ERIC Number: ED380730
Record Type: Non-Journal
Publication Date: 1995-Jan
Reference Count: N/A
An Evaluation of Conflict Resolution Programs at the Secondary Level at the Toronto Board of Education 1993-1994: The Evolution of a Model. No. 210.
Brown, Robert S.; And Others
This report evaluates the second and third years of conflict resolution programs that were established at both the elementary and secondary levels during the 1991-92 school year. The programs emphasized peer mediation, in which students in conflict meet with a pair of students trained in mediation skills. The mediators attempt to open communication so the disputants can share their perceptions of the conflict and come to a negotiated resolution. The program was assessed through questionnaires in its second year and focus groups and interviews in its third year. Questionnaire results suggested that students trained in the conflict resolution workshops felt they had gained substantial benefits; the programs were interesting and practical, and were useful outside their application to resolving school-based disputes. Some of the focus group participants, however, reported negligible use of their peer mediation skills in actual school situations. Part of the problem with low use may have been due to the definition of what constituted a conflict. Although the peer mediation programs proved successful in many schools, it became clear that the long-term success of programs depended on expanding its role in the school community, specifically in the areas of school discipline/classroom management, and the school curriculum. (RJM)
Descriptors: Adolescents, Conflict Resolution, Educational Environment, Foreign Countries, Interpersonal Communication, Peer Counseling, Peer Influence, Peer Mediation, Problem Solving, Program Effectiveness, Program Evaluation, Secondary Education, Student Attitudes
Toronto Board of Education, Research Dept., 155 College St. Toronto, Ontario, M5T 1P6, Canada ($5 Canadian).
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Toronto Board of Education (Ontario). Research Dept.