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ERIC Number: ED408019
Record Type: Non-Journal
Publication Date: 1996-Nov
Pages: 5
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Peer Mediation Training: A Solution to Violence in Schools.
George, Yvetta; And Others
To ameliorate violence in schools, many programs are being developed to provide students with tools to help them successfully resolve conflicts. However, there is a limited amount of quantitative data supporting their effectiveness. This study was an effort to add to the pool of research on the effectiveness of peer mediation training in schools. The study evaluated the Peaceful Solutions Peer Mediation Training Program (George and Keiter, 1993) by surveying student and administrator attitudes about the program. Participants were third, fourth, and fifth graders at seven schools in Florida who received 13.5 hours of training as peer mediators. Approximately 1 month after being trained they were asked to respond to a 6-item survey constructed to solicit their perceptions regarding conflict, peer mediation, and the training process. At the end of the 1995-96 school year, 14 administrators also responded to a survey to determine their perceptions of the effect of peer mediation at their schools. Results showed that the overwhelming majority of student peer mediators would become a mediator again if given the choice. They reported that the best part of being a mediator was resolving conflicts, while the most difficult part was describing and paraphrasing the conflict and brainstorming solutions. Those who tried to resolve conflicts were generally successful, but about half had not participated in conflict resolutions due largely to low solicitation from their peers. All administrators felt that the peer mediation had made a positive impact on the general atmosphere of their schools and was cost effective, with administrative referrals down. (Contains 14 references.) (EV)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A