Peer Mediation as a Means of Eliminating Conflict in the School Environment
DOI:
https://doi.org/10.15503/jecs2023.1.161.184Keywords:
Keywords: conflict, mediation, conflict resolution, peer mediation, social pathology, school environmentAbstract
Aim. Peer mediation is a tool for the prevention of socio-pathological phenomena occurring in the school environment, is an opportunity to resolve conflicts through reconciliation. The paper focuses on the perception of the importance of peer mediation and on the presentation of the results of a questionnaire survey, the aim of which was to determine the respondents’ preferences after completion of the project process.
Methods. The aim of the questionnaire survey was to determine how pupils and students perceive peer mediation. The survey sample consisted of selected pupils from 6 primary schools aged 10 to 15 years and students from 6 secondary schools aged 15 to 18 years. The questionnaire was completed at the beginning (year 2020 - N = 189, including 90 primary school pupils) and end of the project implementation (year 2021 - N = 124, including 56 primary school pupils).
Results. The responses in the entry and exit questionnaires, the respondents declared after participating in the project process an increase in their experience with peer mediation, expressed an interest in becoming peer mediators and resolving personal and school conflicts through peer mediation.
Conclusion. Peer mediation engages pupils in a common dialogue to resolve conflicts at school through reconciliation and is a suitable way to prevent undesirable social phenomena in the school environment. The results of the research showed that respondents preferred peer mediation and perceived it as an appropriate form of conflict resolution in the school environment.
Downloads
References
Asmus, J., M., Carter, E. W., Moss, C. K., Biggs, E. E., Daniel, M., Born, T. L., Bottema-Beutel, K., Brock, M. E., Cattey, G. N., Cooney, M., Fesperman, E. S., Hochman, J. M., Huber, H. B., Lequia, J. L., Lyons, G. L., Vincent, L. B., & Weir, K. (2017). Efficacy and social validity of peer network interventions for high school students with severe disabilities. American Journal on Intellectual and Developmental Disabilities, 122(2), 118-137. https://doi.org/10.1352/1944-7558-122.2.118.
Baraldi, C., & Iervese, V. (2012). Participation, facilitation, and mediation: Children and young people in their social contexts. Taylor a Francis Publishers.
Bieleszová, D. (2013). Rovesnícka mediácia. Zmierovanie prostredníctvom rovesníckych mediátorov [Peer mediation. Reconciliation through peer mediators]. Wolters Kluwer.
Bieleszová, D. (2017). Školská a rovesnícka mediácia [School and peer mediation]. Wolters Kluwer.
Budayová, Z., Pavliková, M., Samed Al-Adwan, A., & Klasnja, K. (2022). The impact of modern technologies on life in a pandemic situation. Journal of Education Culture and Society, 13(1), 213-224. https://doi.org/10.15503/jecs2022.1.213.224.
Çeviker Ay, S., Keskin, H. K., & Akilli, M. (2019). Examining the effects of negotiation and peer mediation on students' conflict resolution and problem-solving skills. International Journal of Instruction, 12(3), 717-730. https://doi.org/10.29333/iji.2019.12343a.
Cohen, R. (2005). Students resolving conflict: Peer mediation in schools. Good Year Books.
Cremin, H. (2007). Peer mediation: citizenship and social inclusion revisited. McGraw Hill.
Dulovics, M. (2012). Riziko vzniku mediálnych závislostí u žiakov základných a stredných škôl a možnosti ich prevencie z aspektu profesie sociálneho pedagóga [The risk of media addiction in primary and secondary school pupils and the possibilities of its prevention from the aspect of the profession of social pedagogue]. Pedagogická fakulta, Univerzita Mateja Bela.
Emmerová, I. (2011). Aktuálne otázky prevencie problémového správania u žiakov v školskom prostredí [Current issues in the prevention of problem behaviour among pupils in the school environment]. Pedagogická fakulta, Univerzita Mateja Bela.
Emmerová, I. (2012). Preventívna a sociálno-výchovná práca s problémovými deťmi a mládežou [Preventive and socio-educational work with troubled children and youth]. Pedagogická fakulta, Univerzita Mateja Bela.
Emmerová, I. (2014). Penitenciárna starostlivosť verzus probačná a mediačná služba (s osobitným zreteľom na prevenciu delikvencie a kriminality u detí a mládeže) [Penitentiary care versus probation and mediation services (with particular reference to the prevention of delinquency and crime in children and young people)]. Pedagogická fakulta, Univerzita Mateja Bela.
Fisher, R. J. (Ed.). (2005). Paving the way. Contributions of interactive conflict resolution to peacemaking. Lexington Books.
Freire, S., Pipa, J., Aguiar, C., Silva, F. V., & Moreira, S. (2020). Student-teacher closeness and conflict in students with and without special educational needs. British Educational Research Journal, 46(3), 480-499. https://doi.org/10.1002/berj.3588.
Gilhooley, J., & Scheuch, N. S. (2000). Using peer mediation in classrooms and schools: strategies for teachers, counselors, and administrators. Corwin Press.
Goleman, D. (1998). Working with emotional intelligence. Clays Ltd.
Göksoy, S., & Argon, T. (2016). Conflicts at schools and their impact on teachers. Journal of Education and Training Studies, 4(4), 197-205. https://doi.org/10.11114/jets.v4i4.1388.
Haburajová Ilavská, L., Kodymová, P., Lešková, L. Baková, D., & Vlčko, P. (2014). Probácia a mediácia a jej aplikácia v praxi sociálnej práce [Probation and mediation and its application in social work practice]. WSP.
Hakvoort, I., Larsson, K., & Lundström, A. (2020). Teachers’ understandings of emerging conflicts. Scandinavian Journal of Educational Research, 64(1), 37-51. https://doi.org/10.1080/00313831.2018.1484800.
Harris, R. D. (2005). Unlocking the learning potential in peer mediation: An evaluation of peer mediator modeling and disputant learning. Conflict Resolution Quarterly, 23(2), 141-164. https://doi.org/10.1002/crq.130.
Hlad, Ľ., Konečná, I., Žalec, B., Majda, P., Ionescu, T. C., & Biryukova, Y. N. (2022). At-risk youth in the context of current normality – psychological aspects. Journal of Education Culture and Society, 13(2), 285-296. https://doi.org/10.15503/jecs2022.2.285.296.
Holá, L. (2003). Mediace. Způsob řešení mezilidských konfliktů [Mediation. A way of solving interpersonal conflicts]. Grada Publishing.
Holá, L. (2011). Mediace v teorii a praxi [Mediation in theory and practice]. Grada Publishing.
Holá, L. (2014). Rodinná mediace v České republice [Family mediation in the Czech Republic]. Leges.
Irving, H. H. (2002). Family mediation: Theory and practice with Chinese families. Hong Kong University Press.
Jarmoch, E. Z., Pavlikova, M., Gažiová, M., Paľa, G., & Ďatelinka, A. (2022). Social work and socio-pathological phenomena in the school environment. Acta Missiologica, 16(2), 130-145. https://www.actamissiologica.com/sub/am_2_2021.pdf.
Judák, V., Akimjak, A., Zimný, J., Kurilenko, V. B., & Tvrdoň, M. (2022). The importance of social and spiritual bridging in relation to post-covid society polarization in Slovakia. Acta Missiologica, 16(1), 126-137. https://www.actamissiologica.com/sub/am-1,-2022.pdf.
Knapp, S. E., & Jongsma, A. E. (2002). School counseling and school social work homework planner. John Wiley and Sons.
Kondrla, P., Maturkanič, P., Taraj, M., & Kurilenko, V. (2022). Philosophy of education in postmetaphysical thinking. Journal of Education Culture and Society, 13(2), 19-30. https://doi.org/10.15503/jecs2022.2.19.30.
Králik, R., & Máhrik, T. (2019a). Interpersonal relationships as the basis of student moral formation. In L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds.), ICERI 2019: Proceedings of the 12th International Conference of Education, Research and Innovation, (pp. 8896-8900). IATED Academy.
Králik, R., & Máhrik, T. (2019b). Metaphysics as a base for improving critical Thinking. In L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds.), ICERI 2019: Proceedings of the 12th International Conference of Education, Research and Innovation, (pp. 8901-8903). IATED Academy.
Králik, R., Roubalová, M., Hlad, Ľ., Judák, V., & Akimjak, A. (2022). Compassion and solidarity with the poor in Tanakh and rabbinic judaism. Acta Missiologica, 16(1), 154-168. https://www.actamissiologica.com/sub/am-1,-2022.pdf.
Králik, R., Roubalová, M., Judák, V., Hlad, L., & Ďatelinka, A. (2022). Může Bůh Izraele podle Rabínské tradice požadovat od svých vyznavačů s sociální oblasti nemožné [Can the God of Israel, according to the Rabbinic Tradition, demand the impossible of His followers in the social area?]. Historia Ecclesiastica, 13(1), 3-21.
Křivohlavý, J. (2002). Konflikty mezi lidmi [Conflicts between people]. Portál.
Labáth, V. (1999) Školská sociálna práca – potreba alebo rozmar? [School social work – need or whim?]. EFETA, 9(3), 2-3.
Lešková, L. (2010). Causes of pathological behavior of children and the possibilities of social prevention. Tribun EU.
Lešková, L. (2020). Intervention of a social worker of a social and legal protection authority of children and social guardianship in Slovakia. International scientific board of catholic researchers and teachers in Ireland.
Manesis, N., Vlachou, E., & Mitropoulou, F. (2019). Greek teachers’ perceptions about the types and the consequences of conflicts within school context. European Journal of Educational Research, 8(3), 781-799. https://doi.org/10.12973/eu-jer.8.3.781.
Mičková, K. (2020). Selected projects aimed at supporting families affected by poverty. In R. Lojan, & A. Vachnová (Eds.), Theology and social sciences from interdisciplinary perspective (pp. 156-184). Avalon.
Murgaš, F., Petrovič, F., Maturkanič, P., & Králik, R. (2022). Happiness or quality of life? Or both? Journal of Education Culture and Society, 13(1), 17-36. https://doi.org/10.15503/jecs2022.1.17.36.
Niklová, M. (2016). Rodina ako rizikový faktor vzniku deviantného správania u detí a mládeže v kontexte súčasnej doby - analýza empirických zistení [Family as a risk factor for deviant behaviour in children and adolescents in the contemporary context - an analysis of empirical findings]. In L. Špráchalová, S. Hoferková (Eds.), Acta sociopathologica III. (pp. 240-261). Gaudeamus.
Petrikovičová, L., Kurilenko, V., Akimjak, A., Akimjaková, B., Majda, P., Ďatelinka, A., Biryukova, Y., Hlad, Ľ., Kondrla, P., Maryanovich, D., Ippolitova, L., Roubalová, M., & Petrikovič, J. (2022). Is the size of the city important for the quality of urban life? Comparison of a small and a large city. Sustainability, 14(23), Article 15589. https://doi.org/10.3390/su142315589.
Pružinská, J. (2011). Práca s konfliktami v sociálnej práci. Working with conflicts in social work]. In Pružinská (Ed.), Inšpirácie pre prax sociálnej práce (pp. 183-212). Iris.
Pružinská, J. (2014). Psychologické aspekty mediácie [Psychological aspects of mediation]. In E. Kováč (Ed.), Aktuálne výzvy a perspektívy v mediácii (pp. 190-198). AMS.
Riskin, L. L., Arnold, T., & Keating M. J. (1997). Mediace, aneb, jak řešit konflikty [Mediation, or how to resolve conflicts]. Pallata.
Roubalová, M., Králik, R., Zaitseva, N. A., Anikin, G. S., Popova, O. V., & Kondrla, P. (2021). Rabbinic Judaism’s perspective on the first crimes against humanity. Bogoslovni Vestnik – Theological Quarterly. Ephemerides Theologicae, 81(1), 57-74. https://doi.org/10.34291/BV2021/01/Roubalova.
Roubalová, M., Králik, R., Maturkanič, P., Hlad, Ľ., & Ďatelinka, A. (2022). Basic aspects of sleep from the perspective of Tanakh and Rabbinic Judaism. Acta Missiologica, 16(1), 169-184. https://www.actamissiologica.com/sub/am-1,-2022.pdf.
Rovňanová, L. (2016). Prevencia sociálno-patologických javov v profesijných činnostiach učiteľov [Prevention of socio-pathological phenomena in teachers' professional activities]. In L. Špráchalová &S. Hoferková (Eds.), Acta sociopathologica III. (pp. 34-53). Gaudeamus.
Šándor, I. (2002). Projekt probačnej a mediačnej služby [Probation and mediation service project]. Justičná Revue, 54(6-7), 755-756.
Schellenberg, R. C., Parks-Savage, A., & Rehfuss, M. (2007). Reducing levels of elementary school violence with peer mediation. Professional School Counseling, 10(5), 475-481. https://doi.org/10.1177/2156759X0701000504.
Sellman, E. (2011). Peer mediation services for conflict resolution in schools: what transformations in activity characterise successful implementation? British Educational Research Journal, 37(1), 45-60. https://doi.org/10.1080/01411920903419992.
Šuľová, M. (2021). Závislosti [Addictions]. Verbum.
Tkáčová, H., Al-Absiová, E., Al-Absi, M., & Pavlíková, M. (2021). “Media invasion” against Islam in the context of the Slovak Republic. Media Literacy and Academic Research, 4(1), 165-179.
Tkáčová, H., Pavlíková, M., Tvrdoň, M., & Prokopyev, A. I. (2021). Existence and prevention of social exclusion of religious university students due to stereotyping. Bogoslovni Vestnik, 81(1), 199-223. https://doi.org/10.34291/BV2021/01.
Travers, H. E., & Carter, E. W. (2021). A systematic review of how peer-mediated interventions impact students without disabilities. Remedial and Special Education, 43(1), 40-57. https://doi.org/10.1177/0741932521989414.
van Gurp, H. (2002). Peer mediation: the complete guide to resolving conflict in our schools. Portage & Main Press.
Wilmot, W. W., & Hockerová, J. L. (2004). Interpersonálny konflikt [Interpersonal conflict]. Ikar.
Zákon č. 372/1990 Zb. O priestupkoch [Act No. 372/1990 Coll. on Misdemeanours].
Zákon č. 550/2003 Z. z. o probačných a mediačných úradníkoch a o zmene a doplnení niektorých zákonov v znení neskorších predpisov [Act No. 550/2003 Coll. on Probation and Mediation Officers and on Amendments and Additions to Certain Acts, as amended].
Zákon č. 305/2005 Z. z. o sociálnoprávnej ochrane detí a o sociálnej kuratele a o zmene a doplnení niektorých zákonov v znení neskorších predpisov [Act No. 305/2005 Coll. on Social and Legal Protection of Children and Social Guardianship and on Amendments and Additions to Certain Acts, as amended].
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Lýdia Lešková, Lenka Haburajová Ilavská
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.
