack of regularity is caused by student availability, fluctuations in bad behavior, and changes in teachers/administrators.
In some cases, the students in conflict will see peer mediation as "the easy way out". Instead of going to detention or serving some other type of punishment, they are able to sit through a peer mediation session and get off easily. Furthermore, unless the mediator is exceptionally skilled or has a good social standing, the students in conflict may run through the entire mediation in a superficial fashion. They might walk through the correct answers so that the peer mediator will feel a sense of successes, end the session, and let everyone go home - but in the end the underlying conflict was never resolved.
Alternative explanations due to Diversity considerations
Strumpf, Crawford and Bodine (1997) elaborate on the role diversity plays in interpersonal conflict. They note, "Conflicts usually are rooted in bias or prejudice, often reflecting inequality of privilege or status in relationships" (33). They acknowledge that diversity issues "affect every mediation" (40). To that end, mediation traning must include an awareness of cultural differences that affect values and communication styles.
Nonverbal communication provides examples of diversity considerations. In white cultures, long silences make people feel uncomfortable. In many nonwhite cultures, silence is an indication of respect. In white cultures, firmly shaking hands indicates a confirmation of an agreement. Some nonwhite cultures are uncomfortable with women shaking hands with men. In addition, a "firm" handshake may be seen as a sign of domination. White cultures value a written agreement. Many nonwhite cultures value the spoken word (Strumpf 43).
Signed "life experiences", testimonies and stories
When I was in high school, I remember being “sentenced to” peer mediation. I don’t remember what the other person and I were arguing over, but I remember I was ticked that I had to go sit through it. It was a new program at the time, but I think a well-established program could solve a lot of problems and help a lot of students.
A Personal Experience of peer mediation: As a camp counselor, I had to mediate many situation involving conflicts between campers. I talked to each one of the campers seperately and then brought them together to discuss what could be done to resolve this problem. They were pretty honest about what could be done in order to help the situation. I did most of the talking in the beginning, but I asked them questions and made rules that one camper could be talking at a time. After that camper talked, I would interject and say a few things and then the other camper would say their side of the story. We discussed a seperate discipline method with them, having a point system and if they got a certain amount of points during the week, they would get to do an activity that they wanted to do. It worked for most of the summer, but then they started acting out again so i had to take more drastic measures by talking to the parents about the situation. There probably could have been a better way to handle this but mediating the situation, letting them say their story about the situation, showed that i respected each of their opinions. Carole Johnson
I feel, from a students point of view, that I would be to embarassed to use peer mediation. I had a hard time living with my roommate sophomore year. But at 19 years old, I was reluctant to seek out the program offered at school that helps resolve these conflicts because I felt at my age I should be able to do it myself or we just wouldn't get along. Because of this I lived through a very stressful year. I'm sure in hindsight peer mediation may have been helpful, but it was hard for me to admit that I would need someone else, especially a peer, to help resolve the conflict. MJB
In High School, I was part of the peer mediation team and I think it served a great purpose to fellow peers. I was able to help mediate issues that many teachers who were a lot older were unable to relate to. Students helping out other students is a great tool because it is easier for a peer to understand what another peer is thinking. I think that these programs throughout high schools benefit not only peers, but teacher as well. It allows them to focus on teaching instead of adolescent issues. --Brian Bucciarelli
My high school had a group called the "Peer Helpers". Each year the students wrote names of two students and two teachers that they would feel comfortable talking to if they needed someone. Every year the same students were a part of "Peer Helpers" I am sad to say that every year there was not one person in that group that I would have gone to if needed. It really turned into a popularity contest. Those in the group became a clique and very unapproachable. M. Rice
I have worked with the Peer Mediation group at the high school where I teach. I have seen both positive and negative reactions to the situation, but in the end things were much better. Our students will use Peer Mediation to resolve issues within social circles and with things as heavy as confronting someone about addictions or self-inflicted problems. Sometimes opening up to a stranger that is your age is easier than opening up to an adult, particularly someone that is seen as an authoritarian (like a Dean) -M. Hanes
References and other links of interest
References
Bell, S., Coleman, J., Anderson, A., Whelan, J. and Wilder, C. (2000). The Effectiveness of Peer Mediation in a Low-SES Rural Elementary School. Psychology in the Schools. Vol. 37, No. 6, 505-516.
Cohen, R. (1995). Students Resolving Conflict. New York: GoodYearBooks.
Emerson, J. (1990). Conflict Resolution for Students: A Study of Problem Solving and Peer Conflict Management. Unpublished doctoral dissertation, University of Oregon, Eugene.
Johnson, D. W., & Johnson, R.(1996). Conflict resolution and peer mediation programs in elementary and secondary schools: A review of the research. Review of Educational Research, Winter, Vol. 66, No. 4, 459-506.
Rouch, G.,& Hall, E.(1993). Teaching peaceful conflict resolution. Mediation Quarterly, 11(2), 185-191.
Schrumpf, F. Crawford, D. & Bodine, R. (1997). Peer Mediation: Conflict Resolution in Schools. Champaign, IL: Research Press.
Other Links of Interest
For peer mediation videos, resources and workshops: http://www.indiana.edu/~safeschl/resources_mediation.html
For a teacher-friendly description of peer mediation, see Teacher Talk: Peer Mediation
For an overview of the place of peer mediation in the schools, see Teachernet's "Peer Mediation"
For a variety of peer mediation links, see JALMC Peer Mediation Links
For a through explanation of types of peer mediation sessions and models, see "Solutions Through Peer Mediation"
