School mediation

School mediation is a sub-term of mediation (dispute settlement) in schools and a term for conflict piloting operations.

Basics

Mediation can be carried out by students who have been specially trained as mediators, by (school) external or internal mediators, for example by appropriately trained teachers. In all three cases, an advanced training program is carried out with the students, parents, teachers or otherwise involved in workshops, seminars and lectures. The idea of peaceful resolution of conflicts in schools through mediation probably originated in the USA . The success there resulted in the first imitations in Germany in the early 1990s . In the meantime, models of school dispute settlement are spreading in almost all federal states . The projects have different names such as Pax An , conflict pilot or TutWas ; The class council also plays a role in this context and - as a multi-level approach - buddy . In Austria there is a project called Nobody Is Perfect . School mediation sees itself as a measure for conflict regulation, but also mediates for violence prevention .

The starting point for the use of so-called violence prevention and intervention programs are the attitudes of students towards violence. At this point the mediators have to reach and pick up the students internally. Alternative solutions for settling and resolving disputes must be opposed to violence. Since older children and adolescents often feel that they have no influence on rules, norms and social and political processes anyway, they experience recognition and competence through inclusion in school mediation.

Dispute settlement by teachers or students

Dispute settlement procedures are based on three pillars:

1. Mediation

Literally translated, mediation means mediation. This concept was developed in the USA in the 1960s, where it was initially mainly used in the legal field in the case of separations and divorces, and later also in various other areas. It serves the amicable agreement between the parties through impartial, neutral third parties that are accepted by all sides. The focus is not on the question of guilt, but on how the parties want to deal with each other in the future, so they are solution and future-oriented. It is not the mediator who decides, but the parties decide what they want to negotiate and how they want to resolve their conflict.

2. Harvard Concept

The Harvard concept goes back to the American legal scholar R. Fisher. It assumes that conflicts (mind you, not violence) in coexistence are normal, but at the same time they are also a signal that something is wrong and that change is necessary. Understanding does not necessarily mean agreeing. The following principles are important for the pedagogical approach: factual and goal-oriented discussion (separation of factual and personal level), concentration on balancing needs and interests (differentiation between position and need). The aim is to find a consensus (so-called win-win situation ) instead of a compromise.

3. Peer group education

In the socialization of children and adolescents, peers are assigned a significant role in defining and maintaining their own individual identity. The point is not only to see children and young people as causing problems, but also to include their problem-solving skills. In every peer group there are people who enjoy special attention and credibility from the other young people. These often vocal types in particular often have a high level of intervention in their cliques (so-called acceptance bonus). This is where peer group education comes in. The work and cooperation with these peers should make it possible to inform young people through their peers (with the same social and cultural background) and to give them insights more easily. This is especially the case with students acting as mediators. In the case of schoolchildren as mediators, they can voluntarily be trained for this task in addition to school lessons . This preparation usually takes half a year and is carried out by psychologists or experienced mediators.

Course of a dispute settlement discussion by students

1. Rules: The mediators explain the rules of the conversation. The contestants must reveal whether they are there voluntarily or whether they have been asked to do so by a teacher. The conversation will only continue if all the contestants are there voluntarily.

2. Clarify the facts: Each of the contestants describes exactly his view of things. No other arguing person is allowed to talk into him. Swear words are also forbidden. then the other is allowed to describe his view of things. This part can sometimes take up several sessions.

3. Find solutions: Once the issue has been clarified, an attempt is made to find a consensus.

4. Contract: The finally agreed solution is recorded in a contract that all parties involved have to sign.

5. Control interview: Some time later, another appointment is made to check compliance with the contract. If it was not complied with, you go back to 3.

Mediation through volunteers

Volunteers are also used as school mediators . For example, the association provides senior partners in school with volunteers who are trained as school mediators according to the association's own standards and who are accompanied by supervision .

literature

Inge Maria Mandac: Resolving teacher-parent conflicts systematically . Carl Auer Systems Verlag, Heidelberg 2013. ISBN 978-3-8497-0013-3 .
Sabine Behn u. a .: Mediation in schools. A German evaluation . VS-Verlag für Sozialwissenschaften Wiesbaden, 2006.
Sabine Behn and Miriam Schroer: Mediation in schools - a German evaluation . In: Journal for Conflict Management, 1/2007.
Ortrud Hagedorn: The Berlin conflict pilot model . o. o. o. J.
Karin Jefferys-Duden: The dispute mediator program , Weinheim 1999. ISBN 3-407-62390-9 .
Dan Olweus : Violence in School. Huber-Verlag, 1997.
M. Schäfer; D. Frey: Aggression and violence among children and adolescents. Hogrefe., 1999.
WEISSER RING (Ed.): Mediation - also at our school (free brochure). Mainz 2006.
F. Winter; S. Taubner; C. Krause: Arbitrating young people. Initiation of a conflict resolution offer from young pupils at their school . Forum-Verlag, Mönchengladbach 1997.

Web links

Individual evidence

↑ Senior partner in school - bridge between old and young. Quality standards. Retrieved June 7, 2008 .

[1] Senior partner in school - bridge between old and young. Quality standards. Retrieved June 7, 2008 .