Peer Med Introduction

8/6/2019 Peer Med Introduction

1/28

created by Scottish Mediation Network 2008

Peer Mediation - an overview

Part 1: What is Peer Mediation?Part 2: Establishing PM in a school

Part 3: The training process

Part 4: Support


2/28


Part 1: What is Peer Mediation?

Overview

Definitions

The bigger picture

Benefits and distinctions

What does it look like?


3/28


What is Peer Mediation?

Peer mediation combines the concept of Peer

Support with the process of Mediation.


4/28


What is mediation?

Mediation is a problem-solving procedure it is about

finding a solution that satisfies everyone. Both parties

must have a desire to resolve the problem in hand.Mediators avoid taking sides, making judgments or

giving guidance. The parties in dispute, rather than the

mediators, decide how a dispute will be resolved. The

mediator is responsible for developing effectivecommunication and building consensus between the

parties.

Adapted from the SMN web site: www.scottishmediation.org.uk


5/28


Where does mediation already

happen?

Neighbour and community disputes

Family disputes about children and assets

Education (e.g. ASL/SEN disputes)

Between victims and accused in Criminal matters

Civil legal matters such as contract disputes

Work place conflict Schools - Primary and Secondary


6/28


Peer Support

The range in Scottish schools includes:

Peer Tutoring (e.g. paired reading) Peer Education (e.g. drugs education)

Buddying / Befriending

Mentoring

Peer Mediation

Peer Counselling


7/28


So what is Peer Mediation?

Peer Mediation involves two trained young peopleassisting pupils in conflict through a series of steps so

that they can find their own way of resolving their problems.

Difficulties and disagreement are discussed andbrought out into the open. Through acknowledgementand exploration comes shared understanding whichusually leads to a negotiated and constructive way ofmanaging the conflict.From the SMNs Guidelines for Schools


8/28


National / international perspectives

Established for over 30 years in a number of countries

including USA, Canada, Australia, New Zealand and

England.

Examples in Scotland since 1996.

Over 100 schools in Scotland now involved.

SEED funded 3 pilot authorities (N. Lanark, Fife andHighland) between 2004 and 2006 in implementing

Restorative Practices (RP). Many schools introduced

Peer Mediation as part of this.


9/28


What are the potential benefits?

Research indicates:

Typically a 75-85% success rate. Reduced incidence of conflict in playgrounds and

classrooms.

Personal development benefits for mediators.

Increased staff time to deal with other priorities.


10/28


How does Peer Mediation differ from

Restorative Practices?

RP aim to address specific harm done and/or rules

broken. Mediation addresses a range of conflicts or

disagreements.

Generally a wrong-doer has already been identified

when RP are used. Mediators work from a no blame /

no judgment position.

In RP there is usually an assumption that the outcome

will include some form of making good or reparation.

Mediators do not assume outcomes.


11/28


What similarities are there between

PM and RP?

Both sides are heard and have a say in the outcome. The process is most successful when voluntary.

Practitioners need appropriate training and support.

There are a number of shared skills and underlyingvalues.


12/28


The Peer Mediation Steps

Step 1: Setting Things Up welcome and introduction.

Step 2: Hearing The Stories - both sides are heard.

Step 3: Listing The Problems - clarifying and

prioritising.

Step 4: Exploring Options - generating possible

solutions.

Step 5: Reaching Agreement or not! - looking for

common ground. Encouraging personal responsibility.


13/28


Common Stages

Referral

Meeting the first person

Meeting the second person

Working together for an agreement

Follow-up


14/28


What does it look like in practice?

Video example of peer mediation in a school.


15/28


What conflict can be addressed?

Fall-outs Disagreements

Disputes about possessions

Name-calling

Spreading of rumours


16/28


When is Peer Mediation not

appropriate?

Where participation isnt voluntary

Where a law or school rule has been broken Where there is danger of violence

On-going bullying

Where the problems involves adults

Where someones well-being is at risk

Where participants wont keep to the ground rules.


17/28


Part 2: Establishing PM in a school

Overview

The Whole-School Approach

School Readiness

Planning Issues


18/28



Policy and Practice

School Improvement Planning

Relationships

Additional Support for Learning

Better Behaviour, Better Learning

Anti-Bullying

Approaches to conflict resolution

Restorative Practices


19/28



Other FormalProcesses

Restorative Practices *

Mediation (Adult and Peer)

Problem-Solving Circles

Circle times

e.g. Buddying, Mentoring

Restorative Conversations

Interpersonal Skills

Addressing harm

Resolving conflict

Solving problems and

challenges

Strengthening relationships

Building relationships

Last resort

Active listening, empathy, assertiveness,courtesy, dealing with conflict, communication

skills, accepting criticism, encouraging,supporting, respecting differences, taking

responsibility, apologising, emotional literacy,cooperation and introducing peer mediation.

* Restorative Practices can be used either as an alternative to or inparallel with (alongside or after) formal processes.


20/28


School-readiness factors

Values and attitudes in staff, pupils and parents

permissive

retributive

restorative

Ownership - commitment and time

Resources students as mediators

key support staff

accommodation


21/28


Planning Issues

Consultation - staff, students and parents

Identifying key support staff

Selection of mediators

Training

Practical arrangements for running the service


22/28


Planning Issues (cont.)

Awareness-raising and launch

Maintenance

Evaluation and development

Sustainability


23/28


Part 3: The Training Process

Overview


Training requirements

Key components of training

Ongoing support


24/28



Numbers required (Typically 8-16)

Ages

one year group or range of ages

usually mediating with younger or same age disputants

Balance

gender

street-credibility experience

skills and qualities

Permissions


25/28


Training requirements

Minimum 2 days full time equivalent - depending on

previous training and existing skills.

Accommodation - space for whole-group and small-

group work

Background noise levels

Staff participation - ideally a class teacher (Primary)

and/or a member of support staff.


26/28


Key components of training

Understanding the process and ground rules

Communication skills

Explaining

Empathic listening

Using scripts

Decision-making

Assertiveness Practicing the process

Child protection and support for mediators


27/28


On-going support

Top-up training

Crisis support

Group meetings

Sharing experiences

Access to advice

Reviewing and improving the service

Involvement in training of new mediators


28/28


Part 4: Support

www.scottishmediation.org.uk

[email protected]

Tel: 0131 556 1221

Documents

Peer Med Introduction