Mª Dolores Ortega
MEDIATION AS CONFLICT
RESOLUTION STRATEGY IN
SCHOOL MEDIATION STATES IN
Conflict mediation has been used since ancient times
Mediation in educative context started in the 60s in USA
performance of religious groups and movements for
stated the necessity of students to learn abilities of
how to solve conflicts in a non-violent way.
is a tidy procedure
starts from the loss of two people of
the negotiating capacityCONFLICT
Locked in their
help of a 3rd person
a space of
and learning is
This characteristic is the
key to introduce it to
the educative context.
2.MODELS OF MEDIATION.
model of Harvard.
The transformation model.
• Its bases are law and
• taking as objective
achieve deals where the
two parts win.
• It is a very systemised
process and it is
developed in the business
• comes from psychology
• tries to improve the
communication and the
information between the
• produce reflexion
processes that modify the
reality and conflict
perception, fixing the
• comes from sociology
• its aim is to transform the
conflict , the relationships
and the people fro the
The school mediation in an educational centre with a view to improving coexistence,
manifests itself in a series of consequences and objective facts:
Facilitates a more
relaxed atmosphere at
Promotes concern for
Search strategies to
solve the problems of
Helps that there is a
greater involvement in
community at school.
Is looking for other
Conflicts tend to
between the members
of the educational
Improvement of social
Favors that a have
greater responsibility in
students (are involved
in the operation of the
Decreases the number
of disciplinary cases
3.CHARACTERISTICS OF THE
• It is a peaceful strategy.
• It is voluntary
• It is a systematic process,
• It favours communication and collaboration between people.
• Through it the mediators are facilitating the meeting.
• It is an educational process and transformer of people.
• It is a training strategy of the entire school community
(teachers, students, parents and non-teaching staff).
• They are the people in conflict who bring solutions, learning
to manage their conflicts.
• The confidentiality of the process.
4. TYPES OF SCHOOL MEDIATION
Incorporation a system
of mediation in a school
must adapt to the
of each school reality
Mediation conducted by Adults
Mediation conducted by the Peers
5. PHASES OF SCHOOL MEDIATION
• „Tell me”
• Location of the conflict
• Looking for solution
• The agreement
• This is the
• Each part
We can ask
• A solution
1) Filling in a written request
with the explanation of the facts.
2) This report comes to the
mediation team coordinator
When anyone from the Center have a conflict you
may request mediation service. This is done:
The two parts to the conflict should write their
version of the case and choose two mediators
Coordinator of the mediation
team leaves the case two of the
mediators that are responsible
for case meeting separately
with each part of the conflict.
MEDIATION: After the pre-
mediation it is performed a
joined mediation. The two parts
of the conflict and their two
mediators meet and begin the
mediation process. Multiple
sessions may be needed.
THE FORMATION OF SCHOOL MEDIATORS
SESSION 1: Formation of
group with group
SESSION 2: education for
peace, human rights, the
conflict and the
SESSION 3: social skills
in school mediation.
SESSIONS 4 and 5:
communication skills for
SESSION 6: school
THE BUTTERFLY EFFECT OF CONFLICTS
CONFLICT REMOVES THE ENTIRE CLASSROOM+
UNPREDICTABLE CONSEQUENCES (MORE CONFLICTS)
Put rules and respect
THE UNPREDICTABILITY OF THE CONFLICT OR THE
LATE FORECAST SERIOUS CONSEQUENCES.
THE INTENTION IS NOT WHAT COUNT.
Currently, the society as a whole,
questioned the training of children and
young people. It is usual, in this frame
of mind, to look towards schools and
jeopardize the professionals of
education. And it is the responsibility
of educators is not low and is on the
rise. However, this discursive line
raises two clear objections: first, it
should be noted that the fact of
depositing in the formation of children
the burden of a future forged in the
present, does not excuse errors and
Society as a whole must
unlearn to transform itself,
since there can be no
consistency. Secondly, it
must be said that there are
few educators that, since the
cultivated, humble and quiet,
founded on democratic
values and equity.
GET TO WORK.
It consists of best practices aimed at
the creation and maintenance of a
climate of coexistence healthy,
seated in mutual respect, serve as
examples for those centres that are
raised to improve their current reality.
It is not mere recipes, on the
contrary, they are already
experienced approaches that
continue to evolve in interaction with
THE FORCE OF THE MEDIATION
School mediation programs
foster the ability to work
together to fight against the
problems and not the people.
So they not only provide clear
advantages in terms of
prevention and intervention
against conflicts, but also
innovative and transformative
potential of the educational
Mediation is based on equal
dialogue, i.e. in the possibility
to talk about conflicts face to
face in a plane of horizontality.
However, the real strength of
mediation in the field of
education is that, in reality, it's
a genuine learning process.
DISCOVER MEDIATION IN PRIMARY EDUCATION
When they arrive at school,
children start with enthusiasm,
they like to feel that they learn
new things every day, and
therefore boast in front of their
families by those achievements.
However, one of the aspects that
most dislike them are conflicts with
other colleagues. At school,
mediation is an exclusive service
that goes in the event of a conflict,
but should not be the case.
THE NETWORKS OF MEDIATORS IN SECONDARY
Obtaining the support of the
majority of people from the
Avoiding divisions between
those who accept the
mediation and those who
reject them, since the
purpose is a good
coexistence among all
Informal and extensive use
of mediation strategies
whenever a likely conflict
Keeping motivated and
committed to their work
Including mediation in the
documents of the Centre
Providing for the
continuation of the
Training to improve the
capacity of the mediators
TRUE OR FALSE
1. Is possible to introduce mediation in the
educative context because an atmposphere of
learning is created in in.
2. Co-mediation is a mediation that uses two
mediators. The mediators work as a team to
assist the parties in resolving their conflict.
3. In pre-mediation the responsible of the case
meets separately with each part of the
4. Mediation is based on equal dialogue, in the
possibility to talk about conflicts face to face
in a plane of horizontality.
5. Mediation is a waste of time
1. Characteristics of school mediation:
It is a peaceful strategy.
It is a systematic process
Both are correc
2. What is the correct order of mentioned phases of
a) pre-mediation, looking for solution, location of the
b) phase called „Tell me”, location of the conflict, looking
c) entry, location of the conflict, pre-mediation
3. The fist step to start the mediation is:
a) Make a request with the explanations
b) Talk with the coordinator
4. The most successful programs in mediation include:
a) Social competence, emocional inteligence, philosofhy
b) Education for diversity, valors, peace, school mediation.
c) Both are corretc.
5. If a centre wants to make mediation effective, they
have to achieve this condition:
a)Including mediation in the documents of the
b)Promoting mediation whenever a likely conflict
c)Both are correct