61. New York State Dispute Resolution Association, Inc. Reduce School Violence by Teaching Peace peer mediation is a voluntary, nonpunitive process that helps students resolve disputes before they escalate http://www.nysdra.org/articles/article_details.asp?ID=100

62. DCPS - Student Intervention Services Which Schools Are Required To Have peer mediation Programs? What are the Benefits of Having a peer mediation Program? Who are the peer Mediators? http://www.k12.dc.us/dcps/peaceableschools/peacablepeermediate.html

Programs Peer Mediation Attendance Intervention Parent Centered Support Programs ... Other Web Resources Peer Mediation in District of Columbia Public Schools Title IV, Safe and Drug Free Schools Do conflicts at your school leave you feeling like this? Mediation may be able to help! Mediation introduces a neutral third party into conflict. Mediation can be used to settle disagreements between: Friends or classmates, Teachers, administrators, or staff members, Parents and teachers, Students and teachers, Groups of students, Co-workers. Mediation reduces fighting and helps everyone resolve conflict peacefully. Mediation gets fast, lasting results. The Student Intervention Services Branch provides training and support for Peer Mediation FREQUENTLY ASKED QUESTIONS: What Is Peer Mediation? Which Schools Are Required To Have Peer Mediation Programs? What are the Benefits of Having a Peer Mediation Program? Who are the Peer Mediators? ... How Do I Request Training for My Peer Mediators? What Is Peer Mediation? Mediation is a process in which disputants work together to resolve their conflict with the help of a neutral Peer Mediation , specially trained students mediate the disputes of other students.

63. Teaching Conflict Resolution These are commonly referred to as (1) peer mediation, (2) Process Curriculum, (3) Peaceable Classrooms, and (4) Peaceable Schools. In all four approaches, http://www.wthr.com/global/story.asp?s=371955&ClientType=Printable

64. School-Based Conflict Resolution Bibliography Teachers are able to focus on teaching, and our in school suspension rate has decreased peer mediation Program Point Pleasant Beach High School http://www.headstartinfo.org/infocenter/guides/adr_conf.htm

Questions? Privacy Site Index Contact Us ... Contact Us Alternative Dispute Resolution / Conflict Management Resource Guide Books and Other Media Journals and Newsletters Organizations School-Based Conflict Resolution/Active Peer Mediation Programs ... Internet Sites SCHOOL-BASED CONFLICT RESOLUTION / ACTIVE PEER MEDIATION PROGRAMS Peer Mediation Program: Matilija Junior High School 703 El Paseo Ojai, Ca. 93023 Telephone: Program Coordinator: Denise Thomas Program Description: Our program has just started this school year, the funding was in part made possible by a grant we received from our County School offices and the State of California. We currently have 15 trained peer mediators and since September 13,1996, we have had 10 mediations take place. We are slowly figuring out the best possible ways to organize our program any suggestions would be helpful. After completing the first semester with our new Peer Mediation program, our staff at Matilija Junior High feels the program is helping to keep the school climate positive. Students using the program to solve their differences has led to less conflict and confrontations on our campus. Currently I have six 8th grade students who are on call every third period to complete the mediations. My other mediators can be used at various times during the school day. The peer mediators are currently writing a booklet to explain our mediation program to anyone interested. We are also in the process of producing a video that will be used to show a demonstration of peer mediation to others.

65. Peer Mediation In Chautauqua County, N.Y. Schools Teaching conflict resolution to elementary, middle and high school students peer mediation is a concept that has been used with great success in schools http://www.mediate.com/articles/jalmc.cfm

xx Peer Mediation in Chautauqua County, N.Y. Schools Jamestown Area Labor-Management Committee ABSTRACT: Teaching conflict resolution to elementary, middle and high school students is as important to preparing tomorrow's workforce as their reading, writing, and math classes. In fact, the value and importance of the benefits derived from peer mediation programs - from the skills the young mediators gain to the overall impact the program has in school - parallels the values and benefits employers derive from a well-trained and skilled workforce. Your selected article and the entire Mediate.com Library are yours for free. First we need a small amount of information to best serve you: I am: a member of the public a mediator (including attorney-mediator) an attorney other dispute resolution professional My area code is: or no area code (International) Thanks for the opportunity to serve you. Privacy Why we ask Peer Mediation, Schools, Youth

66. Conflict Resolution, Delinquency And Violence By teaching young people how to manage conflict, conflict resolution education peer mediation Recognizing the importance of directly involving youth, http://www.mediate.com/articles/shabazz.cfm

xx Conflict Resolution, Delinquency and Violence Donni LeBoeuf and Robin V. Delany-Shabazz ABSTRACT: Delinquency and violence are symptoms of a juvenile's inability to handle conflict constructively. By teaching young people how to manage conflict, conflict resolution education can reduce juvenile violence in juvenile facilities, schools, and communities, while providing lifelong decisionmaking skills. Your selected article and the entire Mediate.com Library are yours for free. First we need a small amount of information to best serve you: I am: a member of the public a mediator (including attorney-mediator) an attorney other dispute resolution professional My area code is: or no area code (International) Thanks for the opportunity to serve you. Privacy Why we ask Community, Peer Mediation, Schools, Youth, mediation, mediate, mediator, lawyer, conflict resolution, mediators, training, mediation training, public policy, dispute, ADR, facilitation, meeting management, process

67. Conflict Resolution/ Peer Mediation (CRPM) The curriculum can be presented by (a) teaching the lessons within each unit Materials for training students to be peer mediators include the manual, http://www.coe.ufl.edu/CRPM/materials.htm

Materials: Working Together to Resolve Conflict Curriculum Our curriculum consists of the following five units: Understanding Conflict Effective Communication Understanding Anger Handling Anger Peer Mediation In each of the first four units, there are three lessons (each designed for approximately one class period) with progressive, interrelated content. The fifth unit, Peer Mediation, contains one lesson designed to introduce students to the concept of mediation and what they might expect if they sought mediation at their school. The curriculum can be presented by (a) teaching the lessons within each unit consecutively or (b) teaching one lesson from each unit to introduce each topic area to students within a group of five lessons. Each lesson includes suggestions for teacher-led activities, student practice activities, and overhead transparencies (or hand-outs). Lessons are "teacher friendly" and can be expanded or condensed, depending on time available Click here for samples and ordering information.

68. National Youth Violence Campaign · Articles, Interviews & More! Research Results From The Teaching Students To Be Peacemakers Program (TSP) Does conflict resolution and peer mediation training really work? http://www.violencepreventionweek.org/?menu=resources&l=3

69. Peer And Cross-Age Tutoring peer mediation, peer leadership, and cooperative learning. peer tutors may simply be good teachers. Teaching behaviors that were found to be http://www.nwrel.org/scpd/sirs/9/c018.html

S chool I mprovement R esearch S eries (SIRS) Research You Can Use Close-Up #18 Peer and Cross-Age Tutoring Page Kalkowski Introduction It is likely that peer and cross-age tutoring have been part of human existence since hunter-gatherer times. As Jenkins and Jenkins write, "Tutorial instruction (parents teaching their offspring how to make a fire and to hunt and adolescents instructing younger siblings about edible berries and roots) was probably the first pedagogy among primitive societies" (1987, p. 64). Wagner, on the other hand, traces the historical origins of peer tutoring in Western civilization back to Greece in the first century A.D. and through Rome, Germany, other European locales, and finally America (1990). Topping's history dates the formalized use of peer tutoring back to the 1700s (1988, pp. 12-18). Other academics trace peer tutoring back to the "Monitorial System" of the early nineteenth century (Bland and Harris 1989, p. 142). Definitions Probably the most succinct definition of peer tutoring comes from Damon and Phelps: "Peer tutoring is an approach in which one child instructs another child in material on which the first is an expert and the second is a novice" (1989a, p. 11). However, multiple definitions of peer tutoring exist, and they are not all consistent. For example, not all peer tutors are "experts." They are sometimes randomly assigned, same-age classmates (Greenwood, Delquardi, and Hall 1989; Palincsar and Brown 1986; Dinwiddie 1986) or same-aged low achievers (Pigott 1986). To make matters more confusing, the term "peer tutoring" often subsumes both cross-age and same-age tutoring. As Gaustad explains:

70. Project MUSE Teaching the fourstep peer mediation process as an integrated component of the academic curriculum occurs in much the same way as implementing the http://muse.jhu.edu/journals/theory_into_practice/v043/43.1stevahn.html

How Do I Get This Article? Athens Login Access Restricted This article is available through Project MUSE, an electronic journals collection made available to subscribing libraries NOTE: Please do NOT contact Project MUSE for a login and password. See How Do I Get This Article? for more information. Login: Password: Your browser must have cookies turned on Stevahn, Laurie 1956- "Integrating Conflict Resolution and Peer Mediation Training Into the Curriculum" Theory Into Practice - Volume 43, Number 1, Winter 2004, pp. 50-58 Ohio State University College of Education Abstract All students can be taught how to manage conflicts constructively by integrating training into the existing school curriculum. This article describes a practical and effective approach to curriculum-integrated conflict resolution training that involves students in repeatedly using integrative negotiation and peer mediation procedures to resolve diverse conflicts found in subject matter. Research results indicate that this approach to conflict training not only enables students to learn, use, and develop more positive attitudes toward conflict resolution, it also enhances academic achievement. Search Journals About MUSE Contact Us

71. Using Peer Mediation Helps Students Resolve Conflict In this process, students take turns acting as peer mediators for their class or school. The principles that govern peer mediation can be applied at home, http://www.desotoschools.com/cline 09-25-01.htm

Using Peer Mediation Helps Students Resolve Conflict Adrian H. Cline, Superintendent September 25, 2001 Over the last decade, educators have been implementing programs in our schools that teach students positive ways to resolve their conflicts. They have found that the use of positive conflict-resolution strategies has resulted in student growth, increased teaching time, and a corresponding reduction in disciplinary referrals. One of the most successful programs used in schools today is known as "peer mediation," in which students learn how to peacefully settle conflicts between themselves. In this process, students take turns acting as peer mediators for their class or school. The principles that govern peer mediation can be applied at home, as well. First, children need to understand that settling differences between themselves does not mean there has to be a winner or a loser. Conflicts can and should be settled through compromise or negotiation, in order to achieve a satisfactory outcome for each party. Second, children must be taught that while anger is a natural feeling, positive conflict resolution cannot be achieved when anger takes over their emotions. Therefore, it is sometimes necessary to separate the parties in conflict until tempers have cooled. When calm has returned, resolution can begin. The rules of peer mediation are simple. Each party states his or her case without profanity or name-calling, explains his or her view of the problem, and states what he or she expects of the other. Each party is required to listen to the other, and to really hear what the other is saying. Both must be prepared to negotiate or compromise, as a result of the discussions. When an agreement is reached, the parties must be prepared to follow through on the agreed-upon conditions.

72. Character Makes A Comeback peer mediation Has Power Bully–Proofing as Antidote Teaching Values as the Core. The learning of good oldfashioned values, once a homegrown, natural skill http://teacher.scholastic.com/professional/todayschild/comeback.htm

Scholastic Home About Us Site Map Search ... Tools Guns, drugs, gangs, bullies. Can we save our students? Three outstanding programs say yes By Meg Lundstrom Click below to jump to a section Peer Mediation Has Power Teaching Values as the Core Back to top Peer Mediation Has Power The troublemaker was a seventh grader who kept beating up another boy on the playground. In many schools it would fall upon teachers and administrators to separate them, sort out the stories, and administer discipline that had no guarantee of working, especially after the kids left school property. But at Carl F. Shuler Middle School, in Cleveland, Ohio, a teacher gave the boys another option: peer mediation. Sitting across from each other, assisted by two mediators their own age, the boys told their stories. Each related how the incident made him feel. In the safe, quiet space of the mediation room, the child who had been picked on started crying. The other child, who was intellectually low-functioning, was shocked. He reached over to hold his victim's hand. "I'll play nice with you," he promised. "No, don't play with me!" the other boy cried. Guided by the mediators, the pair brainstormed alternatives and agreed not to talk to each other for two weeks. A month later, they were playing together again-peacefully. To Alanna Meyers, the eighth-grade language arts teacher who runs Carl F. Shuler's mediation program, the session illustrates why peer mediation works: "Just by sitting through the process of listening to someone else tell his or her story, they learn. Because they come up with the solution themselves and agree to it, they have to keep their word. They then take that process outside the mediation."

73. YCWA | Peer And Cross-age Teaching peer and crossage teaching is the eighth of the nine basic Youth Crime Watch peer teaching is when students teach each other, and since students listen http://www.ycwa.org/nine/teach.htm

@import url(../main.css); membership categories sign-up form discussion area ... international JCC Brazil YCW the Gambia YCW Ghana YCW Jamaica YCW Liberia YCW Nigeria JCD Panama TID Romania YCW Sierra Leone contact us USA international college programs Subscribe to eWatch (your email here) Subscribe Unsubscribe Deutsch Espanol Francais Polsky ... Romaneste New corporate partner: Related programs: College Crime Watch YCW of Florida Reporting Patrols Education Bus safety ... Get an info pack Peer and Cross-Age Teaching What is peer and cross-age teaching? Peer and cross-age teaching is the eighth of the nine basic Youth Crime Watch components Peer teaching is when students teach each other, and since students listen to other students when it comes to issues like drug use and criminal activity, peer teaching can be a fun and effective way to accomplish this important goal. Cross-age teaching is when people reach out to teach others who are older or younger than they are: For example, when students help adults learn to read or when they spread the word about crime prevention among older adults or among children younger than they are. Communication between generations and within generations is an important aspect of community safety. Youth Crime Watches can benefit from making this a component of their programs.

74. UWF News | Top Story Archive UWF peer mediators currently train and teach students at Woodham High School, The UWF student peer mediators teach their younger counterparts listening http://uwf.edu/uwfMain/press/topstoryarch.cfm?emailID=13198

75. Journal Of Negro Education, The: Teaching All Students How To Manage Conflicts C Full text of the article, Teaching all students how to manage conflicts peermediation programs anchor disciplinary efforts of this sort. http://www.findarticles.com/p/articles/mi_qa3626/is_199607/ai_n8746767

@import url(/css/us/style1.css); @import url(/css/us/searchResult1.css); @import url(/css/us/articles.css); @import url(/css/us/artHome1.css); Home Advanced Search IN free articles only all articles this publication Automotive Sports FindArticles Journal of Negro Education, The Summer 1996 Content provided in partnership with 10,000,000 articles Not found on any other search engine. Featured Titles for ASA News ASEE Prism Academe African American Review ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Teaching all students how to manage conflicts constructively: The Peacemakers program Journal of Negro Education, The Summer 1996 by David W Johnson Roger T Johnson Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. This article describes the principles, practices, and procedures of the Teaching Students To Be Peacemakers program-a comprehensive, schoolwide conflict resolution and peer mediation training initiative targeting grades 1 through 12. Through the Peacemakers program, students are taught to appreciate and manage conflict and to derive benefit and insights from doing so. They also learn a uniform set of procedures and competencies to resolve conflicts constructively, mediate their disputes themselves, and regulate their own and their schoolmates' behavior. Findings from research studies examining the efficacy and impact of the program in diverse school settings are also presented. CONFLICT RESOLUTION AS A DISCIPLINE PROGRAM

76. Theory Into Practice: Integrating Conflict Resolution Training Into The Curricul Successfully integrating conflict resolution and peer mediation training into the defining conflict and teaching students how to identify concrete http://www.findarticles.com/p/articles/mi_m0NQM/is_1_43/ai_114784813

@import url(/css/us/style1.css); @import url(/css/us/searchResult1.css); @import url(/css/us/articles.css); @import url(/css/us/artHome1.css); Home Advanced Search IN free articles only all articles this publication Automotive Sports FindArticles Theory Into Practice Wntr 2004 Content provided in partnership with 10,000,000 articles Not found on any other search engine. Featured Titles for ASA News ASEE Prism Academe African American Review ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Integrating conflict resolution training into the curriculum Theory Into Practice Wntr, 2004 by Laurie Stevahn Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. All students can be taught how to manage conflicts constructively by integrating training into the existing school curriculum. This article describes a practical and effective approach to curriculum-integrated conflict resolution training that involves students in repeatedly using integrative negotiation and peer mediation procedures to resolve diverse conflicts found in subject matter. Research results indicate that this approach to conflict training not only enables students to learn, use, and develop more positive attitudes toward conflict resolution, it also enhances academic achievement. COMPETING PRIORITIES POSE A dilemma for educators who wish to teach students conflict resolution and peer mediation skills, yet cannot find the time to do so. No matter how virtuous conflict resolution training seems for the social and moral development of young people, many question the wisdom of squeezing one more requirement into an already overcrowded curriculum, especially in the face of pressure to enhance academic achievement and increase standardized test scores in U.S. schools (see the No Child Left Behind Act of 2001).

77. MENU TITLE Conflict Resolution Fact Sheet. Series OJJDP By teaching young people how to manage conflict, conflict resolution Most conflict resolution and peer mediation programs, an estimated 7500 to 10000, http://www.ncjrs.org/txtfiles/fs-9755.txt

MENU TITLE: Conflict Resolution Fact Sheet. Series: OJJDP Published: March 1997 4 pages 7,579 bytes Conflict Resolution by Donni LeBoeuf and Robin V. Delany-Shabazz Delinquency and violence are symptoms of a juvenile's inability to handle conflict constructively. By teaching young people how to manage conflict, conflict resolution education can reduce juvenile violence in juvenile facilities, schools, and communities, while providing lifelong decisionmaking skills. These programs also combat chronic truancy and reduce the number of suspensions and disciplinary referrals. Reducing staff time spent on discipline and enhancing the self-esteem of participants are additional benefits. Conflict resolution education teaches the skills needed to engage in creative problem solving. Parties to disputes learn to identify their interests, express their views, and seek mutually acceptable solutions. These programs are most effective when they involve the entire facility or school community, are integrated into institutional management practices and the educational curriculum, and are linked to family and community mediation initiatives. Conflict Resolution Education There are four general approaches to conflict resolution education: process curriculum, peer mediation, peaceable classroom, and peaceable school. Programs often combine elements from these approaches. Process Curriculum Educators who teach the principles and processes of conflict resolution as a distinct lesson or course are using the process curriculum approach. The Program for Young Negotiators, based on the Harvard Negotiation Project, typifies this approach. Young people, staff, and administrators are taught to practice principled negotiation as a means of goal achievement and dispute resolution. Preliminary results indicate that participating youth are successful in discussing disputes and avoiding fights with their peers. Parents and teachers reported less need to intervene in conflicts and improvement in students' ability to communicate. In a North Carolina middle school with more than 700 students, Peace Foundation's Fighting Fair, a process curriculum, was initiated in combination with components from other conflict resolution programs. Within a single school year, inschool suspensions decreased 42 percent and out-of-school suspensions decreased 97 percent. Peer Mediation Recognizing the importance of directly involving youth, many schools and communities employ peer mediation as part of a comprehensive strategy of violence prevention. Trained youth mediators work with their peers to find resolutions to conflicts. In Las Vegas, Nevada, the Clark County School Board and Clark County Social Services provide a comprehensive school-based mediation program for some 2,500 students at 1 middle and 3 elementary schools. An evaluation of the 1995 program found the following: o Peer mediators successfully resolved 86 percent of the conflicts they mediated. o There were fewer conflicts and physical fights on school grounds. o Mediators' mediation skills and self-esteem increased. o Effective mediators focused disputants on the specific problems requiring mediation. Peaceable Classroom and Peaceable School Peaceable classroom is a whole-classroom methodology that includes teaching students the foundation abilities, principles, and one or more of the three problem-solving processes of conflict resolution. Conflict resolution education is incorporated into the core subjects of the curriculum and into classroom management strategies. Peaceable school programs build on the peaceable classroom by integrating conflict resolution into the management of the institution with every member from crossing guard to classroom teacher learning and using conflict resolution. Peaceable school climates challenge youth and adults to believe and act on the understanding that a diverse, nonviolent society is a realistic goal. Evaluations of Teaching Students To Be Peacemakers, a peaceable classroom program, and Creating the Peaceable School and Resolving Conflict Creatively, peaceable school programs, showed significant benefits to participants, declines in conflicts, and increases in positive behavior by students. Most conflict resolution and peer mediation programs, an estimated 7,500 to 10,000, have been implemented in our Nation's elementary, middle, and high schools. However, conflict resolution programs are also a meaningful component of safe and violence-free juvenile justice facilities, alternative education programs, and community mobilization efforts to combat violence. Conflict Resolution Programs in Nonschool Settings The New Mexico Center for Dispute Resolution's Youth Corrections Mediation Program teaches youth and staff communication skills and combines the conflict resolution curriculum with a mediation component. In the program's reintegration stage, families negotiate agreements for daily living before their children return home. A program evaluation reports a 37-percent decrease in disciplinary infractions among youth mediators compared with 12 percent for youth not trained as mediators. The study also found that the recidivism rate among youth trained as mediators was 18 percent lower during the first 6 months after returning to the community than for a control group not trained in mediation. Community mediation centers are found in more than 600 communities. Typically based in nonprofit community-based agencies, the centers use trained community volunteers to provide mediation services to youth and adults in such conflicts as those involving gangs, graffiti, loitering, school suspensions, truancy, and parent/child relationships. Community mediation centers have collaborated with law enforcement, schools, and other youth-serving agencies in developing and implementing community-based comprehensive violence prevention and intervention programs. For Further Information Working with the Department of Education's Safe and Drug-Free Schools Program, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) has developed a guide to help school, juvenile justice, and other youth-serving professionals and policymakers plan and implement conflict resolution education programs. For a copy of Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings (NCJ 160935), call the Juvenile Justice Clearinghouse (JJC) at 800-638-8736. The Guide is also available online via the OJJDP World Wide Web page at http://www.ncjrs.org/ojjhome.htm. A videotape of the OJJDP satellite teleconference Conflict Resolution for Youth: Programming for Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings (NCJ 161416) is available from JJC for $17, shipped to a U.S. address. For information on training and technical assistance to implement conflict resolution education programs, contact the Illinois Institute for Dispute Resolution, 110 West Main Street, Urbana, IL 61801, or call them at 217-384-4118. Donni LeBoeuf is a Senior Program Manager in OJJDP's Office of the Administrator. Robin V. Delany-Shabazz is a Program Manager in OJJDP's Training and Technical Assistance Division.

78. Student Activities Then the peer mediator meets with that student to talk about the problem. They teach others to talk about and solve their problems. Back to Top http://www2.milwaukee.k12.wi.us/fairview/students.htm

Career Webquest Announcers Peer Mediation Jump Rope for Heart - K-5th Grade ... Wizards Jump Rope Team Cadets Basketball Bowling Soccer Special Olympics Track Volleyball Piggy Bank Accelerated Reader J.A.C.K. Girls Scouts Band/Instrument Lessons Piano Lessons Student Council Cross Country Newsletter Desktop Publishing Accelerated Reader A program which helps to focus attention on careful reading of books, which improves students' critical thinking skills and builds the intrinsic love of reading. Students in second through fifth grades participate. Announcers - At Fairview, students are selected to be the morning and afternoon announcers. They go on the P.A. system and announce the time, date and weather, Pledge of Allegiance , and important notes and happenings. Announcements are read aloud in the morning at approximately 9:10 a.m. and 3:10 p.m. To be a Fairview announcer, you have to be in 4th - 6th grade. In the beginning of the year, our assistant principal asks interested students to write a short page of why they should be an announcer. New kids are picked every year. Back to Top Bowling - Grades 3-8 students are coached by Fairview Staff and bowling alley staff on the basics of bowling.

79. NAFCM National Association For Community Mediation After reviewing several articles regarding student/peer mediation, Teaching conflict resolution to elementary, middle and high school students is as http://www.nafcm.org/pg1001.cfm

National Association For Community Mediation HOME JOIN NAFCM MEMBERSHIP CENTER PROGRAMS AND INITIATIVES ... BULLETIN BOARD 1527 New Hampshire Avenue, NW Washington, DC 20036-1206 Phone: (202) 667-9700 Fax: (202) 667-8629 Youth/Schools Articles Resolving conflicts among youth is an area of ever increasing importance. Articles below are just the beginning, you can locate additional Youth and Schools related information through a Topical Search (Above) on "Youth", "Schools" and "Peer Mediation". We will be adding articles and information over time and hope that this Section will be valuable to students, teachers, parents and schools administrators. Lessons from the Playground: What We Can Learn From How Kids Resolve Their Disputes by Jeffrey I. Abrams Disputes and conflict are an inevitable part of life. While some believe that learning to deal with these daily challenges is something that can wait until adulthood, it is actually on the playground, as pre-schoolers, where dispute resolution skills are first developed. At a very early age, most pre-schoolers learn the valuable lesson that selecting the appropriate dispute resolution process is often the single most important factor in the successful resolution of a dispute. Cleaning Up the Schoolyard by Sue Farley The classroom isn’t the only place in the school community where tension can mount. Whether it’s in the grounds, the staff room, the board room or even at home, the staff, pupils and management provide a fertile environment for dysfunction to manifest and simmer away in.

80. The Peer News (January 4, 2005) Even with the existence of peer mediation, if individuals believe the climate is This study examined whether peer teaching enhances diversityfocused http://www.peer.ca/thepeernews10.html

Peer Assistance Mentoring Join the Peer Resources Network The Peer News ISSN 1708-9042 (January 4, 2005) This free newsletter is only sent to subscribers and to those persons and organizations that are listed on the Peer Resources' website peernews@peer.ca . We do not sell or forward your address to any other source. TOPICS 1. Six Factors that Reduce the Use of Peer Peacekeepers in Schools 2. Student Leadership Training Book Available at a Discount 3. Attend a Best Practice Peer Conference or Seminar 4. Four Key Studies from Peer Research SIX FACTORS THAT REDUCE THE USE OF PEER PEACEKEEPERS IN SCHOOLS One of the most popular methods for helping young people learn about peace keeping is through the creation of peer mediation or peer conflict resolution programs in elementary and secondary schools. Rather than having disputes typically resolved by the vice-principal or another adult, peer mediation involves bringing the disputants together with a team (usually a pair) of trained and supervised peer mediators. Instead of student interactions leading to violence, harm or other hurtful activities, peer mediation helps students find mutually agreeable solutions. A considerable amount of research has appeared in professional journals or has been the subject of academic dissertations that can be characterized as highly supportive of or demonstrating the effectiveness of peer mediation. In general, peer mediators benefit as much if not more than their disputant clients in terms of self-esteem, confidence, and academic achievement. And research has even demonstrated that disputants often take the peacemaking ideas they have learned in just one mediation and have applied them to other disputes, reducing the need for third-party intervention.

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