topic 5

1. 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.

2. 1.INTRODUCTION
Conflict 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.

3.  is a tidy procedure
 starts from the loss of two people of
the negotiating capacityCONFLICT
MEDIATION
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.

4. 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 .

5. 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

6. 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.

7. • 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.

8. 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 mediation
Mediation conducted by Adults
Mediation conducted by the Peers
Co-mediation

9. Spontaneous
mediation
External
mediation
Institutionalized
mediation
Mediation
conducted by
Adults
Mediation
conducted by
the Peers
Co-mediation

10. 5. PHASES OF SCHOOL MEDIATION
• Pre-mediation
• Entry
• „Tell me”
• Location of the conflict
• Looking for solution
• The agreement

11. 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

12. Location of
the conflict
• Conflict
analysis,
highlighting
the
common
aspects.
We can ask
for
clarification
Looking for
solution
• Brainstorm
about
possible
solutions to
solve the
conflict
The
Agreement
• A solution
is chosen,
analyzed,
and an
agreement
for
signature is
written

13. 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.

14. THE MEDIATION
PREMEDIATION: 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.

15. THE FORMATION OF SCHOOL MEDIATORS
SESSION 1: Formation of
group with group
dynamics
SESSION 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.

16. THE BUTTERFLY EFFECT OF CONFLICTS
CONFLICT 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.

17. 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.

18. 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.

19. 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.

20. 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

21. 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

22. TRUE OR FALSE
1. 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

23. MULTIPLE CHOICE
1. Characteristics of school mediation:
It is a peaceful strategy.
It is a systematic process
Both are correc
2. What is the correct order of mentioned phases of
school mediation?
a) pre-mediation, looking for solution, location of the
conflict
b) phase called „Tell me”, location of the conflict, looking
for solution
c) entry, location of the conflict, pre-mediation
3. The fist step to start the mediation is:
a) Make a request with the explanations
b) Talk with the coordinator
c) Neither

24. 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
Centre
b)Promoting mediation whenever a likely conflict
occurs
c)Both are correct