An educational organisation
which provides practical
tools for peaceful living and
well being.
Pair Share …
1.One activity you are good at or enjoy.
2. One way you handle conflict with others.
Conflict
What does this represent for you?
Conflict
Destructive
Constructive
Anger
Win/lose attitude
Maintain fixed positions
Blame
Violence
Accusations
Empathetic listening
Win/win attitude
Consider needs of both parties
Understanding other’s viewpoint
Problem-solving approach
Options
Conflict
Costs
Benefits
Damages relationships
Physical, emotional and
mental damage
Prevents individual and
group goals being achieved
Wastes time and money
Enhances relationships
Creates an environment for
self-growth and achievement
Enables individual and group
achievement of goals
Enables peaceful resolution
of problems
Enhances self esteem
Fosters the development of
personal potential
Damages self esteem
Limits personal potential
The Cool Schools Peer
Mediation Programme
What is this???
Cool Schools is a proactive programme
which empowers people by teaching
them skills and processes to resolve
conflict peacefully.
The Cool Schools Peer Mediation
Programme aims to:
•
help individuals develop life long conflict management skills
•
create win/win situations for students, teachers, parents and caregivers
•
provide life skills for school, home and the work place
•
create a better learning environment by enhancing student well being
•
be proactive - helping to prevent bullying and violence in the school, home and
community
•
encourages students to develop the value of service leadership
•
helps students develop respect for diversity and to value differences
for … safer schools … safer communities
“Safe Schools … Strategies to Prevent Bullying”
Education Review Office (ERO) Report - May 2007
www.ero.govt.nz
The Cool Schools Peer Mediation Programme is one of the school wide
programmes available to schools which focuses on health, well being
and social skills to help support the provision of a safe physical and
emotional school environment and the prevention of bullying.
Schools with strategies to prevent bullying (studied over 3 years), had
implemented strategies that had students as their primary focus. These
strategies included; mediation, conflict resolution and problem
solving.
These are the key skills and processes taught in
the Cool School Peer Mediation Programme.
Game: Bingo
Responses to Conflict
(Approach Options)
The choices you have when facing a
conflict or problem with someone.
Turtle
Denial, avoid, withdrawal, lose/lose situation
•
Stop talking, punish with silence
•
Walk away
•
Sulk
•
Become resentful
Teddy Bear
Suppression, accommodating, lose/win situation
•
Act as though nothing is the matter
•
Put up with it for the sake of peace
•
Stay cheerful, but refuse to talk
about the problem
•
Often be cross with yourself
afterwards
Shark
Aggressive, control, win/lose situation
•
Set out to prove the other person
wrong
•
Refuse to take NO for an answer
•
Shout them down
•
Outsmart them
•
Lay down the law
Fox
Compromising, win some/lose some situation
•
Do what’s fair
•
Divide equally
•
Avoid a clash of wills
•
Make concessions to keep a
friendship
•
Gain something for yourself
•
Give a bit
Owl
Co-operative problem solving, win/win situation
•
I want to win but I want you to win
too
•
I will state my needs and listen to
yours too
•
The relationship/friendship is
important and needs to be nurtured
•
Brainstorm ideas to solve the
problem
•
Negotiate a mutually acceptable
solution
Owls in action!!!
A Mediator is …
Think about ….
•
Skills
•
Qualities
•
Behaviour
•
Attitudes
A Mediator is not …
Causes of Conflict at School
(Quick brainstorm)
The Mediation Process
Introduction and Rules
1.
2.
3.
Mediators introduce themselves
Ask the disputants if they agree to a mediation. If so, move to a quiet area
Get agreement to the 4 rules of mediation; no interrupting, no name calling or putdowns, be as honest as you can, try to solve the problem
Defining the Problem (this step may need repeating)
4.
5.
6.
7.
8.
Decide who will talk first
Ask person (1) what happened?
Ask person (1) how do they feel?
Ask person (2) what happened?
Ask person (2) how do they feel?
Retell the facts and feelings
Retell the facts and feelings
Summarising
So the problem is about ….. (no more than 3-5 words if at all possible)
Finding Solutions
9.
10.
11.
12.
13.
Ask person (2) to suggest solutions.
Ask person (1) to comment on person (2)’s solutions and to add improvements and other
suggestions.
Work with the suggestions until they develop one they are both happy with. There may
be more than one problem. Make sure all problems are solved.
Arrange “check back”.
Mediators ask disputants to affirm each other (optional)
The Junior School Programme
There is now a specific programme for Juniors (Yrs
1 and 2) which is in the Cool Schools Training
Manual, page 74.
The “Circle Model” is in the Co-ordinator’s
Supplementary Handbook, page 47.
Essential Skills
•
•
•
•
•
•
Active Listening
Using “I” Statements and Affirmations
Recognising Different Types of Responses to Conflict
Effective Questioning
Role of the Mediator
Practicing the Mediation Process
Active Listening
Practice – Active/Reflective Listening
A/B Pairs
Using “I” statements
I feel …
(state the feeling)
When …
(state the behaviour)
Because…
(state the consequence)
Effective Questioning
Closed Questions – often require only
one or two word answers.
Open Questions – often start with
“How” or “Why” and require information,
explanation or opinion. They give more
choices.
During the mediation process there is an appropriate time to
use closed questions and an appropriate time to use open
questions for positive results.
Questions???
Handouts…
Feelings are Important!
Feelings are the things that can often cause conflict.
They are also the things that help to resolve it.
To finish: Sharing Circle
Rules:
Listen with respect
No name-calling or putdowns
You laugh with but not at
You can pass
I appreciate …
(can be something special you appreciate from this day)
Spare Parts …
Choices Chart
List Problem:
They would not let Jason play soccer at lunchtime.
Action:
Consequences:
Jason kicked their ball away.
Other Choices:
He got hurt in a fight. He got in trouble with
the Principal and his parents.
Possible Consequences:
1.
I could have played with
someone else.
I could have made some new friends.
These friends might not play soccer.
2.
He could have told the duty
teacher.
The teacher might have helped him to play.
The teacher may have said “Don’t tell tales!”
3.
He could have cried.
They might have let him play. They might have
called him a “Cry Baby”
4.
He could have got a ball from
the sports shed and asked
others to play soccer with him.
He could have played soccer. Others would
have played with him. He could have made some
new friends.
Implementation Checklist
Implementation Checklist
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
(Gain support of principal and staff)
Inform Board of Trustees and parents
Whole staff training. Appoint staff co-ordinators (minimum 2 for large schools)
Timetabled skills training in all classrooms
Selection of playground mediators (classroom optional)
Extra mediator training (preferably during school time)
Assembly presentation by mediators
Present mediators with certificates, uniforms and clipboards
Publicity around the school - posters, brochures, daily notices, etc.
“Cool Schools Road Show” by mediators to all classrooms (2x per year in
New Entrant classroom/s)
Mediators on rostered duty in playground
On-going weekly training/debriefing with mediators by the coordinators(preferably during school time)
Mediators plan and implement a “Parents Information Evening”
Co-train new mediators during Term 4 ready for the New Year
Mediators award certificates for positive behaviour in the playground
Value and acknowledge mediators E.g.s: Mediators “Big Day Out”,
graduation badges, cup for “Outstanding Service as a Peer Mediator”
In Conclusion …
If by exposure to the Cool Schools
Peer Mediation Programme the
next generation has a better
understanding of:
•
•
•
•
•
the causes of conflict
effective ways of resolving conflict
establishing positive relationships
with others
appreciation of diversity
changing attitudes to build a better
society
Then it has been a SUCCESS!!!
Truly a valuable life skills
programme for adults and children
which the N.Z. Peace Foundation
continues to support.
Cool Schools Primary
Workshop
Part Two
Video
“Homegrown”
Cool Schools - Funders?
A big thanks to The Ministry of Education who
fund Decile 1-3 schools throughout N.Z.
(Research Report available 2004 - www.minedu.govt.nz)
A big thanks to The Ministry of Health who
fund Decile 4-10 schools throughout some
regions of N.Z.(incl all of the Sth Island)
(Research work being undertaken in the near future)
Health Educators…
How can you help???
Philosophy and Values
Old/New Paradigms - Education
Old/New Paradigms - Society
Education
Old Paradigm
1.
Emphasis on content. Learning the
facts. Right or wrong
2.
Learning as a product. Rewards
conformity. Hierarchical/authoritarian
structure
3.
Relatively rigid structure, Prescribed
curriculum. Emphasis on the 3 Rs
4.
Teacher imparts knowledge, one way
street
5.
Priority on performance
6.
New Paradigm
1.
Emphasis on process. Learning how to
learn. More personal responsibility for
own learning
2.
Learning as a journey or process.
Students and teachers people not roles
3.
Many ways to teach and different
learning styles. Educating whole
person more important
4.
Teacher is a learner, guide, facilitator.
Student input to curriculum valued
(Quote)
5.
Priority on self image as the generator
of performance
6.
Ways of discipline which encourage
inner discipline and self growth
Discipline programme. Corporal
punishment
Society
New Paradigm
Old Paradigm
1.
1.
Co-operative. Problem Solving.
I win. You win
2.
Co-operative structures. Power with
others. Empowering others.
Individuals learning skills and
processes to use for themselves
3.
Taking personal responsibility
Attack. Blame. Aggressive.
Competitive. I win. You lose
2.
Authoritarian structures. Power over
others
3.
Someone else making the decisions.
Blaming others as a result
4.
Over emphasis on the importance of
Science and Technology. Under
emphasis on the importance of
people skills
4.
More balance between these areas.
People skills - inner growth and
development are important and
valued
5.
Old system breaking down
5.
Change is happening!!! Important
transformations are being made.
Moving up the evolutionary spiral
Part One Outline
Welcome and Introduction
Pair Share
Outline of Workshop
History
Philosophy and Values
Video Clip 1- Mediation Examples
Role of the Mediator
Group Presentation
Debrief - Clarifying the Mediators Role
Video Clip 2 - “5.30 with Jude”
Causes of Conflict (Brainstorm)
The Mediation Processs
Mediation Demonstration
Group Practice
Debrief - What Makes a Mediation Go Well
Why teach peer mediation to the whole
school???
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Individuals develop an appreciation of conflict as something that can be
handled positively and learnt from.
Up to 85% of disputes between students can be permanently settled by peer
mediators.
Indivduals become equipped with valuable skills for handling conflicts.
An improved and more co-operative school atmosphere develops.
Fewer incidents of students involved in “troublesome” behaviour beyond the
school gates.
General increase in students self esteem.
Teachers are freed up from a great deal of dispute settlement and
disciplinary action both in the classroom and playground.
Individuals are provided with an excellent resource for dealing with future
conflicts in life.
Pupils with resolved conflicts are happier and more productive in class.
Mediation reduces violence in schools and wider communities.
Changes begin to happen in homes of children with peer mediation skills.
Cross-culture conflicts diminish.
Part Two Outline
Welcome back!
Something Positive in Your Day!
Part Two Outline
Brief recap on Part One
Video Clip 3 - “Homegrown”
Why Teach Peer Mediation to the Whole School???
Classroom Skills - Presentations
The Junior School Programme
Co-operative Games
Handling Difficult Situations
Implementation
Feelings Are Important
Sharing Circle
Video
“5.30 with Jude”
(Edmund Hillary Primary)
The Mediation Process - Secondary
(Yvonne Duncan)
1.
Creating the Environment
Welcome and explain the process.
Set the ground rules e.g. 1. Listen to understand. Don’t interrupt.
2. Express your needs/feelings. Don’t use personal attacks.
3. Be constuctive. Work to solve the problem.
2.
Sorting the Issues
Ask open questions e.g. What is the problem about?
Paraphrase back and reflect feelings after each speaker.
Several turns may be necessary until all issues are addressed.
3.
Summarise the Issues
Check with disputants.
4.
Identifying Needs
What do you need to solve this problem? What would make it possible to……?
5.
Negotiating Agreements
Discuss options. Choose options both agree with to resolve the conflict.
Disputants sign the written agreement
6.
Exchange affirmations (optional) and arrange checkback.
Cool Schools Primary
Workshop
Part One
Schools as Human Rights
Communities in Education
Human Rights Communities are places
where young people know their rights,
acknowledge their responsibilities and
respect the rights of others.
Research overseas has shown significant
improvements in academic achievement
when schools are safe places which
recognise the human rights of all members of
its community.
www.rightsined.org.nz
History
How did it all begin?????
Introducing the founder of the Cool
Schools Peer Mediation Programme …
… Yvonne Duncan …
INTERVAL
The Mediation Process
How to teach this to a class
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Define causes of conflict in the classroom and
playground
Define the role of a mediator
Discuss mediation rules and the step by step
process with the class
Teacher models the process using children to role
play a typical conflict scenario
Class divides into groups of four (2 mediators, 2
disputants). Role play a conflict situation and
practise the mediation process. Change roles.
Feedback session - whole class. Group
demonstrations.Teacher talks about ways you can
help a mediation go well
LUNCH
Video Clip: “Bullying – Jesse’s Story”
by Greenstone Pictures
Video Clip: “Mediation Eye Song”
(featuring Havelock North Intermediate)
or/and
Game: “Scream”
Classroom Skills
Presentation Brief
•
15 mins preparation time only
•
Focus on teaching the key skill
•
Presentations to be 8mins or less
(timekeepers keep track on this please)
•
All group members to be involved in the presentation
•
Use role-play an an effective way of communicating information to your
audience
*
Do not include the co-operative game in your presentation
Handling Difficult
Situations
Proactive Preparation!!!
Co-operative Games
Enough talk!!! Let’s have some active
fun!!!
Captain Video
Elephant/Palm Tree