THE MEDITATION AT SCHOOL

Meeting program.

•The mediation within the school: origins and typologies.

•Tutorials.

The teachersThe parents

The students

The schoolThe family

The society

THE CONFLICT

THE PROJECTS AT SCHOOL: A PREVENTIVE VALENCE.

• PRIMARY PREVENTION: prevent the onset – to the whole population

• SECODARY PREVENTION: prevent the event of more serious symptoms in subsequent age – to population subgroups.

• TERTIARY PREVENTION: therapy and rehabilitation – to a sick group ”

Hogard - OMS(1977)

Multy factorial paradigm and probability of development: is the interaction between environmental factors and the individual specific mode of response that can make account of the development adaptive or non adaptive sequel

(Menesini, 2000).

RESILIENCE

Engineering: capacity of a material to resist the break for dynamic solicitation .

Psychology: the child capacity to maintain a good adaptation despite adversity and to demonstrate ability to recovery following traumatic events.

(Menesini, 1999)

PROTECTION FACTORS : make the child less vulnerable to the sources of stress.

RISK FACTORS: increase the likehood of negative outcomes.(Rutter, 1990)

PROTECTION FACTORS

• INDIVIDUAL CHARACTERISTICS: cognitive abilities and socio-cognitive, emotional and characterials. Interaction quality individual-Environment: relation of attachment adult-child, child towards equal

The quality of the experience school is a significant factor in defining the Trails

evolutionary towards the adjustment or the job.

Quinton e Rutter, 1988

The prevention interventions involve the strengthening of possible protection factors related to the individual skills.

THE MEDIATION WITHIN THE SCHOOL

1970 Jimmy Carter encourages the creation of the first center of social mediation 1981

1981 San Francisco: first programs of school arbitration, structured according to the model of mediation between equal

1983 New York: School Mediators Alternative Resolution Team program in the secondary schools

1983 Bruxelles: Minister urges use in schools of mediators to facilitate dialogue between parents, students and teachers

1997 Orlando: the training to the techniques of conflict management is inserted in the teachers curriculum of studies (Filner &Koch)

From 1993 in France many programs of school mediation (Amely): mediation of students between students and mediation of people between people.

AFM (Academy Family Mediation)

CREnet (Conflict Resolution Education Network)

SPIDR(Society for Professionals in Dispute Resolution)

2001ACR (ASSOCIATION FOR CONFLICT

RESOLUTION)

SCOLASTIC MEDIATION TYPOLOGY

• Peer Mediation• Counter mediation • Training programs oriented to the techniques of

conflicts positive management.

Recomended standards for school-based peer mediation programs (II edition 2007 Association for conflict resolution)

www.mediate.com/acreducation

PEER MEDIATION

The role of mediator is played by Children/Kids,

after a specific training .

Unique opportunity to experiment communication

techniques, ability to problem solving ability,

relational skills in a "setting" of real life.

The peer mediation programs act on the climate at

school, reducing the violence episodes, improving

interpersonal and group relations.

Cannot be subjected of mediation between equal: situations that involve the use of drugs, illegal behavior, abuse, episodes of bullying.

DEONTOLOGY

Parties self-determination

• Impartiality• Conflicts of interest • Competence • Confidentiality• Process quality (time, listening, honesty)

STAFF

• Program Coordinator (Trainer Mediator)• Training Coordinator• Trainers (may also be students with 20-40 hours of training)• Students Mediators (primary school 12-18 hours; middle school 12-18 hours; high school 15-20 hours)

TRAINING

Active methodology used

Content

• the conflict: its representation, the

causes, reaction styles against the conflict• the mediator role• the mediator deontology• the mediation process

• the communication techniques

• the points of view• be mediators themselves

USED TECHNIQUES

• active listening

• feelings communication and state of mind

• ensure respect for rules

• balance the power

• break down major problems in sub families

• remain focused on the subject

• highlight the points of agreement

• remain focused on the future (what is going to happen

if....)

• distinguish the interests and needs from the positions

STAGES OF PEERS MEDIATION

OPENING STAGE. The Parties accept some basic rules: solve the problem, say the truth, listen without interrupting, have mutual respect, assume responsibility agreement taken, maintain the meeting confidential.

PROBLEM IDENTIFICATION. The Parties tell their version of the facts, using messages "i" and have the opportunity to ask questions to clarify any doubts. Each Boy "rephrase" what the other said. It is look together the interests and needs meant that can be written.

DESIGN POSSIBLE SOLUTIONS. The mediator encourages the parties to think about more solutions (brainstorming-creative phase).

SELECT A SOLUTION.The ideas expressed are being examined critically.

EXPERIENCE THE SOLUTION.In a defined period of time the Parties put in practice what they have decided..

AGREEMENT FORMALISATION. If the chosen solution is feasible it is formalized in an agreement, otherwise the process it is back to the stage of choice.

THE COUNTER (Masoni, 2002)

GAME TEST: interaction in which the actions of two or more partners tend to be repeated in time without the subject of interact is solved. RITUALE (Goffman).

CHANGE:

• It is possible only within the identity territory• we can achieve changes in the other only through self-changes

MEDIATION: the mediation allows changes suggesting auto-changes in those who complain about the problem.

STAGES

• THE MEDIATION REQUEST (the problem)

• THE AGREEMENT ON THE RULES (provide the game rules to reduce the change anxiety)

• THE PROBLEM EXPOSURE (index - related)

• THE CREATIVE SOLUTION (symptoms prescription)

PRACTICE