The e-amediar program at Padre Piquer Family Support Center is a school mediation initiative designed to promote prosocial and emotional education to enhance interpersonal relationships within the educational community. Since its establishment in 2003, the program has trained over 100 mediators and implemented practices based on successful mediation models, aiming to create a positive school climate through conflict resolution training. Key components include interactive methodologies, theoretical foundations based on social competencies, and continuous involvement of all educational stakeholders.

1. e-AMEDIAR Programe, a School
Mediation Service at Padre Piquer Family
Support Center
1. INTRODUCTION
2. THEORETICAL BASES
3. OBJECTIVES
4. METHODOLOGY
5. THEORETICAL CONTENTS
6. TIMING, SESSIONS, PARTICIPANTS, PLACE
7. MATERIAL & HUMAN RESOURCES
8. CONCLUSIONS

2. 1. Introduction
• The school peer mediation program e-AMEDIAR, is an
educational tool based on a innovative proposal of
activities developed from scientific and pedagogical
aspects, and combine elements of four successful
School Mediation Programs
• The main objective is to implement a prosocial and
emotional education as a way of further good
interpersonal relationship among members of the
educational community to improve the climate of
coexistence
• It is an educational project of 3 multiple intelligences,
which develop three skills

3. • The school mediation program has been developed
at Padre Piquer Formation Center since 2003. It´s
developed from the School Mediation Service of
the Family Support Centre (FSC) of this center.
• The FSC was founded in 2000 as a partnership
between Padre Piquer Formation Center and the
Universitary Family Institute of Pontificia Comillas
Madrid University
• It has formed more than 100 school mediators, and
300 students in smart conflict resolution within the
Citizenship Education area.

4. 2. Theoretical Bases: 4 successful School
Programs in whic it`s based on
Student Network
Helper model School
(I. Fernández) Mediation
Model (C.
Boqué)
Social Teacher-
Competence Student
Program Mediation
(generalitat Model (J.C.
Catalunya) Torrego)

5. 2. Theoretical Bases: 4 successful School
Programs in whic it`s based on
• "Model student helper" by Isabel Fernández.
• In this program, we extract the idea that older
students already trained to mediate and help
children
• Bibliography: EL ALUMNO AYUDANTE. Ed. Catarata
2002.

6. 2. Theoretical Bases: 4 successful School
Programs in whic it`s based on
• "Mediation Network Model" Carme Boqué.
• From this program we take the idea of creating a
network of mediators in the center, working in
various fields of education of each school network.
• Bibliography: Boqué Torremorell, M.C. TIEMPO DE
MEDIACIÓN. Ediciones Ceac, 2005.

7. 2. Theoretical Bases: 4 successful School
Programs in whic it`s based on
• "Mediation Model of teacher-pupil" of Juan Carlos Torrego.
This author was one of the first people to introduce school
mediation programs in Spain. The book cited in footnote on
page number three was the first to clearly explain how to
train students, parents, teachers and school mediation PAS.
Give us the importance of creating a permanent School
Mediation Service involving persons serving on the school and
not to people outside the center, as a way to preserve,
publicize and expand mediation culture in schools.
• Bibliography: Torrego Seijo, J. C. MEDIACIÓN DE CONFLICTOS
EN INSTITUCIONES EDUCATIVAS. Ed. Narcea, 2000.

8. 2. Theoretical Bases: 4 successful School
Programs in whic it`s based on
• "Social Competency Program" of the
Department of Education of the Generalitat
de Catalunya. This program collect the
theoretical conception of global education as
future of education, the centrifugal and
centripetal vision of education in students.

9. 2. Theoretical Bases
• Implement prosocial and emotional education as a way of good
interpersonal relationship among members of the educational
community
• Through 3 multiple intelligences: Interpersonal, intrapersonal and
emotional
• Which are developed through three competencies: cognitive
(interpersonal intelligence), emotional (emotional intelligence) and
moral development (intrapersonal intelligence)
• Cognitive: the 5 thinkings (Spivack and Shure): casual, consequential,
empathetic, projective, alternative
• Emotional: the 5 progressive subcompetences: Self-awareness, self-
control, self-motivation, empathy, emotional interaction
• Moral development: the development of the 6 stages of evolutionary
growth in moral reasoning (Kholberg & Piaget): heteronomy, mutual
selfishness, interpersonal expectations, responsibility and
commitment, we all have rights, we are all equal

10. Pro-social Intelligence
• Prosocial intelligence is developed by this project to
​
combine multiple values and essential attitudes to be
taught to the mediators and helper student .
• Prosocial actions are behaviors that, without seeking
material rewards, favorice :
• a) to other individuals or groups based on these
criteria,
• b) to positive social goals, and to increase the
likelihood of generating a quality positive reciprocity
in social relationships or consequential, improving
identity, creativity and initiative of individuals or
groups involved (Roche, R., 2004, " prosocial
intelligence ", col. material. Autonomous University of

11. Pro-social Actions
• 1. Physical help. Nonverbal behavior that seeks
to assist others to accomplish a specific goal,
and that has the approval of the rest.
• 2. Physical Service: Conduct which eliminates
the need to receptors of action to intervene
physically in fulfilling a task or tasks, and
concludes with approval or satisfaction.
• 3. Giving and sharing: Deliver objects, food, or
other possessions lost property or use.

12. Pro-social Actions
• 4. Help verbal explanation or verbal instruction
or share ideas or life experiences that are
useful and desirable to other people or groups
in achieving a goal.
• 5. Consuelo verbal verbal expressions to reduce
sadness or distressed persons in distress and
increase their profit.

13. Prosocial Actions
• 6. Confirmación y valorización positiva del otro:
Expresiones verbales para confirmar el valor de
otras personas o aumentar la autoestima de las
mismas, incluso ante terceros. (Interpretar
positivamente conductas de otros, disculpar,
interceder, mediante palabras de
simpatía,alabanza o elogio).
• 7. Escucha profunda: Conductas metaverbales y
actitudes de atención que expresan acogida
paciente pero activamente orientada a los
contenidos expresados por el interlocutor en
una conversación.

14. Prosocial Actions
• 8. Empatía: Conductas verbales que, partiendo de un vaciado
voluntario de contenidos propios, expresan comprensión
cognitiva de los pensamientos del interlocutor o emoción de
estar experimentando sentimientos similares a los de éste.
• 9. Solidaridad: Conductas físicas o verbales que expresan
aceptación voluntaria de compartir las consecuencias,
especialmente penosas, de la condición, estatus, situación o
fortuna desgraciadas de otras personas, grupos o países.
• 10. Presencia positiva y unidad: Presencia personal que expresa
actitudes de proximidad psicológica, atención, escucha
profunda, empatía, disponibilidad para el servicio, la ayuda y la
solidaridad para con otras personas y que contribuye al clima
psicológico de bienestar, paz,concordia, reciprocidad y unidad
en un grupo o reunión de dos o más personas.

15. 3. Objectives
-General: Implement prosocial and emotional
education as a way of improving good interpersonal
relationship among members of the educational
community, to improve the climate of coexistence at
school
-Train mediator students: knowing how to help to
resolve conflicts in formal and informal mediation,
​
living the values of solidarity,
respect and learn to live with others
in groups, how to interpretate
the complexity and interdependence
of relationships between members
of the educational community and between groups,

16. 3. Objectives
-Train students and the educational
community: how to analyze and manage
conflicts, to deal with and respond to the
conflicts that occur at school and around
themshelves.
- Improving the climate of cooperation in the
school center, spread the culture of non-
violence and non-violent resolution of
conflicts and culture of mediation

17. 4. Methodology
- games and dynamics
- Individual, group and asambleary Work
- Theoretical concepts transmission
-Spread the culture of peace and mediation
through the PC, CAF Padre Piquer´s school
mediation service advertising, creation of
mediation information through social
networks (Tuenti: cafpadrepiquer; twitter:
cafpadrepiquer; blog:
cafpiquer.blogspot.com),
- Internet search-related resource conflict
resolution, creating blog entries CAF:
http://cafpiquer.blogspot.com;
www.padrepiquer.es

18. 4. Methodology
- Real Co-mediation between members of
the educational community
- Activities by age groups
- School Mediation Service maintenance
- Publicity and spread out of the School
Mediation Service through individual and
group activities
- Awareness activities on mediation and
conflict resolution.

19. 5. Theoretical content
- Like the competence training program
social of the Generalitat de Catalunya, which
proposes to improve coexistence in the
College among students facilitating the
existence of good relationships that prevent
social and interpersonal problems,
- we believe that the three factors necessary
for good interpersonal relationship are:
cognitive (cognitive skills),
moral (moral growth)
and emotional control (social skills).

20. 5. Theoretical content
- In e-AMEDIAR programme we bet for this line,
we want students when they finish their training
tour of the school, be aware of their inner and
their outer world, to know their SPHD: your
feeling (emotional intelligence, emotions
enhanced and not limited), their thinking (teach
them to think, to have sufficient cognitive skills,
discover their limiting beliefs and transform them
into enhancers), and their conduct, you see, that
must be shaped by the values moral acquired by
moral reasoning that makes the child feel that will
shape their thinking and to acquire a final form
completed with say, a limiting or enhancing
communication.

21. 5. Contenidos teóricos
• Al igual que el Programa de formación en competencia social1 de la Generalitat de
Catalunya, que propone que para mejorar la convivencia en el Colegio entre los
propios alumnos se ha de favorecer la existencia de unas buenas relaciones
interpersonales que prevengan problemas sociales e interpersonales, creemos que
los tres factores indispensables para una buena relación interpersonal son: el
cognitivo (las habilidades cognitivas), el moral (el crecimiento moral) y el control
emocional (las habilidades sociales).
• En el programa e-AMEDIAR trabajamos en esas líneas, queremos que los alumnos
cuando terminen su periplo formativo por el centro escolar, sean conscientes de
su mundo interno y de su mundo externo, de su SPHD: de su sentir (control
emocional, emociones potenciadoras y no limitantes), de su pensar (enseñarles a
pensar, a tener las suficientes habilidades cognitivas, descubrir sus creencias
limitantes y transformarlas en potenciadoras), y de su conducta final, exterior, la
que se ve, que deberá estar conformada por los valores morales que hayan
adquirido, por los razonamientos morales que haga el niño y que moldearán su
sentir y su pensar para adquirir una forma final completada con un Decir, una
comunicación limitante o potenciadora.
• 1 Basado en el Programa de Competencia Social del Departamento de Enseñanza
de la Generalitat de Cataluña.

22. 5. Theoretical
contents
• Training prosociality developing three factors:
• the cognitive: cognitive, 7 Gardner's multiple intelligences
• The moral: The 6 stages of evolutionary growth in moral
reasoning
• emotional control: emotional intelligence, sentience, executive,
social skills
• Prevention of social and interpersonal problems
• Conflict Theory
• Human Communication Theory
• Concepts of NLP, Coaching, mindfulness
• Mediation and the Mediator

23. 5. Theoretical
• Contents
Can analyze conflicts, elements of the conflict, the 5 ways to react
to the conflict and Thomas Khilman
• Conscious and effective communication. The 3 types of
interpersonal relationship
• Cognitive Skills: 7 Gardner's multiple intelligences
• Interpersonal intelligence, the 5 Spivack thoughts i Shure: causal
thinking, alternative thinking, Consequential Thinking, Thinking
Perspective, Thinking of means and ends
• Zubiri sentient Intelligence, Daniel Goleman's emotional
intelligence, intelligence executive J. A. Marina,
• Social skills training Goldstein
• The 6 stages of evolutionary growth in moral reasoning:
• 1. heteronomy 2. mutual selfishness; 3. interpersonal expectations
4. responsibility and commitment; 5. all have rights; 6. all are
equal
• Concepts of NLP, Coaching, mindfulness
• The 4 stages of conflict resolution, the 3 stages of mediation,

24. 5. Theoretical content every Course
1 º ESO (12-13 years old): Social Skills Workshop
2 º ESO: Workshop 5 hour
sessions weekly Course Intelligent
Resolution Conflict RIC all students of 2nd ESO
3 º ESO: 8 training sessions as school mediators, for one
hour,weekly, to groups of 10
students, Coexistence Observatory school and world
4th year: Mediation and Recreation intelligent student
assistants
1º Bachillerato: Mediations, Coexistence Observatory (blog,
magazine infopiquer, social networks), Student Assistant
2º Bachillerato: Mediations, Coexistence Observatory (blog,
magazine infopiquer, social networks)

25. 5. Methodology of formative training sessions 3 º
ESO (3rd year of secondary, 14-15 years old) students
• 1) Coexistence
Observatory of the
school and the world
• 2 º) Dynamic on Theme
to work
• 3rd) What do I take
today as a conclusion

26. 5. Theoretical content every Course
In the second and subsequent years until
they complete the educational process at
school there are two activities:
1) a monthly meeting at
recess educational staged for mediation,moti
vation organizing activities or conduct mediati
on role playingsand
2) Co-mediation by mediators of actual
cases that arise during the school
year. Teamwork way mirror behind the group
of mediators.

27. 5. Other Activities
• Fit a stand of mediation in the school festival,
offering activities for all
• Actions for Day of Nonviolence
• Delegation and Training
• Degree Training Cycle Social Integration
• Activities for groups: Recreation intelligent stand
School Mediation Service in celebration of the feast
of the school, assembly and development
Coexistence Observatory, simulations school
mediation cases, Delegates and training in
communication skills Subdelegates conscious and
and effective conflict resolution

28. 7. Resources needed
- It requires a Mediator / a Teacher
- material resources needed are a computer
with Internet access, a small notebook per
student, pens, photocopies of materials,
computer speakers, pens and cards, flipchart
and flipchart pad and colored pens, printer,
Board of School Mediation Service, etc

29. Co-existence Observatory
• Each week we Coexistence Observatory's school making them
journalists who help us to gauge the reality that surrounds us, the
Centre and the world we live insert.
• Each week we choose several responsible for collecting all
information related to the positive news and conflict and conflict
resolution to occur, each responsible for weekly news summary
takes a positive and World Center, a summary of conflicts and ways
to solve a DAME to give me a detected conflict and provides a
motivating phrase for the week.
• To spread the culture of peace and mediation boarded the blog
each week (www.cafpiquer.blogspot.com) and Tuenti (Caf Father
Piquer) highlight and print the weekly motivational phrase, the
good news and the DAME and hung in the information panel CAF.

30. 8. Conclusions
• A greater involvement of the management team a better
result
• Activities for all grade levels helps to globalize the Mediation
Service
• Synergy: join forces with educational departments, Pastoral
Counseling, human formation, etc ...
• Adaptable to any age School level, not only Secondary
Compulsory Education
• Experiential and practical learning much more effective and
easier than the theoretical and pragmatic training
• Time is the principle obstacle: be creative and flexible, take
profit of it (school events, spare time, recreation, lunch time,
etc.)

31. 8. 10 years of Growth
1. We went from starting in 2003 training 20 students
biweekly, with a support with a counselor in a
classroom, groups of 10 people per week in the CAF
2. We have gone from the room using only CAF to use
both rooms at the same time
3. We have moved to form only 10 pupils each round, to
train 100 students at 2nd ESO
4. We went from asking people to use the CAF to take the
CAF to the classroom

32. 8. Conclusions
5. We've gone from learning only mediators who came to
receive formation to the CAF to share what we learned on
the public board we created
6. Have passed from waiting people to come to us to go to
classrooms presenting them to use our mediation service
7. We have moved from introducing the CAF in the Mother
of Light at School Day to getting into class with a group of
mediators presenting the mediation service
8. We've gone from doing diplomas to recient formed
mediators to create mediators cards for use in or out of
school

33. 8. Conclusions
9. We have gone from doing mediations at the CAF to
mediate in every part of the school or even around it
10. We've been giving away a pen and notepad to each
mediator to meeting more than 100 mediators to eat at the
end of course of 2012
11. We've gone from waiting for persons to arrive to school
mediadtion service to practice dramas with formed
mediators to keep updated and prepared to urgencys
12. We have moved to formal mediation in the CAF to
conduct informal mediation in the yard and around the
school

34. 8. Conclusions
13. We've been thinking about how to create a Coexistence
Observatory, with weekly motivational phrase, the positive
news weekly and DAME one dame, a weekly observed
conflicts
14. we have gone from the internal mediators formation to
journalist mediators and student assistants
15. We went from mediating to create the e-AMEDIAR
programme
16. We passed the School, well we've had and we've
passed this challenge

35. Thank you for
your attention
E-mail: caf@padrepiquer.net
Blog: http://cafpiquer.blogspot.com/
Tuenti: Caf Padre Piquer
twitter: cafpadrepiquer
E-mail: santiagomiranzo@cymaconsultores.es
INSTITUTO UNIVERSITARIO DE LA FAMILIA
CAJA
UNIVERSIDAD PONTIFICIA COMILLAS MADRID
OBRA
SOCIAL