Peer Mediation Program Provision Concepts Experiences Alec Coakley

Peer Mediation Program Provision Concepts & Experiences Alec Coakley

‘conflict resolution for school children, by school children’ ‘Mediation in schools, where properly resourced and supported, can provide unequalled opportunities for young people to engage in the vital practice of effective dispute resolution, thus improving the quality of life in school, and preparing them for life beyond the school gates. ’ (Cremin, 2007 p 42) ‘Conflict resolution and peer mediation training can increase achievement when it is integrated into academic units, especially when it is conducted in combination with the use of co-operative learning. ’ (Johnson and Johnson, 1996 p 487)

Peer Mediation Pilot Program Workshop • • • What is Peer Mediation? Why is it important? How is it practised? Starting a pilot program Integrating and maintaining a program Discussion for professional development

definition Peer mediation is a process whereby disputes are resolved through the use of mediators who are of a similar age, gender or social group. (not necessarily children!)

Peer mediation is a very matter-of-fact, logical, linear process, whereby children help each other to deal with their conflicts, playground disputes, and so on. It is a structured process, managed by two mediators, who are children. They introduce the process, establish ground rules, listen to the story from the perspective of each of the disputants and offer to each of them a summary of what he or she has said. They then provide the opportunity for both sides to voice their feelings, help them identify the problems, brainstorm solutions, and, ideally, agree a solution. Mediation is a voluntary process, so if either of those in dispute decides that he or she doesn’t want to go ahead at any stage, he or she doesn’t have to. In that instance the conflict is usually dealt with according to the school’s standard discipline policy. (Tyrrell, 2002, p. 11)

definition When embraced by schools it can strengthen student voice, promote positive behaviours between students and between staff and students and encourage citizenship and social inclusion. (Cremin, 2007)

definition ‘We now have a more ‘peaceful school’ – not a quiet one or one that doesn’t have issues or conflict, but one that has the skills to address issues and to build and maintain positive relationships. Initially, staff were mixed with their responses to the approach. Some felt it was ‘woolly’, ‘soft’. It was only through the training and total immersion that attitudes changed. It is now seen as a strength of the school, underpinning our core values and ethos. ’ (Cremin and Bevington, 2017 p 137)

definition Peer mediation programs send an important message to students: Our school is a place where we can talk over our differences. We don't have to fight to get justice. Peer mediation offers the opportunity to attack the problem and not the person. Whereas a peer mediation program offers every student a constructive means of resolving conflict - generally resulting in an improved school climate - the peer mediators themselves often gain the most because they acquire and internalize conflict resolution skills that will benefit them in their present and future lives. (Schrumpf et al. , 1997 p 3)

definition It has been used to enhance moral development, particularly in relation to inclusion & diversity in children and promote their ability to handle hypotheses, abstract concepts and modern problemsolving techniques. Behaviour management that is grounded in student-centred discipline and peer mediation enables student voices to be heard, rather than suppressed and marginalized (Cremin, 2007 p 67)

“A ship is safe in the harbour… ships…” But that is not why we build John A. Shedd 1928

Advantages of peer mediation over traditional school dispute resolution methods Schrumpf et al. , 1997 p 3 • Students are able to connect with their peers in ways adults cannot • Peer mediators are capable of framing disputes in the perspective, language, and attitudes of youth, making the process age-appropriate • Students perceive peer mediation as a way to talk out problems without fear that an adult authority will judge their behaviours, thoughts or feelings

Advantages of peer mediation over traditional school dispute resolution methods Schrumpf et al. , 1997 p 3 • The self-empowering aspect of the process appeals to youth and fosters selfesteem and self-discipline • When students come up with their own solutions, they feel in control of their lives and committed to the plans of action that they have created to address their problems.

International experiences • US/UK/Canada >20 years – pioneers - intercity - online • Norway & Sweden – Tromsø Red Cross & Street mediation • Latin America • https: //www. youtube. com/watch? v=EQGZRPOZTE 4

Peer Mediation Methodologies Whole-School Approach Cadre Approach • Preventative • Responsive • Curricular-based model • System-based model • Wide focus • Narrow Focus • seeks to train every student in a particular school on how to manage conflict constructively through a progression of classes or workshops • small group of students are selected, mentored and trained to serve as peer mediators for a wider school community • Suitable for primary school • Suitable for secondary school

The ‘Whole-School’ Approach • This program design aims at including each student, and as many teachers as possible, in regular workshops where a conflict theme is explored through discussion followed by roleplay in a safe, structured, supported learning environment. • The purpose of the whole-school approach is one of organisational learning, education through understanding and insight. It is primarily preventative in nature through building of concepts and language associated with dispute resolution into the school language and culture.

• ‘Whole-school’ implementation need not be as logistically daunting as it may seem. Operationally it can by rolled out on a phased basis by selecting on one particular class, for example the senior (6 th) class, and allowing the entire student population to pass through it as part of their natural school progression. It is also the approach that benefits from curriculum -based topics. • ‘these [whole-school programs] are designed to teach students about conflict and alternatives to violent conflict resolution and are preventative in nature (social skills, empathy training, stress and anger management, attitudes about conflict, bias awareness) and peer mediation programs. ’ • (Johnson and Johnson, 1996 p 460)

The ‘Cadre-Approach’ • This program design represents a responsive approach to actual conflict and is suited to schools where there is an identified need for better conflict resolution mechanisms. • A cadre of students is developed, supported and tasked with the administration of a school-wide Peer Mediation program. De La Salle Macroom Peer Mediation Program

The ‘Cadre-Approach’ • It has recently been used successfully in the US by the National Association of Peer Program Professionals (NAPPP) in an online peer mediation program. • Trained peer mediators in one school assisted in resolving conflict in other schools where such programs do not exist. • These social-media contemporary advances herald a new direction for this particular model of peer mediation that will undoubtedly continue to receive attention.

Developing a Code of Behaviour: Guidelines for Schools • Section 23 of the Education (Welfare) Act 2000, made it a requirement for Irish schools to prepare and make available codes of behaviour for their students. • The document ‘Developing a Code of Behaviour: Guidelines for Schools’, National Educational Welfare Board (2008), was issued to assist schools in the preparation of these Codes of Behaviour. • https: //www. tusla. ie/uploads/content/guidelines_school_codes_eng. pdf

Developing a Code of Behaviour: Guidelines for Schools • The document has a legal basis and is supported by fifteen statutes and legislative instruments. It is an ambitious, aspirational document with a dual purpose. • At one level the document aims to provide Boards of Management with a clear template for the preparation of an effective code of behaviour for their schools. • At another level, the document seeks to stimulate general discussion and reflection among teachers, staff, students and parents, about behaviour policy in their school

Developing a Code of Behaviour: Guidelines for Schools 6. 1 ‘readiness to use respectful ways of resolving difficulties and conflict’ 9. 2 Using the Social, Personal and Health Education programme … as vehicles for teaching skills for responsible behaviour and relationships 9. 5 There should be mechanisms for both formal and informal complaints. The school should seek resolution as early as possible and as close as possible to the origin of the problem. 10. 3 Fair procedures based on the principles of natural justice (full section) 11. 3 In relation to student suspension; ‘Are any other interventions such as peer mediation, restorative justice approaches or family conferencing available? ’

Questions for school management Questions for program co-ordinator • What is peer mediation? • Which class will the program focus on? • How does it work? • If external, who is the point-of-contact? • What will the program need? • How will sessions be arranged? • Is there a cost implication? • Where will the sessions take place? • How many sessions will be required? • What AV technology is available?

Child Safety & Protection • The principle of ‘primum non nocere’ ‘first, to do no harm’ must guide all activity in peer mediation • In Ireland, the dedicated state agency responsible for improving wellbeing and outcomes for children is Tusla • There a number of legal responsibilities an education provider must comply with as part of the Children First Act 2015. Details and guidance on these responsibilities are provided on the Tusla website (www. tusla. ie)

Child Safety & Protection • Program co-ordinators should also be vetted by An Garda Síochána (https: //vetting. garda. ie/) • Parental Consent is required (Letter) • The parents and guardians of the students should receive a letter from their teacher outlining the program, the expected outcomes the program might bring and professional suitability details on the peer mediation co-ordinator (e. g. mediation practice accreditation, relevant academic qualifications)

Program Integration • It is a legal imperative that schools maintain their duty of care to their students as described by the Code of Conduct issued by the Department of Education and Science and reassure parents of their commitment to the well-being of students. • This convention must form the foundation and overriding principle in the integration of ADR-based programs, which should always be viewed as supplementary and as an expansion of services.

Program Integration • This also means that peer mediation programs should not be considered appropriate for instances of serious conflict. • Placing suitable governance boundaries around peer mediation program terms of reference is essential to their success. • These should be arrived at through agreement with school management, students and parents and be readily accessible.

Program Integration • Steering Committees and Advisory Groups supported by regular reflection and review meetings can help build confidence in the new arrangements. • In addition in the cadre approach there should always be a pre-mediation session discussion involving a member of the a governance group to determine the suitability and appropriateness of the conflict for the peer mediation program.

Program Integration Conflict hierarchy in an ADR assisted school CM policy (Cohen, 1995) Arbitrated [Traditional procedures exercised by school management] Conflicts Pupil conflicts that are [peer] mediated Is this students doing the job of teachers, principals, management? Conflicts that pupils resolve by negotiating with each other Conflicts that never occur because of a supportive school environment If so - what does that mean ethically?

Program Integration Suitable for Peer Mediation Unsuitable for Peer Mediation Allegations of Bullying Serious bullying Instances of name-calling, insults & threats Family matters Friendship issues Anything to do with breaking the law Ostracisation School rules or property Child has experienced something unfair Violent incidents Being picked on or teased Harassment based on race, class, gender or sexual orientation Types of conflict and their suitability for peer mediation (Compiled from Baginsky 2004 and Schrumpf et al. , 1997)

Program Review & Assessment Whole-School • You. Tube video • Feedback sheet • Continuous review with teacher • Annual review Cadre • Autonomy presents challenges • Evolving review • Supports identified and negotiated

Program Facilitator Responsibilities • Program Design • Outreach and Publicity • Training • Casework • Program Maintenance Coordinators need not do all of this work themselves, but they must ensure that it gets done. (Cohen, 1995)

Program Facilitator • Should have Mediation certification? • Should have Education certification? • Should be Garda vetted • Should report to oversight body? • Need for regulation?

Peer Mediation must be fun! • Peer mediation needs to be enjoyable. • It needs to be fun. • This means that the coordinator and teacher also need to have fun and create the conditions where fun can be had. • The enjoyment of the experience is not a welcome side-effect or secondary benefit • It is the thing-that-makes-the-other-thing-happen. • The ‘fun factor’ of peer mediation is fundamental, elemental to success. • It is the antidote to conflict – the mirror through which we can see things in conflict indirectly the safe harbour for the conflict explorers of tomorrow.

Bibliography Baginsky, W. (2004) Peer mediation in the UK: a guide for schools. National Society for the Prevention of Cruelty to Children. Cohen, R. (1995) Students Resolving Conflict: Peer Mediation in Schools. Glenview, IL. Good Year Books. Cremin, H. (2007) Peer Mediation: Citizenship And Social Inclusion Revisited: Citizenship and Social Inclusion in Action. Maidenhead: Mc. Graw-Hill Education (UK). Cremin, H. and Bevington, T. (2017) Positive Peace in Schools: Tackling Conflict and Creating a Culture of Peace in the Classroom. Oxford: Routledge. Johnson, D. W. and 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(4), pp. 459– 506. Schrumpf, F. , Crawford, D. K. and Bodine, R. J. (1997) Peer mediation: conflict resolution in schools: program guide. Champaign, Ill: Research Press Co. Tyrrell, J. (2002) Peer mediation: A process for primary schools. Souvenir.

Workshop Discussion • What does the group think could be done to develop peer mediation support as a profession in Ireland? • Does the group see any ‘blind spots’ that need consideration? • What learnings from other mediation sectors might be helpful?

Thank You!